Meta‐analysis and mega‐analysis: A simple introduction     

Joseph G. Eisenhauer 《Teaching Statistics》2021,43(1):21-27

Statistical methods are increasingly being used to integrate findings from the ever‐expanding universe of empirical research. Meta‐analysis encompasses various techniques for synthesizing summary statistics, and mega‐analysis pools raw data across studies. This paper offers an introduction to meta‐analysis and mega‐analysis that complements the study of analysis of variance (ANOVA). After a brief conceptual discussion, we provide simple numerical examples.  相似文献   

Measuring children’s perceived cost of school science: Instrument development and psychometric evaluation     

《Studies in Educational Evaluation》2021

This investigation addresses the need for valid and reliable instruments that contribute to understanding the factors that lead to the rejection of science-related studies. We discuss the theoretical and methodological limitations of published attitudes toward science questionnaires and describe the development and validation of a short instrument rooted in the cost construct of the expectancy-value model of achievement motivation. We collected data from a sample of six hundred thirty-two 5^th and 6^th (M_age = 10.87; SD = .76) elementary students in Spain. Exploratory and confirmatory factor analysis revealed a parsimonious structure measuring loss of valued alternatives and task effort ​cost. Further psychometric evaluation displayed evidence for convergent, discriminant, and concurrent validity. Likewise, the reliability was acceptable for both three-item scales. These findings support the proposed instrument to measure barriers experienced by Spanish children when studying school science.  相似文献   

Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education     

《Studies in Educational Evaluation》2021

Feedback can play a vital role in fostering teacher self-efficacy. Social comparisons and feedback valence (positive vs. negative feedback) are assumed to have a large impact on self-efficacy. Therefore, how pre-service teachers perceive social comparisons and feedback valence in peer feedback and the extent to which pre-service teachers (bachelor/master students) and teacher trainers incorporate comments that can have an impact on self-efficacy into their peer feedback merit investigation. Two studies were conducted. The first showed that peer feedback consisting of a social comparison and with positive feedback valence resulted in greater willingness to improve and positive affect. The second study revealed that teacher trainers’ feedback was more specific, whereas bachelor students’ feedback contained more social comparisons than did master students’ and teacher trainers’. Future research and practical implications are discussed.  相似文献   

The dynamic relationship between response processes and self-regulation in critical thinking assessments     

《Studies in Educational Evaluation》2021

Our aim was to explore higher education students’ response and self-regulatory processes plus the relationship between these, as evidenced in two types of performance-based critical thinking tasks included in the Collegiate Learning Assessment (CLA+) International instrument. The data collection consisted of 20 cognitive laboratories. The data were analyzed using a qualitative approach. The tasks were found to trigger different response and self-regulatory processes. Overall, the performance task evoked more holistic processes than the selected-response questions, in which students’ processes were more question-oriented. The results also indicated the entanglement of students’ response and self-regulation processes. Three self-regulation groups were identified. Students with versatile self-regulation skills were able to complete the task thoroughly, whereas students with moderate self-regulation skills faced challenges in monitoring and evaluating their performance. Students who were lacking in self-regulation struggled both with the task as a whole and their own progress. Implications for higher education are discussed.  相似文献   

Investigating gender differences in mathematics by performance levels in the Italian school system     

《Studies in Educational Evaluation》2021

Amongst the extensive research conducted about girls’ lack of interest in STEM subjects, an issue that is frequently examined is the learning of mathematics. This research investigates the gender gap in mathematics among Italian students based on performance levels, using standardised large-scale data from INVALSI tests. We performed a quantile regression to better understand the differences along the entire score distribution. A latent class model was then estimated to identify groups of students with similar performance levels, taking into account the gender covariate. The results indicate that boys are already ahead from primary education and that there is a general decrease in the performance as students progress through the education stages.  相似文献   

Expectancy-value profiles in math and science: A person-centered approach to cross-domain motivation with academic and STEM-related outcomes     

《Contemporary educational psychology》2021

The need to enhance the STEM workforce and, in turn, the STEM educational pipeline is a prevailing issue in the U.S. One critical component in this pipeline is students’ interest in STEM majors and their persistence in such majors, theorized to be a function of both students’ perceived value and expectancy beliefs in the subject matter. Using an expectancy-value lens, we examined cross-domain patterns of high school students’ expectancy beliefs and values in both mathematics and science using a person-centered or profile approach. With data from the High School Longitudinal Study, latent profile analysis revealed five profiles characterized as Low Math/Low Science (i.e., endorsing low levels of expectancy and value beliefs in math and science), Moderate Math/Moderate Science, High Math/High Science, Low Math/High Science, and High Math/Low Science. Taking into account aspects of students’ background and school context, we found that motivational profile membership predicted math and science high school achievement, college persistence, and both STEM major intentions and major choices. Moreover, there were a number of gender and racial/ethnic differences and contextual variation in profile memberships as well. Implications for theory and educational practice are discussed in relation to study findings.  相似文献   

问题引领式教学在高中政治教学中的运用     

赵良 《天津教育》2021,(1):118-119

在高中政治教学中运用问题引领式教学法实施课程教学,能促进教师全方位地了解并熟悉学生的综合情况,然后依此设立课堂问题情景,组织并引导学生进行问题的讨论与探索。如此,不仅能帮助学生形成主动学习与独立思考的习惯,还能推进学生创造性思维的发展。基于此,本文在分析高中政治教学中存在问题的基础上,探讨了问题引领式教学在高中政治课堂教学中的应用意义与策略。  相似文献   

对初中历史材料分析题解题技巧的思考和认识     

杜玉花 《天津教育》2021,(1):132-133,160

随着教育改革、素质教育的不断深入,初中教育教学更加注重对学生综合能力的培养,这使初中历史材料题愈加体现出开放性、实用性、知识性和灵活性的特征。从历史材料题目内容上看,资料内容明显增多,更侧重对学生独立思考能力和知识应用能力的考核。由于历史材料的题型变化灵活,解题方法不断更新,所以许多初中生的历史材料分析题解题能力较为薄弱。为从根本上改善此现象,教师就要从解题技巧入手,改进策略,以此提高学生的解题能力。  相似文献   

思维导图在小学六年级数学教学中的应用探析     

张擎宇 《天津教育》2021,(2):130-131

教育思想在新时期下呈现出快速更新的趋势,思维导图这一先进的授课模式凸显出其优势,需要教师结合实际情况与各授课环节进行融入,这样不仅能极大程度地减轻学生的记忆负担,还能对其以往禁锢的思维进行切实有效的发散,使之寻找到与自身能力相契合的学习方法。巧用思维导图,能让学生将所学知识点进行精准化的串联,突破授课中的多个难点,强化学生独立意识并使学生形成归类习惯,从而构建出新时期下的高效课堂。  相似文献   

基于瑞吉欧教育模式的学前教育路径探析     

周凯 《天津教育》2021,(6):187-188

当前,瑞吉欧教育以其鲜明的教育特色和先进的教育理念风靡全球,越来越多的学前教育工作者把目光转向了瑞吉欧教育模式。瑞吉欧教育的儿童观、教师观、课程观、环境观、合作观等对我国学前教育的发展都有重要的启示意义。本文从瑞吉欧教育模式的特点出发,深入解读其成功的原因,有助于我们在学习瑞吉欧精神的同时,走中国特色学前教育道路。  相似文献