Performance Approach,Performance Avoidance and Depth of Information Processing: A fresh look at relations between students' academic motivation and cognition     

Katrina L. Barker  Dennis M. McInerney  Martin Dowson Institute 《教育心理学》2002,22(5):571-589

This study examines the effects of motivational approach on the recall of verbal information processed at shallow and deep levels. Two hundred students attending the same primary school were randomly assigned to either a mastery focused condition, performance approach condition, performance avoidance condition, or a control group. The participants were motivationally manipulated prior to receiving 12 stimulus words designed to be encoded at either shallow or deep levels of processing. A free recall test followed, then a cued recall test. Results indicate that students remembered more stimulus words during cued recall than free recall. Recall of verbal information was superior when processed according to the deeper (category and sentence) levels of processing. Performance approach and avoidance goals resulted in superior recall during free and cued recall, compared with a mastery goal or with the control group. The usefulness of these findings for promoting greater clarity among motivational frameworks and ideas for further research are discussed.  相似文献   

‘Interactive’ teaching in numeracy lessons: what do children have to say?     

Nick Pratt 《Cambridge Journal of Education》2006,36(2):221-235

This article reports on the English National Numeracy Strategy (NNS) and, in particular, on the way in which children aged from 8‐ to 11‐years‐old view ‘interactive whole class teaching’. A qualitative, grounded study of both teachers' and children's perceptions of interactive teaching was undertaken, making use of ‘video stimulated reflective dialogue’. The focus here is on children's views about the roles of talking and of listening. Hearing what children have to say in this respect helps to illuminate the norms, expectations and practices of classroom discourse, and its implications for teaching. I argue that there is often a lack of any coherent theoretical basis for teachers' practices in relation to whole class interaction and that this can lead to a tension in which talking and listening become less effective as a vehicle for learning than they might otherwise be.  相似文献   

When Topics are Controversial: Is it Better to Discuss Them Face-to-Face or Online?     

Katrina A. Meyer 《Innovative Higher Education》2006,31(3):175-186

Ten students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: diversity, academic freedom, political tolerance, affirmative action, and gender. Upon completion of each discussion, they assessed their comfort, honesty, concern for others’ feelings, similarity of feelings to others, and willingness to disagree and then compared the face-to-face and online discussions on these measures. Students’ assessments are complex and indicate that some topics did elicit feelings of discomfort, concern for others’ feelings, and willingness to disagree in the face-to-face discussions. However, despite these feelings, the majority of students continued to prefer the face-to-face discussions. Online discussions were valued to a lesser extent, but a consistent minority of students were more comfortable in that setting. The age and race of the student also created differences in responses. Dr. Katrina Meyer is an associate professor of Higher and Adult Education at The University of Memphis. Her Ph.D. is from the University of Washington, and her research interests include online learning and virtual universities.  相似文献   

Relationships between school climate,bullying and delinquent behaviours     

Jill M. Aldridge  Katrina McChesney  Ernest Afari 《Learning Environments Research》2018,21(2):153-172

Given that schools are, potentially, powerful sites for influencing adolescent behaviour, it is important that there is greater understanding of the psychosocial aspects of the school climate that can be leveraged for this purpose. The research reported in this article used structural equation modelling (with data from a sample of 6120 students at Australian high schools) to examine the influence of the psychosocial school-level environment on students’ self-reported experiences of bully victimisation (i.e. being victims of bullying) and engagement in delinquent behaviours. Further, we examined whether bully victimisation mediated the relationships between school climate variables and delinquent behaviours. School connectedness and rule clarity were negatively associated with both bully victimisation and delinquency (p < 0.05), and teacher support was negatively associated with bully victimisation (p < 0.01), confirming the importance of these aspects of the school-level environment. However, affirming diversity and reporting and seeking help both had positive influences on bully victimisation (p < 0.05), raising concerns about the ways in which these aspects of the school-level environment might have been promoted. Importantly, bully victimisation was found to mediate the influence of five of the six school climate constructs on delinquent behaviours (p < 0.001). This study advance our understanding of how specific aspects of the school climate influence the prevalence of bullying and delinquent behaviour, adding weight to the call for educators to actively monitor and enhance psychosocial aspects of the school climate in order to improve student behavioural outcomes.  相似文献   

Linguistic diversity in a deaf prison population: implications for due process     

Miller KR 《Journal of deaf studies and deaf education》2004,9(1):112-119

The entire deaf prison population in the state of Texas formed the basis for this research. The linguistic skills of prison inmates were assessed using the following measures: (1) Kannapell's categories of bilingualism, (2) adaptation of the diagnostic criteria for Primitive Personality Disorder, (3) reading scores on the Test of Adult Basic Education, and (4) an evaluation of sign language use and skills by a certified sign language interpreter who had worked with deaf inmates for the past 17 years. Deaf inmates with reading scores below the federal standard for literacy (grade level 2.9) were the group most likely to demonstrate linguistic incompetence to stand trial, meaning that they probably lacked the ability to understand the charges against them and/or were unable to participate in their own defenses. Based on the language abilities and reading scores of this population, up to 50% of deaf state prison inmates may not have received due process throughout their arrest and adjudication. Despite their adjudicative and/or linguistic incompetence, these individuals were convicted in many cases, possibly violating their constitutional rights and their rights under the Americans with Disabilities Act.  相似文献   

Through what perspective do we judge the teaching of peers?     

Carol-Ann Courneya  Daniel D. Pratt  John Collins 《Teaching and Teacher Education》2008

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A multi-level modeling approach to investigating students’ critical thinking at higher education institutions     

Katrina Roohr  Margarita Olivera-Aguilar  Guangming Ling  Samuel Rikoon 《Assessment & Evaluation in Higher Education》2019,44(6):946-960

Twenty-first century and higher-learning skills such as critical thinking are highly desired for new college graduates entering the workplace, especially with rapid changing technology and a more globalized economy. As a result, the importance of critical thinking development at higher education institutions has increased. The purpose of this study was to examine the effect of student and institutional variables on the difference in critical thinking scores between first-year and third/fourth-year students at higher education institutions. We examined the extent to which institutional variables moderate the relationship between student variables and the critical thinking score difference. We used a multi-level modeling approach to account for the clustering of students in institutions. Results of this study showed that: (a) institutional variability accounted for 15% of the variance in estimated critical thinking scores, (b) third/fourth-year students had higher critical thinking scores as compared to their first-year peers even when controlling for college admissions score, and (c) in the final model, the main effects of college admission scores, student-faculty ratio, and percent Black/African American were statistically significant; however, retention was the only significant moderator of the relationship between critical thinking scores and class level. Implications and future research are discussed.  相似文献   

The effects of a university research reactor’s outreach program on students’ attitudes and knowledge about nuclear radiation     

Katrina Brown 《Research in Science & Technological Education》2018,36(4):484-498

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Reconceptualizing the evaluation of teaching in higher education   总被引：2，自引：0，他引：2  

Daniel D. Pratt 《Higher Education》1997,34(1):23-44

Trends within higher education in the United States and Canadasuggest that, although there are calls for recognition of teaching as ascholarly activity, teaching is not perceived to be a significant aspect ofscholarly work. Furthermore, policies, procedures, and criteria for theevaluation of teaching in higher education contribute to the marginalizationof teaching within the reward structures of universities and colleges.Evaluation policies, procedures, and criteria tend to (1) emphasizetechnical, rather than substantive aspects of teaching, (2) focus on processrather than outcomes, (3) lack strategic concern for the use of evaluationdata within the institution, and (4) are devoid of the very substancethrough which academics derive a sense of identity – their discipline.Recommendations are offered for evaluating three aspects of teaching:planning, implementation, and results. Within each aspect, conceptualarguments and practical solutions are suggested for establishing criteria,deciding on sources of data, and determining the nature of data that must begathered. The goal is to set in place evaluation policies, procedures, andcriteria that will be perceived as rigorous and credible alongside moretraditional forms of scholarship, while respecting the diversity of contextsand disciplinary identities within universities and colleges. Sevenprinciples for evaluation of teaching are proposed.  相似文献   

Phonological awareness,verbal working memory and the acquisition of literacy     

Mary Rohl  Chris Pratt 《Reading and writing》1995,7(4):327-360

This paper describes a 2-year longitudinal study of 76 initially prereading children. The study examined the relationships between phonological awareness (measured by tests of onset and rime, phonemic segmentation and phoneme deletion), verbal working memory and the development of reading and spelling. Factor analyses showed that the verbal working memory tests which were administered loaded on two distinct but highly related factors, the first of which,simple repetition, involved the repetition of verbal items exactly as spoken by the experimenter, whereas the second,backwards repetition, involved repetition of items in reverse order. Factor analyses also showed that, whist the phonological awareness variables consistently loaded on the backwards repetition factor at the beginning and end of Grade 1, by Grade 2 the phonological awareness variables loaded on a separate factor which also included sentence repetition. Results of multiple regression analyses, with reading and spelling as a compound criterion variable, indicated that phonological awareness consistently predicted later reading and spelling even when both simple and backwards repetition were controlled. In contrast, verbal working memory did not consistently predict reading and spelling across testing times. Whilst there was some indication that verbal working memory, especially backwards repetition, measured during Grade 1 did predict reading and spelling in Grade 2, these effects were no longer evident when all three phonological variables were controlled. Nevertheless, with 4 individual reading and 2 individual spelling measures as the criterion variables, it was shown that phonological awareness was not quite such a consistent predictor of reading and spelling: it was most highly related to reading pseudowords and spelling real words; but it was not so highly related to spelling pseudowords, apparently because the processing demands of the task for the young children in the study were extremely high. Given the importance of verbal working memory for the completion of phonological awareness, reading and spelling tasks, in particular for spelling pseudowords, the findings are interpreted as providing some support for a theoretical position which posits that both phonological awareness and verbal working memory contribute to the early stages of literacy acquisition. Whilst the findings suggest some support for a general underlying phonological ability, there is also evidence that, as children learn to read and write, verbal working memory and phonological awareness become more differentiated.  相似文献