Measuring Parent Receptivity Towards the Classroom Environment Using a Rasch Measurement Model     

Waugh  Russell F.  Cavanagh  Robert F. 《Learning Environments Research》2002,5(3):329-352

This study investigated parent-reported receptivity towards the classroom environment and classroom outcomes. Classroom environment was based on a five-aspect model: (1) provision of information from the child; (2) beliefs about the school; (3) provision of information from teachers; (4) teachers' commitment to working with parents; and (5) confidence in communicating with teachers. Classroom outcomes were based on two aspects: (1) educational values (importance of schooling, involved with learning; seeing a future through learning, desire to learn, and importance of learning); and (2) learning outcomes (achieving, and views of child's engagement in school work). For each aspect, items were written in an ordered-by-difficulty pattern so that, for example, Item 2 involved Item 1 and ‘more’, making it conceptually ‘harder’ to agree with Item 2 than with Item 1. There were four Likert response categories (SDA, DA, A, and SA). Using the extended logistic model of Rasch, an interval-level, unidimensional scale was created with item difficulties for classroom environment aspects and classroom outcomes calibrated on the same scale as the receptivity measures. The sample consisted of 518 parents of students from three secondary schools in Western Australia. The item sample was 30. The proportion of observed variance considered true was 0.94. The items for each aspect were found to be ordered from ‘easy’ to ‘hard’ in line with the hypothesised model of receptivity and the data fitted the measurement model well. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Changing primary teacher trainees' attitudes to science     

Beverley Jane  Associate Professor Marjory-Dore Martin  Russell Tytler 《Research in Science Education》1991,21(1):188-197

A study of primary teacher trainees' perceptions and attitudes to science in 1990, has been useful in designing a semester unit aimed at increasing the confidence and interest of first year students at Victoria College. This paper outlines the background survey and discusses some, of the results and how they were used to develop the Professional Readiness Study-Understanding Science. This unit attempts to change attitudes by focussing on metacognition and encourages students to understand and control their own learning. Discussion involves teaching and learning strategies and alternative assessment approaches including the student's journal-the Personal Record. Specializations: technology for learning, health education. Specializations student understanding of biology, particularly genetics, evaluation. Specializations: children's learning in science, language in science.  相似文献   

Bookreviews     

Gilbert de Landsheere  Marten Groen  John Biggs  John F. Willatt  David Thomas  Clare Burstall  Robin Russell  J. R. Barr  Gerhard Pause  Donald E. Super  John B. Biggs  Alan C. Purves  Klaus Schleicher  Herbert A. Thelen  Neville Postlethwaite  Börje Holmberg  Kenneth Austwick  Sven Hilding  A Group of Scottish Physics Teachers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):90-123

  相似文献   

Developmental aspects of primary school children's construction of explanations of air pressure: the nature of conceptual change     

Russell Tytler 《Research in Science Education》1993,23(1):308-316

  相似文献   

Valuing values: reflections on a social value paradigm of educational computing     

Glen Russell 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(3):164-171

The technical capabilities and educational potential of computers have increased in recent years. The advent of technologies such as CD-ROM may exacerbate an existing trend in the use of computers in education whereby values are transmitted to students without educators fully understanding the process. The implications of CD-ROM technology for the teaching of implicit and explicit values are discussed, and a social value paradigm is proposed as a partial answer to the problem.  相似文献   

Discrimination of the number of sequential events by rats     

Donna M. Fernandes  Russell M. Church 《Learning & behavior》1982,10(2):171-176

Ten rats were trained to press a right lever following two successive sounds and to press a left lever following four successive sounds. Three sound sequences were used in initial discrimination training, such that reliable classification could not be based on the duration of each sound, the interval between sounds, or the total duration of the sound sequence. Classification of seven novel sound sequences suggested that the animals were either using number or the sum of sound durations in a sequence as the relevant cue. When this total sound duration was put in conflict with number, rats classified by number. The conclusion was that rats can discriminate number, even when temporal cues are controlled.  相似文献   

Temporal processing and reading disability     

David L. Share  Anthony F. Jorm  Rod Maclean  Russell Matthews 《Reading and writing》2002,15(1-2):151-178

The present investigation examined thehypothesis that early auditory temporalprocessing deficits cause later specificreading disability by impairing phonologicalprocessing (Farmer & Klein 1995; Tallal1980, 1984). Temporal processing ability atschool entry was examined using Tallal'sRepetition Test in a large unselected sample ofover 500 children followed over subsequentyears. Although our data confirmed the presenceof certain non-speech auditory processingdeficits in children later classified asspecific reading-disabled, many findings wereclearly at odds with a causal interpretation ofthis relationship. (1) Reading-disabled (RD)children were impaired at school entry on thesubtest with long interstimulus intervals(ISIs) but not the critical short-ISIsubtest. (2) RD children were not inferior toreading-age (RA) controls. (3) A subgroup of RDchildren with evidence of temporal deficitswere no less proficient on later phonologicalor reading measures than RD children with noevidence of early temporal impairment. (4)Although there was a reliable concurrentcorrelation between temporal deficits andphonological awareness at school entry(suggesting a possible common causeexplanation), early temporal deficits did notpredict later phonological impairment,pseudoword processing difficulties, or specificreading disability. On the other hand, earlytemporal deficits did predict later oralreceptive vocabulary and reading comprehensionweaknesses. These findings suggest thatauditory temporal deficits in dyslexics may beassociated with the same dysphasic-typesymptoms observed by Tallal and her colleaguesin specific language-impaired populations, butdo not cause the core phonological deficitsthat characterize dyslexic groups.  相似文献   

High stakes testing: what is at stake?     

Randall K  McAnally P  Rittenhouse B  Russell D  Sorensen G 《American annals of the deaf》2000,145(5):390-393

  相似文献   

Introduction to the Special Issue     

Beth Blue Swadener  Shirley Kessler 《Early education and development》1991,2(2):85-94

  相似文献   

Assessment of the effectiveness of the studio format in introductory undergraduate biology          下载免费PDF全文

Montelone BA  Rintoul DA  Williams LG 《CBE life sciences education》2008,7(2):234-242

Kansas State University converted its introductory biology course, previously taught as an audio-tutorial (A-T), to a studio format in 1997. We share with others information about the process involved and present assessment data for the studio format course that address 1) student exam performance in A-T and studio; 2) student course grades in A-T and studio; 3) student and instructor perceptions and attitudes for A-T and studio; 4) student performance in subsequent biology courses for A-T and studio; and 5) gains in student learning for the studio course and other traditional lecture/lab courses. Collectively, these measures demonstrate that the studio format is as effective as or more effective (for some measures) than the A-T approach and traditional approaches in providing an effective learning environment. We discuss the issues involved in comparing course formats.  相似文献