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861.
The relevance of IQ to the definition of learning disabilities is a much-debated issue. In this article, the effect of not using IQ in the identification of children with reading disabilities is demonstrated. Two classification procedures, differing in their use of IQ, are compared. The first conclusion is that abandoning IQ in classification has a very limited impact on the number of children identified as reading disordered. Our data demonstrate that, if IQ is used, more high IQ children are classified. Another finding pertains to the effect of a restriction of IQ range. The number of children classified as reading disordered is a function of the IQ range. 相似文献
862.
Deane Paul Song Yi van Rijn Peter O’Reilly Tenaha Fowles Mary Bennett Randy Sabatini John Zhang Mo 《Reading and writing》2019,32(6):1575-1606
Reading and Writing - This paper presents a theoretical and empirical case for the value of scenario-based assessment (SBA) in the measurement of students’ written argumentation skills.... 相似文献
863.
Natascha van Hattum-Janssen Júlia Maria Lourenço 《European Journal of Engineering Education》2006,31(6):683-691
This article will outline the motives for the implementation of peer assessment as put into action at the first year of the Civil Engineering course of the University of Minho. The implementation of new assessment methods was a consequence of the successful implementation of peer assessment at other engineering courses. During the semester, three assessment moments took place, in which students assessed the work of their peers. Assessment criteria were defined in a negotiation process between students and teacher. The students subsequently graded the work of their colleagues and had to provide a clear justification for each given grade. The aim of this method is to involve students in the subject, enhance their motivation and deepen their learning. Advantages and disadvantages of peer assessment are discussed. The results that have been obtained so far draw attention to the nature of assessment criteria and the corresponding explicitness. 相似文献
864.
In many western countries attention is currently being given to the participation of students in tertiary Science, Technology, Engineering and Mathematics (STEM) education. This is a result of internationally competing economic ambitions, coupled with acute shortages on the STEM labour market, a declining interest among students for STEM education and a long‐lasting under‐representation of women. However, despite similarities concerning policy attitudes and identified problems, western countries differ considerably from each other concerning the percentages of students that choose STEM education and the proportion of female students included here. Based on an in‐depth study in Sweden, the UK, the US and the Netherlands, this article investigates the reasons for these cross‐national differences. At the heart of the explanations lie the accessibility of the STEM pipeline, the level of broad‐based interdisciplinary studies as opposed to compartmentalization and early specialization, labour market characteristics, social traditions and government policies. 相似文献
865.
Journal of Science Teacher Education - 相似文献
866.
Mayke W.C. Vereijken Roeland M. van der Rijst Jan H. van Driel Friedo W. Dekker 《Teaching in Higher Education》2018,23(4):522-542
Growing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as they explore their practices and experience difficulties supervising medicalstudents. Teacher noticing was used as a sensitising concept and relations with teacher dilemmas were explored in the research supervision context. To provide in-depth insights into supervisors’ practices and pedagogical choices, twelve stimulated recall interviews with supervisors were analysed. The supervisors were involved in individual undergraduate or master degree student research projects at a research-intensive university. Analysis revealed four kinds of dilemmas which may influence research supervision practices, namely questions regarding regulation, student needs, the student-supervisor relationship and supervisors’ professional identity. We explain the relationship between novice supervisors’ practices and dilemmas in detail. Implications are given to enhance initiatives for professional development of supervisors. 相似文献
867.
Pol A. C. van Lier Frank Vitaro Brigitte Wanner Patricia Vuijk Alfons A. M. Crijnen 《Child development》2006,77(1):244-244
Erratum. Child Development 76, 841-855.Online publication date: 14-Jul-2005. 相似文献
868.
869.
870.
Inge Placklé Karen D. Könings Wolfgang Jacquet Arno Libotton Jeroen J. G. van Merriënboer Nadine Engels 《Educational studies》2018,44(1):26-44
Students’ educational engagement is both an important predictor of study success and a key preventive factor for dropout. Vocational tracks in secondary education show high dropout rates. There is strong evidence that the solution to educational disengagement lies in student‐centred, powerful learning environments (PLEs). This study investigates characteristics of PLEs from the perspective of students in vocational secondary education. Students’ perspectives on a learning environment are crucial for their satisfaction and learning engagement. Therefore, we investigated whether the perceived learning environment meets the requirements of PLEs, and to what extent it meets students’ preferences. Additionally, it was investigated whether students who perceive their learning environment as more powerful, are also more engaged for school. Survey data of 532 students showed that student perceptions of their current learning environment were largely discrepant from the characteristics of PLEs. Students strongly asked for more challenging learning pathways, in combination with adaptive learning support. Students who perceived the characteristics of PLEs as being present, reported higher satisfaction and stronger engagement than students who perceived their education to be a less powerful environment. There is a need to redesign curricula in vocational education in such a way that these more intensely implement characteristics of PLEs. 相似文献