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61.
Research has shown a positive relationship between academic engaged time (AET), academic learning time (ALT) and student achievement. Previous work has reported a relatively non‐intrusive, cost‐effective method for increasing AET in the classroom involving the presentation of research information followed by feedback to teachers of students’ AET in their classes. This study aimed to replicate these findings in a primary school setting and to establish what effects the information plus feedback had on teachers’ instructional behaviours which have been found to correlate with students’ AET and ALT. In addition, we looked at the effects of more precise feedback based on students’ task difficulty measures. The results provided strong support for the utility and efficacy of information plus feedback as a method for increasing student AET and ALT and for enabling teachers to change their instructional behaviours in the direction of published research findings. 相似文献
62.
Mother-Toddler Problem Solving: Antecedents in Attachment, Home Behavior, and Temperament 总被引:2,自引:0,他引:2
In a widely cited study, Matas, Arend, and Sroufe showed that mother-toddler interaction during problem solving at age 2 years was related to the child's prior attachment security. The current study asked (1) whether an independent laboratory could replicate this attachment finding, and (2) whether problem-solving interactions relate to mother-child interactions observed at home and to child temperament measured at 6, 13, and 24 months. Replicating Matas et al., secure dyads worked more competently, and mothers showed better quality of assistance and supportive presence. Mother-child home interaction also predicted problem solving: positive involvement at home predicted effective, unconflicted problem solving. Negative control at home did not predict problem-solving interaction. Unadaptable temperament was generally related to dependency in problem solving. Several patterns of correlations appeared to be mediated by sex of child, e.g., difficult temperament in boys predicted more effective, unconflicted problem solving, while for girls it predicted more conflict. 相似文献
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A synthesis of the commentaries to our leadoff paper is presented, along with our replies to some of the specific comments offered. When the original analysis and the commentaries are combined, an exceptionally thorough summary of issues that should be considered by intervention researchers emerges. We hope this set of issues will be useful to the educational research community.A draft of this synthesis was circulated among the commentators in this special issue, with a request to determine whether their views were represented fairly. There were few reservations expressed, and in every case when a concern was expressed, we concluded on review that slight adjustment was required to present the commentator's perspective more clearly and/or fairly, and we attempted to do so. 相似文献
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Anne Petriwskyj Karen Thorpe Collette Tayler 《International Journal of Early Years Education》2014,22(4):359-379
Policies of inclusion challenge the construct of readiness and require schools to prepare for the diversity of children as they transition to school. However, there is limited empirical evidence concerning how this challenge is met. This paper presents two Australian studies that investigate inclusive practices in the transition to school. Study 1 examined the predictors of child outcomes across a sample of 1831 children in 39 schools. The results indicate that both quantity and quality of programme provision influenced outcomes and that programme effects were particularly potent for children with diverse abilities and backgrounds. Study 2 focuses on pedagogy in three of the schools to highlight how this provision can be achieved. Results show that provisions were reactive, that saliency of children's needs directed school practices and that professional knowledge impacted on measures of quality. Inclusive processes accounting for both child progress and broader family and teaching influences are necessary for improved transition to school. 相似文献
67.
Karen M. Watt Jeffery Huerta Jorge Martinez 《Educational Studies A Journal of the American Educational Studies Association》2017,53(4):377-389
This mixed-methods research study offers insights and explanations into gender imbalance in the college readiness program, Advancement Via Individual Determination (AVID). Over 200 schools that have been implementing AVID for more than 4 years across the United States participated in this study. Three years of archived historical data pertaining to school demographic information and AVID certification information was accessed and analyzed to examine recruitment and retention of male and female students over time, as well as student enrollment in rigorous curriculum. Our research indicated that at the high school level, gender disparity became most apparent in the 11th and 12th grades. Results indicated that schools that struggled to recruit and retain boys continued to enroll AVID students, both boys and girls, into rigorous advanced placement curriculum at comparable rates as schools that did not struggle to recruit and retain boys in the program. This indicates that once in AVID, boys and girls are provided equal access to rigor; however, recruiting and retaining boys in AVID continues to be a challenge for AVID schools. Research participants indicated that academic identity, peer and family support, leadership and mentoring opportunities and male role models influence male participation in AVID. 相似文献
68.
This study evaluates the use of full-text databases amongst 425 undergraduate and graduate students in western New York. A review of literature implicated convenience, time issues, article retrieval option knowledge, and the appreciation and understanding of research article quality as potential predictors of full-text reliance. These variables were then evaluated via survey response and frequency counts, by conducting correlations, a one-way ANOVA, and stepwise regression analyses. The findings suggested that convenience, appreciation and understanding of research quality, and time management issues played a significant role in the prediction of student full-text reliance. These findings as well as the relationships among independent variables are discussed. Implications for instruction are then addressed. 相似文献
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