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231.
232.
Kimberley C. Tsujimoto Richard Boada Stephanie Gottwald Dina Hill Lisa A. Jacobson Maureen Lovett 《Scientific Studies of Reading》2013,17(3):254-272
ABSTRACTThe causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using latent profile analysis, we found 4 groups informed by internal attributions to ability and effort. Reading skills, inattention, and hyperactivity/impulsivity were investigated as functional correlates of attribution profiles. Participants were 1,312 youth (8–15 years of age) of predominantly African American and Hispanic racial/ethnic heritage. More adaptive attribution profiles had greater reading performance and lower inattention. The reverse was found for the least adaptive profile with associations to greater reading and attention difficulties. Distinct attribution profiles also existed across similar-achieving groups. Understanding reading-related attributions may inform instructional efforts in reading. Promoting adaptive attributions may foster engagement with texts despite learning difficulties and, in turn, support reading achievement. 相似文献
233.
Dina?Tirosh Pessia?Tsamir Esther?LevensonEmail author Michal?Tabach 《Journal of Mathematics Teacher Education》2011,14(2):113-131
Recently, there have been increased calls for enhancing preschool children’s mathematics knowledge along with increasing calls
for preparing preschool teachers to meet the demands of new preschool mathematics curricula. This article describes the professional
development program Starting Right: Mathematics in Preschools. Focusing on four episodes that revolve around the topic of
equivalent sets, it demonstrates how engaging preschool teachers with challenging tasks may promote their subject matter knowledge
as well as their pedagogical content knowledge, leading to an interweaving of knowledge and practice. Assessment of the program
included assessing the children’s knowledge. Results indicated that students of participating teachers learned to be more
flexible and to give more possible answers than students of non-participating teachers. 相似文献
234.
235.
Pessia Tsamir Dina Tirosh Esther Levenson Michal Tabach Ruthi Barkai 《Journal of Mathematics Teacher Education》2014,17(1):61-83
This article describes a study that investigates preschool teachers’ knowledge of their young students’ number conceptions and the teachers’ related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results indicated that teachers’ knowledge of students’ number conceptions improved and that their related self-efficacy increased. Furthermore, prior to participating in the programs, a significant negative correlation between knowledge and self-efficacy was reported. However, no significant correlation was found after the program. 相似文献
236.
O P Costa Leonardo Christine Chung-Wei Lin Debora Grossi Bevilaqua Marisa Cota Mancini Anne K Swisher Chad Cook Dan Vaughn Mark R Elkins Umer Sheikh Ann Moore Gwendolen Jull Rebecca L Craik Christopher G Maher Rinaldo Roberto de Jesus Guirro Amélia Pasqual Marques Michele Harms Dina Brooks Guy G Simoneau John Henry Strupstad 《Cardiopulmonary Physical Therapy Journal》2013,24(1):4-6
237.
238.
Ruth Stavy Reuven Babai Pessia Tsamir Dina Tirosh Fou-Lai Lin Campbell McRobbie 《International Journal of Science and Mathematics Education》2006,4(3):417-436
This paper presents a cross-cultural study on the intuitive rules theory. The study was conducted in Australia (with aboriginal
children) in Taiwan and in Israel. Our findings indicate that Taiwanese and Australian Aboriginal students, much like Israeli
ones, provided incorrect responses, most of which were in line with the intuitive rules. Also, developmental trends were found
to be similar yet differences were found with regard to the rate of developmental change. 相似文献
239.
论我国课堂教学质量评价观的重要转换 总被引:17,自引:0,他引:17
Pei Dina professor tutor of doctoral candidates at the College of Education Beijing Normal University 《教育研究》2008,(1)
面临学校教育的现代发展以及国家新课程改革的要求,当前主流课堂教学评价标准越来越暴露出问题和不足。我国目前的课堂教学质量评价研究正面临着研究主题、评估功能、研究范型三个方面的重要转换。重建课堂教学评价标准,必须界定课堂教学科学化研究的论域,确立体现现代教学观的课堂教学评价标准所应坚持的基本命题,并有利于教师教学经验的概括提升和教学行为的改善。 相似文献
240.
Not quite normal: Consequences of violating the assumption of normality in regression mixture models
Lee Van Horn M Smith J Fagan AA Jaki T Feaster DJ Masyn K Hawkins JD Howe G 《Structural equation modeling》2012,19(2):227-249
Regression mixture models are a new approach for finding differential effects which have only recently begun to be used in applied research. This approach comes at the cost of the assumption that error terms are normally distributed within classes. The current study uses Monte Carlo simulations to explore the effects of relatively minor violations of this assumption, the use of an ordered polytomous outcome is then examined as an alternative which makes somewhat weaker assumptions, and finally both approaches are demonstrated with an applied example looking at differences in the effects of family management on the highly skewed outcome of drug use. Results show that violating the assumption of normal errors results in systematic bias in both latent class enumeration and parameter estimates. Additional classes which reflect violations of distributional assumptions are found. Under some conditions it is possible to come to conclusions that are consistent with the effects in the population, but when errors are skewed in both classes the results typically no longer reflect even the pattern of effects in the population. The polytomous regression model performs better under all scenarios examined and comes to reasonable results with the highly skewed outcome in the applied example. We recommend that careful evaluation of model sensitivity to distributional assumptions be the norm when conducting regression mixture models. 相似文献