Teachers’ Beliefs About Grading Practices and a Constructivist Approach to Teaching     

Peggy P. Chen  Sarah M. Bonner 《Educational Assessment》2017,22(1):18-34

We examined novice teachers’ beliefs about grading and constructivist teaching approaches. Adapting an existing instrument designed to assess preservice teachers’ grading beliefs that deviate from recommended practices, we administered the Survey of Grading Beliefs to 203 inservice teachers. Exploratory factor analysis resulted in a 3-factor model with a structure similar to that found in prior research; differences between the 2 samples were noted. Teachers who endorsed grading beliefs characterized as “academic enabling” tended to endorse constructivist teaching approaches. To better understand the underlying reasoning of the academic enabling factor, we conducted qualitative research with 6 additional teachers. Results revealed that teachers’ reasons for grading judgments were strategic, analytical, and thoughtful, not haphazard. This study provides empirical evidence about the nature of novice teachers’ beliefs about grading, how they relate to constructivist teaching beliefs, and how they may compare to the beliefs of preservice teachers.  相似文献   

Examining Personal,Perceived, Treatment,and Self-Stigma in College Students: The Role of Parent Beliefs and Mental Health Literacy     

Sarah G. Ross  Brianna Bruggeman  Melanie Maldonado  Megan Deiling 《Journal of College Student Psychotherapy》2020,34(3):183-197

ABSTRACT

Although college student mental health concerns are on the rise, many struggling students do not seek psychological treatment when needed. Stigma toward psychological treatment has been demonstrated to influence intent to seek treatment in college student populations. This study aimed to identify factors that predict treatment stigma in college students by examining other forms of student-held stigma, parent-held stigma, and mental health literacy. Results indicated that student-held personal, perceived, and self-stigma all predicted student attitudes toward treatment, while parent-held personal stigma was found to predict self-stigma in students. Those individuals who had received previous education about psychological disorders had lower levels of personal stigma, and, surprisingly, higher levels of self-stigma. Implications for campus outreach programming are discussed.  相似文献   

An exploration of teacher's use of iPads for students with learning support needs          下载免费PDF全文

Dianne Chambers  Phyllis Jones  Donna McGhie‐Richmond  Michael Riley  Sarah May‐Poole  Ann Marie Orlando  Orhan Simsek  Catherine Wilcox 《Journal of Research in Special Educational Needs》2018,18(2):73-82

This project explored how iPads were being used in a range of K‐12 schools to support the learning of students with a range of learning support needs. Groups of teachers (and other professionals) from the USA, Canada, Australia and the UK were invited to complete an online survey focused on the use of iPads in their classrooms, perspectives of their skill level, and how their school and school districts support the use of iPads. The survey focused on iPad use in classrooms (curriculum and skills); teachers’ skill levels; whether iPads are addressed in the Individualised Education Program (IEP); the systemic support for the iPads; and the perceived benefits and barriers. The results reveal that respondents are using iPads across many areas of the curriculum, which affirms the research in the emerging literature base. However, there are teacher reported differences in the manner and scope of iPad use in the classrooms and also the integration of the iPad in the IEP. The research also highlights variability in reported skill level for the iPad and an increased need for enhanced systemic support, such as training, funding, technical support and administrative support for the use of the iPad as a pedagogical tool.  相似文献   

Balance in Positive Emotional Expressivity Across School Contexts Relates to Kindergartners’ Adjustment     

Maciel M. Hernández  Nancy Eisenberg  Carlos Valiente  Tracy L. Spinrad  Rebecca H. Berger  Sarah K. VanSchyndel 《Early education and development》2018,29(1):1-13

Positive emotional expressivity has been associated with increased social competence and decreased maladjustment in childhood. However, a few researchers have found null or even positive associations between positive emotional expressivity and maladjustment, which suggests that there may be nuanced associations of positive expressivity, perhaps as a function of the social context in which it is expressed. We examined whether observed positive emotional expressivity balance across peer-oriented/recreational and learning contexts predicted kindergarten children’s adjustment (N = 301). Research Findings: Higher positive expressivity during lunch/recess compared to positive expressivity in the classroom was associated with lower teacher–student conflict, externalizing behaviors, and depressive symptoms. In addition, overall positive emotional expressivity predicted lower externalizing behaviors as well as lower depressive and anxiety symptoms. Practice or Policy: The results suggest the importance of assessing observed positive emotional expressivity in context as a potential indicator of children’s maladjustment risk and the need for children to adapt their emotions to different contexts. Implications for assessing and supporting positive emotional expression balance and training emotional regulation in school are discussed.  相似文献   

Mediation in the relationship among EL status,vocabulary, and science reading comprehension     

Yuliya Ardasheva  Sarah N. Newcomer  Jonah B. Firestone  Richard L. Lamb 《The Journal of educational research》2017,110(6):665-674

The authors investigated the mediating effects of general academic and science-specific vocabulary on science reading comprehension among English learners (ELs) of varied proficiency. The sample included 169 regular education Grade 7 students (86 current ELs; 83 former ELs) enrolled in 1 urban school in Pacific Northwest region of the United States. The results indicated that both vocabulary types—rarely explicitly taught at the secondary level—were significant contributors to reading comprehension, above and beyond EL status. The full parallel mediation model accounted for 55% of the variance in science reading comprehension. Notably, the mediating effects of both vocabulary types were significant and statistically similar in size, yet, not sufficient to fully explain ELs' reading scores. Implications and directions for future research are discussed.  相似文献   

In Their Own Words: Teachers' Reflections on Adaptability     

Margaret Vaughn  Seth A. Parsons  Sarah Cohen Burrowbridge  Janice Weesner  Laurel Taylor 《理论付诸实践》2016,55(3):259-266

Current research explores adaptability by gathering teachers' reflections on their adaptations. However, the field knows little of what the term adaptability means to teachers who currently teach in today's educational context. In this article, adaptability is discussed from the perspectives of 3 practicing classroom educators, teaching in various contexts (geographic region and grade level). Teachers' voices of adaptability are examined and a definition of adaptability is discussed. Obstacles are presented in these teachers' efforts to adapt their instruction in their respective contexts. Teachers then discussed the ways in which they navigated these obstacles to modify their instruction to fit a variety of learners and experiences despite these constraints.  相似文献   

School Readiness: Are There Social Prerequisites?     

Gary W. Ladd  Sarah L. Herald  Karen P. Kochel 《Early education and development》2006,17(1):115-150

The position advocated within this article is that the construct of “school readiness” has a social component, and that attempts to evaluate children's interpersonal readiness for kindergarten should be judged in relation to their likely success at mastering specific social school entry tasks. Social school entry tasks, which most likely stem from diverse sociocultural sources, are conceptualized here as interpersonal challenges that children confront as they enter formal schooling—challenges that are inherent within kindergarten classrooms and predictive of children's future school adjustment. A related contention is that attempts to enhance children's readiness for kindergarten should be guided by research on the prerequisites of social task mastery—that is, evidence gathered during the preschool years that forecasts children's later success at social school entry tasks. Evidence bearing on these premises is reviewed as a means of considering the validity and heuristic utility of these propositions for future research on school readiness.  相似文献   

Getting Academically Underprepared Students Ready through College Developmental Education: Does the Course Delivery Format Matter?     

Bianca Cung  Di Xu  Sarah Eichhorn  Mark Warschauer 《The American journal of distance education》2019,33(3):178-194

Addressing high demand for developmental math instruction and low rates of successful completing of the developmental coursework, with cost and space constraints, has been an ongoing challenge for postsecondary institutions. With advances in online instructional technology, particularly those based on artificial intelligence, web-based instruction is increasingly considered as a way to alleviate these burdens. This is among one of the first efforts that uses a quasi-experimental design to compare the academic outcomes of students who take a developmental mathematics course in a blended setting that combines face-to-face instruction with an online intelligent tutorial system, ALEKS, to the academic outcomes of students who take the same course in a fully online setting. Results suggest that students receiving online-only instruction perform worse on the final exam and receive lower course grades. However, a cost-effectiveness analysis suggests that fully online instruction has both a lower cost per student enrolled and a lower cost per student passing the course.  相似文献   

The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results     

Kristin Altmeyer  Sebastian Kapp  Michael Thees  Sarah Malone  Jochen Kuhn  Roland Brünken 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):611-628

Learning with hands-on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design principle for multimedia instruction: the spatial contiguity principle. The latter is assumed to reduce learners' extraneous cognitive load and foster generative processing, which supports conceptual knowledge acquisition. For the present study, a tablet-based AR application has been developed to support learning from hands-on experiments in physics education. Real-time measurement data were displayed directly above the components of electric circuits, which were constructed by the learners during lab work. In a two group pretest–posttest design, we compared university students' (N = 50) perceived cognitive load and conceptual knowledge gain for both the AR-supported and a matching non-AR learning environment. Whereas participants in both conditions gave comparable ratings for cognitive load, learning gains in conceptual knowledge were only detectable for the AR-supported lab work.  相似文献   

An associative account of Orthographic Satiation in Chinese characters     

Jie Yuan  Sarah Carr  Guosheng Ding  Shimin Fu  John Xuexin Zhang 《Reading and writing》2017,30(3):631-651

Prolonged inspection of a Chinese character induces a feeling of uncertainty of the character, a phenomenon named as Orthographic Satiation. However, there has not been direct evidence showing that such satiation does occur at the orthographic level. To investigate whether Chinese satiation occurs at the orthographic level or at other levels, the present study applies a speeded repetition priming paradigm to Chinese, which has been successfully used to examine Semantic Satiation in English. When judging whether a category name matched an exemplar word, participants showed gradually slower responses as the character standing for the category name was repeated, indicating the occurrence of satiation. However, repetition of a character without accessing its meaning, or repeated access to its meaning without repeating the character itself, did not elicit satiation. The results suggest Orthographic Satiation occurs not at the orthographic level, but at a level associating orthography and meaning during Chinese character reading.  相似文献