This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed.
Developmental dyscalculia is a specific learning disability that is described as a heterogeneous and persistent cognitive disorder. Given the need to detect and intervene as early as possible to minimise its effects, teachers’ knowledge about symptoms, characteristics and effective intervention strategies in dyscalculia is essential. Given the lack of research about this topic and measures to evaluate teachers’ knowledge, this study aims to present a literature-based measure to evaluate knowledge about developmental dyscalculia and to investigate the predictors of this type of knowledge. Data were collected from a sample of 175 primary school teachers. The measure presented adequate psychometric properties. Teachers’ personal characteristics such as age and gender did not predict their knowledge about dyscalculia. Being a Special Education teacher predicted a higher knowledge of intervention strategies in dyscalculia and having heard about dyscalculia predicted higher knowledge about not only intervention strategies but also dyscalculia characteristics. The data are discussed, and suggestions for further studies are presented. 相似文献
The study examines the relative importance of the various organizational effectiveness dimensions in higher education institutions by positing organizational effectiveness as a second-order construct. Based on the findings of a survey administered to university academics in Hong Kong universities, the second-order structure of organizational effectiveness was supported. The findings reflected that the student-related dimensions were not considered as important as the dimensions related to faculty employment and satisfaction and suggested the disproportionate influence of the governing body on universities in Hong Kong. 相似文献
Recently, there has been much interest in higher education literature and policy on the concepts of student engagement and disengagement. While most academic writings recognise the significance of student engagement, they have tended to concentrate on it in relation to academic activities. Increasingly, universities are ‘cascading’ down the need to improve student engagement to schools and ultimately to individual academics. This article asserts that ideas about student engagement in the university context are often fragmented, contradictory and confused. Even the meaning of the term ‘student engagement’ is uncertain. Further, while government and universities urge attention to student engagement, many of their actions, it may be argued, have contributed to greater student disengagement. Relying on the available literature, we argue that the student experience as a whole is the key to engagement and, thus, efforts to re-engage students cannot be successful until a ‘whole-of-university’ approach is adopted. 相似文献
Factors that lead to poor achievement in literacy are evident prior to a child beginning kindergarten. In the present study, we examined the importance of including attention in a model for predicting emergent literacy in prekindergarten and subsequent reading abilities in kindergarten. The sample was 250 children attending public prekindergarten and kindergarten. Structural equation modeling was used to test our hypothesis that children??s early literacy skills mediate the relationship between preschoolers?? attention and kindergarten decoding abilities. Using early literacy as a mediator between early attention and later decoding provided a good model fit. Results suggest that attention was integral to the fit of the model and that attention in preschool is related to the development of early literacy skills above and beyond the contribution of maternal education to these skills. The implication of our study is that attention in early childhood should be considered an important part of literacy development. 相似文献
The process of formative assessment in universities has the potential to engage students in reflection and to take greater ownership of their learning. We report on a study involving 104 students taking a statistics course in a degree programme in rehabilitation science in Hong Kong. The assessment strategy was redesigned to include a weekly online formative assessment activity for 10 weeks. In this case, it was observed that there was a high participation rate across weeks. An end-of-course online survey was conducted to explore the learning experiences during formative assessment of the cohort, and students reported high satisfaction with the process, particularly how this contributed to a change in their learning approach. Students not only showed regular commitment of time on tasks but also took active steps to find answers for themselves and with their peers. 相似文献
Target readers based in the US who are interested in current developments in higher education institutional procedures there will find this source clear and well informed. If such content is likely to be relevant to you, I recommend that you arrange to borrow a copy for a while. Possible readers in Europe and Australasia who are attracted by the title will find the text parochialand worryingly lacking in awareness of developments outside the US. Also, it is more concerned with assessment of learning, than with assessment for learning. If you are not based in the US, I would not advise you to purchase or borrow. John Cowan相似文献
It is possible that some of the problems that confront Eastern learners when they are asked to engage in critical thinking
come from the misleading association of the title with criticising negatively and even with disagreeing. In some other educational
situations, careful choice of first language titles for concepts so that they do not introduce difficulties for learners has
proved fruitful in easing acquaintance with a new concept. Since the definitions of critical thinking emphasise the central
role of reasoning in this process and make no explicit mention of disagreement or fault finding, there seems potential in
a pedagogical approach to the development of the ability for critical thinking which focuses on identifying, considering and
presenting reasons—and perhaps renaming the process, even if only temporarily, accordingly. Such an approach has been devised,
in response to the difficulties that Taiwanese students have met when engaging with critical thinking. It has been piloted
on one class in an online discussion forum in English as a Foreign Language. The outcomes of this pilot are encouraging and
are presented at this stage for that reason. 相似文献