The impact of the SMART program on cognitive and academic skills: A systematic review and meta-analysis     

Richard J. May  Ian Tyndall  Aoife McTiernan  Gareth Roderique-Davies  Shane McLoughlin 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1244-1261

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The involvement of Hong Kong parents in the education of their children: a validation of the Parents' Attributions and Perception Questionnaire     

Sivanes Phillipson  Shane N. Phillipson 《教育心理学》2010,30(6):625-649

This study describes the validation and interpretation of the Parents' Attributions and Perception Questionnaire (PAPQ) using confirmatory factor analysis and Rasch modelling to report both the construct validity and category structure of the scales in the questionnaire. The PAPQ was developed to reflect the proposal that parents mediate the relationship between their children's social and psychological development, and their academic achievement, within the context of Hong Kong. The questionnaire consists of four subscales that reflect different interactions between parents and their children in relation to their children's academic‐related activities, including a Parental Attributions Scale, Parental Beliefs of Working Memory Scale, Parental Home and School Involvement Scale, and Parental Academic Expectations Scale. These subscales were supplemented by a fifth subscale that describes parents' socio‐economic background. The PAPQ was administered to 215 parents from four schools in Hong Kong. Results showed that the four subscales of the PAPQ are valid and reliable unidimensional measures of constructs related to parental role in the academic achievement of their children, thereby enabling future research to directly test Vygotsky's hypothesis.  相似文献   

Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval     

Rita Hagevik  William Veal  Erica M. Brownstein  Elizabeth Allan  Cathy Ezrailson  Joseph Shane 《Journal of Science Teacher Education》2010,21(1):7-12

The 2003 National Science Teachers Association Standards for Science Teacher Preparation (NSTA-SSTP) were developed to provide guidelines and expectations for science teacher preparation programs. This article is the fourth in a special JSTE series on accreditation written to assist science teacher educators in meeting the NSTA-SSTP. In this article, the authors discuss pedagogical content knowledge and how this is expressed in the NSTA-SSTP. Included are competencies and examples needed for a science teacher preparation program to document developing pedagogical content knowledge in preservice science teachers.  相似文献   

Learning motivation and performance excellence in adolescents with high intellectual potential: what really matters?     

Hella Schick  Shane N. Phillipson 《High Ability Studies》2009,20(1):15-37

In the development of performance excellence, the relative roles played by intellectual ability and motivation remain speculative. This study investigates the role played by general intelligence, school environment, self‐efficacy, and aspects of personal identity in the formation of learning motivation in German students attending the Gymnasium schools. Using self‐reports of academic achievement and scores on a shortened version of the Berlin intelligence structure test for adolescence to differentiate students as achievers or underachievers, ninth‐grade students were administered a battery of self‐report instruments, designed to measure learning motivation, school environment, self‐efficacy, and personal identity. After the posited factor structure was confirmed, factor scores were computed and then used as data in hierarchical regression analyses using learning motivation as the criterion variable. The results showed that the greatest predictors of learning motivation were variables related to personal identity‐style, rather than general intelligence, supporting the hypothesis that learning motivation is a moderator variable of intellectual achievement for students with intellectual giftedness, rather than an inherent component of giftedness.  相似文献   

What are the affective and social outcomes for low-achieving students within an inclusive school in Hong Kong?     

Bick Har Lam  Shane N. Phillipson 《Educational Research for Policy and Practice》2009,8(2):135-150

In response to several major curriculum reforms in Hong Kong since 2000, schools were required to initiate policies that catered for learner diversity. As well academic achievement, the reforms also emphasized the affective and social outcomes of the learning experience. A whole-school approach to learner diversity includes students with low academic achievement and mild disabilities, with schools being free to develop policies and practices inline with the needs of the students, teachers, and parents. Against the Chinese cultural context, where high academic achievement is highly valued, this study describes the affective and social outcomes of students in one Hong Kong primary school that streamed students according to achievement level. Four hundred and ten students across Primary 3–5 responded to four instruments measuring academic self-concept, alienation from school, teacher–students relationship, and social integration. The responses showed that, when studying the regular curriculum, students in the low-achievement group reported greater levels of alienation and lowest levels of social integration compared with students with the highest levels of achievement. On the other hand, low-achieving students who studied a differentiated curriculum reported affective and social outcomes more consistent with the responses from the high-achieving students. The results suggest that there is a mismatch between the aims and practice of the educational policy reflecting learner diversity and the cultural expectations of both parents and students.  相似文献   

The WalkAbout framework for contextual learning through mobile serious games     

Fernando Almeida  Hiram Bolaert  Shane Dowdall  Justino Lourenço  Piotr Milczarski 《Education and Information Technologies》2015,20(3):415-428

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Understanding reading comprehension: processes and practices     

Shane Gallagher 《Educational Psychology in Practice》2016,32(1):103-104

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War of perception: a Habermasian discourse analysis of human shield newspaper reporting during the 2014 Gaza War     

Shane M. Graber 《Critical Studies in Media Communication》2017,34(3):293-307

In 2014, as Arabs and Israelis fought a deadly and destructive 50-day military battle in Gaza, a simultaneous war of perception was being waged in American news media. Israel claimed that Palestinian militants were using civilians as human shields. So far, however, no critical research has inquired as to whether these allegations were reported scrupulously in mainstream American news media. Thus, using a Habermasian critical discourse analysis, this study examined how five of the largest U.S. newspapers reported accusations of Palestinian human shielding. The findings herein reveal how fairly these media outlets cover one of the most enduring international struggles in modern times: the Middle East conflict. After all, as this paper will discuss, these publications play a potentially crucial role in explaining to the public the complexities of this highly destructive and deadly region of the world, which ultimately could allow citizens to participate more fully in an informed, democratic solution for peace.  相似文献   

An appreciative inquiry exploring game sense teaching in physical education     

Shane Pill 《Sport, Education and Society》2016,21(2):279-297

This paper reports on research framed as a strengths-based appreciative inquiry (AI) into the use of a game sense (GS) approach for sport and games teaching in physical education (PE). The aim of this research was to find the elements which sustain teachers in the use of a GS approach. This is particularly pertinent given strong advocacy for GS as a preferred sport pedagogy but slow acceptance in Australian PE. Through the story of experience that emerged the common elements giving ‘life’ to the PE teachers' pedagogical practice, and thus sustaining the use of GS teaching, is illuminated. AI has not been previously used to case study games and sport teaching in schools generally and a GS approach specifically. Further research examining the long-term and accumulated benefits of AI for qualitative PE pedagogical is proposed, as is further investigation of teachers' experience with a GS approach from primary to secondary PE teaching.  相似文献   

Stressful life experiences of children: The correspondence between professional judgments of teachers‐in‐training and children's perceptions     

Shane R. Jimerson 《Psychology in the schools》2007,44(8):807-821

The extant studies reveal a considerable mismatch between students' and teachers' perceptions of student stress. The present study compared the judgments of teachers‐in‐training (N = 109) with the responses of first‐ and sixth‐grade children (n = 56 and 93, respectively). The following questions are addressed: (a) Do teachers' judgments of the stressfulness of children's experiences correspond with those of the children themselves? (b) Do teachers' perceptions differ according to general developmental status (first grade level versus sixth grade level)? (c) Does the amount of teaching experience have a significant influence on ratings? Results revealed that teachers' judgments corresponded more closely with the children's ratings at the first grade level than at the sixth grade level. However, teachers' perceptions did differ according to grade level for the majority of life events. Furthermore, there were no significant differences between the ratings of the experienced and inexperienced teachers at either grade level. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 807–821, 2007.  相似文献