How Grade 1 Teachers Motivate Literate Activity by Their Students

Literacy instruction in 7 Grade 1 classrooms was observed with the goal of determining how the teachers motivated literate activity in their classrooms. Literacy engagement (i.e., proportion of time spent reading and writing) was much higher in 2 of the classes compared to the 5 others. There also were great individual differences between teachers in the number of behaviors that presumably might motivate literacy and the number of behaviors that presumably might undermine literacy engagement. Most striking, the teachers in the 2 classes with high engagement did much more than the other teachers to motivate literate behaviors; they also did little that potentially could undermine literacy engagement relative to the other 5 teachers. That is, in the 2 most engaged classes, instruction was saturated with teaching that potentially could motivate literacy behaviors, prompting the hypothesis that teaching that produces literacy engagement in first graders should be massively motivational.     

课堂中师生冲突心理因素分析及应对策略

课堂上的师生互动既有和谐一致的一面,也有冲突对立的一面。从冲突负面效应分析,它会对自己以及他人的学习产生不良影响,进而影响课堂教学效率,破坏师生关系。师生冲突行为的产生一方面源于教师的心理因素,如处理问题的态度、对待学生的态度、教师的能力与威信等;另一方面源于学生的心理因素,如需要得不到满足、情绪一时冲动、认知方式的差异、行为偏差和品行障碍、学习思维状态的疲劳等。教师在改善师生关系、消除学生的心理困扰、减少并化解师生冲突中处于主动地位。     

高师学生教育实习现状调查

高师学生教育滓习是高师教育中具有师范特色的综合实践性课程。通过对高师教育实习现状的问卷调查,重点讨论了教育实习准备,教育实习模式,时间、教育实习基地、管理、教育实习内容等几个方面的问题,并提出了一些看法和实际操作途径。     

高校学生评教有效性的思考

学生评教作为高校教学质量评价的必要环节，已被一些高等院校纳入学校教学管理常规，并在实际的教学过程中发挥着不可替代的作用。文章分析了影响学生评教有效性的因素，提出了提高学生评教有效性的对策，以期最大限度地发挥学生评教的积极作用，促进高校教学质量的稳步提高。     

Student Engagement and Student Learning: Examining the Convergent and Discriminant Validity of the Revised National Survey of Student Engagement

The present study examined the relationships between student engagement, represented by two versions of the National Survey of Student Engagement (NSSE) and self-reported gains in learning. The study drew on institutional-level data from participating institutions in 2011 and 2013. The objective of the research was to compare evidence of convergence and discrimination for the two versions of NSSE using canonical correlation analysis. Results indicated that both versions of NSSE provided clear evidence of convergence in that student engagement measures were significantly and positively related to perceived gains in learning. However, only the most recent version of NSSE provided strong evidence of discrimination (i.e., differential relationships between engagement measures and self-reported learning outcomes). Thus, the revised NSSE appears to offer substantial advantages for institutions interested in more nuanced understandings of the relationships between student engagement and perceived learning outcomes. Implications for educators, with goals of enhancing student learning, and for researchers, who often compare complex sets of data, are included.     

高三学生学习状况的校本调查与分析

本文运用“学习方法”与“学业压力”两个问卷对南京市天印高级中学高三学生进行了调查,以了解学生的学习状况,找出本校学生在学习上存在的困惑,进而帮助学生更好地应对高三学习。结果表明：高三学生在学习方法上,实验班优于平行班;在学习态度和习惯维度上,女生优于男生,文科生高于理科生,农村学生优于乡镇和城市学生。在学习压力上,平行班学生感受到的压力高于实验班,男生的自我发展压力高于女生,理科生的挫折压力高于文科生。     

The Grade W: Why Students Drop Their Classes

Abstract

This study reports reasons given by community college students as to why they drop their classes and totally withdraw from college. In addition, the report gives findings as to whether or not students have a propensity for adding another class after they drop a class, and relates students' reasons for dropping a class to several student characteristics. Analysis of the data reveals that a majority of students drop classes for reasons not related to the college's instructional program.     

The Construct Validity of Student Engagement: A Confirmatory Factor Analysis Approach

As institutions seek to promote student engagement on campus, the National Survey of Student Engagement (NSSE) is increasingly being used to chart progress and compare results using the Five Benchmark Scores. While recent research has begun to decompose the five benchmarks in a variety of ways; few research studies have sought to explore the underlying structure of these five benchmarks, their interdependence, and the extent to which the items do reflect those five dimensions. This study begins to address the instrument’s construct validity by submitting a single, first-time freshman cohort’s NSSE responses to a confirmatory factor analysis, and proposes as an alternative, eight “dimensions” of student engagement that fit this set of data slightly better and in a more useful way. Results have practical implications for institutions utilizing NSSE, but also contain conceptual implications pertaining to the application of these benchmarks.     

Use and Acceptability of Writing Adaptations for Students with Disabilities: Survey of Grade 3–8 Teachers

One hundred forty‐one teachers in grades 3–8 indicated how frequently they made 24 writing instructional adaptations for students with disabilities. They also rated the acceptability of each of the 24 adaptations on three dimensions: effectiveness, effort needed to implement, and implementation knowledge. Teachers reported making 16 different adaptations monthly or more often, and 10 at least weekly. The most common adaptation was allowing extra time to complete writing assignments. The least common adaptations included extra handwriting instruction, opportunities to compose via dictation, and homework to reinforce skills. Teachers viewed most of the adaptations as acceptable, and views on acceptability made a unique contribution to predicting reported use of adaptations, after variance due to student and other teacher variables was controlled.     

宁德师专学生健康监测报告

在１９９４～１９９８年对宁德师专学生的健康状况进行了监测统计,探讨常见病的患病情况和流行特征,提示今后应加强学校卫生工作     

高校体育专业师生群际互动的调查与分析

运用文献资料、问卷调查、访谈、数理统计相结合的方法.从师生关系满意皮、互动途径、互动频率以及互动的影响因素等四个方面对高校体育专业师生群际互动进行实证研究与分析.调查显示师生互动存在途径少、频率低、影响因素多等问题.提出加强师生课外交流、在师生平等的基础上民主地进行互动等建议.     

A Survey of the Instructional Practices of Grade 5 Teachers Nominated as Effective in Promoting Literacy

Grade 5 teachers, who were nominated by their supervisors as effective in educating their students to be readers and writers, responded to questionnaires about their practice. The teachers claimed commitments to (a) extensive reading at the heart of their reading instruction; (b) diverse instructional activities (e.g., whole-group instruction, small-group instruction, cooperative grouping, individual reading); (c) teaching of both word-level and higher order (e.g., comprehension, critical thinking) skills and processes; (d) development of student background knowledge; (e) student writing, including teaching of mechanics and higher order composition skills (e.g., planning, drafting, revising as a process); (f) extensive evaluation of literacy competencies using diverse assessments; (g) integration of literacy and content-area instruction; and (h) commitment to practices that promote student motivation for reading and writing. Excellent literacy instruction is a balanced articulation of many components, including whole language experiences and skills instruction.     

论师生心理相融

师生心理相融是合作学习的重要目标之一.师生心理相融可以矫正学生的心理障碍,提高教学质量.师生之间应该彼此欣赏,相互沟通,真诚合作,以实现心理相融.     

Construct Validity of the Community College Survey of Student Engagement (CCSSE)

The use of established scales in research is beneficial for benchmarking, but problematic when local results are invalid, both for local administrators and for the data pool in which the data become part. Administrators at one southeastern community college, as part of a statewide system's effort to exceed a given threshold on the Community College Survey of Student Engagement (CCSSE), focused on the importance of local validation of an instrument assumed to be valid.     

学生知识与英语教师PCK发展关系探究

从教师的学科教学知识入手,对西安医学院英语系教师关于学生的知识进行实证研究,在数据采集和分析的基础上,阐述了关于学生的知识对英语教师自身学科教学知识发展的重要性,并对于如何提高英语教师PCK和如何增加关于学生的知识提出针对性的建议。     

430名师范大学生生命质量的初步调查

目的:了解在扩招形势下,师范大学生生命质量的特点和规律.方法:采用回顾性研究方法,自制生命质量问卷,对430名大学生进行生命质量的无记名问卷调查.结果:在以得分为1-5分,满分为5分的调查中,在心理方面,男、女得分是:3.2513和3.3908分,女生好于男生,(p<0.05);在对环境的满意度方面,男女大学生得分均较低,都在3分以下,男、女生的平均得分为2.9329和2.9799分,差异无显著性;在独立性方面,男生较低.男、女的平均得分为:2.9229和3.3965分,差异非常显著(p<0.01);在综合得分方面,男、女的平均分为3.5134和3.4980分,男女差异无显著性.结论:应进行针对性干预,提高师范大学生生命质量.     

安康师专贫困生心理健康状况调查

本调查运用心理健康症状自评量表（SCL－90）于2001年4月对我校计算机系和中系129名贫困生进行测量，结果显示，我校贫困生中心理障碍的检出率为28．7％，较严重心理障碍的检出率为8．5％，发生率较高的前三种症状依次为强迫，抑制和人际关系。由此可见，加强对贫困生的心理健康教育非常必要。     

宁德师专学生焦虑情绪调查分析

为探讨师专学生焦虑障碍及相关因素 ,采用了Zung氏焦虑自评量表 (SAS )以及自拟调查表对宁德师专部分学生进行焦虑情绪调查 .结果表明 ,女生的焦虑现患率显著高于男生 ;农村学生发病率高于城区学生 ;一年级新生是焦虑障碍高危人群 .产生焦虑障碍的因素分析说明 ,焦虑情绪与性格有关 ,也受家庭、学校和社会环境的影响 .     

Student Teachers in Tibet: A case study

A case study of beginner teachers in Tibet describes the demographic characteristics and entry perspectives of Tibetan teacher candidates in comparison with their mainstream counterparts in China. Survey questionnaires, individual interviews, observation in classrooms, and review of relevant institutional, curriculum and instructional materials were used. Findings demonstrate that a typical beginning teacher in Tibet is more likely to be a young male Tibetan under the age of 25, from a middle-class family background, who considers intrinsic reasons to be more important than extrinsic reasons in becoming a teacher. Nevertheless they were reluctant to commit themselves to teaching as a lifelong career, largely because of the low status and poor compensations of the teaching profession, and the added difficulty in finding a suitable spouse and setting up a decent home in their personal lives.