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171.
Peter R. Denner Terry L. Miller Jack D. Newsome Julie R. Birdsong 《Journal of Personnel Evaluation in Education》2002,16(3):153-174
The use of case analysis as an accountability measure for demonstrating teacher candidates abilities to meet targeted course, institutional, and state teaching standards for student motivation and classroom management was evaluated. The findings supported the generalizability of case analysis ratings made using a standards-based scoring rubric, and the ratings were shown to differentiate levels of performance in accordance with those standards. Support for the content representativeness of the performance assessment was also obtained using criteria suggested by Crocker (1997), including the realism, frequency, necessity, and importance of the targeted teaching behaviors to actual teaching practice. The findings also provided initial support for the predictive validity of the case analysis assessment for appraising candidates overall abilities to manage a public school classroom. 相似文献
172.
Levy Jack Wubbels Theo Den Brok Perry Brekelmans Mieke 《Learning Environments Research》2003,6(1):5-36
This study examined variables associated with differences in students' perceptions of interpersonal teacher behavior. The perceptions of 3023 students and 74 teachers in 168 classes in seven secondary schools were used in the analyses. Investigating variance at the student, class, teacher and school levels revealed that several variables are significantly related to students' perceptions: student and teacher gender, student and teacher ethnic background, student age and grade, class size, grade level, subject taught and teacher experience. There were interaction effects between some variables, such as student ethnicity and student gender, as well as student and teacher gender. While significant, the amount of variance explained by these was low (around 10%). The outcomes generally confirmed earlier research, although some new effects were found. Perhaps the main result of the study was its verification of the complex and interactive nature of students' perceptions of the learning environment and researchers' understanding of it. 相似文献
173.
Feldman HM Dale PS Campbell TF Colborn DK Kurs-Lasky M Rockette HE Paradise JL 《Child development》2005,76(4):856-868
The MacArthur-Bates Communicative Development Inventories (CDI; Dale, 1996; Fenson et al., 1994), parent reports about language skills, are being used increasingly in studies of theoretical and public health importance. This study (N = 113) correlated scores on the CDI at ages 2 and 3 years with scores at age 3 years on tests of cognition and receptive language and measures from parent-child conversation. Associations indicated reasonable concurrent and predictive validity. The findings suggest that satisfactory vocabulary scores at age 2 are likely to predict normal language skills at age 3, although some children with limited skills at age 3 will have had satisfactory scores at age 2. Many children with poor vocabulary scores at 2 will have normal skills at 3. 相似文献
174.
Hunter Gehlbach Carly D. Robinson Ilana Finefter-Rosenbluh Chris Benshoof Jack Schneider 《教育心理学》2018,38(3):350-367
Administrators often struggle in getting teachers to trust their school’s evaluation practices – a necessity if teachers are to learn from the feedback they receive. We attempted to bolster teachers’ support for receiving evaluative feedback from a particularly controversial source: student-perception surveys. For our intervention, we took one of two approaches to asking 309 teachers how they felt about students evaluating their teaching practice. Control participants responded only to core questions regarding their attitudes towards student-perception surveys. Meanwhile, treatment participants were first asked whether teachers should evaluate administrators in performance reviews and were then asked the core items about student-perception surveys. Congruent with cognitive dissonance theory, this juxtaposition of questions bolstered treatment teachers’ support for using student surveys in teacher evaluations relative to the control group. We discuss the implications of these findings with respect to increasing teacher openness to alternative evaluation approaches, and consider whether surveys show promise as a vehicle for delivering interventions. 相似文献
175.
Brady Michael Jack Ling Lee Kuay-Keng Yang Huann-shyang Lin 《Research in Science Education》2017,47(5):965-988
This study showcases the Science for Citizenship Model (SCM) as a new instructional methodology for presenting, to secondary students, science-related technology content related to the use of science in society not taught in the science curriculum, and a new approach for assessing the intercorrelations among three independent variables (benefits, risks, and trust) to predict the dependent variable of triggered interest in learning science. Utilizing a 50-minute instructional presentation on nanotechnology for citizenship, data were collected from 301 Taiwanese high school students. Structural equation modeling (SEM) and paired-samples t-tests were used to analyze the fitness of data to SCM and the extent to which a 50-minute class presentation of nanotechnology for citizenship affected students’ awareness of benefits, risks, trust, and triggered interest in learning science. Results of SCM on pre-tests and post-tests revealed acceptable model fit to data and demonstrated that the strongest predictor of students’ triggered interest in nanotechnology was their trust in science. Paired-samples t-test results on students’ understanding of nanotechnology and their self-evaluated awareness of the benefits and risks of nanotechology, trust in scientists, and interest in learning science revealed low significant differences between pre-test and post-test. These results provide evidence that a short 50-minute presentation on an emerging science not normally addressed within traditional science curriculum had a significant yet limited impact on students’ learning of nanotechnology in the classroom. Finally, we suggest why the results of this study may be important to science education instruction and research for understanding how the integration into classroom science education of short presentations of cutting-edge science and emerging technologies in support of the science for citizenship enterprise might be accomplished through future investigations. 相似文献
176.
Innovative Higher Education - We analyze innovation in university strategic plans to assess whether innovation is a stated priority, to what end innovation is sought, and whether innovation is a... 相似文献
177.
178.
When Yao Lan was born, her parents were both working in a factory that produced newsprint paper. The paper from the factory was considered good quality and all the workers enjoyed a fairly prosperous(富裕的) lifestyle, not that they were rich. They were really only comfortable, but much more than most of their counterparts(对应的人) in other factories. So, when Yao Lan came along, Yao Long, her father and An Ying, her mother were both very happy. YaoLan's father and mother each earned three hundred vuan and in the early 相似文献
179.
Jack Lochhead 《Educational Studies in Mathematics》1992,23(5):543-552
Many people believe they are incapable of learning anything beyond the most trivial of mathematical ideas. Constructivism has two quite separate contributions to make in the struggle against this mistaken belief. The first is to indicate that incompetence is a dangerous mental construction, dangerous because it creates experiences that provide for its own confirmation. To overcome the limitations of mathematical incompetence, one must recognize it as a construction and leap to the counter-construction all people can leam. A second obstacle to the learning of mathematics is the naive notion that the ttuth of mathematical propositions is absolute, the mathematical is the naive notion that the truth of mathematical propositions is absolute, that mathematical validity is defined by an omniscient mathematical authority. Understanding the manner in which mathematical ideas are constructed by humans can help to free learners from being constrained under the terror of a mathematical thought police. 相似文献
180.