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Annarilla Ahtola Gintautas SilinskasPirjo-Liisa Poikonen Marita KontoniemiPekka Niemi Jari-Erik Nurmi 《Early childhood research quarterly》2011,26(3):295
This study examined whether the transition practices implemented in preschool-elementary school pairs contribute to children's academic development during the first year of elementary school. Participants were 398 children who moved from 36 preschools to 22 elementary schools in two Finnish towns. Children were tested in respect to their reading, writing, and math skills in the preschool spring and in the grade 1 spring. The most common practices reported by preschool teachers were discussions about the school entrants and familiarizing preschool children with the school environment and the new teacher. Multilevel latent growth modeling showed that the more the preschool teachers and elementary-school teachers implemented various supportive activities during the preschool year, the faster the children's skills developed from preschool to grade 1 spring. Co-operation over curricula and passing on written information about children between the preschool and the elementary school were the best predictors of the children's skills, although they were the least commonly used practices. The need to restructure the transition to elementary school and the use of multiprofessional resources are discussed. 相似文献
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Pete Goldschmidt Jose Felipe Martinez David Niemi Eva L. Baker 《Educational Assessment》2013,18(3-4):239-266
In this article we examine empirical evidence on the criterion, predictive, transfer, and fairness aspects of validity of a large-scale language arts performance assessment, referred to as the Performance Assignment (PA). We use multilevel models to avoid biased inferences that might result from the naturally nested data. Specifically, we examine the relationships of the assessment with the Stanford Achievement Test, 9th Edition and the California High School Exit Examination. The results indicate that the measures are related, that students demonstrate a degree of transfer, and that the language arts PA is relatively more fair than comparison assessments. The results are robust to various model specifications and demonstrate that benefits do not accrue to all students equally. 相似文献
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Nancy S. Niemi 《Gender and education》2005,17(5):483-497
Despite the social equity work that still needs to be done in schools and society, many researchers, politicians, and social commentators claim that gender equity work in schools has been accomplished. These people assume that actions in school lead to gender equity outside it. But, there may be two problems with this assumption: 1) achieving equity in academic work may mask still‐inequitable gender work in schools and 2) girls’ and boys’ equal academic achievement does not promise social equality, inside or outside schools. The following study offers evidence from a recent middle school study that reveals how children’s gender identities are naturalized as neutral “student” identities, making the effects of children’s gender identity work invisible. This author argues that schooling at best maintains the inequity of the American gender status quo, and perhaps may work to actually lessen chances for women and men’s equitable life opportunities. 相似文献
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This is a study of early picture book comprehension, its determinants and later development through primary school. More specifically, picture book comprehension was analyzed longitudinally from age 5 to age 9, delineating the unique contributions of vocabulary, metacognitive knowledge and task orientation to the initial level as well as to the growth of comprehension. A total of 90 Finnish-speaking children participated in the study. The children’s narrative picture book comprehension was assessed at age 5, age 6 and age 9. Vocabulary, metacognitive knowledge and task orientation were evaluated at age 5. Latent growth curve modeling showed a pattern of decreasing achievement gaps in narrative picture book comprehension. Vocabulary and metacognitive knowledge uniquely contributed to the concurrent level of narrative picture book comprehension. The results further showed that metacognitive knowledge and task orientation were positive and statistically significant predictors of the growth of picture book comprehension over and above the initial level of narrative picture book comprehension. These findings add to our knowledge about the development of inter-individual differences in narrative picture book comprehension and the roles of vocabulary, metacognitive knowledge and task orientation in it. They also suggest a novel way to assess the narrative comprehension potential among students with compromised working memory or decoding ability.
相似文献6.
Gintautas Silinskas Rauno Parrila Marja-Kristiina Lerkkanen Anna-Maija Poikkeus Pekka Niemi Jari-Erik Nurmi 《European Journal of Psychology of Education - EJPE》2010,25(2):243-264
This longitudinal study investigates how the reading-related activities of mothers at home relate to the development of reading
skills among their kindergarten children. A total of 1,529 children (5-to-6-year-olds) were tested on word reading twice,
once at the beginning and once at the end of a kindergarten year. The mothers of the children (n = 1,529) answered a questionnaire on reading-related activities with their children at home (on shared reading, teaching
letters, and the teaching of reading) and on their level of education, their child’s birth order, and the gender of the child.
The results show that of the three reading-related activities, mothers’ teaching of reading is the best predictor of the development
of reading skills among kindergarten children. The results also show that good reading skills at the beginning of the kindergarten
year increase the maternal teaching of reading a child subsequently receives. The results further demonstrate that girls,
firstborns, and children with more highly educated mothers are more likely to become good readers by the end of the kindergarten
year. 相似文献
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Julia C. Phelan Kilchan Choi David Niemi Terry P. Vendlinski Eva L. Baker Joan Herman 《Assessment in Education: Principles, Policy & Practice》2012,19(2):211-230
This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative to a comparison group? This study also provided data on the instructional sensitivity of the assessments, which is part of the validation needed for formative assessments. Teachers were recruited from two districts and seven middle schools. Nineteen treatment and 17 comparison group teachers and their students were included in study analyses. Scores on extended response and short-answer questions indicated that students in the treatment group performed better than students in the comparison group who received the formative assessments alone. These findings demonstrate both the feasibility and value of including performance task-types in a brief assessment context. 相似文献
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This paper is based on a pedagogical action research initiative that explores what constitutes the ‘lived pedagogy’ of the classroom from the pupils' perspective. Photography and group interviews were utilised to allow pupils to express their perspectives. The results show that pupils considered situations meaningful when they were able to work, solve problems and create items together. The pupils appreciated situations in which they experienced a sense of belonging and could influence the use of time and space during the school day. The paper considers possibilities and challenges related to acknowledging pupils' voices in the lived pedagogy of the classroom. 相似文献
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Anne Nevgi Päivi Virtanen Hannele Niemi 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(6):937-947
The paper focuses on the question of how to advance collaboration through the Web and support lifelong learning. First, the theoretical framework and architecture of a new web‐based tool, the ‘IQ Team’, is introduced. IQ Team is an interactive online assessment and support system to learn social skills needed in cooperative work, and belongs in an interactive online assessing and tutoring system, ‘IQ Form’, developed for the Finnish Virtual University. IQ Team has three main elements: (1) interactive self‐evaluation test banks, (2) online tutoring sets and (3) learning diaries. In the creation of IQ Team, the validation process was conducted with two samples (n = 259 and n = 275). The online students’ social skills in different groups were explored, and the feedback data from different user groups were analysed. The online students scored high values for social skills, and no differences were discerned between university, Open University and technical students. The qualitative data (n = 35) were collected in order to get users’ feedback of the tool. The qualitative data consisted of interviews, open‐ended questions and online discussions. The users of IQ Team reflected that the tool benefited them to become aware of their group work skills and developed their collaborative learning skills. IQ Team provides a powerful tool for online instruction and communication in higher education and in the Open University to promote joint‐regulated learning. 相似文献
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Jonathan Dees Jennifer L. Momsen Jarad Niemi Lisa Montplaisir 《CBE life sciences education》2014,13(4):666-676
Phylogenetic trees are widely used visual representations in the biological sciences and the most important visual representations in evolutionary biology. Therefore, phylogenetic trees have also become an important component of biology education. We sought to characterize reasoning used by introductory biology students in interpreting taxa relatedness on phylogenetic trees, to measure the prevalence of correct taxa-relatedness interpretations, and to determine how student reasoning and correctness change in response to instruction and over time. Counting synapomorphies and nodes between taxa were the most common forms of incorrect reasoning, which presents a pedagogical dilemma concerning labeled synapomorphies on phylogenetic trees. Students also independently generated an alternative form of correct reasoning using monophyletic groups, the use of which decreased in popularity over time. Approximately half of all students were able to correctly interpret taxa relatedness on phylogenetic trees, and many memorized correct reasoning without understanding its application. Broad initial instruction that allowed students to generate inferences on their own contributed very little to phylogenetic tree understanding, while targeted instruction on evolutionary relationships improved understanding to some extent. Phylogenetic trees, which can directly affect student understanding of evolution, appear to offer introductory biology instructors a formidable pedagogical challenge. 相似文献