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1.
Anita Iaquinta 《Early Childhood Education Journal》2006,33(6):413-418
The purpose of this article was to illuminate for early childhood teacher practitioners how guided reading, as a research-based approach to reading instruction, could address the challenges of early reading instruction. The early years are the focus for the prevention of reading difficulties and research conducted over the past two decades has produced extensive results demonstrating that children who get off to a poor start in reading rarely catch up (Lentz, 1988; Neuman & Dickinson, 2001; Snow, Burns, & Griffin, 1998; Torgesen, 1998; Whitehurst & Lonigan, 2001). One particular research-based strategy, guided reading, is an important “best practice” associated with today’s balanced literacy instruction. The National Reading Panel (2000) argued that balanced approaches are preferable when teaching children to read, based on their review of scientific research-based reading instructional practices used by teachers in classrooms across the country. Additionally, guided reading practices as part of a balanced literacy program conforms to the recommendations on literacy as suggested in position statements by the International Reading Association/The National Association for the Education of Young Children (1998), and the National Council of Teachers of English (2002). 相似文献
2.
Leanne R. Ketterlin‐Geller 《Educational Measurement》2008,27(3):3-16
This article presents a model of assessment development integrating student characteristics with the conceptualization, design, and implementation of standardized achievement tests. The model extends the assessment triangle proposed by the National Research Council ( Pellegrino, Chudowsky, & Glaser, 2001 ) to consider the needs of students with disabilities and English learners on two dimensions: cognitive interaction and observation interaction. Specific steps in the test development cycle for including students with special needs are proposed following the guidelines provided by Downing (2006) . Because this model of test development considers the range of student needs before test development commences, student characteristics are supported by applying the principles of universal design and appropriately aligning accommodations to address student needs. Specific guidelines for test development are presented. 相似文献
3.
Edward G. Lyon 《Journal of Science Teacher Education》2011,22(5):417-435
This paper describes the Assessment Practices Framework and how I used it to study a high school Chemistry teacher as she
designed, implemented, and learned from a chemistry lab report. The framework consists of exploring three teacher-centered
components of classroom assessment (assessment beliefs, practices, and reflection) and analyzing components with the assessment
triangle model (Pellegrino et al. in, Knowing what students know: The science and design of educational assessment. National
Academy Press, Washington DC, 2001). Employing the framework, I report the teacher’s assessment practices, report the alignment in her assessment practices
through the three vertices of the assessment triangle (cognition, observation, and interpretation), and suggest relations
between her beliefs and practices. I conclude by discussing the contribution and limitations of the Assessment Practices Framework
while conducting future research and supporting science teachers in assessing student learning. 相似文献
4.
Cassie Quigley Khemmawadee Pongsanon Valarie L. Akerson 《Journal of Science Teacher Education》2010,21(7):887-907
There have been substantial reform efforts in science education to improve students’ understandings of science and its processes
and provide continual support for students becoming scientifically literate (American Association for the Advancement of Science
in Benchmarks for science literacy, Oxford University Press, New York, 1993; National Research Council in Mathematics and science education around the world, National Academy Press, Washington DC,
1996; National Science Teachers Association in NSTA position statement 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize
the ideas that are recommended in the reforms (Akerson V, Volrich M (2006) Journal of Research and Science Teaching, 43, 377–394). The purpose of this study was to explore how explicit-reflective
instruction could improve young students’ understanding of NOS. During an informal education setting, the authors taught NOS
aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding
of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across
different aspects. Students improved the most in their understanding of the tentative nature of science and the roles of observation
in scientific work, although there was still some confusion regarding the distinction between observation and inference. More
work needs to be done exploring these specific topics and the role explicit reflective practice can play in identifying the
particular problems students have in distinguishing these constructs. 相似文献
5.
《Infancia y Aprendizaje》2013,36(85):19-32
AbstractThe article presents a revision of the added value model in school assessment, understood to mean the extent to which the school achieves greater student performance, once other factors have been controlled, such as the socio-cultural context and the initial level of knowledge. Firstly, the evolution of this concept over the last few years is analysed, on account of an advance in three areas: studies on effective schools; performance measures; and changes in educational ideology. In point two there is some reflection on the contributions this model makes towards the most classical assessment approach, but attention is also drawn to the risk which may be run in doing so. Part three presents the assessment and research projects which are conducted by the National Foundation for Educational Research (NFER) within this theoretical framework. Finally, there is an appendix with a guide on taking the necessary decisions for working from the added value approach. 相似文献
6.
David Devraj Kumar Robert D. Sherwood 《Journal of Science Education and Technology》2007,16(3):239-246
A study of the effect of science teaching with a multimedia simulation on water quality, the “River of Life,” on the science
conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly
recommended by the National Science Education Standards (National Research Council, 1996). Water quality provides an information-rich context for relating classroom science to real-world situations impacting the
environment, and will help to improve student understanding of science (Kumar, 2005a; Kumar and Chubin, 2000). The topics addressed were classes of organisms that form river ecosystem, dissolved oxygen, macroinvertebrates, composition
of air, and graph reading skills. Paired t-test of pre- and post-tests, and pre- and delayed post-tests showed significant
(p < 0.05) gains. The simulation had a significant effect on the conceptual understanding of students enrolled in a K-9 science
education course for prospective teachers in the following areas: composition of air, macroinvertebrates, dissolved oxygen,
classes of organisms that form a river ecosystem, and graph reading skills. The gain was more in the former four areas than
the latter one. A paired t-test of pre- and delayed post-tests showed significant (p < 0.05) gains in the water quality and near transfer subsets than the dissolved oxygen subset. Additionally students were
able to transfer knowledge acquired from the multimedia simulation on more than one concept into teachable stand-alone lesson
plans. 相似文献
7.
Mary Margaret Capraro Robert M. Capraro Z. Ebrar Yetkiner Alma F. Rangel-Chavez Chance W. Lewis 《The Urban Review》2010,42(3):193-209
Hispanic students, born both inside and outside the United States, comprise over 80% of the US English language learner population.
The difference in mathematics achievement among Hispanic students and other populations has been well documented. As a result,
it is important to understand the effects of using standards-based mathematics curriculum with high school Hispanic students.
Mathematics achievement scores from the Colorado Student Assessment Program and Measurement of Academic Progress for Hispanic
9th and 10th grade students (n = 1,318) who used the Core-Plus Mathematics Program were compared to the progress of other student demographics (n = 2,003) who used the same curriculum. In following the recommendations of the National Research Council (On evaluation curricular
effectiveness: judging the effectiveness of K-12 mathematics evaluations. National Academies Press, Washington, DC 2005), a meta-analysis (Glass in Educ Res 5:3–8, 1976) of Hispanic students using National Science Foundation Funded (NSFF) curricula was conducted to contextualize this study’s
findings within the findings of previous studies. The results of this study indicated that Hispanic students have shown modest
gains; however, their relative position compared to other ethnic groups is unremarkable. The meta-analysis Cohen’s d results ranged from +.673 (SE = .131) to −.670 (SE = .045) with slightly positive effects for Hispanic students using an
NSFF curriculum when compared to those not using an NSFF curriculum (.043, SE = .012). 相似文献
8.
Development and Evaluation of an Inquiry-Based Elementary Science Teacher Education Program Reflecting Current Reform Movements 总被引:1,自引:0,他引:1
The National Science Education Standards (National Research Council 1996, National science education standards. Washington, DC: National Academy Press) and various other national and state documents call for teachers who possess science content knowledge, employ an inquiry approach in teaching, and engage in reflective practices. This paper describes a rationale for choosing particular recommendations to implement and how we incorporated those as we revised our elementary science education program. An analysis of the impact of the reformed inquiry-based content courses revealed that students who take more than one reformed content course improve their science content knowledge and efficacy towards teaching science significantly more than students who take fewer courses. 相似文献
9.
Maeghan N. Hennessey Kelli Higley Steven R. Chesnut 《Educational Psychology Review》2012,24(2):187-204
Mathematics teachers face a myriad of instructional obstacles. Since the early 1990s, mathematics education researchers have
proposed the use of constructivist practices to counteract these ever-prevalent obstacles. While we do give credit to the
choices of instructional activities the constructivist paradigm promotes, there are problems with its use as the foundation
of mathematics pedagogy (e.g., Phillips, Educational Researcher 24: 5–12 1995; Simon, Journal for Research in Mathematics Education 26: 114–145 1995). In this paper, we will analyze and review the literature pertaining to the conceptual tenets and operational practices
of constructivism, and the viability of these practices for meeting the professional teaching standards proposed by the National
Council of Teachers of Mathematics (NCTM; 2000). We will then review the literature pertaining to a paradigm of teaching that may be more applicable, that of persuasive
pedagogical practices, and the ways in which these practices can differentially meet the goals of the mathematics standards.
The differences between constructivism and persuasive pedagogy lead us to believe that the adoption of the theory of teaching
as persuasion, or persuasive pedagogy, may be more appropriate for learning mathematics and the identification and correction
of misconceptions. Further, these pedagogical practices correspond with suggestions for mathematical discourse provided by
NCTM (2000). 相似文献
10.
Karen L. Webber 《Research in higher education》2012,53(2):201-228
Over a decade ago, Barr and Tagg (Change Mag 27(6):12–25, 1995) declared that a shift had occurred in higher education from an instruction paradigm to a learning paradigm. A central element
in this new paradigm is learner-centered assessment. While a growing body of literature suggests that this approach to assessment
is a best practice in higher education pedagogy, it is still unclear whether faculty members have embraced it fully. Using
data from the National Study of Postsecondary Faculty, this study examines the extent to which faculty members employed learner-centered assessments in postsecondary classrooms
at two points in time, 1993 and 2004. Findings show similar to higher rates of use for some assessment techniques in 2004
compared to reports from 1993, as well as differences by faculty gender, age, discipline, and institution type. Implications
for faculty members, student learning, and institutional policy are discussed. 相似文献
11.
Ludmila Praslova 《Educational Assessment, Evaluation and Accountability》2010,22(3):215-225
Assessment of educational effectiveness provides vitally important feedback to Institutions of Higher Education. It also provides
important information to external stakeholders, such as prospective students, parents, governmental and local regulatory entities,
professional and regional accrediting organizations, and representatives of the workforce. However, selecting appropriate
indicators of educational effectiveness of programs and institutions is a difficult task, especially when criteria of effectiveness
are not well defined. This article proposes a comprehensive and systematic approach to aligning criteria for educational effectiveness
with specific indicators of achievement of these criteria by adapting a popular organizational training evaluation framework,
the Kirkpatrick’s four level model of training criteria (Kirkpatrick 1959; 1976; 1996), to assessment in Higher Education. The four level model consists of reaction, learning, behavior and results criteria. Adaptation of this model to Higher Education helps to clarify the criteria and create plans for assessment of educational
outcomes in which specific instruments and indicators are linked to corresponding criteria. This provides a rich context for
understanding the role of various indicators in the overall mosaic of assessment. It also provides Institutions of Higher
Education rich and multilevel feedback regarding the effectiveness of their effort to serve their multiple stakeholders. The
importance of such feedback is contextualized both in the reality of stakeholder pressures and in theoretical understanding
of colleges and universities as open systems according to the systems theory (Katz and Kahn 1966). Although the focus of this article is on Higher Education, core principles and ideas will be applicable to different types
and levels of educational programs. 相似文献
12.
Mark H. Salisbury Michael B. Paulsen Ernest T. Pascarella 《Research in higher education》2011,52(2):123-150
Despite substantial efforts across postsecondary education to increase minority participation in study abroad, the homogeneity
of study abroad participants remains largely unchanged (Dessoff in Int Educ 15(2):20–27, 2006; Shih in , 2009). This study applies an adaptation of an integrated student choice model (Perna in Higher education: Handbook of theory and
research, 2006; Salisbury et al. in Research in Higher Education 50:119–143, 2009) to identify differences between white and minority (African-American, Hispanic, and Asian-American) students across measures
of human, financial, social, and cultural capital previously shown to influence aspirations to study abroad (Salisbury et
al.). Analysis of data from 6,828 students at 53 institutions participating in the Wabash National Study on Liberal Arts Education
suggests numerous differences between racial groups with considerable implications for institutions, scholars, and policymakers. 相似文献
13.
Stephen Rushton Anne Juola-Rushton Elizabeth Larkin 《Early Childhood Education Journal》2010,37(5):351-361
Paralleling the works of Cambourne’s Conditions of Literacy Learning (The Reading Teacher, 54(4), 414–429, 2001), Copple and Bredekamp’s (Developmentally appropriate practice in early childhood programs serving children from birth though
age. National Association for the Education of Young Children, Washington, 2009) Developmentally Appropriate Practices and the findings from the field of Neuroscience this article explores the important
components of creating an active, stimulating learning environment; one purposely designed to actively engage the minds of
young children in order to help strengthen their neurological networks. The article concludes its exploration with the role
of “mirror neurons” in the learning environment and how they affect the young child's mood, emotions, and empathy. 相似文献
14.
Carla C. Johnson 《Journal of Science Teacher Education》2009,20(3):287-306
This longitudinal study of middle school science teachers explored the relationship between effective science instruction,
as defined by the National Science Education Standards (NRC in National science education standards. National Academy Press,
Washington, DC, 1996), and student achievement in science. Eleven teachers participated in a three year study of teacher effectiveness, determined
by the LSC Classroom Observation Protocol (Horizon Research, Inc. in Local Systemic Change Classroom Observation Protocol.
May 1, 2002) and student achievement, which was assessed using the Discovery Inquiry Test in Science. Findings in this study revealed the positive impact that effective science teachers have on student
learning, eliminating achievement gaps between White and Non-White students. Case studies of three teachers, both effective
and ineffective explore the beliefs and experiences that influence teachers to change, or not to change practice. This study
provides justification for teaching science effectively to narrow achievement gaps in science and provides insight to stakeholders
in science education as to how to support teachers in becoming more effective, through addressing existing teacher beliefs
and providing experiences that challenge those beliefs. 相似文献
15.
Jeffrey Alan Greene Lara-Jeane Costa Kristin Dellinger 《Metacognition and Learning》2011,6(3):275-301
Researchers often use measures of the frequency of self-regulated learning (SRL; Zimmerman, American Educational Research Journal, 45(1), 166–183, 2000) processing as a predictor of learning gains. These frequency data, which are really counts of SRL processing events, are
often non-normally distributed, and the accurate analysis of these data requires the use of specialized statistical models.
In this study, we demonstrate how to implement and interpret count statistical models in path and latent profile analyses
to investigate the role of SRL as a mediator of the relation between pretest and posttest conceptual understanding. Our findings
from a sample of 170 college students using a computer to learn about the circulatory system show that SRL does mediate the
aforementioned relation, and that count models are a more accurate representation of SRL processing data than standard analysis
models based on ordinary least squares estimation. The results of our path analyses revealed which specific SRL processes
were related to learning, above and beyond the effect of prior knowledge. Our latent profile analysis revealed two groups
of participants, indicative of Brophy’s (2004) model of schematic and aschematic learners. We conclude with implications and future directions for basic and applied SRL
research. 相似文献
16.
Charlotte Woods 《Higher Education》2007,54(6):853-866
Calls for teaching and learning that cross subject boundaries have been making themselves heard in recent Higher Education
literature in different national contexts. Communication is pivotal in any such learning encounter: it is in the process of
negotiating meaning across disciplines that its rewards and challenges lie. And yet, the question of what characterises interdisciplinary
classroom communication in the sector is little researched and little understood. How such interaction differs from that in
the monodisciplinary university classroom is under-theorised. Adapting Applied Linguistic theory in Intercultural Communicative
Competence (Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.) and drawing on a taxonomy of academic disciplines (Becher, T., & Trowler, P. R (2001). Academic tribes and territories.Buckingham: Society for Research in Higher Education/Open University Press.), the article proposes a model of Communicative
Competence as a conceptual tool to shape thinking in developing and researching interdisciplinary teaching and learning in
the university classroom. 相似文献
17.
Test Design with Cognition in Mind 总被引:2,自引:0,他引:2
Joanna S. Gorin 《Educational Measurement》2006,25(4):21-35
One of the primary themes of the National Research Council's 2001 book Knowing What Students Know was the importance of cognition as a component of assessment design and measurement theory ( NRC, 2001 ). One reaction to the book has been an increased use of sophisticated statistical methods to model cognitive information available in test data. However, the application of these cognitive-psychometric methods is fruitless if the tests to which they are applied lack a formal cognitive structure. If assessments are to provide meaningful information about student ability, then cognition must be incorporated into the test development process much earlier than in data analysis. This paper reviews recent advancements in cognitively-based test development and validation, and suggests various ways practitioners can incorporate similar methods into their own work. 相似文献
18.
Life in the Hive: Supporting Inquiry into Complexity Within the Zone of Proximal Development 总被引:1,自引:1,他引:0
Joshua A. Danish Kylie Peppler David Phelps DiAnna Washington 《Journal of Science Education and Technology》2011,20(5):454-467
Research into students’ understanding of complex systems typically ignores young children because of misinterpretations of
young children’s competencies. Furthermore, studies that do recognize young children’s competencies tend to focus on what
children can do in isolation. As an alternative, we propose an approach to designing for young children that is grounded in
the notion of the Zone of Proximal Development (Vygotsky 1978) and leverages Activity Theory to design learning environments. In order to highlight the benefits of this approach, we describe
our process for using Activity Theory to inform the design of new software and curricula in a way that is productive for young
children to learn concepts that we might have previously considered to be “developmentally inappropriate”. As an illuminative
example, we then present a discussion of the design of the BeeSign simulation software and accompanying curriculum which specifically
designed from an Activity Theory perspective to engage young children in learning about complex systems (Danish 2009a, b). Furthermore, to illustrate the benefits of this approach, we will present findings from a new study where 40 first- and
second-grade students participated in the BeeSign curriculum to learn about how honeybees collect nectar from a complex systems
perspective. We conclude with some practical suggestions for how such an approach to using Activity Theory for research and
design might be adopted by other science educators and designers. 相似文献
19.
Lori Dira Smolleck Carla Zembal-Saul Edgar P. Yoder 《Journal of Science Teacher Education》2006,17(2):137-163
The purpose of this study was to develop, validate, and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument, Teaching Science as Inquiry (TSI), is based upon the work of Bandura (1977, 1981, 1982, 1986, 1989, 1995, 1997), Riggs (1988), and Enochs and Riggs (1990). Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert-type scale instrument designed by the author of the study. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument with high internal reliability for use with preservice elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry. 相似文献
20.
Erwin L. Shaver∗ 《Religious education (Chicago, Ill.)》2013,108(5):367-377
The 51 abstracts of doctoral theses printed below were sent to the Bureau of Research of the National Council of Churches for abstracting in Religious Education since the last series of such doctoral abstracts was printed in this journal (see Religious Education, Vol. 56, pages 359–382, 1961). The abstracts here printed have been substantially limited to studies containing explicit reference to current educational processes, procedures, and personnel in religious institutions. Persons interested in reviewing complete dissertations usually may obtain these in one of two ways. The school granting the degree will either loan complete dissertations to local libraries on interlibrary loan, or it will direct interested persons to ordering that dissertation on microfilm. Readers are reminded that an indispensable library resource for obtaining information on available doctoral theses from many of the major academic institutions is Dissertation Abstracts. Please do not address requests for dissertations to this magazine or to the National Council of Churches 相似文献