Individual differences in strategy choices: good students, not-so-good students, and perfectionists

Consistent individual differences were found in first graders' strategy choices in addition, subtraction, and reading (word identification). Differences were present along 2 dimensions: knowledge of problems and stringency of thresholds for stating retrieved answers. Cluster analyses indicated that children could be classified into 3 groups: good students, not-so-good students, and perfectionists. Perfectionists were children who had good knowledge of problems and set very high thresholds for stating retrieved answers, good students also had good knowledge of problems but set lower thresholds, and not-so-good students had less good knowledge of problems and set low thresholds. Differences among the 3 groups were evident on measures not included in the cluster analysis as well as measures that were. Further, the groups differed in standardized achievement test performance 4 months after the experiment in ways consistent with the experimental analysis. The pattern of individual differences was similar in 2 experiments with different samples of children and problems and different methods for assessing strategy use. The results illustrated how detailed cognitive models can contribute to understanding of individual differences.     

Values of open admissions students,police students,and their teachers

This study compared the values of college open admissions students and of college police students to their teachers' values. It was found that for both groups new students differ from the faculty more than do advanced students, suggesting value changes in the direction of the faculty. Also found was no relationship between students' value similarity to the faculty and their academic success.     

Hypertext computer study guides and the social studies achievement of students with learning disabilities, remedial students, and regular education students

Hypertext is a relatively new term for today's teachers, who work hard to stay abreast of the quickly changing field of computer technology in education. Hypertext as an educational tool is very different from traditional computer-assisted instructional software, offering the reader immediate access through its computer format to supplemental information. Two related studies were conducted to design and field-test hypertext computer study guides. In Study 1, 40 students (10 with learning disabilities, 15 remedial, and 15 regular education) worked in three different treatment groups (lecture, lecture/computer study guide, and computer study guide). Study 2 involved the five lowest achieving students (two with learning disabilities and three remedial) from Study 1 in an A-B-A design. Results indicated that (a) the computer study guide treatment was as effective as lecture, (b) the lecture/computer study guide treatment was as effective as lecture, (c) posttest scores were higher for the computer study guide group, and (d) retention test scores were higher for the computer study guide group.     

Trump,trans students and transnational progress

Abstract

The Trump Administration’s attempts to rescind trans students’ domestic legislative protections is part of a new period of backlash against trans rights progress globally. This article examines the USA’s changing role concerning trans students in education policy and rights progress internationally. It outlines developments in transnational policy for trans students. It contextualises US leadership in this policy area, particularly US President Obama and US President Trump’s use of executive powers. It considers theoretical conceptualisations of trans rights ‘progress’ using the work of queer and trans theorists, before analysing data from 60 interviews with key informants participating high-level global networking for trans students’ rights, documenting how stakeholders characterise recent US contributions. Several informants identified a period of ‘progress’ in trans rights during the Obama Administration, but others were more sceptical of such claims and critical of recent policy change by the US Government’s Trump Administration. Alternative models for Northern and Southern engagement in global networking for trans students’ rights are outlined and discussed.     

Integrating mathematics,science, and technology: effects on students

Few studies have examined the student learning effects of integrating science with mathematics and technology. We compared a school that integrated mathematics, science and technology in grade 9 to a school in the same district that taught the three courses separately. The distinguishing feature of the integrating school was the reorganization of instruction in the three subjects to prepare students for seven group projects (involving a total of 25 h) that required the application of knowledge and skill that were shared by the three subjects, as well as learning outcomes that were unique to each. The study detected benefits for students in the integrated setting in terms of their ability to apply shared learning outcomes, student motivation, ability to work together and attitudes to appraisal of group work. Female students in the integrated school had a better understanding of selected science learning outcomes. Attitudes toward mid‐term exams were higher in the control school.

     

Multiple learning communities: students,teachers, instructional designers,and researchers

Fostering a Community of Learners (FCL) exemplifies a class of pedagogical approaches aimed at having students become reasoners and sense‐makers in various content domains. While the pedagogical practices among these approaches vary to some degree, they tend to overlap in philosophy and general pedagogical style. Hence issues confronted by those attempting to implement FCL will be confronted by those hoping to implement similar activities. The three‐level commentary in this paper begins with specific reactions to the preceding papers, which focused on attempts to implement FCL in different content areas. It continues with a discussion of what counts in FCL: for example, is it a set of participant structures such as jigsawing, or a set of underlying principles? It concludes with a discussion of systemic issues that will be faced by any pedagogical approach focusing on having students engage in reasoning and sense‐making in the classroom.     

尊重学生 信任学生 充分发挥学生的主观能动性

随着新形势的发展,教育改革飞速发展,如何加强中学生的思想教育,培养他们正确的学习态度变得尤为重要。本文作者从三方面论述了这一问题,即:尊重学生;信任学生;充分发挥学生的主观能动性。     

行业发展 学生培养 专业建设

现代楼宇所涉及到的主要是智能建筑的问题。智能建筑的概念 ,在 19世纪末诞生于美国。第一幢智能大厦于 1984年在美国哈特福德 (Hartford)市建成。随后 ,在欧、美、日及世界各地蓬勃发展 ,我国于 2 0世纪 90年代才起步 ,但发展势头令世人瞩目。智能建筑是把高新技术 (计算机、多媒体、现代通信、智能保安、环境监控等 )与建筑艺术有机地结合在一起 ,进行设计和建造的安全、舒适、方便、高效、灵活的现代化建筑。这是社会信息化和经济高度发展的必然产物。原有的建筑队伍无论从科技知识 ,还是管理能力诸方面明显不能满足要求 ,为培养社会急…     

The transition to college: Diverse students,diverse stories

While much is known about the role of student involvement in various dimensions of student change and development, considerably less is known abouthow students become involved as they make the transition from work or high school to college. This paper describes the results of a series of focus-group interviews with 132 diverse, new students entering a community college; a liberal arts college; an urban, commuter, comprehensive university; and a large research university. The study identifies the people, experiences, and themes in the processes through which students become (or fail to become) members of the academic and social communities on their campus. The research reported here was conducted under the auspices of the National Center on Postsecondary Teaching, Learning, and Assessment. NCTLA is funded by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), under Grant No. R117G10037. The opinions herein do not necessarily reflect the position or policies of OERI, and no official endorsement should be inferred. Presented at the 1993 AIR Forum, Chicago, May 1993.     

Different courses, different students, same results? An examination of differences in study progress of students in different courses

An important issue in higher education researchis how to keep study progress at a good pace.In this article we will deal with the studyprogress of first-year students in variouscourses in Dutch higher education. Why are somecourses more effective than others? Dosuch aspects as the composition of studentpopulation and different curricula influencevariation in study progress, after controllingfor individual factors? Multilevel analysisshows that there is in fact such variationbetween courses and this variation is onlypartially explained by individualcharacteristics and course characteristics. Atthe individual level, sex, initial ability,academic fit, expectation and commitment areimportant factors. After controlling for theseindividual factors, some courses still turn outto be more effective than others in gettingtheir students to earn credits. Students incourses with a high proportion of women makemore progress than students in courses with ahigh proportion of men. Furthermore, courseswith a high average number of student studyhours per week do better. Courses are ranked inan `order of effectiveness' before and afterimportant factors in the models are taken intoaccount. Comparing courses before and aftercontrolling for any characteristics clearlyprovides a different picture of effectivecourses.     

Engineering perceptions of female and male K-12 students: effects of a multimedia overview on elementary,middle-, and high-school students

Computer-based multimedia presentations employing animated agents (avatars) can positively impact perceptions about engineering; the current research advances our understanding of this effect to pre-college populations, the main target for engineering outreach. The study examines the effectiveness of a brief computer-based intervention with animated agents in improving perceptions about engineering. Five hundred sixty-five elementary, middle-, and high-school students in the southwestern USA viewed a short computer-based multimedia overview of four engineering disciplines (electrical, chemical, biomedical, and environmental) with embedded animated agents. Students completed identical surveys measuring five subscales of engineering perceptions immediately before and after the intervention. Analyses of pre- and post-surveys demonstrated that the computer presentation significantly improved perceptions for each student group, and that effects were stronger for elementary school students, compared to middle- and high-school students.     

A profile of motivation,self-perception,and achievement in black urban elementary students

The purpose of this study was to develop a profile of a sample of black urban elementary students based on motivational tendencies, self-perceptions, and achievement. The article explores the intrinsic motivation and self-perceptions of these students and seeks to find relationships among these qualities and academic achievement and attendance. The results of the study present a profile that reflects a lack of social acceptance of vocabulary skills and a lack of social acceptance of preferring challenging work. Perception of scholastic competence was related to behavioral conduct but not to global self-worth. The results supported previous research indicating that some black students perceive schooling and academic success as inconsistent with their racial-cultural goals. Implications for urban schools are presented.This is a revised version of a paper presented in April 1990 at the annual meeting of the American Educational Research Association, Boston, MA.     

Relationship between child abuse history, trauma, and dissociation in Russian college students

OBJECTIVE: The research was conducted to determine the relationship between violent trauma, child abuse history, and dissociative symptoms in a Russian population. METHOD: Three hundred and one undergraduate students from Moscow State Linguistics University participated in the study and completed the Dissociation Continuum Scale, the Violence History Questionnaire, the Traumatic Events Survey (TES), and a demographic measure. RESULTS: Scores on dissociation and its subfactors were significantly higher in the Russian sample compared to the normative US group. The best predictors for dissociation were experiencing a violent trauma, child abuse history, and/or the experience of a fearful event. Those participants with a prior child abuse history were more symptomatic after adult trauma than those with no such history. CONCLUSIONS: The relationship between trauma/abuse and dissociation is unlikely to be a result of suggestion by therapists or media exposure, since the correlation appears in a Russian population who are relatively unexposed to these suggestive sources. The validity, reliability, and structure of the dissociation measure were relatively similar in American and Russian samples.     

Guiding a diverse mix of first-year business students: implications for university administrators,instructors and students

This article describes a collaborative research project by the institutional research group and a team of faculty members at a Canadian university. In response to an increasingly diverse mix of students, the researchers set out to develop an understanding of relationships between student characteristics, categorized as demographic differences, personal attributes and academic preparedness, and student outcomes measured by both grades and student perceptions. Significant differences were found in grades outcomes based on characteristics such as international status, secondary school grades, study habits and writing skills. However, these differences were not evident in student perceptions of course value or learning achievement. This study has important implications for university administrators (recruiting, intake assessment and student support), instructors (understanding of diversity characteristics and how students perceive learning experience) and for students, who can be given an opportunity to better understand how their own personal characteristics might affect their learning experiences and outcomes.     

向学生放权,为作文松绑

为作文松绑,要让学生去自由命题、自由选材、自定文体、参与作文评价。     

以学生发展为本改进英语教学方法

改进教学方法 必须要树立“以学生发展为本”的教育思想。营造良好的人文环境、构建行之有效的教学模式和正确处理好教学中的各种关系,是改进英语教学方法的重要途径。     

Guiding a diverse mix of first-year business students: implications for university administrators,instructors and students

This article describes a collaborative research project by the institutional research group and a team of faculty members at a Canadian university. In response to an increasingly diverse mix of students, the researchers set out to develop an understanding of relationships between student characteristics, categorized as demographic differences, personal attributes and academic preparedness, and student outcomes measured by both grades and student perceptions. Significant differences were found in grades outcomes based on characteristics such as international status, secondary school grades, study habits and writing skills. However, these differences were not evident in student perceptions of course value or learning achievement. This study has important implications for university administrators (recruiting, intake assessment and student support), instructors (understanding of diversity characteristics and how students perceive learning experience) and for students, who can be given an opportunity to better understand how their own personal characteristics might affect their learning experiences and outcomes.

     

Justice,belonging and trust among Israeli middle school students

Contending that justice experiences at school transmit messages about the wider society and affects students' attitudes and behaviour, we investigated the effects of students' sense of distributive and (school) procedural justice on their sense of belonging to school and on their social and institutional trust. The study was carried out among about 5000 eighth and ninth graders in a national sample of 48 middle schools in Israel in the 2010–2011 school year. The two‐level data—individual and school—were analyzed by HLM7 (Hierarchical Linear Model). Findings basically support our hypotheses: sense of distributive justice, especially, with regard to teachers'–students' relation positively affected students' sense of belonging and their trust in people and formal institutions; and school (aggregate) sense of procedural justice added to these positive effects. However, these attitudes were also dependent on sectorial affiliation (Jewish secular, Jewish religious, Arab), which explained a considerable portion of between‐school variation in student attitudes.     

Do primary students understand how pregnancy can occur? A comparison of students in Jakarta,West Java,West Nusa Tenggara and South Sulawesi,Indonesia

In Indonesian primary schools, sex education is implicitly integrated into various related subjects, such as science, biology, social studies and religion. The technical facts of ovulation and sperm are mentioned in biology, although little or no connection is made between this process and sexual intercourse. By the end of primary school, therefore, children are likely to have a poor understanding of how pregnancy can occur. Given that young girls at this age have already experienced or will soon experience menarche, and given the increasing trend towards delaying the age at marriage in Indonesian society, this lack of knowledge places young people at risk of various negative consequences, including unwanted pregnancy. In this paper, we investigate the level of understanding regarding human reproduction amongst 1762 students attending the last year of primary school, distributed across 32 different schools in Indonesia. Despite the fact that all schools follow a national curriculum, our results reveal widespread variability in the students' comprehension of how pregnancy can occur. In particular, students attending Islamic religious schools and those in less developed provinces of Indonesia appear to have a much poorer understanding of the link between sexual intercourse and conception.