Cognition and Scholastic Success in West Indian 10‐year‐olds in London: a comparative study     

Christopher Bagley  Martin Bart  Joyce Wong 《Educational studies》1978,4(1):7-17

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Reading and cognitive abilities: Longitudinal studies of brain and behavior changes in young children     

Dennis L. Molfese  Victoria J. Molfese  Sasha Key  Arlene Modglin  Spencer Kelley  Shona Terrell 《Annals of dyslexia》2002,52(1):99-119

This paper focuses on methods useful for identifying differences in the development of language reading abilities in children that rely on measures of brain responses and behavioral assessments. Findings from longitudinal and cross-sectional studies using brain and behavior measures are described, along with findings from research designed to influence changes in brain and behavioral responses through training. The findings show differences in event-related potentials (ERP) responses recorded at birth that are related to a child’s later performance on language and reading tasks. Such findings point to a strong biological influence on the development of language and reading skills. However, other findings show that the influence of biological factors on brain processing can be modified through learning. In fact, several studies show that even brief periods of stimulation and opportunities for learning can produce changes in the brain’s ERP repsonses. Such findings suggest that new approaches to evaluating the effectiveness of interventions might change the rate and likelihood of developmental changes.  相似文献   

A large-scale implementation of predictive learning analytics in higher education: the teachers’ role and perspective     

Herodotou  Christothea  Rienties  Bart  Boroowa  Avinash  Zdrahal  Zdenek  Hlosta  Martin 《Educational technology research and development : ETR & D》2019,67(5):1273-1306

By collecting longitudinal learner and learning data from a range of resources, predictive learning analytics (PLA) are used to identify learners who may not complete a course, typically described as being at risk. Mixed effects are observed as to how teachers perceive, use, and interpret PLA data, necessitating further research in this direction. The aim of this study is to evaluate whether providing teachers in a distance learning higher education institution with PLA data predicts students’ performance and empowers teachers to identify and assist students at risk. Using principles of Technology Acceptance and Academic Resistance models, a university-wide, multi-methods study with 59 teachers, nine courses, and 1325 students revealed that teachers can positively affect students’ performance when engaged with PLA. Follow-up semi-structured interviews illuminated teachers’ actual uses of the predictive data and revealed its impact on teaching practices and intervention strategies to support students at risk.

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Investigating the effect of school‐wide positive behavioral interventions and supports on student learning and behavioral problems in elementary and middle schools          下载免费PDF全文

Ji Hoon Ryoo  Saahoon Hong  William M. Bart  Jaehyun Shin  Catherine P. Bradshaw 《Psychology in the schools》2018,55(6):629-643

Many states have scaled up School‐Wide Positive Behavioral Interventions and Supports (SW‐PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW‐PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to cross‐sectional data. This paper examined the longitudinal effect of SW‐PBIS on student behavioral problems and academic achievement growth in elementary and middle schools using propensity score matching. We found no statistically significant longitudinal effects of SW‐PBIS on either student behavior problems or academic achievement among elementary and middle schools in this quasi‐experimental design, even though the positive direction of longitudinal changes would be identified. The result raised questions about the efficacy of SW‐PBIS using a statewide achievement test when scaled up to a state level. Additional research is needed to better understand the impact of SW‐PBIS using rigorous scale‐up designs.  相似文献   

THE MEDIATING ROLE OF ENGAGEMENT IN MENTORING RELATIONSHIPS AND SELF‐ESTEEM AMONG AFFLUENT ADOLESCENT GIRLS     

Belle Liang  Terese Jean Lund  Angela M. Desilva Mousseau  Rene Spencer 《Psychology in the schools》2016,53(8):848-860

This study examined the influence of growth‐fostering mentoring relationships on the self‐esteem of adolescent female students from affluent communities. Studies have demonstrated that this population of students is susceptible to psychological distress and self‐esteem problems, due to perfectionistic strivings and achievement pressures. Specifically, we hypothesized that growth‐fostering mentoring relationships (e.g., with teachers and school staff) would be positively associated with self‐esteem. Moreover, we expected that this association would be mediated by engagement in purposeful activities. The authors surveyed 207 girls from two independent secondary schools and found support for the mediation hypothesis. Using an ordinary least squares regression approach, the association between growth‐fostering mentoring relationships and self‐esteem was mediated by youth engagement in purposeful activities. Implications for future research and practice in schools are discussed.  相似文献   

Implementing randomised control trials in open and distance learning: a feasibility study     

Christothea Herodotou  Sarah Heiser  Bart Rienties 《Open Learning》2017,32(2):147-162

Randomised control trials (RCTs) are an evidence-based research approach which has not yet been adopted and widely used in open and distance education to inform educational policy and practice. Despite the challenges entailed in their application, RCTs hold the power to robustly evaluate the effects of educational interventions in distance learning and conclude on whether (or not) these interventions should be adopted and used extensively. The aim of this paper is to spark discussions around the use of RCTs in distance learning by illustrating their benefits and drawbacks including challenges in adopting RCTs in education. To achieve this aim, a RCT was implemented to examine whether a small-scale intervention in four language modules could improve attendance at an end-of-module speaking assessment, and in consequence, performance, completion and pass rates. Results raise the need for further research in order to identify what type of interventions should be designed and put into practice to elicit a positive impact on learners. The paper concludes with a discussion on why RCTs should be brought to the forefront as a viable method for the effective evaluation of the impact of open learning analytic interventions.  相似文献   

Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement   总被引：1，自引：0，他引：1  

Vansteenkiste M  Simons J  Lens W  Soenens B  Matos L 《Child development》2005,76(2):483-501

The present experimental research examined whether framing early adolescents' (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect performance. Both conceptual and rote learning were assessed. Three experimental field studies, 2 among obese and 1 among nonobese participants, confirmed the hypothesis that extrinsic goal framing and internal control undermine conceptual (but not rote) learning, even in comparison with a control group. Study 3 indicated that the positive effect of intrinsic goal framing on conceptual learning was mediated by task involvement, whereas the positive effect of autonomy-supportive communication style on conceptual learning was mediated by relative autonomous motivation.  相似文献   

Feedback sessions as mediation spaces: empowering teacher candidates to deepen instructional knowledge and engage in the construction and transformation of theory in practice     

Sarina Chugani Molina  Joi A. Spencer 《Educational Action Research》2020,28(2):258-274

ABSTRACT

The process of engaging in classroom research provides teacher candidates with opportunities to enter into the kind of deep, self-reflective work that we believe is an important capacity to build in teachers as they begin to engage in the construction and transformation of theory and knowledge within their own unique contexts. Our Action Research (AR) process involves multiple opportunities throughout their coursework, advising, and feedback sessions to try to promote the development of this capacity. These opportunities serve as a holding space where candidates are both supported and challenged through interactions with their research advisors, other faculty members, their peers, and panelists consisting of educators from the field. In this paper, we present what we believe to be important elements of AR that emerged from our final feedback sessions with 13 teacher candidates in our program as they prepared for the professional presentations. We found that considering these feedback sessions as mediation spaces (1) empowers teacher candidates to externalize and deepen personal understandings of their research through dialogical discourse with expert others, and (2) negotiate their power and emerging practitioner researcher identities.  相似文献   

Engaging Undergraduates in Feminist Classrooms: An Exploration of Professors’ Practices     

Leland G. Spencer 《Equity & Excellence in Education》2015,48(2):195-211

This article reports the results of a feminist action research project that sought to ascertain professors’ best practices for engaging undergraduates in feminist classrooms. In semi-structured interviews, professors recommended assigning readings from a variety of positionalities; creating a safe space for class discussion; relying on data to respond to student resistance; and including issues related to diversity, human identity, and social justice at a curricular level. The article concludes with a discussion of the author's experience implementing this advice in his own teaching for two years.  相似文献   

The Effects of a Fluency Intervention Program on the Fluency and Comprehension Outcomes of Middle‐School Students with Severe Reading Deficits     

Sally A. Spencer  Franklin R. Manis 《Learning disabilities research & practice》2010,25(2):76-86

Despite advances in the science of teaching reading, there still exists a small percentage of students who fail to make the expected progress in reading‐related skills, notwithstanding attempts at intervention. Even if these struggling readers learn to decode adequately, fluency remains a problem for many, and little is known about the effectiveness of fluency interventions for older students with severe reading deficits. This study used a randomized experimental design to test the efficacy of a fluency intervention program on the word‐identification and reading‐comprehension outcomes of 60 middle‐school students with severe reading delays. Results showed that students in the experimental group made more progress on standardized tests of reading fluency than students in the control group. No gains were seen in reading comprehension.  相似文献