Thinking Skills and Creativity, Issue 2     

Anna Craft 《Thinking Skills and Creativity》2006,1(2):67-68

  相似文献   

‘It was,perhaps, the most important one’ students’ perceptions of national tests in terms of test-taking motivation     

Eva Knekta  Anna Sundström 《Assessment in Education: Principles, Policy & Practice》2019,26(2):202-221

The aim of this study was to examine ninth-grade students’ perception of a Swedish national test in science (high-stakes for the students) and a field trial (low-stakes for the students), in terms of test-taking motivation. The study is based on semi-structured interviews with 12 students. Overall, the students had a positive perception of the national test; they were motivated to do their best, believed they did well and found the test important and good. Several students were nervous before the test and some during the test whereas others felt okay, or even enjoyed taking the national test. The students talked about less effort and test anxiety in the field trial and perceived the test as less important compared to the national test. The interviews provided a rich understanding of the different aspects of test-taking motivation as described by the expectancy-value theory. Furthermore, they indicated how the test administration could be adjusted so as to achieve higher test validity.  相似文献   

Chafing borderlands: obstacles for science teaching and learning in preschool teacher education     

Andersson  Kristina  Gullberg  Annica  Danielsson  Anna T.  Scantlebury  Kathryn  Hussénius  Anita 《Cultural Studies of Science Education》2020,15(2):433-452

Cultural Studies of Science Education - This study examines preservice preschool teachers’ university science education experience. The empirical data are from a research and intervention...  相似文献   

How Useful are Computerised Screening Systems for Predicting Subsequent Learning Difficulties in Young Children? An Exploration of the Strengths and Weaknesses of the Cognitive Profiling System (CoPS 1)     

Anna Marks 《Educational Psychology in Practice》2005,21(4):327-342

The Cognitive Profiling System (CoPS 1) is a psychometric assessment/screening system presented in the form of computer games to children in their early school years in order to predict the probability of later learning difficulties of both a general and specific nature (Singleton, Horne, & Thomas, 1999 Singleton, C. H., Horne, J. and Thomas, K. 1999. Computerised baseline assessment of literacy. Journal of Research in Reading, 22(1): 67–80.  [Google Scholar]). Although some evidence is available as to the predictive validity of the resulting cognitive profile, as yet few independent studies have been carried out to investigate the system’s strengths and weaknesses.

The present study describes a small‐scale longitude investigation of how well scores on the CoPS 1 of 66 children in two urban primary schools in the west of England predicted their success or failure on the Key Stage 1 Standard Assessment Tasks (SATs) in literacy and mathematics. Significant correlations were found between the two measures, but these differed markedly from those found in previous research. In‐depth case studies were subsequently carried out on five children selected from this cohort at Year 4, when they were 9 years old. Despite providing some valuable information, the results raised questions about the predictive validity of CoPS 1 when applied to specific individual children. Caution is therefore urged in the application of such computerised techniques as ‘stand alone’ predictors of learning difficulties.  相似文献   

Teachers’ and school leaders’ perceptions of commercialisation in Australian public schools     

Anna Hogan  Greg Thompson  Sam Sellar  Bob Lingard 《The Australian Educational Researcher》2018,45(2):141-160

This paper explores teachers’ and school leaders’ perceptions of commercialisation in Australian public schools, reporting on findings from an open-ended survey question from an exploratory study that sought to investigate teacher and school leader perceptions and experiences of commercialisation. Commercialisation, for the purposes of this paper, is understood as the creation, marketing and sale of education goods and services to schools by for-profit providers and often includes (but is not limited to) the provision of curriculum content, assessment services, data infrastructures, digital learning, remedial instruction, professional development and school administration support. Our account highlights that commercialisation is prevalent in the day-to-day practice of Australian public schools. The perceptions of teachers and leaders suggest that commercialisation is complex, with both affordances and challenges. Respondents acknowledged that aspects of commercialisation are necessary for successfully running schools and classrooms in the 21st century, but also noted that there is a fine line beyond which these seemingly innocuous services become perilous. Concerns focused on how particular services are leading to the deprofessionalisation of teachers as they have less autonomy over what to teach and how to teach it. Moreover, teachers and school leaders reported being perturbed by the idea that commercial providers and services might work to replace teachers in the future. Drawing on these data we argue that growing commercialisation in Australian public schools clearly requires an ethical debate that schools, education professionals, policy makers and interested publics are yet to have.  相似文献   

Environmentally active people: the role of autonomy,relatedness, competence and self-determined motivation     

Anna N. Cooke  Kelly S. Fielding  Winnifred R. Louis 《Environmental Education Research》2016,22(5):631-657

To identify pathways to lower environmental impacts, this research examined the motivation and antecedents of motivation (autonomy, relatedness, competence), of environmentally active people. Previous research suggests that people with more self-determined motivation for pro-environmental behavior (PEB) should carry out more PEBs, and have lower environmental impacts, than people whose motivation is more externally regulated. Path analysis in Sample 1 (N = 261) confirmed that self-determined motivation was positively related to both easy and difficult PEB. The more participants judged that their needs for autonomy and relatedness were met in relation to performing PEB, the more self-determined their motivation. Higher perceived relatedness was also directly related to reporting more engagement in difficult PEB. Perceived competence was not related to self-determined motivation or PEB. The pattern of results was largely supported when re-tested with a sample (N = 320) who completed a ‘carbon footprint’ measure of environmental impact as well as the questionnaire completed by Sample 1. In this sample, autonomy, relatedness, and competence were related to self-determined motivation. The research is the first to our knowledge to examine and find a relationship between higher self-determined motivation and lower self-reported environmental impact. These findings point to new approaches to increasing PEB.  相似文献   

Drama education: A touch of the creative mind and communicative-expressive ability of elementary school children in Hong Kong     

Anna Hui  Sing Lau 《Thinking Skills and Creativity》2006,1(1):34-40

This paper presents a field experiment examining the effect of drama education on the psychological development of grades 1 and 4 students. The drama curriculum was delivered after school for one day each week for 16 weeks. Students in the experimental group attended drama education classes, whereas students in the control group took part in the other unstructured extra-curricular activities. Pre- and post-tests of creativity, and story-telling test were given to the students. With respect to creativity, the experimental group was found to score significantly higher than the control group. Significant grade differences were also found, with grade 4 students scoring higher on the measure of drawing but lower on divergent thinking than grade 1 students. No sex difference was found. These findings have important implications for the educational curriculum which are discussed.  相似文献   

Truth is in the eye of the beholder: Perception of the Müller-Lyer illusion in dogs     

Benjamin Keep  Helen E. Zulch  Anna Wilkinson 《Learning & behavior》2018,46(4):501-512

Visual illusions are objects that are made up of elements that are arranged in such a way as to result in erroneous perception of the objects’ physical properties. Visual illusions are used to study visual perception in humans and nonhuman animals, since they provide insight into the psychological and cognitive processes underlying the perceptual system. In a set of three experiments, we examined whether dogs were able to learn a relational discrimination and to perceive the Müller-Lyer illusion. In Experiment 1, dogs were trained to discriminate line lengths using a two-alternative forced choice procedure on a touchscreen. Upon learning the discrimination, dogs’ generalization to novel exemplars and the threshold of their abilities were tested. In the second experiment, dogs were presented with the Müller-Lyer illusion as test trials, alongside additional test trials that controlled for overall stimulus size. Dogs appeared to perceive the illusion; however, control trials revealed that they were using global size to solve the task. Experiment 3 presented modified stimuli that have been known to enhance perception of the illusion in other species. However, the dogs’ performance remained the same. These findings reveal evidence of relational learning in dogs. However, their failure to perceive the illusion emphasizes the importance of using a full array of control trials when examining these paradigms, and it suggests that visual acuity may play a crucial role in this perceptual phenomenon.  相似文献   

Computerised formative assessment of reading comprehension: field trials in the UK     

Keith J. Topping  Anna M. Fisher 《Journal of Research in Reading》2003,26(3):267-279

Increased curriculum time allocated to reading might not be effective in raising achievement. Teachers need to closely monitor and manage both the quality and quantity of individualised reading of all their pupils for optimal effectiveness. ‘Learning information systems’ (LIS) for reading such as the ‘Accelerated Reader’ (AR) enable this through individualised computerised assessment of pupil comprehension of ‘real books’, with feedback to both pupil and teacher. This study explored the impact of AR on reading achievement in 13 schools of different types spread across the UK, the majority socio‐economically disadvantaged. Participating pupils were aged 7–14 years. Pre‐post norm‐referenced gains in reading achievement were measured by group paper‐reading tests and a computer‐based adaptive reading test. The implementation integrity of AR was assessed by direct observation by researchers and through data generated by the programme itself. On both paper and computer‐based reading tests, on aggregate pupils in the 13 schools gained in reading at abnormally high and statistically significant rates. Boys tended to show larger gains than girls on the paper test. However, implementation integrity was very variable. In particular, some teachers failed to intervene in response to AR data indicating that pupils were reading ineffectively. AR appears to have potential for raising reading achievement, but only if implemented appropriately.  相似文献   

Academic Administrators’ Beliefs About Diversity     

Jared Russell  Samuel R. Hodge  Anna Marie Frank  Michelle Vaughn 《Quest (Human Kinetics)》2019,71(1):66-89

As our nation and society becomes more racially and ethnically diverse, college campuses are experiencing a dynamic shift in the student demographic on campus as well. Purposes of the study were to: (a) analyze the beliefs of kinesiology academic unit leaders (i.e., chairs, directors, heads) regarding faculty and student diversity within their programs and departments and (b) inquire about strategic goals for faculty and student diversification within their programs and departments. The participants were 68 administrators (43 men, 25 women) and all current members of the American Kinesiology Association (AKA) as of 2015. Thematic content data analysis of the open-ended probes exposed the recurrent themes: (a) advocacy, motives, and actions; (b) diversity identified, but rarely defined; and (c) history, status, and outlook. Implications of the findings are that issues associated with diversity in kinesiology programs and departments should be addressed with vigor and progressive actions.  相似文献