The Impact of Speedometry on Student Knowledge,Interest, and Emotions     

Morgan Polikoff  Robert W. Danielson  Gale M. Sinatra  Julie A. Marsh 《Journal of research on educational effectiveness》2018,11(2):217-239

Given the dearth of high-quality curriculum materials aligned with the new standards (NGSS and CCSS) and low student persistence in STEM fields, we sought to develop and test a STEM curriculum that would improve student knowledge, interest, and emotions. A cluster randomized control trial was conducted to assess the impact of Speedometry, a two-unit STEM curriculum that uses familiar toy cars to explore math and science concepts. A total of 1,615 fourth-grade students across 48 classrooms and 17 schools in an urban district participated in the study. Using a 3-level multilevel model (students nested within teachers and schools) and controls for student and teacher characteristics, we found that Speedometry led to significant increases in student knowledge and positive emotions such as excitement. Speedometry also led to significant decreases in negative emotions such as boredom, frustration, and confusion. The curriculum was implemented with high fidelity as evidenced by classroom observations and teacher self-reports.  相似文献   

Does early reading failure decrease children's reading motivation?     

Morgan PL  Fuchs D  Compton DL  Cordray DS  Fuchs LS 《Journal of learning disabilities》2008,41(5):387-404

The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence of a causal relationship between early reading failure and decreased motivation to engage in reading activities. Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading.  相似文献   

Male university attrition: A discriminant analysis     

Morgan  Margaret K. 《Research in higher education》1974,2(3):281-289

Ability and personality test scores of 256 males, categorized by college persistence seven semesters after matriculation, were subjected to stepwise discriminant analysis. A combination of personality and ability variables distinguished between groups (p<.001); personality variables alone did not. The most powerful discriminator was overall ability. Authoritarianism, natural science ability, and nonconformity also entered into the discrimination. Results indicate: (a) the most able, most autonomous group included those who withdrew; (b) the most authoritarian, those who became seniors; (c) the most nonconforming, those who continued without becoming seniors, and (d) the highest in ability to think abstractly and scientifically and to solve problems, the academic dismissals who with difficulty succeeded in gaining reinstatement.  相似文献   

Student Assessment of Self-Efficacy and Practice Readiness Following Simulated Instruction in an Undergraduate Social Work Program     

Kimberly Carter  Jayme Swanke  Jessica Stonich  Stephanie Taylor  Morgan Witzke  Michael Binetsch 《Journal of Teaching in Social Work》2018,38(1):28-42

ABSTRACT

The use of simulated instruction is a growing trend in social work education. This study examined the effectiveness of simulated instruction with undergraduate social work students. In this mixed methods study, the extent to which simulated instruction improved self-efficacy and practice readiness was assessed. Results of the study suggest that simulated instruction helps improve key practice skills and increases recognition of diversity in practice. Moreover, students self-reported increased mastery in interviewing, managing emotions, and engaging in culturally competent practice.  相似文献   

Relative Importance of the Institute of Food Technologists (IFT) Core Competencies—A Case Study Survey     

Mark T. Morgan  Baraem Ismail  Kirby Hayes 《Journal of Food Science Education》2006,5(2):35-39

ABSTRACT: Nearly 90% of graduating seniors from the Food Science program at Purdue University gain employment in the food industry. Ensuring the program is meeting employers' needs is one mission of our curriculum committee with input from an Industrial Advisory Board (IAB). In light of the recent outcomes-based assessment requirements outlined by IFT, feedback from our IAB members regarding the relative importance of the core competencies was needed. The objective of this study was to survey the IAB members regarding relative importance of each of the 46 core competencies. Each competency was ranked using a Likert scale from 1 = not important to 5 = very important. Statistical analysis was conducted using the Mann-Whitney nonparametric test. Significant differences (P = 0.05) were found between several of the five content categories with Success Skills scoring highest (4.35 out of 5) on relative importance followed by Applied Food Science Knowledge (4.02 out of 5). Also, significant differences (P = 0.05) were found between competencies within each content category. Overall, the results suggest that the 46 core competencies should not be given the same instructional weight within a curriculum. One option for addressing the variation in importance could be to include some planned redundancy within the curriculum for those core competencies that were ranked the highest. In addition, part of the outcomes-based assessment process should include measures of the level of competency being achieved by graduates. By considering relative importance and competency achieved by graduates, important areas for improvement can be identified.  相似文献   

Who is not multilingual now?     

Candia Morgan 《Educational Studies in Mathematics》2007,64(2):239-242

What is the relationship between research into multilingualism and research concerned more generally with language and communication in mathematics education? Diversity in linguistic practices is universal in modern society and poses problems for teaching and learning even in apparently monolingual contexts. Research in multilingualism and mathematics education offers constructs and insights that can inform research and pedagogy more widely.  相似文献   

College and university planning in an era of contraction   总被引：1，自引：0，他引：1  

Anthony W. Morgan 《Higher Education》1982,11(5):553-566

Drawing from published case studies of U.S. institutions and from case studies conducted in the U.K., the author assesses the causes and characteristics of decline among institutions of higher education and the various types of institutional planning responses. Planning under conditions of instability and decline is held to be significantly different from planning under conditions of growth in that the politics of planning are more intensive and highly defensive. Changes in the standards for organizational consensus in planning under decline are also discussed. The problems and advantages inherent in developing strategic contingency plans as opposed to developing strategic planning policies are noted.The author concludes with a summarization of the contrasting planning styles characteristic of U.S. institutions, U.K. polytechnics and U.K. universities, noting that the model and success of recent University Grants Committee selective cuts among many institutions is more likely to be transferred to the polytechnic sector than across the Atlantic to U.S. institutions.  相似文献   

Continuous Improvement of Team Assignments: Using a Web‐Based Tool and the Plan‐Do‐Check‐Act Cycle in Design and Redesign          下载免费PDF全文

Shona D. Morgan  Alice C. Stewart 《Decision Sciences Journal of Innovative Education》2017,15(3):303-324

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Instructional systems development in third world countries     

Robert M. Morgan 《Educational technology research and development : ETR & D》1989,37(1):47-56

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Impact of sustained professional development in STEM on outcome measures in a diverse urban district     

Robert M. Capraro  James Joseph Scheurich  Meredith Jones  Jim Morgan  Kristin Shawn Huggins 《The Journal of educational research》2016,109(2):181-196

Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities, and student achievement. Qualitative and quantitative data were collected. The students who experienced the greatest fidelity of implementation exhibited the greatest gains (d = 1.41–2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains (d = –0.16 to –0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning.  相似文献