Regional inequality in reading performance: an exploration in Belgium     

Bo Ning  Jan Van Damme  Wim Van Den Noortgate  Sarah Gielen  Kim Bellens  Vincent Dupriez 《School Effectiveness & School Improvement》2016,27(4):642-668

In the 2009 Programme for International Student Assessment, the Flemish community of Belgium outscored its French community in reading, with low achievers accounting for a large proportion of the score gaps. In this study, between-community comparisons based on the Blinder-Oaxaca decomposition method showed that the Flemish community benefits largely from its policies and practices of giving schools relative autonomy in resource allocation, promoting good student conduct, and decreasing grade retention. Between-community comparisons using the Juhn-Murphy-Pierce decomposition method showed that compared to their Flemish peers in the same percentile, low achievers in the French community are hindered more by their relatively low grade level; disadvantageous school economic, social, and cultural composition; and negative school supportive climate while medium and high achievers benefit more from their advantageous school economic, social, and cultural composition; positive supportive climate; and high proportion of qualified teachers in schools.  相似文献   

Towards a model of interprofessional preparation to enhance partnering between educators and families     

Gloria E. Miller  Jeanine Coleman  Julianne Mitchell 《师资教育杂志》2018,44(3):353-365

Abstract

Interprofessional education (IPE) involves cross disciplinary learning, teaching, and supervision to foster greater interdisciplinary collaboration. In the field of medicine, this training approach has been adopted to improve collaboration amongst health care professionals. Rarely has this approach been adopted in regard to the preparation of student teachers. Yet professionals from the disciplines of general and special education, school social work, and school psychology often must work together and with families and pupils. A rationale will be forwarded for offering IPE to graduate students in these fields before they graduate. A multi departmental project was undertaken to design a new IPE training programme to foster collaborative knowledge of, dispositions towards, and skills in family school partnering. The components of the programme, the proposed criteria to gauge the success an initial pilot of the programme, and challenges faced in setting up such cross-discipline training will be described with lessons learned for the future.  相似文献   

Bottom line—Emanation and generation     

Randy L. Mitchell 《About Campus》2006,11(5):29-30

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The relationship of exposure to childhood sexual abuse to other forms of abuse,neglect, and household dysfunction during childhood   总被引：3，自引：0，他引：3  

Dong M  Anda RF  Dube SR  Giles WH  Felitti VJ 《Child abuse & neglect》2003,27(6):625-639

OBJECTIVE: This study assesses the relationship of childhood sexual abuse (CSA) to nine other categories of Adverse Childhood Experiences (ACEs), including childhood abuse, neglect, and multiple types of household dysfunction. METHODS: Retrospective cohort study data were collected from 17,337 adult health plan members who responded to a survey questionnaire. Regression models adjusted for age, race, and education were used to estimate the strength of the association of CSA to each of the other nine ACEs and a graded relationship between measures of the severity of CSA and the number of other ACEs (ACE score). RESULTS: CSA was reported by 25% of women and 16% of men. In comparison with persons who were not exposed to CSA, the likelihood of experiencing each category of ACE increased 2- to 3.4-fold for women and 1.6- to 2.5-fold for men (p < 0.05). The adjusted mean ACE score showed a significant positive graded relationship to the severity, duration, and frequency of CSA and an inverse relationship to age at first occurrence of CSA (p < 0.01). CONCLUSIONS: CSA is strongly associated with experiencing multiple other forms of ACEs. The strength of this association appears to increase as the measures of severity of the CSA increases. The understanding of the interrelatedness of CSA with multiple ACEs should be considered in the design of studies, treatment, and programs to prevent CSA as well as other forms of ACEs.  相似文献   

Children''s Interpretation of Messages from a Speaker with a False Belief     

E. J. Robinson  P. Mitchell 《Child development》1992,63(3):639-652

In 5 investigations we examined a new procedure for assessing children's understanding that messages arise from speakers' internal representations. 3- and 4-year-olds watched the enactment of a message-desire discrepant story in which a speaker doll, who believed wrongly that bag A was in location 1 and that bag B was in location 2, gave a message referring to the bag in location 1. In a message-desire consistent control condition, the speaker had a correct belief about the bags' locations. Children frequently judged correctly in the discrepant story that the speaker (who specified location 1) wanted the bag in location 2, and judged correctly in the consistent story that the speaker wanted the bag in location 1. That is, young children attended to the speaker's internal representations, and not just the real-world referent of the message, when judging what the speaker wanted. In one of the investigations, children performed better on the message-desire discrepant task than on a false belief task. We discuss why they might find it particularly easy to take into account false belief when inferring desire on the basis of behavior.  相似文献   

Testing the effectiveness of handwriting interventions: introduction to the special issue     

Teresa Limpo  Rui A. Alves  Vincent Connelly 《Reading and writing》2018,31(6):1249-1253

This special issue was born within the COST Action IS1401ELN—Strengthening Europeans’ Capabilities by Establishing the European Literacy Network, with the major goal of disseminating evidence-based practices to promote handwriting and motivate researchers to move this research field forward. This issue includes five articles testing a different range of interventions to promote handwriting in students with and without disabilities from kindergarten to middle grades, across multiple contexts (viz., United States, Switzerland, Belgium, and Portugal). A final commentary paper closes the special issue with a discussion on the importance of acquiring fluent and legible handwriting along with the contributions and limitations of the investigations presented in the special issue.  相似文献   

Class,Culture and Agency: Researching parental voice   总被引：3，自引：0，他引：3  

Carol Vincent  Jane Martin 《Discourse: Studies in the Cultural Politics of Education》2002,23(1):108-127

This paper explores the differential possession and deployment of social, cultural and material resources by parents, and the effect of these processes on their willingness and ability to be involved with and intervene in their children's school life--what we have called 'parental voice'. The data presented here are drawn from a study of parents at two secondary schools, a subsample of data from a larger study involving six schools. We consider the social positioning and behaviour of three cohorts of parents, those demonstrating high, low and intermediate levels of intervention in the school. Our conclusions stress both the similarities and differences in parents' experience of voice. Certainly, parental access to and deployment of a number of social resources significantly affected how often, how easily and over what range of issues they approached the school. However, we also describe the overall character of parental voice in these two schools as individual, cautious and insecure.  相似文献   

Time limits in testing: An analysis of eye movements and visual attention in spatial problem solving          下载免费PDF全文

Victoria A. Roach  Graham M. Fraser  James H. Kryklywy  Derek G.V. Mitchell  Timothy D. Wilson 《Anatomical sciences education》2017,10(6):528-537

Individuals with an aptitude for interpreting spatial information (high mental rotation ability: HMRA) typically master anatomy with more ease, and more quickly, than those with low mental rotation ability (LMRA). This article explores how visual attention differs with time limits on spatial reasoning tests. Participants were assorted to two groups based on their mental rotation ability scores and their eye movements were collected during these tests. Analysis of salience during testing revealed similarities between MRA groups in untimed conditions but significant differences between the groups in the timed one. Question‐by‐question analyses demonstrate that HMRA individuals were more consistent across the two timing conditions (κ = 0.25), than the LMRA (κ = 0.013). It is clear that the groups respond to time limits differently and their apprehension of images during spatial problem solving differs significantly. Without time restrictions, salience analysis suggests LMRA individuals attended to similar aspects of the images as HMRA and their test scores rose concomitantly. Under timed conditions however, LMRA diverge from HMRA attention patterns, adopting inflexible approaches to visual search and attaining lower test scores. With this in mind, anatomical educators may wish to revisit some evaluations and teaching approaches in their own practice. Although examinations need to evaluate understanding of anatomical relationships, the addition of time limits may induce an unforeseen interaction of spatial reasoning and anatomical knowledge. Anat Sci Educ 10: 528–537. © 2017 American Association of Anatomists.  相似文献   

Relationships between attitude and achievement among college biology students     

Harold E. Mitchell  Ronald D. Simpson 《科学教学研究杂志》1982,19(6):459-468

The purposes of this study were to (1) study changes in attitude toward science, school, and academic self among college biology students, and (2) to examine relationships between attitudes and achievement in an introductory college course in biology. The three attitude variables were assessed at the beginning and end of the study. Each of the three constructs was measured by the semantic differential and one additional instrument. One cognitive measure, biology achievement, was taken at the beginning and end of the study. This was accomplished by using the Nelson Biology Test. Another cognitive measure, grade in the course, as given by the instructor, was recorded at the end of the course. Normative data and correlation coefficients among pre- and postadministrations were calculated for each institution and the composite sample as well. An analysis of variance showed that while gains in scores on the Nelson Biology Test were significant beyond the 0.01 level of probability, changes in attitude scores were not. Correlations were calculated between the attitude and cognitive variables in this study. Relationships between academic self-concept and achievement in biology were the strongest. Data from this study show that while student cognitive behavior was changed during an introductory college biology course, selected attitudes either stayed the same or became slightly more negative. Affective as well as cognitive gains would appear to be desirable goals in college courses. As we learn more about relationships that exist between cognition and affect, science educators at all levels will become better equipped to improve learning in science.  相似文献   

Lifelong learning ecologies in online higher education: Students' engagement in the continuum between formal and informal learning     

Mitchell Peters  Marc Romero 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1729-1743

Lifelong learning opportunities are readily accessible through the hybridization of digital learning contexts—from formal to informal—in today's globally networked knowledge society. As such, expanded learning opportunities generate a continuum of learning contexts and experiences mediated through digital technology. Consequently, there is an urgent need to actively examine the interconnections and complex relations between what is learned in formal university scenarios and the everyday learning that happens outside of the classroom, particularly the informal learning that is afforded through expanded and emerging digital contexts. The current research problem illustrates that expanded and emerging professional development scenarios require new pedagogical designs for empowering lifelong learners to harness the affordances of the web across both formal and informal contexts and practices. This study outlines ways in which students shape their learning ecologies in virtual contexts to support formal academic learning in online higher education. The paper presents qualitative results from a larger mixed methods interpretive case study. The multicase and multisite study examines three fully online graduate programmes in Education and Digital Technology during the 2017–18 academic year, collecting data in the form of online programme documentation, student interviews and online participant observation. Purposeful and criterion sampling were used to select 13 participants across three sites in Spain, the UK and the USA. The study was underpinned by a lifelong learning ecologies theoretical perspective to analyse learning processes across a continuum of practices and contexts. Findings illustrate how students conceive of, as well as how they organize their learning ecologies through a unique configuration of activities, digital resources and networked social support, indicating that academic programmes and teachers have an essential role in empowering student learning ecologies across contexts, recognizing past trajectories and supporting the development of valued disciplinary practices and perspectives across a continuum of learning.  相似文献