排序方式： 共有9条查询结果，搜索用时 46 毫秒
1
1.
2.
A growing body of research in recent years has supported the value of emotional intelligence in both effective teaching and student achievement. This paper presents a pre–post, quasi-experimental design study conducted to evaluate the contributions of a 56-h “Emotional Intelligence” training model. The model has been developed and studied in an attempt to address educators’ growing needs to practice and implement “emotionally intelligent” learning environments. One hundred eighty-six teachers from ten elementary schools in Israel participated in this study. Findings indicated an increase in emotional intelligence and empathic concern from the beginning to the end of the course. Further regression indicated that both expression and regulation of emotions predicted empathy at the end of the course. Participants’ reflective assignments indicated an increase in self introspection, emotional awareness, emotional regulation and understanding others. 相似文献
3.
4.
Many college students consider statistical courses as frightening and demanding, yielding high anxiety and low competence, and correlating with maladaptive academic behaviors and low achievement. With undergraduate students, the present pre-post study compared a supportive online teaching program utilizing mandatory statistical exercises (n = 37) with a no intervention, optional exercise statistics class (n = 32). We evaluated whether our statistics teaching intervention decreased test anxiety and academic procrastination and increased academic self-efficacy and academic achievements. Results indicated a decrease in academic procrastination and test anxiety at course end for intervention group and an increase in test anxiety for control group. At the end of the course intervention group reported higher academic self-efficacy and achievements. Teaching statistics using mandatory supportive activities might contribute to more positive psychological outcomes (eg, higher academic self-efficacy and lower academic procrastination) and higher academic achievements. 相似文献
5.
Tzipi Horowitz-Kraus Nicole Cicchino Merav Amiel Scott K. Holland Zvia Breznitz 《Annals of dyslexia》2014,64(3):183-201
A reading acceleration program known to improve reading fluency in Hebrew-speaking adults was tested for its effect on children. Eighty-nine Hebrew- and English-speaking children with reading difficulties were divided into a waiting list group and two training groups (Hebrew and English) and underwent 4 weeks of reading acceleration training. Results of pre- and post-testing of reading abilities point to a significant main effect of the test, demonstrating improvements in silent contextual reading speed, reading comprehension, and speed of processing in both Hebrew and English training groups as compared to their performance before the intervention. This study indicates that the Reading Acceleration Program might be an effective program for improving reading abilities in children, independent of language. 相似文献
6.
8.
Designing an assessment system for complex thinking in mathematics involves decisions at every stage, from how to represent the target competencies to how to interpret evidence from student performances. Beyond learning to solve particular problems in a particular area, learning mathematics with understanding involves comprehending connections among mathematical ideas and applying them in ways that may not have been taught directly. A challenge in characterizing mathematical competency is to capture not only the variety of skills and concepts, but also their connections. Designing assessments based on learning progressions may be one way to respond to this challenge. We discuss our experience developing a learning progression and an associated task model for mathetical functions. 相似文献
9.
Amiel T. Sharon 《Journal of Experimental Education》2013,81(2):60-62
Randomly selected students required to take a remedial English course at a community college were placed in a regular English course on an experimental basis. The experimentally placed students were compared with those who enrolled in a regular course after passing a remedial course and with those who did not require remediation. Comparisons were made on ability, persistence, performance, and satisfaction. The remedial course had no effect on student satisfaction and persistence but a modest effect on subsequent course performance. The experimental methodology described can provide the college researcher with a basis for determining whether there is a need to revise or eliminate current remedial courses. 相似文献
1