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741.
Therese N. Hopfenbeck Jenny Lenkeit Yasmine El Masri Kate Cantrell Jeanne Ryan Jo-Anne Baird 《Scandinavian Journal of Educational Research》2018,62(3):333-353
International large-scale assessments are on the rise, with the Programme for International Student Assessment (PISA) seen by many as having strategic prominence in education policy debates. The present article reviews PISA-related English-language peer-reviewed articles from the programme’s first cycle in 2000 to its most current in 2015. Five literature bases were searched, and results were analysed with SPSS. Results map the frequency of publications according to journal, country, and scientific discipline. They also summarise major themes within three identified categories: secondary analysis, policy impact, and critiques. Findings indicated that studies based on the PISA dataset has led to progress in educational research while simultaneously pointing to the need for caution when using this research to inform educational policy. 相似文献
742.
This study compared orthographic and semantic aspects of word learning in children who differed in reading comprehension skill. Poor comprehenders and controls matched for age (9–10 years), nonverbal ability and decoding skill were trained to pronounce 20 visually presented nonwords, 10 in a consistent way and 10 in an inconsistent way. They then had an opportunity to infer the meanings of the new words from story context. Orthographic learning was measured in three ways: the number of trials taken to learn to pronounce nonwords correctly, orthographic choice and spelling. Across all measures, consistent items were easier than inconsistent items and poor comprehenders did not differ from control children. Semantic learning was assessed on three occasions, using a nonword–picture matching task. While poor comprehenders showed equivalent semantic learning to controls immediately after exposure to nonword meaning, this knowledge was not well retained over time. Results are discussed in terms of the language and reading skills of poor comprehenders and in relation to current models of reading development. 相似文献
743.
744.
This paper discusses the findings of a qualitative interpretive study on secondary school teachers’ professional identities and emotional experiences. Teachers’ work is emotionally engaging and personally demanding, yet the caring nature of the teaching role is largely neglected in educational policy and teacher standards. This paper examines the reasons behind the marginalisation of discourses of emotionality and discusses the lived experiences of three teachers. The caring behaviour that teachers exhibit in their work is seen to have professional, performative and philosophical dimensions as individual teachers subjectively negotiate the demands that are placed upon them in different situated contexts. 相似文献
745.
746.
Sandrine Mejias Jacques Grégoire Marie-Pascale Noël 《Learning and individual differences》2012,22(1):164-170
It has been hypothesized that developmental dyscalculia (DD) is either due to a defect of the approximate number system (ANS) or to an impaired access between that system and symbolic numbers. Several studies have tested these two hypotheses in children with DD but none has dealt with adults who had experienced DD as children.This study aimed to compare these two hypotheses in an adult population in order to investigate which deficits still persist at that age. To that aim, numerical estimation tasks were given to adults who had or had not experienced DD as a child. Three of the estimation tasks required a mapping between the ANS and symbolic numbers: participants had to estimate the number of same or different-sized dots presented by producing the corresponding Arabic number or, conversely, to produce the number of dots corresponding to a presented Arabic number. A fourth task did not require any processing of symbolic numbers; participants had to produce a collection of dots of the same numerosity as another one previously presented.Consistently, in all the four numerical tasks and irrespective of whether the tasks used symbolic numbers or not, the estimates of DD participants were less accurate than those of the control participants. These results indicate that adults who had experienced DD as children continue to demonstrate a less precise magnitude representation. 相似文献
747.
Paul H. Jacques John Garger Michael Thomas Veselina Vracheva 《Learning Environments Research》2012,15(1):1-15
This study tested a series of hypotheses linking college support and quality of student?Cinstructor relations with outcomes including student efficacy, social connectedness with peers, expectancies and academic performance. Early quality of exchanges with the instructor using Leader?CMember Exchange theory was found to be a key indicator of academic outcomes. In addition, perceived organisational support was linked to ratings of instructor?Cstudent quality of exchanges, and the quality of exchanges between instructors and students served as an antecedent to social integration and academic self-concept. Academic self-concept was found to correlate with early perceptions of academic performance which, in turn, predicted students?? actual academic performance. Implications of this research include support for individualised rather than universal communication and interactions between instructors and students, development of relationships at the dyadic rather than group levels, and leadership as a means to develop student performance in a classroom setting. 相似文献
748.
ABSTRACT Organizational stressors can undermine the psychological well-being and performance of athletes. Less is known, however, about how these relationships unfold over time and whether organizational stressors can impact upon perceived physical health. The current study, therefore, used a repeated-measures design to examine relationships between organizational stressors with components of perceived psychological (anxiety and depression) and physical (illness symptoms and missed training days via illness) ill-health, and perceived performance at the within-person level. Twenty-three semi-elite female rowers completed monthly measures of study variables for six-months. Multilevel models indicated that selection-related stressors positively predicted symptoms of perceived psychological and physical ill-health, and negatively predicted perceived performance. Conversely, coaching stressors negatively predicted symptoms of perceived psychological ill-health. Logistics and operations stressors positively predicted perceived performance, whereas goals and development stressors negatively predicted perceived performance. These findings demonstrate for the first time that, with a repeated-measures design, organizational stressors can predict components of perceived physical and psychological ill-health, and perceived performance at the within-person level in athletes. From a practical perspective, practitioners should incorporate these findings when diagnosing the need for, developing, and optimally implementing primary and secondary stress management interventions. 相似文献
749.
750.
Kate Talsma Andrew Chapman Allison Matthews 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1917-1938
Predictors of academic success at university are of great interest to educators, researchers and policymakers. With more students studying online, it is important to understand whether traditional predictors of academic outcomes in face-to-face settings are relevant to online learning. This study modelled self-regulatory and demographic predictors of subject grades in 84 online and 80 face-to-face undergraduate students. Predictors were effort regulation, grade goal, academic self-efficacy, performance self-efficacy, age, sex, socio-economic status (SES) and first-in-family status. A multi-group path analysis indicated that the models were significantly different across learning modalities. For face-to-face students, none of the model variables significantly predicted grades. For online students, only performance self-efficacy significantly predicted grades (small effect). Findings suggest that learner characteristics may not function in the same way across learning modes. Further factor analytic and hierarchical research is needed to determine whether self-regulatory predictors of academic success continue to be relevant to modern student cohorts.
Practitioner Notes
What is already known about this topic- Self-regulatory and demographic variables are important predictors of university outcomes like grades.
- It is unclear whether the relationships between predictor variables and outcomes are the same across learning modalities, as research findings are mixed.
- Models predicting university students' grades by demographic and self-regulatory predictors differed significantly between face-to-face and online learning modalities.
- Performance self-efficacy significantly predicted grades for online students.
- No self-regulatory variables significantly predicted grades for face-to-face students, and no demographic variables significantly predicted grades in either cohort.
- Overall, traditional predictors of grades showed no/small unique effects in both cohorts.
- The learner characteristics that predict success may not be the same across learning modalities.
- Approaches to enhancing success in face-to-face settings are not automatically applicable to online settings.
- Self-regulatory variables may not predict university outcomes as strongly as previously believed, and more research is needed.