Testing the effectiveness of the Developing Inclusive Youth program: A multisite randomized control trial     

Melanie Killen  Amanda R. Burkholder  Alexander P. D'Esterre  Riley N. Sims  Jacquelyn Glidden  Kathryn M. Yee  Katherine V. Luken Raz  Laura Elenbaas  Michael T. Rizzo  Bonnie Woodward  Arvid Samuelson  Tracy M. Sweet  Laura M. Stapleton 《Child development》2022,93(3):732-750

The Developing Inclusive Youth program is a classroom-based, individually administered video tool that depicts peer-based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; M_age = 9.64 years) in 48 third-, fourth-, and fifth-grade classrooms across six schools. Children in the program were more likely to view interracial and same-race peer exclusion as wrong, associate positive traits with peers of different racial, ethnic, and gender backgrounds, and report play with peers from diverse backgrounds than were children in the control group. Many approaches are necessary to achieve antiracism in schools. This intervention is one component of this goal for developmental science.  相似文献   

Teachers’ perceptions of and responses to student evaluation of teaching: purposes and uses in clinical education     

Wai Yee Wong  Karen Moni 《Assessment & Evaluation in Higher Education》2014,39(4):397-411

Student evaluation of teaching (SET) only becomes an effective tool for improving teaching and learning when the relevant stakeholders seriously consider and plan appropriate actions according to student feedback. It is common practice in medical education to provide clinical teachers with student feedback. However, there is limited evidence about how teachers in higher education, and medical education in particular, systematically apply student feedback to improve the quality of their teaching practice. The focus of this case study was to examine clinical teachers’ perceptions of and responses to SET with respect to its purposes and uses for enhancing their teaching. An explanatory sequential mixed methods approach was employed to collect both quantitative and qualitative data from the clinical coaches. These clinical coaches perceived the main purpose of student evaluation as quality assurance, and were moderately receptive to student feedback. Four key factors enabling or inhibiting their responses were revealed: institutional requirements, operational practices, personal biases and provision of support. Future research should further explore the interrelationships among the above factors as the core mechanism in influencing clinical teachers’ perceptions of and responses to student evaluation.  相似文献   

Effect of angle stimulation during development on adult discrimination ability in rats     

A. John Ernst  Randall Yee  Denice Dericco 《Learning & behavior》1976,4(3):241-246

Hooded rats were reared in very restricted environments with angular, curved, or white-field stimulation. The extent of transfer from this exposure was assessed in adulthood by testing subjects for (a) learning ability in form, brightness, and pattern discrimination tasks, and (b) exploration and activity differences in an open field. The angle-reared group performed better than the other two rearing groups in all three discrimination tasks. Moreover, the curved and white-field groups were equivalent. These learning differences did not appear to result from differences in (a) exploration or activity or (b) dependence on kinesthetic cues. The results demonstrated that one type of early visual stimulation produced transfer to discrimination tasks that varied in difficulty and in degree of relevancy to the rearing forms. This effect was related to the results and interpretations from previous form-rearing studies. Three interpretations were proposed for this transfer and for the advantage of angular vs. curved stimulation.  相似文献   

香港初小学生识字测试报告     

张绮文 《暨南大学华文学院学报》2007,(3):49-54

本文汇报了香港初小学生识字测试的工作。识字测试兼及汉字字音、字形、字义的认识。测试的汉字从香港小学语文大纲所列生字表分级随机抽出。测试结果显示香港初小学生对初小阶段的字,字音得分较高,字义次之,字形得分最低,表明学生对初小阶段的字的字音掌握较佳,字形掌握较低。当加入高小的字测试时,字音,字形,字义得分相对地下降,字音、字形、字义每项得分差别不大。识字测试结果也显示香港初小学生最先掌握字的音义,其次才掌握字的形义,最后才掌握字的音形。  相似文献   

Teachers’ professional knowledge construction in Assessment for Learning     

Sylvia Yee Fan Tang 《Teachers and Teaching》2013,19(6):665-678

This article attempts to unpack the complexity of teachers’ professional knowledge construction in Assessment for Learning (hereafter, AfL). It presents a qualitative study of a school‐based AfL Project which took place in a secondary school in Hong Kong. Thirty lessons video‐recorded in the AfL Project and nine teacher interviews conducted after the Project were analyzed. The findings enrich our understanding of professional knowledge construction in four aspects: (1) personal nature of teachers’ practical knowledge construction in contrived situations; (2) confined integration of AfL into pedagogical content knowledge in terms of ‘skill progression that accompanies experience’; (3) more sophisticated integration of AfL into pedagogical content knowledge as ‘practicalizing theoretical knowledge’; and (4) reflection, conscious deliberation, and ‘theorizing practical knowledge’ associated with more sophisticated professional knowledge integration. Implications for enhancing teachers’ professional learning are discussed.  相似文献   

Reflections on teaching and research: two inseparable components in higher education     

Fanny Chan Fong Yee 《Teachers and Teaching》2013,19(6):755-763

Teaching and research are two inseparable components in higher education. There are continuous debates about the relationship between the two. Does good teaching always lead to good research, and vice versa? This paper critically examines the impact of current policy on the two academic practices and discusses how it shapes one’s professional values and career development. It begins with a discussion of the education policy development and the global trends in higher education, the ontological and epistemological positions of knowledge and education and proceeds to the set of axiological beliefs that educators should embrace. The critical reflective review presented connotes with notions of self-interrogation towards the improvement of professional practice. Its relevance to other disciplines is illustrated though examples contextualised in the marketing discipline.  相似文献   

Study abroad information in the new media     

Shasha Teng  Kok Wei Khong  Alain Yee Loong Chong 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):263-286

Few studies have been conducted to identify what kinds of online information are provided by institutions and needed by international students in social media. This study aims to identify critical constructs of study abroad information (SAI) that can generate positive attitudes toward the university. Specifically, this study attempts to investigate the effectiveness of persuasive communication via social media among students looking to study abroad as well as examining their impacts on attitude change. This paper used the elaboration likelihood model to map out information processing flow of students looking to study abroad. Based on a series of qualitative and quantitative studies, the findings highlighted the importance of peripheral communication cues in influencing students’ attitudinal change toward overseas institutions and countries. This study uncovered that the peripheral cues mediate the relationship of study abroad online reviews and attitude change.  相似文献   

Transfer of Grapheme Discrimination from Cued to Traditional Orthography     

Albert H. Yee 《Journal of Experimental Education》2013,81(4):82-91

This study was conducted to help settle a major controversy in spelling instruction concerning the phonetic generalization hypothesis. It utilized Solomon’s Four-Group Experimental Design for 2x2x2 factorial analyses-girls versus boys, pretesting versus nonpretesting, and phonetic instruction versus no phonetic treatment. Dependent variables were two spelling test scores of pupils in 106 Grades 2-6 classes: (1) spellings consistent with two phonetic generalizations taught to treatment groups and (2) spellings unrelated to the two phonetic generalizations. In order of most significant effects found, results showed girls superior to boys, pretesting better than nonpretesting, and questionable advantage for phonetic instruction over no phonetic instruction. Test-Study methods appear to be more promising than phonetic approaches. Further research is necessary to ascertain the definite value of Test-Study methods.  相似文献   

Influence of expectation and campus racial climate on undergraduates' interracial interaction     

Ezhar Tamam  Fazilah Idris  Wendy Yee Mei Tien  Mona Alkauthar Ahmad 《Asia Pacific Journal of Education》2013,33(3):295-309

In this study, the authors examine the influence of interracial interaction expectation and campus racial climate perception on attitudes toward interracial interaction which, in turn, influences the levels of interracial interaction among students at a multicultural university in Malaysia. Interaction across race is fundamental to students' growth and development. Responses from 193 Malay and 165 Chinese students were analysed by means of hierarchical regression. Results support the hypothesized influence of interracial interaction expectation and campus racial climate perception on attitudes toward interracial interaction for the Chinese students. For the Malay students, however, only interracial interaction expectation is significant. Attitudes toward interracial interaction, in turn, significantly predict levels of interracial interaction for both groups. The results support the hypothesized differential strength of relationships among the variables for the two racial groups. Implications for higher education are discussed.  相似文献   

Initial development of a model of care and support for primary school children in changing familial situations: a Hong Kong hybrid case     

Pattie Yuk Yee Luk‐Fong 《Pastoral Care in Education》2013,31(4):281-295

This paper proposes an initial model for the care and support of primary school children coping with family situations and family changes. The model is built on existing counselling literature, incorporating the perceptions of teachers, children and parents on their needs for support and a small empirical study by the author on teachers' perceptions of the roles and functions of the personnel involved in supporting children in changing familial situations. In proposing the model for schools the author argues for the need for a multi‐systemic approach which emphasises involving home–school cooperation and acknowledging the unique ‘East meets West’ hybrid context in Hong Kong. The use of the model in relation to teacher education, counselling practice and research is discussed. Implications of this model for other locales having similar hybrid contexts, particularly a mix with a Chinese cultural heritage, are also discussed.  相似文献