This mixed-methods study examines engaging teaching at one racially and ethnically diverse public school using the self-system process model of student engagement. As theorized, multilevel analyses of student survey data (N?=?580) reveal that student perceptions of structure, autonomy support, and involvement differentiate highly, moderately, and weakly engaging teachers. Classroom observations (N?=?12) and student interviews (N?=?17) suggest that the behavior of autonomy supportive and involved teachers is friendly, helpful, and emphasizes student agency. Although few racial or ethnic differences are observed, autonomy supportive and involved teacher behavior appears particularly critical to the behavioral engagement of Black and Latinx students. Helpfulness may also moderate stereotype threat. Implications for researchers, practitioners, and policy-makers are discussed.
The relationship between ageing and skills is of growing policy significance due to population ageing, the changing nature of work and the importance of literacy for social and economic well‐being. This article examines the relationship between age and literacy skills in a sample of OECD countries using three internationally comparable surveys. By pooling the survey data across time we can separate birth cohort and ageing effects. In doing so, we find that literacy skills decline with age and that, in most of our sample countries, successive birth cohorts tend to have poorer literacy outcomes. Therefore, once we control for cohort effects, the rate at which literacy proficiency falls with age is much more pronounced than that which is apparent, based on the cross‐sectional relationship between age and literacy skills at a point in time. Further, in studying the literacy‐age relationship across the skill distribution in Canada we find a more pronounced decline in literacy skills with age at lower percentiles, which suggests that higher initial literacy moderates the influence of cognitive ageing. 相似文献
Anatomy, has in history, been linked to helpful ways to remember structures, branches of nerves, structures passing through foramina, etc. Scalp is even a mnemonic in itself (S kin, C onnective tissue, A poneurosis, L oose areolar tissue, P ericranium). There has been concern by some educators that using mnemonics or rhymes promotes a surface approach to learning and is unhelpful in establishing long-term and meaningful deep learning. This article argues that mnemonics and rhyme can be used, in the appropriate way, at the right time, by students as an important learning strategy. That strategy can help lay a foundation of knowledge to be developed and later built upon, or simply recall information more easily. Mnemonics, like all information that is to be recalled, is consolidated by rehearsal. In examining the neuroanatomy of learning theories, it is therefore possible to suggest that when students begin to learn an area of anatomy, such as the cranial nerves, using a mnemonic or rhyme, it can help students remember the names and facilitate the engagement of the working memory processes assisting the student to build a construct for subsequent deeper layers of knowledge. Modern approaches to anatomy education involve a myriad of learning opportunities, but educators must assess the value of each one before recommending them to students. It appears that using mnemonics and rhyme is as valid today as it has been for centuries. 相似文献
The usefulness of a particular standardized achievement test with a specific population may be determined largely on the basis of experience. Sixty-six behaviourally disturbed students were administered portions of a test battery including the Reading Recognition subtest of the Peabody Individual Achievement Test (PIAT), PIAT Reading Comprehension, the Reading subtest of the Wide Range Achievement Test (WRAT), and Stanford Diagnostic Reading Test (SDRT); PIAT Mathematics, WRAT Arithmetic, Stanford Diagnostic Mathematics Test (SDMT), and KeyMath Diagnostic Arithmetic Test. Toward the end of the academic year, teachers estimated students' grade levels in reading and mathematics. Results indicated that, in mathematics, the SDMT and the PIAT predicted teachers' ratings equally well and better than the other tests; in reading, all tests predicted teachers' ratings equally well except for the PIAT Reading Comprehension, which performed less well than others. Explanations for these results are offered, together with suggestions for identifying achievement tests suitable to specific populations. 相似文献
There is a need for accurate, efficient assessment of children's readiness, to provide information concerning strengths and weaknesses of children and to identify those children who may be at risk for school failure. This necessitates determining the relative usefulness of instruments in predicting later school achievement. This study examined the efficacy of the McCarthy Screening Test (MST) and Metropolitan Readiness Test (MRT) to predict academic readiness at the end of kindergarten and achievement at the end of first grade. Eighty-eight children were screened upon entering kindergarten, using the MST. As a measurement of academic readiness, the MRT was administered at the end of kindergarten, and the Scott and Foresman Achievement Test (SFAT) was administered at the end of first grade as a measure of achievement. Regression analyses indicated that the MST significantly predicted children's scores on the MRT and SFAT. Additionally, the MRT was a significant predictor of the SFAT. 相似文献