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261.
This study, combining classwide curriculum-based measurement and peer-mediated instruction, used a single-subject research design to address the effectiveness of two grouping adaptation strategies (heterogeneous small-groups versus peer tutoring) to accommodate individual and group differences in learning. Academic performance in the domains of number and arithmetic skills of 19 low, average, and high achieving first-grade linguistic minority pupils was measured by recording scores over 12 weeks and across multiple observations. The results revealed a significant increase in number sense and arithmetic skills when pupils worked in pairs. Whole group, ability group, and individual comparisons for each dependent variable were made. Results are also discussed in terms of an attempt to craft strategies for including academically diverse pupils in mainstream classrooms. 相似文献
262.
Jihyun Hwang Cristina Runnalls Sneha Bhansali Khajidsuren Navaandamba Kyong Mi Choi 《Educational Research and Evaluation》2017,23(7-8):328-348
This study investigated differences between the US and Finland in terms of how students’ attitude is related to mathematical reasoning skills through the Trends in International Mathematics and Science Study (TIMSS) 2011. Attitude towards mathematics was observed via 3 TIMSS contextual variables: liking mathematics, valuing mathematics, and confidence in mathematics. Scores for mathematical reasoning were collected from the TIMSS 2011 database. We used hierarchical linear modelling to construct multilevel models with interactions of the attitude variables. Findings showed that confidence in mathematics had the strongest positive relationships with mathematical reasoning in both countries. Finnish students generally reported stronger positive relationships between confidence in mathematics and reasoning than US students. Strong relationships between confidence and reasoning remained visible when examining valuing and liking mathematics. Findings provide important implications regarding the complex interactions between attitude towards mathematics and reasoning, critical for mathematics educators and policymakers to consider in an increasingly competitive international environment. 相似文献
263.
Ana Falcão Helena Pimentel Cristina Teixeira Vitor Rodrigues 《Educational gerontology》2017,43(2):62-72
In contemporary Western societies, the aging population poses new challenges both to the policies and to the support systems for older persons. In Portugal, where the phenomena have a major impact, a new professional profile, the gerontologist, has emerged. These professionals have an academic background that corresponds to the 1st cycle degree at Higher Schools and is specifically oriented to the care of older persons. This study aimed to analyze the performance of the gerontologist as a Long-term Residential Care (LRTC) manager in comparison to other professionals. A total of 160 older persons living in Portuguese LRTCs were questioned about their satisfaction in regard to the effectiveness of organization, environmental/structural factors, empathy with employees, occupational activities, and participation in the decision-making process. The client’s satisfaction questionnaire covered 30 items, and each item was rated on a 5-point Likert scale. The older persons were classified as less satisfied or more satisfied according to the median value of the scale score. The older persons from LTRCs managed by a gerontologist are more likely to be more satisfied with provided care. This association was not explained by residents’ characteristics nor by the older persons’ circumstances as residents. These findings highlight the appropriateness of gerontologist skills in managing LTRCs. 相似文献
264.
Francisco Peixoto Cristina Sanches Lourdes Mata Vera Monteiro 《European Journal of Psychology of Education - EJPE》2017,32(3):385-405
This study analyzes the relationships between cognitive appraisals, classroom and test emotions, and math achievement in a sample of 1219 Portuguese students from the 6th and 8th grades. Participants completed measures of perceived value, perceived competence, and seven math achievement emotions (boredom, hopelessness, anger, anxiety, enjoyment, pride, and relief) experienced in two different settings: classroom and tests. Math achievement was obtained from school records. Results showed significant associations between student competence and value appraisals, their emotional experiences in test and classroom situations, and their math achievement. However, when emotions were considered simultaneously in structural equation modeling, only anger in test situations and hopelessness were significant negative predictors of students’ math achievement. Hopelessness appears to play a particular role in the interplay between cognitive appraisals, emotions, and academic achievement as it is the only emotion that relates to math achievement both in test and classroom situations. Furthermore, findings also support the existence of differences in the relationships between cognitive appraisals and the achievement emotions students experience in these two settings. 相似文献
265.
Raquel Sofia Santos Ana Cristina Carvalho Stanislav Tsisar Ana Raquel Bastos Diogo Ferreira Maria Amélia Ferreira Ana Povo Bruno Guimarães 《Anatomical sciences education》2021,14(2):210-220
Anatomy is an essential subject of the medical curriculum. Despite its relevance, the curricular time and logistical resources devoted to teaching anatomy are in decline, favoring the introduction of new pedagogical approaches based on computer-assisted learning (CAL). This new pedagogical approach provides an insight into students' learning profiles and features, which are correlated with knowledge acquisition. The aim of this study was to understand how training with CAL platforms can influence medical students' anatomy performance. A total of 611 medical students attending Musculoskeletal Anatomy (MA) and Cardiovascular Anatomy (CA) courses were allocated to one of three groups (MA Group, CA Group, and MA + CA Group). An association between the performance in these anatomy courses and the number of CAL training sessions was detected. In the MA Group (r = 0.761, P < 0.001) and the MA + CA Group (r = 0.786, P < 0.001), a large positive correlation was observed between musculoskeletal anatomy performance and the number of CAL training sessions. Similarly, in the CA Group (r = 0.670, P < 0.001) and the MA + CA Group (r = 0.772, P < 0.001), a large positive correlation was observed between cardiovascular anatomy performance and the number of CAL training sessions. Multiple linear regression models were performed, considering either musculoskeletal or cardiovascular anatomy performance as the dependent variable. The results suggest that using CAL platforms to study has a positive dose-dependent effect on anatomy performance. Understanding students' individual features and academic background may contribute to the optimization of the learning process. 相似文献
266.
Chan Man Ching Esther Sabena Cristina Wagner David 《Educational Studies in Mathematics》2021,108(1-2):1-13
Educational Studies in Mathematics - 相似文献
267.
Clotilde Pontecorvo Cristina Zucchermaglio 《European Journal of Psychology of Education - EJPE》1991,6(1):15-27
This study is part of a research project aimed at studying ways and effects of introducing computer use within a context of linguistic education. Linguistic activities, in which language was treated as an object instead of a means of communication, were carried out through a curriculum unit aimed at developing reflection on language. Within the curriculum a new software has been developed and implemented. The software promotes reflection on language and metalinguistic awareness in a social and educational context in wich «playing with language» is stimulated in children. It requires language comprehension and production, and offers to children (working in groups of three) the open task of composing sentences and stories in a problem solving setting. In this study we collected observational data on children’s interactions with the software and used the data as an ecological measure of children’s metalinguistic development. Positiv effects of the curriculum supported by the computer use were verified through measures of metalinguistic skills, investigated through individual interviews and administered also to a matched control group. 相似文献
268.
Cambra C 《American annals of the deaf》2002,147(1):38-45
Peer relations are of great importance during adolescence. Belonging to a group and feelings of acceptance or rejection by other members are paramount. The article explores the attitudes of 792 hearing students from 10 to 20 years of age in 22 different schools in Spain toward the classroom mainstreaming of deaf students. In general terms, the results, obtained from a scale similar to the Likert and consisting of 19 questions, show that the deaf student is well received socially by hearing classmates. Hearing students in general felt that deaf students might be better looked after at a special school and that deaf students did not work as hard as hearing students. Young female hearing students reported the strongest support for mainstreaming of deaf students. Teachers were perceived as dedicated and patient. 相似文献
269.
Maria Cristina Matteucci Carlo Tomasetto Patrizia Selleri Felice Carugati 《European Journal of Psychology of Education - EJPE》2008,23(4):421-432
Achievement evaluation in school contexts may be considered as a kind of social judgment, which is affected by social and
moral determinants since it is not merely an estimation of pupils’ accomplishment (Dompnier, Pansu, & Bressoux, 2006; Weiner,
2003). Teachers’ judgments have been investigated starting from the analysis of two theoretical approaches: the norm of internality
(Dubois, 2003), and the attributional approach to social motivation (Weiner, 2006). In order to study the social valorization
of internal explanations referring to effort in school context, an empirical research has been conducted. Our study investigates
how teachers evaluate fictitious pupils, which are supposed to explain events by means of different types of causal explanations.
According to our results, pupils providing effort-based explanations receive more positive judgments. Findings are discussed
by considering effort as a key principle of school environments. 相似文献
270.
Alexander T. Latinjak Miquel Torregrossa Nikos Comoutos Cristina Hernando-Gimeno Yago Ramis 《Journal of sports sciences》2019,37(12):1429-1433
This study examined how goal-directed self-talk may help basketball players to self-regulate in stereotypical competitive situations: seconds before a challenging game, while clearly winning or clearly losing, and at the close of a tight game. Participants were recruited in groups of three to four, until preliminary inspection of the data indicated that data saturation was reached. In the end, 34 basketball players voluntarily took part in individual interviews, writing up to three self-instructions they had used in each of the four competitive situations to self-regulate. Content analyses revealed that self-talk in competitive basketball situations serves cognitive functions (e.g., regulating cognition and behaviour), motivational functions (e.g., promoting mastery goals) and emotion and activation-regulating functions (e.g., creating activated states). More specifically, the results also indicated that athletes’ self-talk may serve functions specific to the psychological demands experienced in each situation. It is argued that knowing how athletes counsel themselves, could prove important for applied sport psychologists to design psychological skill training. 相似文献