The First Year at School: A Quantitative Investigation of the Attainment and Progress of Pupils∗     

Peter Tymms  Christine Merrell  Brian Henderson 《Educational Research and Evaluation》2013,19(2):101-118

In England children must start school after their fifth birthday, but it is common for children to start when they are four in what is known as the Reception class. The Performance Indicators in Primary Schools (PIPS) project collected data on 1700 pupils’ early mathematics and pre/early reading levels at the start and end of their Reception year. The on‐entry assessment proved to be a good predictor of performance in reading and mathematics at the end of reception and the progress which each child made was estimated. This progress was found to vary considerably between schools and the variation was much greater than that typically found in school effectiveness studies. The data provided a unique opportunity to compare the progress of children who had, and had not, been to school. The Reception year was found to have had a major impact on the literacy and numeracy of children. Multi‐level models were employed for the analysis and from the models Effect Sizes were computed to assist in comparing the importance of variables in the study. This approach provides a mechanism for comparing the findings of school effectiveness studies with experimental studies and meta‐analyses.  相似文献   

A social perspective on teaching and learning in the context of computer-mediated communication in teacher education     

Brian Hudson 《Technology, Pedagogy and Education》2013,22(3):349-360

Abstract

In a context where ever greater emphasis is placed on the need to exploit the potential of information and communications technology, this article argues the need for a theoretical underpinning to such developments. In higher education, the emphasis is often placed on the assumed improved cost-effectiveness associated with ‘flexible’ and ‘independent’ student learning as one of the major benefits, although such notions as flexible and independent learning tend to be taken for granted. It is argued further that even where benefits to learning are emphasised, these are often founded on relatively impoverished views of learning. Often such views fit with a technocentric and positivist perspective on learning, emphasising as they do individualism, information delivery and a limited role for the tutor. This article outlines an alternative theoretical perspective based upon Vygotskian social psychology, activity theory and social practice. Such a perspective is characterised by an emphasis on interaction, communication and collaboration. Learning itself is seen as an aspect of participation in communities of practice, in which the human relationships between teachers and students are seen as fundamental. The theory is exemplified with reference to the use of computer-mediated communication in teacher education using FirstClass computer conferencing software.  相似文献   

ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools     

David Owen  Brian Hudson  Tarja Tervola 《Technology, Pedagogy and Education》2013,22(3):291-306

The paper presents an evaluation of student and tutor experiences in the introductory module of a European Masters programme in e‐Learning, Multimedia and Consultancy. The aims and outline of the Masters programme are described, together with the pedagogical approach adopted in the introductory module which explores open and flexible learning environments with students and tutors from four European countries. The second part of the paper evaluates the success of the teaching and learning that occurred in this unit, from the perspective of both the students and tutors. Data collected include student and tutor written evaluations, reflections on the authors’ own roles in the programme, and analysis of the products contained in the environment. The paper concludes by detailing future developments in the Masters programme that have been influenced by this cycle of evaluation.  相似文献   

La enseñanza de contenidos específicos en matemáticas     

Geoffrey Howson  Brian Wilson 《Cultura y Educación》2013,25(11-12):121-137

¿Matemáticas para todos o matemáticas de élite? ¿Lenguaje matemático o matemática aplicada? En la base de las últimas reformas educativas de todo el mundo no dejan de estar presentes dilemas, reales unas veces, ficticios otras, que tienen mucho que ver con los supuestos políticos—ideológicos—que sustenten los diseñadores de esa reforma respecto al papel de la educación y a los que no se sustrae la enseñanza de las matemáticas…  相似文献   

Using Student Samples in Criminological Research     

Brian K. Payne  Allison Chappell 《Journal of Criminal Justice Education》2013,24(2):175-192

Professors have long relied on the assistance of their students in various aspects of the research process. For example, students often contribute in their role as research assistants and as co‐authors on scholarly papers and presentations. They also participate in another important way—as samples in their professors’ research projects. In criminology and criminal justice, student samples are often used in behavioral studies, tests of criminological theories, pilot tests of methodologies, and in evaluating attitudes toward crime and justice issues. This article provides an overview of the types of studies that have used students as samples in criminological research. Attention is given to the strengths and weaknesses of using such an approach, and implications for continuing to use students in criminological research are discussed.  相似文献   

Student Performance in Research Methods Classes: Assessing the Predictive Validity of the DRAMA Scale     

Ryan C Meldrum  Brian Stults 《Journal of Criminal Justice Education》2013,24(3):381-395

A recent study appearing in this journal argued that student anxiety concerning research methods classes in criminology and criminal justice is characterized by three separate but related concepts: Disinterest, Relevance Argumentation, and Math Anxiety (DRAMA). The current study extends the previous work by presenting a modified version of the DRAMA scale and assessing its ability to predict student performance among a sample of students enrolled in an introductory research methods class at a university located in the southeastern United States. In support of the main hypothesis, the composite DRAMA scale was a significant, negative predictor of student grades. Subsequent analysis indicated that the effect of DRAMA was largely the result of the Math Anxiety subscale.  相似文献   

Classroom Assessment Practices,Teacher Judgments,and Student Achievement in Mathematics: Evidence from the ECLS     

José Felipe Martínez  Brian Stecher  Hilda Borko 《Educational Assessment》2013,18(2):78-102

In this study we use data from the Early Childhood Longitudinal Survey third- and fifth-grade samples to investigate teacher judgments of student achievement, the extent to which they offer a similar picture of student mathematics achievement compared to standardized test scores, and whether classroom assessment practices moderate the relationship between the two measures. Results indicate that teacher ratings correlate strongly with standardized test scores; however, this relationship varies considerably across teachers, and this variation is associated with certain classroom assessment practices. Furthermore, the evidence suggests that teachers evaluate student performance not in absolute terms but relative to other students in the school and that they may adjust their grading for some students, perhaps with basis on perceived differences in need and/or ability.  相似文献   

Discrepant SAT Critical Reading and Writing Scores: Implications for College Performance     

Emily J. Shaw  Krista D. Mattern  Brian F. Patterson 《Educational Assessment》2013,18(3):145-163

Despite the similarities that researchers note between the cognitive processes and knowledge involved in reading and writing, there are students who are much stronger readers than writers and those who are much stronger writers than readers. The addition of the writing section to the SAT provides an opportunity to examine whether certain groups of students are more likely to exhibit stronger performance in reading versus writing and the academic consequences of this discrepant performance. Results of this study, based on hierarchical linear models of student performance, showed that even after controlling for relevant student characteristics and prior academic performance, an SAT critical reading–writing discrepancy had a small effect on 1st-year grade point average as well as English course grades in college. Specifically, students who had relatively higher writing scores as compared to their critical reading scores earned higher grades in their 1st year of college as well as in their 1st-year English course(s).  相似文献   

Estimation of MIMIC Model Parameters with Multilevel Data     

W. Holmes Finch  Brian F. French 《Structural equation modeling》2013,20(2):229-252

The purpose of this simulation study was to assess the performance of latent variable models that take into account the complex sampling mechanism that often underlies data used in educational, psychological, and other social science research. Analyses were conducted using the multiple indicator multiple cause (MIMIC) model, which is a flexible and effective tool for relating observed and latent variables. The data were simulated in a hierarchical framework (e.g., individuals nested in schools) so that a multilevel modeling approach would be appropriate. Analyses were conducted accounting for and not accounting for the nested data to determine the impact of ignoring such multilevel data structures in full structural equation models. Results highlight the differences in modeling results when the analytic strategy is congruent with the data structure and what occurs when this congruency is absent. Type I error rates and power for the standard and multilevel methods were similar for within-cluster variables and for the multilevel model with between-cluster variables. However, Type I error rates were inflated for the standard approach when modeling between-cluster variables.  相似文献   

Models and Strategies for Factor Mixture Analysis: An Example Concerning the Structure Underlying Psychological Disorders     

Shaunna L. Clark  Bengt Muthén  Jaakko Kaprio  Brian M. D'Onofrio  Richard Viken  Richard J. Rose 《Structural equation modeling》2013,20(4):681-703

The factor mixture model (FMM) uses a hybrid of both categorical and continuous latent variables. The FMM is a good model for the underlying structure of psychopathology because the use of both categorical and continuous latent variables allows the structure to be simultaneously categorical and dimensional. This is useful because both diagnostic class membership and the range of severity within and across diagnostic classes can be modeled concurrently. Although the conceptualization of the FMM has been explained in the literature, the use of the FMM is still not prevalent. One reason is that there is little research about how such models should be applied in practice and, once a well-fitting model is obtained, how it should be interpreted. In this article, the FMM is explored by studying a real data example on conduct disorder. By exploring this example, this article aims to explain the different formulations of the FMM, the various steps in building a FMM, and how to decide between an FMM and alternative models.  相似文献