A Five-Year Follow-Up: Teachers�� Perceptions of the Benefits of Home Visits for Early Elementary Children     

James A. Meyer  Mary Beth Mann  Jennifer Becker 《Early Childhood Education Journal》2011,39(3):191-196

The purpose of this study was to replicate previous research about teachers?? perceived benefits of home visits to determine if they remained stable. Furthermore, the investigation sought to find out whether home visits impacted variables often associated with improved school success (i.e., school attendance, academic performance, parent engagement). Participants were 29 kindergarten through second grade teachers in a rural, Midwestern school district who conducted home visits at the beginning of the school year. Seventeen of the teachers participated in the earlier study. Revised surveys were completed. Results are consistent with those of the previous study. Specifically, teachers reported these positive effects: beneficial relationships and better communication with parents, more appreciation of the influence of the child??s home environment related to school performance, and a better understanding the child??s behavior in school. In addition, teachers identified a connection between the home visits and variables related to school success. Thus, teachers?? perceptions reinforced the importance of conducting home visits.  相似文献   

Keyword: Didactics in Europe     

Meinert A. Meyer 《Zeitschrift für Erziehungswissenschaft》2012,15(3):449-482

Despite seeing great diversity in the European didactic landscape, the author searches for ground that is common to this diversity. He looks back to the ??Pampaedia?? of the founding father of didactics, Jan Amos Comenius, and attempts a constructive new start with the so-called didactic triangle in order to satisfy the scientific quest for certainty and security. Yet neither approach is convincing. The author therefore searches for elements that can be used in the construction of a future systematic approach by taking Gérard Sensevy??s Joint Action Theory in Didactics as an example. Application of this theory to the analysis and evaluation of four national reports on didactics, i.e. on Sweden, the UK, Spain, and Russia, runs into difficulties, although the reports yield interesting information for the delineation of comparative didactics. The Joint Action Theory is compared with the dialectical didactic theory of Lothar Klingberg, opening up further perspectives for comparative didactics in Europe. The four national reports, the systematic didactics of Sensevy and the example of dialectical analysis help identify the common ground for the future of European didactics.  相似文献   

The development of students’ achievement emotions after transition to secondary school: a multilevel growth curve modelling approach     

Meyer  Simon  Schlesier  Juliane 《European Journal of Psychology of Education - EJPE》2022,37(1):141-161

This empirical study focuses on students’ development of positive and negative achievement emotions during the first year and the beginning of the second year of secondary school. Using multilevel growth curve modelling, the development of the achievement emotions enjoyment, pride, anxiety, hopelessness and boredom during class in general was investigated. Data from 584 students (taken at three different time points during the first year and the beginning of the second year of secondary school in Germany) was analysed by controlling for gender and the type of school. The results confirm the main assumption: positive achievement emotions decline, whereas negative achievement emotions increase after transition to secondary school. The assumption regarding the effects of type of school was also confirmed: students entering a higher track school (German Gymnasium) experience more positive achievement emotions than students in middle track schools (German Realschule) do. However, the decline in these achievement emotions in higher track schools is comparatively worse than for students in middle track schools. The results are discussed with regard to students’ further studies, as well as the wider educational implications.

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The summer learning effect in writing in New Zealand     

Meyer  Frauke  Yao  Esther S.  Meissel  Kane 《Reading and writing》2020,33(5):1183-1210

Reading and Writing - The summer learning effect has been identified as a major barrier in creating equitable outcomes in the United States, especially in reading and mathematics. Less is known...  相似文献   

The Correspondence of Charles Darwin as a Tool for Reflecting on Nature of Science     

Lorsbach  Anthony W.  Meyer  Allison Antink  Arias  Anna Maria 《Science & Education》2019,28(9-10):1085-1103

Science & Education - This study took place in an introductory science inquiry course for preservice elementary school teachers as a supplement to lessons on critical thinking. The...  相似文献   

A Triangulated Approach to the Modelling of Learning Outcomes in First Year Economics     

Jan H. F. Meyer  Martin P. Shanahan 《高等教育研究与发展》2001,20(2):127-145

Initial insights derived from modelling aspects of learning outcomes in the first year study of economics are presented. Of particular interest are three forms of entering students' prior knowledge: (a) subject-specific prior knowledge; (b) conceptions of learning, and (c) learning history. Part 1 compares the analyses of variance of inventory responses of the 1998 first year cohorts of the Universities of Adelaide and South Australia. Results across the two universities are consistent in confirming the significant effects of having studied economics at school, having English as a second language, and holding economic misconceptions, on (end of semester one) learning outcomes. Part 2 models learning outcomes using three approaches: (a) a single dimension of variation (selected from a more complex common factor model) which is then used to inform; (b) a k-means cluster analysis; and (c) a non-linear regression analysis. This "triangulation" of approaches produces different but complementary insights into the underlying relationships being modelled and improves our understanding of the learning engagement processes of entering first year economics students.  相似文献   

Old Symbols for New Journeys: Re-Imagining Transdisciplinary Collaboration for Learning and Transformative Practice in Education     

Merna Meyer  Robert Balfour 《Africa Education Review》2020,17(1):141-158

Abstract

The community engagement project described in this article took the form of the re-invention and re-interpretation of a historic symbol (Diana the elephant) on the Potchefstroom Campus of North-West University (NWU), South Africa. In 2015, the Faculty of Education Sciences invited staff and students to reinterpret the elephant (a symbol of education, longevity, wisdom, care, stamina, memory) in a new and more multicultural, multilingual, inclusive and environmentally conscious South Africa. The participatory process described, and the related outcomes, involved learning by students and academics across disciplines (the conceptualisation, design, engineering and creation of the structure) and collaboration between academics, children and adults from the community, all with a strong servicelearning dimension in relation to teacher education.  相似文献   

Student failure: Disintegrated patterns of study strategies and perceptions of the learning environment   总被引：1，自引：0，他引：1  

N. J. Entwistle  J. H. F. Meyer  Hilary Tait 《Higher Education》1991,21(2):249-261

Data describing students' study orientations, in relation to their evaluations of courses and their preferences for different kinds of learning environment, are reanalysed in the light of recent suggestions that failing students perceive their learning context in atypical ways. Factor analysis and unfolding analysis demonstrate that failing students show inter-relationships between study orientations and preferences for learning environments which point to a disintegration of the coherent patterns previously reported in the full achievement range. The implications of such a disintegration of coherent patterns of perceptions are discussed in the light of case studies of individual students.  相似文献   

Assessment of answers to questions about a text and knowledge of cognitive processes     

Thierry Meyer  Jacques Anis 《European Journal of Psychology of Education - EJPE》1996,11(3):313-328

This study examines to what extent assessment of text comprehension involves knowledge of the properties of human cognition (theory of mind) and the social context of assessment. The subjects (N=332) were asked to read a text and then assess eight answers to questions about this text. The independent variables were the quality of the answers to requests for paraphrases, the quality of answers to direct questions about the meaning of the text, the order of the paragraphs in the text and the human vs. artificial source attributed to the answers. Results show that answers to requests for paraphrases were thought to be better when the source was artificial rather than human. Inversely, answers to direct questions about the meaning of the text were thought to be better when their source was human. The assessment of answers attributed to a human source were differentiated by a greater integration of contiguous assessments (contrast effect between contiguous assessments). This was noted more particularly for a person than for a machine, poor paraphrasing being followed by a better assessment of answers to questions about the meaning of the text. The assessment of human understanding of a text is hypothesised to be guided by an expectation of answer coherency and a wider and more structured knowledge than the assessment of artificial answers.  相似文献   

Evaluation of a Decision Training Program for Vocational Guidance     

Teuscher  Ursina 《International Journal for Educational and Vocational Guidance》2003,3(3):177-192

A training program was developed of the basis of psychological decision theories in order to support student career choices. The goal of the training program was to equip the trainees with techniques and knowledge that allow the decision process to be optimised. The training program took five to six hours, was realized with groups of 10–12 participants and consisted of several modules. Each module considered a specific stage of the decision process. The training program has been realised with a sample of 64 high-school attendants in the 10th grade in Switzerland. The acceptance of the training was evaluated with half-standardised questionnaires. The effects were evaluated with an experimental design. Results showed that the training was very highly accepted by the participants and judged as helpful in making career decisions. The most significant effect measured was the clarification of the participants’ personal goals. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献