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971.
972.
In response to both problematic and extant gaps in Bachelor??s degree completion rates, this mixed methods study investigated whether a theoretically based undergraduate course intervention measurably contributed to participants?? competence as self-regulated learners. Respective quantitative and qualitative analyses of data collected from two samples showed that intervention participants experienced growth in the targeted self-regulatory constructs. Moreover, differential effects by race/ethnicity and gender were not observed. We conclude with a discussion of this study??s implications for institutions of higher education, pertinent considerations in designing and implementing this self-regulated learning intervention, and a review of the literature on effective practices for doing so. 相似文献
973.
P. D. Anoop 《Resonance》2011,16(1):29-37
This article deals with the timekeepers of the past, the sundials. Apart from discussing the structure of a few common sundials,
we point out the reasons for the variation between sundial time and the time shown by mechanical timekeepers. 相似文献
974.
975.
Schofield TJ Martin MJ Conger KJ Neppl TM Donnellan MB Conger RD 《Child development》2011,82(1):33-47
The interactionist model (IM) of human development (R. D. Conger & M. B. Donellan, 2007) proposes that the association between socioeconomic status (SES) and human development involves a dynamic interplay that includes both social causation (SES influences human development) and social selection (individual characteristics affect SES). Using a multigenerational data set involving 271 families, the current study finds empirical support for the IM. Adolescent personality characteristics indicative of social competence, goal-setting, hard work, and emotional stability predicted later SES, parenting, and family characteristics that were related to the positive development of a third-generation child. Processes of both social selection and social causation appear to account for the association between SES and dimensions of human development indicative of healthy functioning across multiple generations. 相似文献
976.
Developmental, gender, and academic domain differences in causal attributions and the influence of attributions on classroom engagement were explored longitudinally in 115 African American adolescents. In Grades 8 and 11, adolescents reported attributions for success and failure in math, English and writing, and science. In Grade 11, English and mathematics teachers rated students' classroom engagement. Boys were more likely than girls to attribute math successes to high ability and to attribute English failures to low ability. Both genders' ability attributions for math became more negative from eighth to eleventh grades. Grade 8 attributions of math failure to lack of ability were negatively related to Grade 11 math classroom engagement. Results illustrate the gendered nature of motivational beliefs among Black youth. 相似文献
977.
This study used eye-tracking methodology to assess audiovisual speech perception in 26 children ranging in age from 5 to 15 years, half with autism spectrum disorders (ASD) and half with typical development. Given the characteristic reduction in gaze to the faces of others in children with ASD, it was hypothesized that they would show reduced influence of visual information on heard speech. Responses were compared on a set of auditory, visual, and audiovisual speech perception tasks. Even when fixated on the face of the speaker, children with ASD were less visually influenced than typical development controls. This indicates fundamental differences in the processing of audiovisual speech in children with ASD, which may contribute to their language and communication impairments. 相似文献
978.
Grace Feuerverger 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,25(4):357-375
The objective of this research study is to offer a glimpse into the lives of some newly-arrived students of different racial,
linguistic and religious backgrounds as they confront the process of immigration and therefore personal and social displacement
within the context of a Toronto inner-city high school. These students carry with them hidden but enduring scars that influence
all aspects of their educational lives. In many cases their experience is steeped in trauma. Using auto-ethnographic methodology,
this research is devoted to giving voice to these students who inhabit a space filled with suffering and loss but also resilience
and cautious hope. If we really care about these vulnerable students in our classrooms, we must rethink and reshape our understanding
of teaching and learning that is more fundamentally linked to the lived experiences of students coming from places of war
and other oppressions. These issues are crucial for the future of nation-building and citizenship education in pluralistic
Western societies such as Canada, both in and out of school. 相似文献
979.
The purpose of this investigation was to examine the accuracy of teachers' judgments of students' early literacy skills and to determine if students' achievement levels influenced teachers' judgments. Typical and lower‐achieving kindergarten and first‐grade students' scores on the Nonsense Word Fluency and Phoneme Segmentation Fluency measures of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) were compared to the predicted performance by their teachers. Results showed a moderately strong correlation between teachers' judgments and students' performance across all of the students, which is consistent with past research. Teachers' judgments, however, consistently and significantly overestimated the actual performance of students, particularly those who were typically performing students. The findings of the investigation suggest that relying on teachers' judgments of students' early literacy skills alone may be insufficient to accurately identify students at risk for reading difficulties. © 2011 Wiley Periodicals, Inc. 相似文献
980.
José L. Arco-Tirado Francisco D. Fernández-Martín Juan-Miguel Fernández-Balboa 《Higher Education》2011,62(6):773-788
The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure
and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify
the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of
student mentors in their last year of studies or already in a postgraduate program (N = 41) at the University of Granada (Spain). After building and selecting the measurement instruments necessary to gather
demographic and academic relevant information on both samples, and assigning first-year students to either an experimental
or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors
who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and
metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate,
success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning
strategies and social skills. 相似文献