Predicting college grades: the value of achievement goals in supplementing ability measures     

John W. Young 《Assessment in Education: Principles, Policy & Practice》2007,14(2):233-249

Achievement goal theory is an important theoretical framework for understanding achievement motivation. In previous studies, a mastery orientation has been shown to be related to students’ interest, while a performance orientation has been found to be predictive of academic performance outcomes such as course grades. In this study, the two mastery sub‐scores from the Multiple Goals Theory Measure (MGTM) of academic motivation, which was developed specifically from achievement goal theory, was found to be predictive of college grades for a sample of 257 undergraduates at a public university in the north‐eastern United States. Additionally, the results support a trichotomous model of achievement orientations comprising mastery approach, performance approach, and avoidance. The MGTM appears to hold promise as a diagnostic tool, but additional research is required on its resistance to faking and other threats to validity.  相似文献   

Megabits     

Karen E. Watkins  Victoria Marsick  Young Saing Kim 《TechTrends》2002,46(4):61-61

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Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties     

Carol McDonald Connor  Beth M. Phillips  Young–Suk Grace Kim  Christopher J. Lonigan  Michael P. Kaschak  Elizabeth Crowe 《Scientific Studies of Reading》2018,22(6):462-484

Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children’s reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and 4th-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from ?.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students’ reading comprehension. Moreover, there were Child Characteristic × Treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed.  相似文献   

Do Stability of Care and Teacher–Child Interaction Quality Predict Child Outcomes in Early Head Start?     

Ji Young Choi  Diane Horm  Shinyoung Jeon  Dahyung Ryu 《Early education and development》2019,30(3):337-356

Research Findings: This study examined whether children’s outcomes at age 3 were predicted by their experiences in Early Head Start (EHS), focusing on 2 key features of infant and toddler care: (a) stability of care and (b) teacher–child interactions. This study further explored potential interaction effects between stability of care and teacher–child interactions in predicting child outcomes. Three main results were found from secondary analyses of the recently released EHS longitudinal data set the EHS Family and Child Experiences Study (Vogel & Boller, 2009–2012). First, children who had stability of care (no teacher change) were rated as having fewer behavior problems and higher social competence. Second, children were rated as demonstrating better orientation/engagement and emotional regulation when they were in EHS classrooms observed to have higher emotional and behavioral support. Third, teacher–child interactions that are emotionally and behaviorally supportive may mitigate the potential drawbacks of experiencing instability of care on early social-emotional development. Study implications are discussed. Practice or Policy: Both stability and quality teacher–child interactions are important in center-based infant and toddler care, and ensuring quality teacher–child interactions is particularly important for children who experience teacher changes during their infant and toddler years.  相似文献   

Delivering instruction via streaming media     

Mark Mortensen  Paul Schlieve  Jon Young 《TechTrends》2000,44(2):36-41

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Ecological Mural as Community Reconnection     

Young Imm Kang Song  Jo Ann Gammel 《The International Journal of Art & Design Education》2011,30(2):266-278

Murals are particularly visually captivating forms of public art due to their size and accessibility. Mural images also capture public attention and provoke viewers to explore layers of meaning and find hidden stories. They are often in places that people come to visit, study, play, congregate and discuss matters that may relate to the content of the mural. To this end, murals can be effective tools for helping communities think about their environmental issues. This article discusses the Mystic River mural project in Somerville, Massachusetts, USA. It addresses how the local art councils, mural artists, local students, community members and non‐profit organisations collaborated to carry out this ongoing mural project. The purpose of this research is to examine how Mystic River eco‐murals were created, what challenges and benefits the eco‐murals provided, how local social concerns were represented through the eco‐murals, how eco‐murals can continue to promote environmental awareness and inspire youth about their community and the local environment, and how the mural can continue to reflect or affect the meaning of the place. This process can serve as an example for other communities that seek to address their environmental concerns through public art.  相似文献   

Cultural Differences Between Client and Counselor and Counseling Outcomes     

Tan Soo  Yin Toh  Yinniang Germaine 《美中教育评论》2011,(3):389-400

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Modifying socially withdrawn behavior: A playground intervention for students with internalizing behaviors     

Michelle R. Marchant  Brock R. Solano  Adam K. Fisher  Paul Caldarella  K. Richard Young  Tyler L. Renshaw 《Psychology in the schools》2007,44(8):779-794

There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self‐management, and (c) a reinforcement system, was implemented to modify the socially withdrawn behavior of 3 elementary students. The effects of this treatment package were evaluated on the school playground—during recess—by recording both the number of communicative acts and the total time spent engaged in appropriate peer play for each target student. All target students showed marked improvement in their playground, social interaction. Future research should be conducted with similar populations, using variations of the described methods in other school settings. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 779–794, 2007.  相似文献   

Feminine sexual desire and shame in the classroom: an educator’s constructions of and investments in sexuality education     

Lisa Saville Young  Dale Moodley  Catriona Ida Macleod 《Sex education》2019,19(4):486-500

ABSTRACT

Within the growing body of literature on sexuality education in South Africa, researchers have highlighted how teachers may face, or themselves be, barriers to the implementation of rights-based comprehensive sexuality education. Important issues with regard to educators are: firstly, the social and discursive space within which educators are located; and secondly, the complex emotional and psychic investments that educators take up within particular discourses and practices. This paper explores, through a psychosocial reading of an interview extract with a particular educator based in the Eastern Cape of South Africa, how discursive and psychic concerns are sutured within the complex subjectivity of the educator as the medium for sexual education in schools. Specifically, it highlights the numerous ways in which feminine sexuality and desire may be avoided, denied and silenced. Even when feminine desire is specifically evoked as in this case, it is done so in a way that ensures social and cultural respectability, thereby reproducing shame narratives that form and maintain traditional gender discourses. Our analysis demonstrates how engaging with educators as subjects with their own sexual history and psychic dynamics, and as individuals with raced, gendered and classed identities, is a potentially transformative perspective for effective sexuality education.  相似文献   

Literacy skills of adults with intellectual disabilities in two community‐based day programs     

Louise Young  Karen B. Moni  Anne Jobling  Christinavan E. Kraayenoord 《International Journal of Disability, Development & Education》2004,51(1):83-97

There is limited information available related to the literacy skills of adults with intellectual disabilities. In this project, information was collected about the contexts, current practices, and clients' abilities in literacy in two community‐based disability service programs. Individual assessments were undertaken to collect details of the current literacy levels of adults with intellectual disabilities in day program settings. These assessments focused on receptive language, reading at the letter, word and sentence level, writing vocabulary and connected text, and literacy preferences. Audits were also conducted related to the provision of opportunities for clients accessing these services to engage with literacy including environmental print. Structured day program activities were observed to gather information about current literacy teaching and learning. Implications of the research findings and suggestions for provision of literacy education in these settings are discussed.  相似文献