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91.
A model incorporating prerequisite mathematics performance and other variables deemed to be associated with learning elementary statistics (ES) is developed. The relationship between ES performance and the explanatory variables is well represented by the logistics form. Aptitude, effort and motivation are the only significant explanatory variables of ES performance. Since prerequisite mathematics is not significant, statistical thinking at the tertiary level may be mostly intuitive and non-mathematical. Students with low aptitude experience increasing returns to effort over the first half of the feasible effort interval, while high-aptitude students experience diminishing returns at all levels of effort. The levels of effort required to achieve a minimum pass are interpreted. 相似文献
92.
Patricia Jakubowski-Spector Richard Dustin Rickey L. George 《Counselor Education & Supervision》1971,10(3):242-250
Counselor education currently does not have a training model that is systematically employed and contains provisions for individual differences or promotes the development of programs for facilitating transfer of training. In the proposed model, counselor educators must decide which of the counseling student's thinking, feeling, and acting behaviors will become the focus of training efforts. The staff creatively implements its conceptualized behavioral curriculum goals through the application of learning principles to specified counseling student behaviors that are assessed to determine if whether or not the desired behavior changes are occurring. 相似文献
93.
The purpose of this investigation was to determine if an instrument, originally designed to classify levels of teachers' questions on the basis of logical operations, could be utilized to measure the level of inquiry present in a classroom discussion and to determine if the inquiry questioning behavior of the teacher influenced student achievement. The results of the study show that the modified classification scheme could accurately and reliably measure the inquiry level of teachers' classroom questions. The data also indicated that teachers who ask a greater proportion of high inquiry questions cause a greater change in students as measured by an achievement examination. 相似文献
94.
Kenneth D. Peterson Christine Wahlquist Julie Esparza Brown Swapna Mukhopadhyay 《Journal of Personnel Evaluation in Education》2003,17(4):317-330
Parent or guardian perceptions play a specialized role in the evaluation of school teachers. Parents are important stakeholders
in teacher success, they are in some instances partners in the teachers' work, parents have unique personal information about
student learning, and they can report on the teacher duties to inform parents about the classroom and child progress. This
study analyzed the responses of parents to 12 survey items concerning teacher performance in 201 classrooms. The surveys were
used as part of an innovative teacher evaluation program in which teachers elected to include parent feedback as one objective
data source for annual review. In this study three factors emerged as important concerns for parents: humane treatment of
students, support for pupil learning, and effective communication and collaboration with parents. Recommendations for use
of specific survey items can be based on the empirical results of this sampling. The data gathered by parent surveys define
one dimension of quality which may vary in importance from one teacher to another. 相似文献
95.
Composite reading scores obtained from parents of 125 reading-disabled children and 125 matched control children who participated in the Colorado Family Reading Study were used to test the validity of self-reported reading problems. Parents who reported that they encountered serious difficulty learning to read had significantly lower reading scores than did those who reported no positive history of reading problems. Moreover, this difference was larger for parents of reading-disabled children than for those of controls. Thus, parental self-reports provide a valid index of reading problems. 相似文献
96.
97.
Science instructors and textbook authors often use analogies to help their students use information they already understand to develop an understanding of new concepts. This study reports the results of an analysis of the use of analogies in eight biochemistry textbooks, which included textbooks written for one‐semester survey biochemistry courses for non‐majors; two‐semester courses for chemistry or biochemistry majors; and biochemistry courses for medical school students. We present an analysis of how analogies are used and presented in biochemistry textbooks, and we compare the use of analogies in biochemistry textbooks to the use of analogies in other science textbooks. We also compare the use of analogies in biochemistry textbooks with the factors known to promote spontaneous transfer of attributes and relations from analog concept to target concept. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1040–1060, 2006 相似文献
98.
99.
In two experiments, participants inspected and drank a series of drinks, half of which contained sugar and half unpalatable
Tween20 (tween). Each sugar and tween drink had a particular flavor and color. Following this training, the flavors of the
sugar drinks were assigned higher hedonic evaluations than were those of the tween drinks, even though the participants did
not reliably report which flavors had been present in the sugar and tween drinks during training. Moreover, the evaluative
conditioning of the flavors was unaffected by whether or not the colors alone had been pretrained to predict the presence
of sugar or tween in the drinks. In accord with Baeyens, Eelen, van den Bergh, and Crombez (1990), we conclude that flavor-evaluative
conditioning is not mediated by contingency learning. 相似文献
100.
This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children. 相似文献