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1.
This study examined the cluster profiles obtained using the Differential Ability Scale (DAS, Elliott, 1990a) for preschool children diagnosed with cognitive delay and for those without cognitive delay. Cluster analyses resulted in distinctive profiles for each group. Profiles for preschoolers diagnosed with cognitive delay were compared with DAS profile patterns previously reported for school‐aged children diagnosed with learning disabilities (McIntosh & Gridley, 1993). Cluster comparisons indicated profiles of cognitively delayed preschoolers were not the same as those found in school‐age children with learning disabilities. Implications for prediction of school‐age learning disabilities from preschool DAS cognitive cluster profiles are discussed. © 2002 John Wiley & Sons, Inc.  相似文献   

2.
Traditional instructional environments for at‐risk (i.e., unmotivated) students are teacher controlled and provide low‐level, routine tasks. This, however, contradicts current theory and research regarding environments that enhance motivation to learn. To effectively assist motivationally disadvantaged students, instructional environments must support autonomy and challenge. Six “at‐risk” students in an alternative education program completed motivation surveys after engaging in various learning activities. Overall, the participants completed 54 surveys. Using multiple regression, involvement, boredom, confusion, competence, and desire to be doing something else were regressed on perceived challenge and perceived control. The results indicated that control and challenge were significant predictors of the motivation variables. The findings are discussed in terms of awakening to the powerful influence of instructional tasks on student motivation and desire to engage in learning activities. Limitations of the present study provide insights into future endeavors. © 1999 John Wiley & Sons, Inc.  相似文献   

3.
In this paper, we examine the various nuanced dimensions of adolescents' dispositions towards reading in one secondary school in Singapore, where a high‐stakes examination culture often threatens to colonise the practices of leisure reading. Our focus is on the better and more avid readers as they were the ones that developed the more negative attitudes towards reading at the end of their first year in secondary school. Our analysis found that there were no significant differences between boys and girls in their declining attitudes, and that for both ‘intrinsic motivation’ saw the greatest decline. However, attitudes related to learning orientation remained stable, suggesting both the impact of constraints in an exam‐oriented educational structure as well as possibilities for developing reading pedagogy and adolescent reading programmes. We argue that the more educators are aware of the multidimensionality and complexity of the attitudes and values that students bring to their reading, the more effectively they will be able to design and implement programmes and pedagogy to foster positive attitudes and promote a lifelong love for reading.  相似文献   

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In this study we examined the benefits of computer programs designed to supplement regular reading instruction in an urban public school system. The programs provide systematic exercises for mastering word‐attack strategies. Our findings indicate that first graders who participated in the programs made significant reading gains over the school year. Their post‐test scores were slightly (but not significantly) greater than the post‐test scores of control children who received regular reading instruction without the programs. When analyses were restricted to low‐performing children eligible for Title I services, significantly higher post‐test scores were obtained by the treatment group compared to the control group. At post‐test Title I children in the treatment group performed at levels similar to non‐Title I students.  相似文献   

6.
Convergent and discriminant validity of the Mental Processing Scales of the Kaufman Assessment Battery for Children (K-ABC) were examined using 51 first-grade children. Convergent validity was assessed using the Reading Recognition and Comprehension subtests of the Peabody Individual Achievement Test. Discriminant validity was assessed using a measure of anxiety/self-esteem, the Child Anxiety Scale, and a measure of hyperactive behavior, the Hyperactivity scale of the Achenbach Child Behavior Checklist. Results supported the convergent validity of the K-ABC; correlations with reading achievement were fairly large. The discriminant validity received only partial support. The K-ABC did not correlate with the Child Anxiety Scale, but did show rather large correlations with the measure of hyperactive behavior. Implications for understanding what the K-ABC Mental Processing Scales are measuring are discussed.  相似文献   

7.
The combining of subject areas or disciplines, referred to in this article as curriculum integration, has been recognised as being linked to high levels of student motivation and learning. Sheryl MacMath of the University of Toronto, Jillian Roberts of the University of Victoria, and John Wallace and Xiaohong Chi of the University of Toronto discuss the findings of their case study (n = 23 students) based in a Canadian secondary school where an integrated unit on energy was taught to pupils identified as being ‘at risk’ of not completing high school. Teacher and student interviews, classroom observations and surveys were used in the case study to investigate student motivation and learning. Results from the study illustrate that students experienced higher levels of motivation and academic success compared to work on previous units. The authors explore how higher levels of student self‐efficacy were also recorded due to the repetition of content in different classrooms and across different contexts. The authors argue that further research in this area should examine more than student learning and motivation and highlights the need to focus specifically on opportunities for successful academic experiences where student efficacy is increased.  相似文献   

8.
This study evaluated the effects guided notes on the performance of academically at‐risk high school students during a remedial summer American History class. The study compared students' own notetaking strategies with that of short‐ and long‐form guided notes. Three students were selected for data collection due to their low baseline notetaking accuracy and quiz scores and a history of severe learning problems: One was enrolled in special education programs for developmental disabilities and the other two were enrolled in English as a Second Language programs (ESL). A modified ABAB reversal design with an imbedded alternating treatments design during intervention (A. E. Kazdin, 1982) was used to compare the effects of students' notetaking accuracy and daily quiz scores while taking their own notes with the effects of responding under the short‐ and long‐form guided notes. The results indicated that both guided notes procedures were successful at increasing the accuracy of students' notes, improving session quiz scores, and were overwhelmingly preferred when compared with students taking their own notes. Differences were the number of concepts written correctly. Practical considerations and implications for adoption in the classroom were discussed. © 1999 John Wiley & Sons, Inc.  相似文献   

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The discriminant and concurrent validity of the Gordon Diagnostic System (GDS) was investigated in 29 youngsters categorized into “normals” or “ADHDs” based on teacher ratings. The results failed to demonstrate the discriminant validity of any GDS score regardless of the behavior rating used. The Vigilance Correct and Vigilance Omission scores were significantly correlated with ADHD Rating Scale scores completed by teachers. The sample size in the study demands cautious interpretation of these results; however, the authors suggest the continued use of multiple behavior ratings by teachers as the “gold standard” for the classification of youngsters with a suspected Attention-deficit Hyperactivity Disorder.  相似文献   

11.
The increased focus on school climate as a causative factor in dropping out of school has led to the development of a number of instruments intended to measure perceived school climate. This study examined the reliability and validity of the Instructional Climate Survey‐Form S (ICI‐S; Braskamp & Maehr, 1988), a 20‐item instrument that measures school climate as seen by students. The internal consistency and factor structure of the ICI‐S were examined, as well as the ability of the instrument to classify students from different educational settings. Three hundred and twenty‐eight students representing three programs rated programs they attended using the ICI‐S. Factor analysis indicated that ICI‐S was best explained by one factor. The reliability coefficients of the total score were within the acceptable range (above .80) for all three programs, and the total score correctly classified 57% of the students. © 2000 John Wiley & Sons, Inc.  相似文献   

12.
This study examined the relationship between deaf preschoolers' language abilities and their play behavior. Twenty-nine deaf children aged three to five years were observed during outdoor free play throughout the school year. Their language abilities varied widely and did not correlate with age. On the basis of two language tests, they were divided into three language ability groups--high, middle, and low. Language ability was found to be related to several aspects of play and social interaction. The children with high language ability were more likely than the other children to play with two partners at the same time (i.e., engage in triadic interaction), to interact with teachers, to prefer to play with children of similar language ability, to use language, and to receive language from their partners. Most of these effects seemed to be due solely to differences between the children with high language ability and those in the other two groups. Children in the low and middle language ability groups behaved similarly. Language ability was not related to any other aspect of peer relations. Thus, the impact of language ability seems limited. These results, in conjunction with past research, suggest that, for the most part, deaf preschoolers' language and social skills develop independently from each other.  相似文献   

13.
OBJECTIVE: This study examined the convergent and discriminant validity of two trauma symptom measures, the Trauma Symptom Checklist for Children (TSCC) [Briere, J. (1996). Trauma Symptom Checklist for Children (TSCC). Odessa, FL: Psychological Assessment Resources] and the Trauma Symptom Checklist for Young Children (TSCYC) [Briere, J. (2005). Trauma Symptom Checklist for Young Children (TSCYC). Odessa, FL: Psychological Assessment Resources]. METHODS: Children's scores on the TSCC and their caretakers' ratings on the TSCYC were analyzed in a study of 310 children presenting to one of two child abuse treatment centers. RESULTS: TSCC and TSCYC scales generally converged in their assessment of symptomatology in maltreated children. Equivalent scales measuring anxiety, depression, anger, dissociation, and sexual concerns were generally most correlated with one another. Similarly, the Posttraumatic Stress-Intrusion (PTS-I) scale of the TSCYC correlated highest with the Posttraumatic Stress (PTS) and Anxiety (ANX) scales of the TSCC, the TSCYC Posttraumatic Stress-Arousal (PTS-AR) scale was correlated with the TSCC ANX scale, and the TSCC PTS scale was most correlated with the TSCYC ANX, PTS-I, and Sexual Concerns (SC) scales. The TSCYC Posttraumatic Stress-Avoidance scale was unrelated to any TSCC scale. Discriminant function analysis revealed that the TSCC PTS scale was the best single predictor of sexual abuse-related PTSD status as identified by the TSCYC. CONCLUSIONS: The TSCC and TSCYC display moderate convergent and discriminant validity with respect to one another, despite different information sources. Nevertheless, the relatively small association between relevant TSCC and TSCYC scales indicates that different symptom informants may have different perspectives on the child's symptomatology; an outcome that may be beneficial when both measures are administered simultaneously. PRACTICE IMPLICATIONS: These results reinforce the notion that both child- and parent/caretaker report measures should be used in the evaluation of traumatized children, so that multiple sources of information can be considered simultaneously. In the current context, administration of the TSCC to the child and the TSCYC to the caretaker, when appropriate (i.e., in children 8-12 years of age) may yield more clinical information on the child's symptomatology than either measure would alone-perhaps especially in cases when one of the two respondents under- or over-reports the child's distress.  相似文献   

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A substantial body of research indicates that the greater the effort and time expended by students in the opportunities afforded by their colleges, the greater the likelihood of academic and personal growth, satisfaction with the institution, and persistence within the educational system. The most extensive effort exerted in operationalizing the concepts of involvement and integration was that of C. Robert Pace in his development of theCollege Student Experiences Questionnaire, which was the basis for the development of theCommunity College Student Experiences Questionnaire (CCSEQ). This study examines the construct validity of the eight Quality of Effort scales resulting from the CCSEQ for students involved in all administrations of the instrument from 1990 through 1994. Results indicate that the Quality of Effort measures can be used to make valid and reliable inferences regarding students' efforts and involvement, and that the validity of the inferences is not conditional on whether the students are in vocational or transfer programs, attending full-time or part-time, or of majority or minority ethnic status.  相似文献   

16.
Previous research has demonstrated that preschoolers can use situation-specific (e.g., visual access) and person-specific (e.g., prior accuracy) cues to infer what others know. The present studies investigated whether 4- and 5-year-olds appreciate the differential informativeness of these types of cues. In Experiment 1 (N = 50), children used others' prior labeling accuracy as a cue when learning labels for, but not the visual identity of, hidden objects. In Experiment 2 (N = 64), with both cues present, children attended more to visual access than prior accuracy when learning the visual identity of, but not labels for, hidden objects. These findings demonstrate that children appreciate the difference between situation- and person-specific cues and flexibly evaluate these cues depending on what information they are seeking.  相似文献   

17.
The Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) were administered in a counterbalanced order to 30 children referred for a three-year reevaluation. All children were currently placed in an educable mentally retarded (EMR) program. The children ranged in age from 8-0 to 12-5 years, with a mean of 10-6. The correlation coefficient between the WISC-R and WJTCA was observed to be .72. Significant mean differences were found between the WISC-R and WJTCA full scale standard scores. The implications of the findings are discussed relative to the placement of children in classes for the mentally retarded. Explanations for the mean differences between the WJTCA and WISC-R also are explored.  相似文献   

18.
Early prediction of academic performance is important for student support. The authors explored, in a multivariate approach, whether pre‐entry data (e.g., high school study results, preparative activities, expectations, capabilities, motivation, and attitude) could predict university students’ first‐year academic performance. Preregistered applicants for a bachelor's program filled out an intake questionnaire before study entry. Outcome data (first‐year grade point average, course credits, and attrition) were obtained 1 year later. Prediction accuracy was assessed by cross‐validation. Students who performed better in preparatory education, followed a conventional educational path before entering, and expected to spend more time on a program‐related organization performed better during their first year at university. Concrete preuniversity behaviors were more predictive than psychological attributions such as self‐efficacy. Students with a “love of learning” performed better than leisure‐oriented students. The intake questionnaire may be used for identifying up front who may need additional support, but is not suitable for student selection.  相似文献   

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This study reports on self‐regulated learning (SRL) of Chinese distance learners by using a structured SRL scale. SRL of adult and lifelong learners is a well‐researched area, though its application within distance education is a new area of investigation. Open and distance learning lean heavily on self‐learning and self‐learning resources, though interaction at designated learning centers and online learning platforms is occasionally offered. In China, there is still persistence of the age‐old teacher‐centric model of teaching‐learning; and, within distance education offered largely by the radio and television universities, there is insistence for regular tuition classes at designated branch schools. At the backdrop of understanding and enhancing SRL of Chinese distance learners, the authors took up this research to find out the elements and levels of SRL ability among Chinese distance learners. Based on factor analysis (on 357 students for item analysis and on 600 distance learners for structural validity of the initial 117‐item scale), a standardized 54‐item Self‐regulated Learning Ability Scale was finalized and administered on a random sample of 2738 undergraduate learners (1630 males and 1108 females) from the Open Distance Education Centre of Beijing Normal University, P.R. China, doing an online course during 2009–10. The sample came from either senior high school (grade 12) or junior college (grade 14). Data on four dimensions of SRL—planning, control, regulating and evaluation—were analyzed using ‘t’ test for variables of gender, level of education and age. Results indicated that all the participants had above‐average levels of SRL in all the four dimensions of planning, control, regulating and evaluation. In so far as gender was concerned, male distance learners were better in SRL than female distance learners, especially in control (ie, content and resources) and all the evaluation dimensions. Though no age difference was found, students from junior colleges had better planning, regulating and evaluating abilities than those who came from senior high schools. These results have been discussed in the context of current changes in Chinese distance/online education and also in relation to the age‐old Chinese culture of learning. The results will also have implications for designing distance and online learning generally.  相似文献   

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