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Language use in student laboratory groups makes apparent students' conceptions in science, their interpretation of the activity or task, and the negotiation of the roles of the members. This article reports on a methodological approach to analyze student discourse systematically. Four Grade 12 lab groups working on microcomputer-based laboratories (MBL) are the focus of the study. The MBL experiences were used to help students link oscillatory motion to graphical representations. Study of student discourse reveals the role the computer plays in the group context and the ways that this context is shaped by the computer. Developing a better understanding of the role of the computer in student conversations suggests ways to fruitfully construct contexts for learning physics. © 1996 John Wiley & Sons, Inc. 相似文献
763.
To date, most studies of the efficacy of Facilitated Communication (FC) have been hampered by small samples, limited experience of the subjects with the FC, and diagnostically narrow samples. The present study has a comparatively large sample, and the subjects each had a minimum of one year's experience using FC. Diagnoses of the subjects were also arrayed across a broad spectrum. Pictorial stimuli that had been used as classroom teaching materials were presented to each subject and facilitator under three different conditions of five trials each. Responses were rated by independent judges who were not aware of the stimuli. Support for the communicative value of FC was not found. 相似文献
764.
Lisa M. Ridgley Lisa DaVia Rubenstein Gregory L. Callan 《Psychology in the schools》2020,57(9):1365-1384
Current theoretical and operational definitions of underachievement require that students show sustained suppressed academic achievement. Yet, early detection may allow for effective intervention before underachievement becomes a chronic issue. While existing identification procedures were not designed to detect underachievement before low academic performance occurs, the integration of self-regulated learning (SRL) into these practices may promote earlier identification and intervention. This conceptual paper (a) anchors gifted underachievement within Zimmerman's SRL model, (b) examines existing gifted literature investigating SRL components to demonstrate the benefits of applying an SRL model, and (c) proposes a comprehensive measurement and intervention technique to capture important motivational variables at the task level. By measuring SRL processes and underachievement at a task-specific level, we can target interventions to specific needs, address underachievement before it becomes a persistent problem, and help learners reach their academic potential. 相似文献
765.
Gregory S. Pettit John E. Bates Kenneth A. Dodge & Darrell W. Meece 《Child development》1999,70(3):768-778
Unsupervised peer contact in the after-school hours was examined as a risk factor in the development of externalizing problems in a longitudinal sample of early adolescents. Parental monitoring, neighborhood safety, and adolescents' preexisting behavioral problems were considered as possible moderators of the risk relation. Interviews with mothers provided information on monitoring, neighborhood safety, and demographics. Early adolescent (ages 12-13 years) after-school time use was assessed via a telephone interview in grade 6 (N = 438); amount of time spent with peers when no adult was present was tabulated. Teacher ratings of externalizing behavior problems were collected in grades 6 and 7. Unsupervised peer contact, lack of neighborhood safety, and low monitoring incrementally predicted grade 7 externalizing problems, after controlling for family background factors and grade 6 problems. The greatest risk was for those unsupervised adolescents living in low-monitoring homes and comparatively unsafe neighborhoods. The significant relation between unsupervised peer contact and problem behavior in grade 7 held only for those adolescents who already were high in problem behavior in grade 6. These findings point to the need to consider individual, family, and neighborhood factors in evaluating risks associated with young adolescents' after-school care experiences. 相似文献
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Gregory J. Cizek 《Educational Measurement》1988,7(3):12-19
The author seeks to identify sources of current misutilization of standardized tests in assessing the quality of home-based educational programs and notes some limitations of current Instruments to perform such assessments. Me suggests that both new instruments and the cooperation of concerned groups will be needed in the pursuit of increased educational alternatives, excellence, and accountability. 相似文献
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