Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading          下载免费PDF全文

Micaela E. Christopher  Jacqueline Hulslander  Brian Byrne  Stefan Samuelsson  Janice M. Keenan  Bruce Pennington  John C. DeFries  Sally J. Wadsworth  Erik Willcutt  Richard K. Olson 《Child development》2015,86(2):342-361

The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post‐first grade (M = 7.4 years), and post‐fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post‐fourth‐grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post‐fourth‐grade comprehension), print knowledge, and rapid naming.  相似文献   

Designing and Validating Assessments of Complex Thinking in Science     

Kihyun Ryoo  Marcia C. Linn 《理论付诸实践》2015,54(3):238-254

Typical assessment systems often measure isolated ideas rather than the coherent understanding valued in current science classrooms. Such assessments may motivate students to memorize, rather than to use new ideas to solve complex problems. To meet the requirements of the Next Generation Science Standards, instruction needs to emphasize sustained investigations, and assessments need to create a detailed picture of students’ conceptual understanding and reasoning processes.

This article describes the design process and potential for automated scoring of 2 forms of inquiry assessment: Energy Stories and MySystem. To design these assessments, we formed a partnership of teachers, discipline experts, researchers, technologists, and psychometricians to align curriculum, assessments, and rubrics. We illustrate how these items document middle school students’ reasoning about energy flow in life science. We used evidence from review by science teachers and experts in the discipline; classroom experiments; and psychometric analysis to validate the assessments, rubrics, and automated scoring.  相似文献   

The role of work-related learning in the identity transformation of Canadian workers with low literacy skills     

Maurice C. Taylor  David L. Trumpower  Edward R. Purse 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(6):815-833

Workplaces are settings where power, knowledge and self are brought together in a complex social environment which includes various forms of struggle related to identity, agency, socio-cultural norms, political structures and functional practices. The purpose of this article is to uncover how formal and informal work-related learning processes influence the identity transformation of workers with low literacy and essential skills. Drawing on two recent Canadian data bases which serve as cases in this study, the position taken by the authors is that the organisational context can both facilitate and impede worker subjectivity. Various conditions, approaches to learning and training pathways are examined as they contribute to social cognitive and transformative learning theories.  相似文献   

Aging IQ Intervention with Older Korean Americans: A Comparison of Internet-Based and In-Class Education     

Yuri Jang  Hyunwoo Yoon  C. Nathan Marti  Miyong T. Kim 《Educational gerontology》2015,41(9):642-652

Using the translated contents of the National Institute on Aging (NIA)'s Aging IQ, an educational intervention was delivered to older Korean Americans. The educational program was delivered via two different modalities, Internet-based education (n = 12) and in-class education (n = 11), and the overall feasibility and efficacy were evaluated by the Reach, Efficacy, Adoption, Implementation, and Maintenance (RE-AIM) framework. A high level of completion and overall satisfaction with the program was observed in both groups. Both groups also exhibited a significant improvement in their knowledge about aging after the completion of the educational program. However, at the one-month follow-up, the Internet-based group showed a greater retention of the knowledge gained. The findings not only support the value of education on aging for older ethnic minorities but also suggest the use of the Internet as an integral modality of intervention delivery.  相似文献   

Education policy borrowing and mediation across and within countries     

Yusuf Sayed  Paul Morris  Nitya Rao 《Compare》2015,45(6):836-839

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Revisiting Zhang’s scale of transactional distance: refinement and validation using structural equation modeling     

Ravi C. Paul  William Swart  Aixiu Monica Zhang  Kenneth R. MacLeod 《Distance Education》2015,36(3):364-382

Transactional distance has been defined as barriers to students’ engagement with learning in the online environment. This research updates Zhang’s (2003) scale of transactional distance, which quantified the extent of the barriers, in light of the massive changes in today’s web-based learning environment. The resulting revised scale of transactional distance (RSTD) is a parsimonious version with 12 elements (compared to 31 original) that measure the transactional distance between student and teacher, student and student, and student and content. The RSTD has excellent factorial validity and reliability, yields better fit statistics, and is easier and less time-consuming to apply. The transactional distance values are unique predictors of student satisfaction, which is correlated to learning and persistence (a major concern with massive open online courses). This information can form the basis for a systematic approach to improving the design of today’s contemporary open, flexible, distance education courses and thus serve as a valuable tool for researchers and educators alike.  相似文献   

Comparing effects and side effects of different school inspection systems across Europe     

M.C.M. Ehren  J.E. Gustafsson  H. Altrichter  G. Skedsmo  D. Kemethofer  S.G. Huber 《比较教育学》2015,51(3):375-400

In this article, different inspection models are compared in terms of their impact on school improvement and the mechanisms each of these models generates to have such an impact. Our theoretical framework was drawn from the programme theories of six countries’ school inspection systems (i.e. the Netherlands, England, Sweden, Ireland, the province of Styria in Austria and the Czech Republic). We describe how inspection models differ in the scheduling and frequency of visits (using a differentiated or cyclical approach), the evaluation of process and/or output standards, and the consequences of visits, and how these models lead to school improvement through the setting of expectations, the use of performance feedback and actions of the school's stakeholders. These assumptions were tested by means of a survey of principals in primary and secondary schools in these countries (n?=?2239). The data analysis followed a three-step approach: (1) confirmatory factor analyses, (2) path modelling and (3) fitting of multiple-indicator multiple-cause models. The results indicate that Inspectorates of Education that use a differentiated model (in addition to regular visits), in which they evaluate both educational practices and outcomes of schools and publicly report inspection findings of individual schools, are the most effective. These changes seem to be mediated by improvements in the schools’ self-evaluations and the schools' stakeholders’ awareness of the findings in the public inspection reports. However, differentiated inspections also lead to unintended consequences as principals report on narrowing the curriculum and on discouraging teachers from experimenting with new teaching methods.  相似文献   

Some possible effects of behaviour management training on teacher confidence and competence: evidence from a study of primary school teachers in Hong Kong     

Paul Cooper  Zi Yan 《Educational studies》2015,41(1-2):156-170

This study aims to explore the relationships between the extent and perceived quality of teachers’ experience of training in behaviour management (BM), and their awareness of the nature and extent of behavioural problems among school students, and their confidence in their own competence to deal with such problems. Teachers (n = 183) from Hong Kong primary schools were surveyed. The results showed that gender, age and whether teachers have received training had no significant influence on teachers’ awareness, conception and confidence regarding BM. A negative correlation was found between teachers’ levels of satisfaction in relation to their training experiences and their perceptions of the level of problematic behaviours among students, and the impact of students’ problematic behaviour on their teaching. A positive correlation was found between teachers’ levels of satisfaction in relation to their training experiences and their confidence in their own competence to deal with students’ problematic behaviour.  相似文献   

What makes a cMOOC community endure? Multiple participant perspectives from diverse cMOOCs     

Maha Bali  Maureen Crawford  Rhonda Jessen  Paul Signorelli  Mia Zamora 《Educational Media International》2015,52(2):100-115

Imagine the challenge of being immersed in a dynamic learning network where you play brinkmanship with being overwhelmed by a plethora of information, comments, and conversations on a topic of intense interest to you. Through adept facilitation, the comments and encouragement of fellow participants, and your own perseverance, you develop a network of personal connections which serve as metaphorical flying buttresses creating enough stability that you are able to learn in a new, yet profoundly meaningful way – the connectivist massive open online course (cMOOC) way. Through the lens of autoethnography, five seasoned educators collaboratively reflect on their motivation for participating in their initial cMOOC. They analyze their lived experience, what they found most engaging, and most importantly, they grapple with why cMOOC communities often endure past official end-dates. This article attempts to provide insight into the thrill and depth of learning and connection possible through participation in cMOOCs.  相似文献   

Science Teachers’ Response to the Digital Education Revolution     

Wendy Nielsen  K. Alex Miller  Garry Hoban 《Journal of Science Education and Technology》2015,24(4):417-431

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