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1.
John P. Rickards 《Contemporary educational psychology》1977,2(2):200-206
It has been concluded in all major reviews of adjunct question research that a group given questions after related text segments (postquestions) yields greater recall than a group given questions before related text segments (prequestions) or one not given any questions at all. However, closer examination of the earlier research and an analysis of recent research reveals that for certain types of verbatim questions and for certain high level questions, postquestions produce recall equivalent to or less than prequestions. Moreover, in many studies wherein postquestions exceed prequestions, the postquestion group equals the reading-only control group in recall of nonquestioned (incidental) material. Hence, despite frequent pronouncements to the contrary, no firm recommendation can be made regarding the optimal placement of adjunct questions in text material. 相似文献
2.
Tony?Rickards Perry?Den?BrokEmail author Darrell?Fisher 《Learning Environments Research》2005,8(3):267-287
This study reports the first development in Australia of science teacher typologies of teacher–student interpersonal behaviour.
Students' perceptions of teacher–student interpersonal behaviour were measured using the Questionnaire on Teacher Interaction
(QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed
with an American sample of secondary school teachers. The present study investigated the extent to which typologies found
in earlier studies also apply to a sample of Australian secondary school science teachers. Data were first checked to examine
whether the eight profiles found in The Netherlands and the USA were also present in the Australian data. A cluster analysis
using various clustering methods and procedures was used to determine Australian typologies and compare these with earlier
Dutch findings. Results of the cluster analyses were verified by analyses of variance, by plotting QTI scale scores graphically,
and by presenting a set of sector graphics to two independent researchers and having them sort these into different profiles
as found in the statistical analyses. The resultant typologies and implications for professional development and research
are presented. 相似文献
3.
Sarant JZ Holt CM Dowell RC Rickards FW Blamey PJ 《Journal of deaf studies and deaf education》2009,14(2):205-217
This article documented spoken language outcomes for preschool children with hearing loss and examined the relationships between language abilities and characteristics of children such as degree of hearing loss, cognitive abilities, age at entry to early intervention, and parent involvement in children's intervention programs. Participants were evaluated using a combination of the Child Development Inventory, the Peabody Picture Vocabulary Test, and the Preschool Clinical Evaluation of Language Fundamentals depending on their age at the time of assessment. Maternal education, cognitive ability, and family involvement were also measured. Over half of the children who participated in this study had poor language outcomes overall. No significant differences were found in language outcomes on any of the measures for children who were diagnosed early and those diagnosed later. Multiple regression analyses showed that family participation, degree of hearing loss, and cognitive ability significantly predicted language outcomes and together accounted for almost 60% of the variance in scores. This article highlights the importance of family participation in intervention programs to enable children to achieve optimal language outcomes. Further work may clarify the effects of early diagnosis on language outcomes for preschool children. 相似文献
4.
Perry den Brok Darrell Fisher Theo Wubbels Mieke Brekelmans Tony Rickards 《Asia Pacific Journal of Education》2006,26(1):79-95
This study investigates the reliability and validity of the Questionnaire on Teacher Interaction (QTI) in three countries: Singapore, Brunei and Australia. The QTI maps student perceptions of interpersonal teacher behaviour and is based on the circumplex Model for Interpersonal Teacher Behaviour (MITB) that investigates the teacher–student relationship in terms of the two dimensions of influence and proximity. Students' perceptions of their teachers in the three countries are also compared. Results show that the QTI scales are represented by two independent dimensions and that scales can be ordered in terms of a circular structure. However, empirical scale locations differ from their theoretical positions as hypothesised by the circumplex model, and among countries. Differences in teacher influence and proximity are also found among the countries. 相似文献
5.
Randall E. Groth Jathan W. Austin Madeline Naumann Megan Rickards 《Teaching Statistics》2019,41(2):54-57
We describe how we used puppets as tools to draw 9 to 10‐year‐old students into conversations about probability. Puppets supported classroom discourse by putting forth probabilistic arguments for critique, introducing extreme and unusual examples of concepts, and introducing an element of surprise. 相似文献
6.
Christina E. Van Kraayenoord John Elkins Carolyn Palmer Field W. Rickards 《International Journal of Disability, Development & Education》2001,48(4):445-456
This article summarises some of the major findings of a study published in 2000 for the Commonwealth government of Australia. It argues that school systems in Australia are moving towards the goal of literacy for all and suggests some of the factors that are and may be contributing to its achievement. 相似文献
7.
Half of a sample of ten-year-old school children (N=69) were given conceptual postquestions after every paragraph of text, while the other half were not given any postquestions. Additionally, these children either generated their own underlining of one sentence per paragraph, received text with topic sentences underlined for them, or were given text without underlining of any kind. The results indicated that the readers preponderantly chose for underlining subordinate, passage details rather than superordinate, conceptual material, even when given conceptual postquestions focusing on the topic sentences of the passage. Recall of passage details was most depressed when children were provided with both underlining and conceptual postquestions. These results suggested a comprehension rather than a metacomprehension deficit, whereby underlining and adjunct questions may hinder rather than help recall performance in young readers. 相似文献
8.
The purpose of this study was to determine associations between science students' perceptions of their interactions with their
teachers, the cultural background of students and their attitudinal and cognitive achievement outcomes. A sample of 3,215
students from 158 secondary school science classes in 43 schools completed a survey including the Questionnaire on Teacher
Interaction (QTI), an attitude to calss scale, an enquiry skills scale and questions relating to cultural background. The
sample was chosen in order tobe representative, though only coeducational classes were used in order to permit an unconfounded
test of sex differences. Statistical analyses confirmed the reliability and validity of the QTI for secondary school science
students. Generally, the dimensions of the QTI were found to besignificantly associated with student attitude scores. In particular,
students' attitude scores were higher in classrooms in which students perceived greater leadership, helping/friendly, and
understanding behaviours in their teachers. Correlations between cognitive achievement and interpersonal behaviour were not
as strong, but there were positive associations with cooperative behaviours and negative associations with oppositional behaviours.
Females perceived their teachers in a more positive way than did males and students from an Asian background tended to perceive
their teachers more positively than those from the other cultural groups identified in the study. 相似文献
9.
1977 Newspaper Edition (the publication will appear quarterly—apparently covering a different medium each issue, 342 Madison Ave., New York, N.Y. 10017— available without charge to key personnel concerned with media decisions at agencies and clients, $18.00 per copy to others) 1977 City and Regional Magazine Directory (Conference Management Corp., 500 Summer St., Stamford, Ct. 06901—$19.95, paper) Washington Journalism Review (WJR, 3122 M St. NW, Washington, D.C. 20007—$16.00 per year/12 issues, with single copies at $2.00) Maurice Rickards' This is Ephemera: Collecting Printed Throwaways (Brattleboro, Vt.: Stephen Greene Press, 1977—$7.00/3.9) Prakash Sethi's Advocacy Advertising and Large Corporations: Social Conflict, Big Business Image, the News Media, and Public Policy (Lexington, Mass.: Lexington Books [D.C. Heath] , 1977—$25.00) 相似文献
10.