Computer-assisted and traditional psychological assessment of elementary-school-aged children     

Larry Katz  J. Thomas Dalby 《Contemporary educational psychology》1981,6(4)

Computer-assisted psychological assessment was evaluated as a possible alternative to traditional assessment methods. Forty gifted children and forty behavior problem children were administered the State Anxiety and FIRO-BC personality inventories. Half from each group were tested using a cathode ray tube computer terminal while the others were given standard written forms of the tests. All children were retested at a mean interval of 1 week using the same procedures. Test—retest correlations were significant for all six FIRO-BC personality scales regardless of assessment method. Time required to administer and score the inventories was significantly reduced by the computer procedure. While the children's initial perceptions of computers were generally favorable, the perceptions of those children who received the computerized tests significantly increased. Measures of mean state anxiety were uniform with all groups showing significant decreases from first to second testing sessions. These findings suggested that interactive computer assessment may provide a viable alternative to traditional assessment methods with children.  相似文献   

Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks     

Larry D. Yore 《科学教学研究杂志》1991,28(1):55-72

Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12-item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13-item Likert belief scale indicated that science teachers generally reject the text-driven model of reading, but they usually do not have well-formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15-teacher subsample of the questionnaire respondents.  相似文献   

Early Childhood Education in Zimbabwe: Recent Trends and Prospects     

Ailie Cleghorn  Larry Prochner 《Early education and development》1997,8(3):339-352

Recent trends in early childhood teacher education in Zimbabwe are reviewed in the context of overall teacher reform. Social tensions which stem from the current system of early education and care are described, together with a survey of beliefs regarding early education held by parents, teachers, and primary school headmasters. The results point to the diversity of meanings attached to early education in Zimbabwe, and the challenge this poses for parents, teachers, and policy makers in Zimbabwe.  相似文献   

College cheating: Ten years later   总被引：3，自引：1，他引：3  

George M. Diekhoff  Emily E. LaBeff  Robert E. Clark  Larry E. Williams  Billy Francis  Valerie J. Haines 《Research in higher education》1996,37(4):487-502

In this 10-year follow-up study of student cheating, we surveyed 474 university students to (1) evaluate the extent of cheating; (2) assess attitudes toward cheating; (3) identify variables that discriminate between cheaters and noncheaters; (4) assess the relative effectiveness of various deterrents to cheating; and (5) examine changes in cheating attitudes and behaviors from 1984 to 1994. Most students (61.2%) reported cheating in 1994, up significantly from 54.1% in 1984 (Haines et al., 1986). Despite this increased cheating, students in 1994 were significantly less likely than in 1984 to neutralize (rationalize) their cheating. Ten variables that discriminated between cheaters and noncheaters in 1984 did so again in 1994, and 12 additional discriminating variables were identified. A principal components analysis of these 22 variables indicated that, compared to noncheaters, cheaters are (1) less mature; (2) less reactive to observed cheating; (3) less deterred by social stigma and guilt and more likely to neutralize cheating; (4) less personally invested in their education; and (5) more likely to be receiving scholarships, but doing less well in school. Both cheaters and noncheaters rated embarrassment and fear of punishment as the strongest deterrents to cheating; disapproval of one's friends was ranked as the least effective deterrent by both groups.  相似文献   

Interactional models of learning disabilities: Evidence from students entering foster care     

Larry D. Evans 《Psychology in the schools》2001,38(4):381-390

Children are increasingly entering foster care due to primary or secondary neglect in the home environment. They provide a unique opportunity to examine the relationship between learning and extrascholastic environments. Achievement and intelligence scores were obtained for 3483 school‐age children during the first 30 to 60 days of foster care placement. Results showed average to low‐average mean achievement and IQ, with primary academic deficits in basic skill areas. One or more severe (≥1.75 SD) regressed discrepancies was found for 25.4% of children, and 76.6% showed one or more areas of academic underachievement (≤25th percentile). Results are interpreted as supporting interactional models of learning disability etiology that recognize environmental, neurologic, instructional, and behavioral variables. © 2001 John Wiley & Sons, Inc.  相似文献   

Success of a Professional-Development Model in Assisting Teachers to Change Their Teaching to Match the More Emphasis Conditions Urged in the National Science Education Standards     

Larry L. Kimble  Robert E. Yager  Stuart O. Yager 《Journal of Science Teacher Education》2006,17(3):309-322

Lead teachers were a major part of a staff-development program first offered in 1983 for science teachers in Iowa. Later, the National Science Teachers Association (NSTA) reform project called Scope, Sequence, and Coordination (SS&C) involved 20 school districts and worked annually with new teachers involved during the 7-year funding period, 1990–1997. Eight lead teachers, who provided assistance to staff teams, were studied in 1998 and 2000 to determine how their teaching practices changed during the 3 years following funding. The results indicated that the eight teachers have continued to grow in terms of constructivist strategies beyond the funding period and in ways illustrating that the kind of teaching advocated by the National Science Education Standards (National Research Council, 1996).  相似文献   

Teaching for equity: insights from international evidence with implications for a teacher education curriculum     

Lexie Grudnoff  Mavis Haigh  Mary Hill  Marilyn Cochran-Smith  Fiona Ell  Larry Ludlow 《Curriculum Journal》2017,28(3):305-326

Researchers, practitioners, and policy-makers in many countries are grappling with ways to address the persistent problem of inequitable educational outcomes between advantaged and disadvantaged students. This paper reports the results of a unique cross-country, cross-cultural analysis undertaken to provide insights into teaching practices that promote equity, drawing on programmes of empirical research or syntheses of major programmes of research that worked from a complex, non-linear view of teaching and its outcomes. We analysed international evidence about teaching practices that have a positive influence on diverse students’ learning outcomes and opportunities and then compared and contrasted the results of these analyses. From the commonalities we identified, we derived six interconnected facets of practice for equity, which are general principles of practice rather than specific teaching strategies or behaviours. Building on these facets, we developed a conceptual framework that can inform an equity-centred teacher education curriculum that specifically addresses the task of preparing teachers who can make a positive difference to the learning opportunities and outcomes of diverse students, particularly those historically disadvantaged by the education system.  相似文献   

Learning to write like a scientist: Coauthoring as an enculturation task     

Marilyn K. Florence  Larry D. Yore 《科学教学研究杂志》2004,41(6):637-668

This multiple case study examined the coauthorship process in research laboratories of different university departments. The study focused on two cases comprising five writing teams, one in biochemistry and microbiology and four in earth and ocean sciences. The role of the research supervisor, the role of the student (graduate and postgraduate), the interaction of the supervisor and the student, the activities and processes inherent in the coauthorship process, and the student's beliefs, expertise, scientific writing, and entry into an academic discourse community were documented utilizing multiple sources of data and methods. Several activities and processes were found to be common across all coauthorship teams, including aspects of planning, drafting, and revising. Elements of scientific and writing expertise, facets of enculturation into scientific research and discourse communities, academic civility, and the dynamics of collaborative groups also were apparent. There was healthy tension and mutual respect in the research groups as they attempted to make sense of science, report their results clearly and persuasively, and share the responsibilities of expertise. The novice scientists came to appreciate that the writing, editing, and revising process influenced the quality of the science as well as the writing. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 637–668, 2004  相似文献   

Beliefs and perceived needs of rural K-12 teachers of science toward the uses of computing technologies     

J. Randy McGinnis  Patricia Simmons  Mary M. Atwater  Larry Hatfield  John Olive  Anita Hunt 《Journal of Science Education and Technology》1996,5(2):111-120

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A collaborative governance approach to improving tertiary education in Papua New Guinea     

Kaye Eldridge  Lisa Larry  Jeanette Baird  David Kavanamur 《Asia Pacific Journal of Education》2018,38(1):78-90

Tertiary education in Papua New Guinea (PNG) is in a critical state, as the sector struggles to address increased demand for student places with severely curtailed capacity. Recent thinking about improving public services in PNG has emphasized “whole of sector” or collaborative governance. Such an approach in tertiary education has the potential to improve the sector’s outcomes within its existing resource constraints. This exploratory paper examines the challenges involved in applying a deliberate collaborative governance approach to tertiary education in PNG. In particular, two theoretical models of collaborative governance are employed to gain insight into possible issues through the consideration of four main criteria: power, incentives, history, and leadership. The paper shows that the challenges to introducing collaborative governance to PNG tertiary education are substantive, and that any effective effort will require committed leadership and a carefully measured strategy that acknowledges the country’s particular circumstances.  相似文献