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71.
Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students’ long‐term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI implementation process and to examine students’ long‐term reading comprehension outcomes following their exposure to various phases of implementation. Four cohorts of students who experienced different implementation phases (i.e., a baseline condition or Phases I, II, or III of implementation) during Grade 2 were subsequently followed across Grades 3, 4, and 5 to examine their outcomes on two reading comprehension measures. Results indicated that students who experienced the early phases of RtI implementation (i.e., Phases I and II) during Grade 2 generally had higher mean comprehension scores in Grades 4 and 5 than students in the baseline condition. Implications for practice and future research are discussed. 相似文献
72.
Diana T. Slaughter-Defoe Kathryn Nakagawa Ruby Takanishi Deborah J. Johnson 《Child development》1990,61(2):363-383
The review acknowledges that research on the family and its contribution to achievement in ethnic minority children is important. Past research and theorizing suggest the need for new directions, however. For example, research in educational achievement predicts educational failure for African-American students and educational success for Asian-American students. Little differentiation is made either among African-Americans or among Asian-Americans of different cultural, language, immigration, and economic backgrounds. The theory and design of research on family and educational achievement have been influenced by prevailing societal stereotypes. Research and policy implications of this review include the need to move toward cultural/ecological theories of achievement socialization and development. 相似文献
73.
74.
Diana Glenn Fay Patel Salah Kutieleh Jane Robbins Heather Smigiel Alan Wilson 《高等教育研究与发展》2012,31(2):201-215
Effective teaching and learning in higher education is an important focal point of literature around the globe. Various models are presented as desirable and fostering optimal conditions for teaching and learning. However, each model must be examined within the context of its institutional culture, mission and strategic plan to ascertain if it meets the envisaged goals. The Reinventing Teaching Project survey conducted at Flinders University in 2009 provided a unique opportunity for academic staff and students across all faculties to respond to a survey that explored their perceptions of optimal learning conditions and assessed if the campus environment was conducive to effective teaching and learning practices. The exploratory study was designed to gather qualitative and quantitative data on the motivation of teachers and learners to engage with learning and learners (or not). The results of the survey present valuable insights into what teachers and learners consider to be important attributes of optimal teaching and learning and indicate a number of similarities and differences among teacher-student perceptions. This paper identifies and discusses some of the pertinent outcomes of the study to provide a framework for other similar studies. 相似文献
75.
This study investigated the relations among preservice elementary teachers’ ideas about evolution, their understanding of
basic science concepts and college science coursework. Forty-two percent of 240 participants did not accept the theory of
human evolution, but held inconsistent ideas about related topics, such as co-existence of humans and dinosaurs and plate
tectonics. Accepting the theory of evolution was positively correlated with correctly answering the three other questions
related to the age of Earth. Furthermore, participants who rejected evolution scored significantly lower on a test of basic
science concepts than did participants who held accurate views on human evolution. Study results revealed no apparent association
between completion of advanced college science courses and acceptance of evolutionary theory or understanding of science concepts.
Implications for elementary science teacher education were discussed. 相似文献
76.
Terri Lewis Richard Thompson Jonathan B. Kotch Laura J. Proctor Alan J. Litrownik Diana J. English Desmond K. Runyan Tisha R.A. Wiley Howard Dubowitz 《Child abuse & neglect》2012,36(11-12):790-797
ObjectiveStudies have consistently demonstrated a lack of agreement between youth and parent reports regarding youth-witnessed violence. However, little is known about whether disagreement is associated with poorer outcomes and less utilization of mental health services. The purpose of the current study was to examine disagreement among youth and parents about youth witnessed violence, and determine whether concordance predicted trauma symptoms and recognition of need and receipt of counseling services.MethodsConcordance about youth-witnessed violence was examined in 766 dyads from the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). Youth participants self-reported trauma symptoms, caregivers indicated youth need for and receipt of services. Both youth and parents provided information about youth-witnessed violence exposure in the last year.ResultsResults showed youth and caregivers differed significantly about youth-witnessed violence. Specifically, 42% of youth reported youth-witnessed violence, compared to only 15% of parents. For those parents who reported youth-witnessed violence, only 29% reported an identified need for services and only 17% reported the youth had received any mental health services. Concordance between parent–youth dyads was associated with greater identified need for services but was not associated with the use of counseling services or trauma symptoms.ConclusionsYouth who reported witnessing violence reported more frequent trauma symptoms regardless of concordance. Parents from dyads in which both informants reported youth-witnessed violence were more likely to endorse need for, but not receipt of counseling services. Given this association between youth-witnessed violence and mental health problems, more work is needed to identify barriers to concordance as well as service utilization. 相似文献
77.
78.
Diana Pérez-Marín Ismael Pascual-Nieto 《Journal of Science Education and Technology》2012,21(1):74-82
Students tend to procrastinate. In particular, Computer Science students tend to reduce the number of hours devoted to study
concepts after class. In this paper, a case study on the use of Blended Learning to encourage Computer Science students to
study is described. Furthermore, an experiment in which the reaction of 131 Computer Science university students to the proposal
is analyzed. The material for the preparation of an exam was produced both in electronic and paper formats. 64 students were
asked to study using a free-text scoring system, and 67 students were asked to study with printed documentation in the same
class. The students’ reactions, the results of a pre-post-test and the answers to a voluntary and anonymous satisfaction questionnaire
were registered. After that, students were given the option to keep studying with the scoring system or with the printed documentation.
99% of the students chose to study with the computer, and a higher frequency of study was registered during the previous month
to the exam. 相似文献
79.
Developing Reading Partnerships Between Parents and Children: A Reflection on the Reading Together Program 总被引:1,自引:0,他引:1
Early reading exposure is important in setting a foundation for students to acquire the basic literacy skills that set them
up for school and life success. More importantly, parent involvement at an early age is a critical component of reading skills
development. This report presents an overview of the Reading Together Program that introduced families of young children ages
6–36 months in a community-based setting to the necessary skills, techniques, and resources to enhance their knowledge of
how to effectively develop a reading partnership with their children. Additionally, this free reading program that was sponsored
by a faculty development grant invited parents to play an active role in their children’s reading journey. Results indicated
that parents understood and appreciated the value of early reading habits, and would continue to nurture the reading relationship
with their children. This article also presents responses of the initial and final reading perception surveys as well as implications
for future research and practice. 相似文献
80.
Madalena Fonseca Diana Dias Carla Sá Alberto Amaral 《European Journal of Education》2014,49(1):144-158
Access to higher education in Portugal is governed by a quota system (numerus clausus). The purpose of this article is to answer two questions: First, how does the numerus clausus system shape the demand for medical studies? Second, how do non-enrolled medical candidates influence the global allocation system and generate waves of dissatisfaction? The results show that students who do not succeed in entering medicine register in other programmes, such as pharmacy, veterinary medicine and dental studies, generating a first wave of dissatisfaction. Because students who are not placed in medicine occupy a large share of the places available in those other programmes, the wave of dissatisfaction propagates, with students being pushed to other programmes, especially biology and biochemistry. This process has also been analysed from a spatial perspective. Apparently, when students are competing to obtain a study place in a programme with prestige and good professional career perspectives such as medicine moving to a more peripheral region becomes more frequent. 相似文献