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1.
The purpose of this study was to examine the role of graphing of self-recorded outcomes and self-evaluative standards on the
acquisition of a motoric skill with 70 college students. It was postulated that students who were provided with graduated self-evaluative standards would surpass those who were provided with absolute standards or no standards (control) in both motoric skill and in motivational beliefs (i.e., self-efficacy, attributions,
and self-satisfaction). Regarding graphing of self-recorded outcomes, it was hypothesized that students who graphed their
results visually would show higher dart skill and stronger motivational beliefs than participants who did not graph their
results. Support was found for these hypotheses. The implications of findings of this study were discussed for instructors
in terms of how the effects of self-directed practice can be enhanced. 相似文献
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The collection, organization, and long-term preservation of resources are the raison d??être of archives and archivists. The archival community, however, has largely neglected science data, assuming they were outside the bounds of their professional concerns. Scientists, on the other hand, increasingly recognize that they lack the skills and expertise needed to meet the demands being placed on them with regard to data curation and are seeking the help of ??data archivists?? and ??data curators.?? This represents a significant opportunity for archivists and archival scholars but one that can only be realized if they better understand the scientific context. 相似文献
4.
Stella SiWan Zimmerman Michael C. Rodriguez Kirsten L. Rewey Sandra L. Heidemann 《Journal of Education for Students Placed at Risk》2013,18(4):452-481
The primary goal of the Words Work (WW) early literacy initiative was to prepare diverse students to become successful learners in school. Four groups of students were followed over 6 years: students from traditional Head Start (HS) centers, students from augmented HS centers (WW students), students eligible for HS but not enrolled (waitlist or WL), and a random sample of non-Head Start students (NHS). Students received school readiness instruction at approximately 4 years of age, and their performance on standardized tests was followed from 1st grade through 5th grade. WW students significantly outscored HS, WL, and NHS students of similar backgrounds in reading and outscored WL and NHS students in mathematics on 2nd-grade standardized assessments. In addition, WW students were able to maintain their lead through 5th grade in both reading and mathematics. Based on these results, WW is an effective HS enhancement for minimizing the achievement gap often observed between students who may be at risk for academic difficulty and students who are at low risk. 相似文献
5.
纽约Putnam县的Rober Beardand先生在一家出版公司干了20年,在其中最后的7年中,确实是人在曹营心在汉,辞职的打算始终在心头。随着软件技术的进步,Beanland办公室的电脑变得越来越聪明、能干和快捷。很快,电脑替代了他与同事们的统计分析工作:处理信息、组合数据、设计表格。利用电脑几乎可以在一小时内搞定一切工作。 相似文献
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Chavous TM Bernat DH Schmeelk-Cone K Caldwell CH Kohn-Wood L Zimmerman MA 《Child development》2003,74(4):1076-1090
In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development. 相似文献
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Susan Dickerson Mayes Susan L. Calhoun Edward O. Bixler Dennis N. Zimmerman 《Learning and individual differences》2009,19(2):238-241
Word reading and math computation scores were predicted from Wechsler Abbreviated Scale of Intelligence Full Scale IQ, 10 neuropsychological tests, and parent attention deficit hyperactivity disorder (ADHD) ratings in 214 general population elementary school children. IQ was the best single predictor of achievement. In addition, Digit Span contributed significantly to reading prediction, and the Developmental Test of Visual-Motor Integration (VMI) and Coding contributed to math prediction. The remaining neuropsychological test scores did not significantly improve achievement prediction. Exploratory factor analysis yielded a general ability factor (comprising the four IQ subtests, Digit Span, VMI, reading, and math), five factors made up solely of subtests from single measures (Wisconsin Card Sorting Test, Stroop Color and Word Test, Gordon Diagnostic System, California Verbal Learning Test, and ADHD ratings), a factor consisting of Grooved Pegboard Test and Coding, and a factor consisting of Symbol Search and Animal Naming Test. 相似文献
9.
Aaron S. Zimmerman 《The Educational forum》2018,82(1):97-110
It has been argued that virtuous teaching dispositions are essential to high-quality teaching. Discourse around dispositions, however, is still murky because there are contradictions in the field in regard to the issue of virtue. What is the source of teacher virtue, and how might it be cultivated? This essay explores evidence and implications for three possible sources of teacher virtue: the teacher's personality, the teaching profession, and the teacher's situational context. 相似文献
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