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Christine M. Rubie-Davies Penelope W. St J. Watson Annaline Flint Lynda Garrett Lyn McDonald 《Educational Research and Evaluation》2018,24(3-5):221-240
ABSTRACTOver the past 50 years, research has shown that teacher expectations can influence student outcomes. Many studies have examined within-year effects. There is, however, a paucity of research that has investigated the stability of teachers’ expectations across a single year, and there are no studies that have examined stability beyond 1 year. The current study examined the stability of 94 teachers’ expectations within 3 separate years and across 3 years in mathematics and reading. In both subject areas, teachers’ expectations remained relatively stable from beginning to end-of-year for each separate year and also across 3 years. Additionally, teachers who under- or overestimated their students by more than half a standard deviation continued to do so across all periods in the study. This was despite the teachers having different students each year. The study suggests that teachers view students’ capabilities similarly despite having different student cohorts. 相似文献
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ABSTRACTAs part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based problem on earthquakes involving integrated STEM learning. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of constraints. On testing, students redesigned to build an improved structure. Using a framework of design processes, we report on the students' capabilities in planning, creating annotated sketches, and transforming these into 3D models. An understanding of core STEM concepts was apparent in their responses, including shape properties, stability, rigidity, balance, strength, and engineering techniques. Group problem solving involved moving iteratively between design phases, frequently revisiting problem scoping, being cognizant of the problem goal, boundaries and constraints, and appreciating design sketches as guiding constructions. Students were also observed to consider a number of problem components simultaneously, indicating their capabilities in handling the complexity of the task. 相似文献
84.
Lyn Matthews 《The International Journal of Art & Design Education》2007,26(3):336-344
Children's learning involves, in the simplest terms, assimilating knowledge and understanding and acquiring skills though being, doing and feeling. This requires a connection at a personal level. Furthermore, learning is given to fluctuation determined by the needs of the individual and the requirements of the educational system. This research project is concerned with the specific needs of pupils in the UK who undergo the process of transition between primary (Key Stage 2, age 7–11) and secondary schooling (Key Stage 3, age 11–16). It is at a time when there are reported increases of anxiety that affect pupils' self‐esteem where perhaps a different kind of learning is required. The project suggests that a modified curriculum will support the pupils' transformation, through a visual arts creative learning framework. 相似文献
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Lyn Gow James Ward John Balla Dianne Snow 《International Journal of Disability, Development & Education》1988,35(1):5-22
Drawing upon information from a national survey, this paper examines the extent to which integration is being achieved for children with disabilities in Australian schools. Technical and organizational issues leading to identification of major barriers to integration together with possible strategies to overcome these are discussed. A need for policy‐oriented research in this field is identified, particularly the provision of accurate prevalence figures and other data to help monitor the impact of policy. Overall, there is evidence of a national movement towards integration but typically this is occurring within a context of inadequate policy formulation, organizational development and resource provision. 相似文献
87.
Lyn Corno 《Educational Psychology Review》2006,18(3):261-266
In this commentary, Corno discusses Vollmeyer and Rheinberg’s evidence from the perspective of related work in educational psychology. Relevant new terms provide background for understanding connections between the language used by Vollmeyer and Rheinberg and that of educational psychologists. The author uses results from research on teaching for self-regulated learning to suggest a new direction for Vollmeyer and Rheinberg—investigation of instructional events that promote processes in their model. 相似文献
88.
Lyn D. English 《Educational Studies in Mathematics》2003,54(2-3):225-248
This paper addresses one approach to reconciling theory, research, and practice,namely, a multitiered teaching experiment involving a models and modelling approach to learning. The four-tiered teaching experiment explored in this paper involves participants at different levels of development who work interdependently towards the common goal of finding meaning in, and learning from, their respective experiences. The research examined here is concerned with the design and implementation of experiences that maximise learning at each level. These experiences involve the construction and application of models, which are used to describe, make sense of, explain, or predict the behaviour of some complex system. Two classroom studies are presented to illustrate how a theory of models and modelling can guide the development and implementation of a multitiered teaching experiment. A focus on the teachers' construction of models of teaching and learning is presented to illustrate how theory and research can assist the practice of classroom teachers. 相似文献
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