Self‐Efficacy of First‐Generation and Non‐First‐Generation College Students: The Relationship With Academic Performance and College Adjustment     

Lucila Ramos‐Sánchez  Laura Nichols 《Journal of College Counseling》2007,10(1):6-18

The authors examined whether self‐efficacy mediated the relationship between generational status and 2 academic outcome indicators of 192 college students. A mediation effect was not found with either academic performance or college adjustment. However, high self‐efficacy at the beginning of the year predicted better college adjustment at the end of the 1st year. For college students in general, high self‐efficacy was related to better college adjustment. Recommendations for counselors are discussed.  相似文献   

Assessment of mathematics and reading performance: An examination of the correspondence between direct assessment of student performance and teacher report     

Tanya L. Eckert  Erin K. Dunn  Robin S. Codding  John C. Begeny  Ava E. Kleinmann 《Psychology in the schools》2006,43(3):247-265

Teacher judgments have been identified as a primary source of information regarding student academic achievement. Research examining the accuracy of teachers' judgments in assessing students' academic abilities has shown relatively high accuracy. However, previous studies have relied primarily on norm‐referenced measures to obtain estimates of students' achievement in reading and mathematics. Recent developments in the assessment of students' academic skills, such as Curriculum‐Based Measurement (CBM), provide a direct estimate of students' skill levels in basic areas such as reading and mathematics. The purpose of the present study was to examine the extent to which teachers' perceptions of students' reading and mathematics skills corresponded to direct estimates of students' reading and mathematics skills. Two second‐grade teachers estimated the reading and mathematics skills of 33 second‐grade students. Results of this study indicated that teachers were not accurate in assessing their students' mathematics functioning. Teachers were more accurate in assessing the occurrence of Mastery mathematics levels in basic addition, but were very inaccurate in assessing the occurrence of Mastery, Instructional, or Frustrational mathematics levels in all other skills assessed. In reading, teachers' judgment accuracy varied as a function of grade‐level material and instructional level. Specifically, teachers experienced considerable difficulty accurately identifying students who were reading at a Mastery level in grade‐level or above‐grade‐level material. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 247–265, 2006.  相似文献   

A Content Analysis of Phonological Awareness and Phonics in Commonly Used Head Start Curricula     

Lori E. Skibbe  Hope K. Gerde  Tanya S. Wright  Chelsea R. Samples-Steele 《Early Childhood Education Journal》2016,44(3):225-233

Commonly used early childhood curricula were examined to consider the degree to which they support research-based instruction for phonological awareness (PA) and phonics. A content analysis was completed for two types of curricula widely used in Head Start: overarching general curricula and lesson-based curricula, which usually provide more explicit teaching instructions. Both types of curriculum demonstrated the same pattern of findings; while all curricula included some content aligned with standards, programs differed greatly in the number of objectives and instructional strategies included for PA and phonics instruction. Overall, curricula were most likely to address earlier developing PA skills (e.g., rhyming, alliteration) with more limited attention to advanced skills that are closely linked with reading development (e.g., segmenting and blending of phonemes). Phonics instruction was not included often in any of the curricula studied, and opportunities for individualizing instruction were rare, particularly for children with special needs. Results suggest that instructional recommendations for PA and phonics in most of these commonly-used Head Start curricula, even those curricula which typically provide more explicit instruction for teachers, do not align with the instruction provided in effective intervention studies, and therefore may not be powerful enough to influence children’s reading trajectories.  相似文献   

Research and Teacher Education: A Philippines Perspective     

Paz G. Ramos 《Asia Pacific Journal of Education》1983,5(2):112-126

The foundations of teacher education in the Philippines were laid by the Spanish government during the mid-eighteenth century. It is said to have begun on August 4, 1765, when King Charles of Spain issued a Royal Decree requiring each village to have a “maestro.” On November 28, 1772, another Royal Decree specified the qualifications of teachers. However, it was not until 1863 that there was a specific attempt to systematize and update the education of Filipino teachers. That year, another Royal Decree was passed to modernize different aspects of Philippine education.  相似文献   

Content not form predicts oral language comprehension: the influence of the medium on preschoolers’ story understanding     

Susan B. Neuman  Kevin M. Wong  Tanya Kaefer 《Reading and writing》2017,30(8):1753-1771

The purpose of this study was to investigate the influence of digital and non-digital storybooks on low-income preschoolers’ oral language comprehension. Employing a within-subject design on 38 four-year-olds from a Head Start program, we compared the effect of medium on preschoolers’ target words and comprehension of stories. Four digital storybooks were adapted and printed for read-alouds. Children were randomly read two stories on the digital platform, and two by the assessors. Following the story, children completed vocabulary and comprehension tasks, and a brief motivation checklist. We found no significant differences across medium; children comprehended equally well regardless of whether the story was read digitally or in person. However, using repeated ANOVA measures, we found a significant main effect of the story read. This research indicates that the content of the book rather than its form predicts story comprehension. Implications for using digital media in the preschool years are discussed.  相似文献   

Reflections on urban science teacher-student self-efficacy dynamics     

Sumi Hagiwara  Maria S. Rivera Maulucci  S. Lizette Ramos 《Cultural Studies of Science Education》2011,6(4):999-1018

This forum article consists of commentaries—authored by Sumi Hagiwara, Maria S. Rivera Maulucci and Lizette Ramos—on the feature article by Virginia Jennings Bolshakova, Carla C. Johnson, and Charlene M. Czerniak. We reflect on a series of questions that take retrospective, introspective, and prospective views of self-efficacy in science education. We review selected studies that explore some of the historical developments and methodological approaches in the literature and examine a teacher-student self-efficacy system model that shows the ways in which teachers’ and students’ self-efficacy judgments are based upon multiple individual and shared components, such as identity and social interaction within the classroom and school. We close with a call for the design of measures of teacher-student self-efficacy systems, so that we can begin to tailor professional development experiences to the goals and motivations of individual and collective groups of teachers and students in ways that accommodate the unique cultural features of their classrooms and foster student self-efficacy.  相似文献   

Google Scholar acceptance and use among graduate students: A quantitative study     

Tanya CothranAuthor vitae 《Library & information science research》2011,33(4):293-301

Adding the external variables of satisfaction and loyalty to Fred Davis' technology acceptance model (TAM), this study examined the extent to which graduate students perceived Google Scholar to be a resource that is useful and easy to use. A survey of 1141 graduate students at the University of Minnesota asked questions exploring their perceptions of Google Scholar as part of their research process. Seventy-five percent of survey participants had used Google Scholar at least once before, and a statistical analysis of the responses found that perceived usefulness, loyalty, and, to a lesser extent, perceived ease of use, were positively and significantly related to the graduate students' intended use of the information resource. This research showed that TAM is an applicable model for predicting graduate student use of Google Scholar, which can help academic librarians seeking to understand graduate student acceptance of new information sources. Additionally, this study provides information about how librarians might best promote Google Scholar and other library resources to graduate students.  相似文献   

SciVal Experts: a collaborative tool     

Vardell E  Feddern-Bekcan T  Moore M 《Medical reference services quarterly》2011,30(3):283-294

SciVal Experts is a resource for finding experts and fostering collaboration. The tool creates researcher profiles with automatically updated publication and grant information and faculty-inputted curriculum vitae, more fully capturing a researcher's body of work. SciVal Experts indexes campus-based "experts" by research topic, allowing faculty to find potential research partners and mentors, furthering translational research opportunities and dissemination of knowledge.  相似文献   

BDSM Disclosure and Stigma Management: Identifying Opportunities for Sex Education     

Bezreh T  Weinberg TS  Edgar T 《American journal of sexuality education》2012,7(1):37-61

While participation in the activities like bondage, domination, submission/sadism, masochism that fall under the umbrella term BDSM is widespread, stigma surrounding BDSM poses risks to practitioners who wish to disclose their interest. We examined risk factors involved with disclosure to posit how sex education might diffuse stigma and warn of risks. Semi-structured interviews asked 20 adults reporting an interest in BDSM about their disclosure experiences. Most respondents reported their BDSM interests starting before age 15, sometimes creating a phase of anxiety and shame in the absence of reassuring information. As adults, respondents often considered BDSM central to their sexuality, thus disclosure was integral to dating. Disclosure decisions in nondating situations were often complex considerations balancing desire for appropriateness with a desire for connection and honesty. Some respondents wondered whether their interests being found out would jeopardize their jobs. Experiences with stigma varied widely.  相似文献   

Increasing Girls’ STEM Engagement in Early Childhood: Conditions Created by the Conceptual PlayWorld Model     

Stephenson  Tanya  Fleer  Marilyn  Fragkiadaki  Glykeria 《Research in Science Education》2022,52(4):1243-1260

Research in Science Education - As societal needs change and STEM solutions are offered, an increasing concern for the participation of girls in STEM has emerged. Research has consistently shown...  相似文献