Student perceptions and instructional effectiveness of deaf and hearing teachers     

Roberson JL  Serwatka TS 《American annals of the deaf》2000,145(3):256-262

The study examined the views of deaf and hard of hearing secondary-level students when asked about their preferences for deaf vs. hearing teachers. It also compared elementary- and secondary-level students' achievement scores based on the hearing status of their teachers. Deaf and hard of hearing secondary-level students showed greater preference for deaf teachers, with deaf students showing greater preference for deaf teachers than hard of hearing students did. No significant differences were found in the achievement levels of students based on differences in teacher hearing status. The study supports the limited research done in the past.  相似文献   

Cognitive and affective patterns of emphasis in gifted and average Illinois classes     

J M Steele  E R House  S D Lapan  T Kerins 《Exceptional children》1971,37(10):757-759

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Ideological composition of the classroom: testing the effects of polarization on perceptions of open classroom climate among students in five countries     

Ryan T. Knowles 《教育心理学》2020,40(2):167-185

Abstract

This quantitative study tests the relationship between ideological classroom composition and perceptions of open classroom climate. Using data from the 2016 International Education Association’s International Civic and Citizenship Study, the study uses latent class analysis and multilevel regression modelling across five countries. First, latent class analysis identified students as low or high socioeconomic status. To assess ideological polarization, the gap between support for gender equality and ethnic rights was calculated between groups. Finally, a multilevel regression model measured the relationship between ideological polarization and students’ perception of open classroom climate. Across three countries, results found negative associations between increased polarization and perception of an open classroom climate. Additional testing identified that polarization modified the relationship between student socioeconomic status and perceptions of open classroom climate in Croatia.  相似文献   

Purdue stepped approach model: Groups as a symbiosis of career development and mental health counseling     

Janice L. De Lucia Ph.D.  David R. Black Ph.D.  Teri A Loughead Ph.D.  John T. Hultsman Re.D. 《Journal of Career Development》1989,16(1):25-41

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Does teachers’ pedagogical content knowledge affect their fluency instruction?     

H. T. G. Van den Hurk  A. A. M. Houtveen  W. J. C. M. Van de Grift 《Reading and writing》2017,30(6):1231-1249

The relation is studied between teachers’ pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant γ-value of .29, indicating that only 8% of the variance in teachers’ classroom behaviour in teaching fluent reading is accounted for by teachers’ pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction.  相似文献   

Determining the level of inquiry in teachers' questions     

George T. Ladd  Hans O. Andersen 《科学教学研究杂志》1970,7(4):395-400

The purpose of this investigation was to determine if an instrument, originally designed to classify levels of teachers' questions on the basis of logical operations, could be utilized to measure the level of inquiry present in a classroom discussion and to determine if the inquiry questioning behavior of the teacher influenced student achievement. The results of the study show that the modified classification scheme could accurately and reliably measure the inquiry level of teachers' classroom questions. The data also indicated that teachers who ask a greater proportion of high inquiry questions cause a greater change in students as measured by an achievement examination.  相似文献   

Magic squares of order three     

T. S. K. V. Iyer 《Resonance》2006,11(9):76-78

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A comparison of deaf and hearing teacher effectiveness     

T S Serwatka  R A Anthony  S C Simon 《American annals of the deaf》1986,131(5):339-343

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文化的核心     

ROBERT T. TUOHEY  刘鹏  朱一童 《海外英语》2007,(7):99-101

在中国,英语专业的学生通常要学很多门"外国文化"课,学得最多的是英国和美国文化概况.如今,不管是谁,只要对此加以关注,就不应该仅仅认识到文化课所传递信息的重要,更应该能明确列举出开设这些课所要达到的目标.  相似文献   

A Model of Rater Behavior in Essay Grading Based on Signal Detection Theory     

Lawrence T. DeCarlo 《Journal of Educational Measurement》2005,42(1):53-76

An approach to essay grading based on signal detection theory (SDT) is presented. SDT offers a basis for understanding rater behavior with respect to the scoring of construct responses, in that it provides a theory of psychological processes underlying the raters' behavior. The approach also provides measures of the precision of the raters and the accuracy of classifications. An application of latent class SDT to essay grading is detailed, and similarities to and differences from item response theory (IRT) are noted. The validity and utility of classifications obtained from the SDT model and scores obtained from IRT models are compared. Validity coefficients were found to be about equal in magnitude across SDT and IRT models. Results from a simulation study of a 5-class SDT model with eight raters are also presented.  相似文献