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51.
Revisiting print exposure: exploring differential links to vocabulary,comprehension and reading rate
Undergraduates (N=171) completed a revised version of the Author Recognition Test ( Stanovich & West, 1989 ). The resulting print exposure scores were divided into two dimensions: personal reading experience (primary print knowledge – PPK) and secondary print knowledge (SPK). Both PPK and SPK were correlated with print exposure, but not with each other. PPK correlated more strongly with reading‐related variables (vocabulary, comprehension and reading rate) than did SPK. Of particular importance, PPK accounted for variance in all three criterion variables after the effects of SPK had been factored out. Thus, these data support the notion that it is the act of reading over and above memory for reading‐related information that furthers the development of linguistic skill. 相似文献
52.
Humans are inherently emotional creatures due to our social nature, and emotions are able to influence how well we learn and even affect academic outcomes. Emotions are rarely a chief concern in educational settings, and we will discuss the mechanisms underlying how emotions are processed in the brain and how they influence the key aspects of learning—attention, memory, and motivation. The brain mechanisms of emotional and cognitive relationships are then detailed in order to provide some context within the modern developments of neuroscience. This will help to clarify the relationship between emotions and cognition, and hope to put forward a theoretical map based on neuroscience that helps us to better understand the pivotal role of emotions in students' cognitive activities and ultimately their performance. Various strategies, based on research findings, aimed at creating more positive learning environments are then put forward. 相似文献
53.
We report on how two middle-grade teachers supported their students’ mathematical reasoning within the context of a novel
modeling task in data analysis. We examine how the task features supported the development of teachers’ knowledge as their
students engaged with the task. Analyses of the teachers’ practices suggest that the task features enabled teachers: (a) to
develop new understandings of the mathematical content and the ways in which student ideas develop and are represented; (b)
to adopt new roles in their interactions with the students, including a focus on listening and observing, and on asking questions
for understanding and clarification; and (c) to engage in forms of interpretative listening that shifted the role of evaluation
from the teacher to the student.
This material is based upon work supported by the National Science Foundation (NSF) under Grant No. 9722235 and by the Australian
Research Council (ARC). 相似文献
54.
Kirsty Kitto Cameron Williams Lyn Alderman 《Assessment & Evaluation in Higher Education》2019,44(3):338-360
Student evaluations of teaching (SETs) have been used to evaluate higher education teaching performance for decades. Reporting SET results often involves the extraction of an average for some set of course metrics, which facilitates the comparison of teaching teams across different organisational units. Here, we draw attention to ongoing problems with the naive application of this approach. Firstly, a specific average value may arise from data that demonstrates very different patterns of student satisfaction. Furthermore, the use of distance measures (e.g. an average) for ordinal data can be contested, and finally, issues of multiplicity increasingly plague approaches using hypothesis testing. It is time to advance the methodology of the field. We demonstrate how multinomial distributions and hierarchical Bayesian methods can be used to contextualise the SET scores of a course to different organisational units and student cohorts, and then show how this approach can be used to extract sensible information about how a distribution is changing. 相似文献
55.
Peter Kelly Chris Hickey Sue Cormack Lyn Harrison Jo Lindsay 《Sport, Education and Society》2013,18(4):467-484
The paper reports on key findings of a research project that examined the roles that community-based sporting clubs in the Australian state of Victoria play in shaping young people's understandings and uses of alcohol. Our research imagined clubs as community hubs that are located in complex networks that impact on the ways that clubs understand their locations in communities, and which have unpredictable influences and consequences on club histories, culture and orientations to issues such as young people and alcohol use. The paper focuses on understanding the key roles played by club leaders in facilitating change and transformation in these contexts, particularly in terms of alcohol-related practices and the potential impact of these on young people's uses and understanding of alcohol. We situate these findings in a framework that draws on the literature of complexity science and complex adaptive systems (CAS) to suggest that these practices and changes need to be understood in ways that allow for complexity, uncertainty, emergent behaviours and adaptive change. 相似文献
56.
Lyn D. English 《Educational Studies in Mathematics》1997,34(3):183-217
This one-year study involved designing and implementing a problem-posing program for fifth-grade children. A framework developed for the study encompassed three main components: (a) children's recognition and utilisation of problem structures, (b) their perceptions of, and preferences for, different problem types, and (c) their development of diverse mathematical thinking. One of the aims of the study was to investigate the extent to which children's number sense and novel problem-solving skills govern their problem-posing abilities in routine and nonroutine situations. To this end, children who displayed different patterns of achievement in these two domains were selected to participate in the 10-week activity program. Problem-posing interviews with each child were conducted prior to, and after the program, with the progress of individual children tracked during the course of the program. Overall, the children who participated in the program appeared to show substantial developments in each of the program components, in contrast to those who did not participate. 相似文献
57.
Young children's combinatoric strategies 总被引:2,自引:0,他引:2
Lyn D. English 《Educational Studies in Mathematics》1991,22(5):451-474
Children aged between 4 years 6 months and 9 years 10 months were individually administered a series of novel tasks involving the formation of different combinations of two items, selected from discrete sets of items. An analysis of the children's performance revealed a series of six, increasingly sophisticated, solution strategies ranging from a random selection of items through to a systematic pattern in item choice (cf. Piaget and Inhelder's, 1975, combinatoric operations). A significant number of children independently adopted more efficient solution procedures as they progressed on the tasks, with many displaying an algorithmic procedure reflecting the odometer strategy (holding one item constant while systematically varying each of the other items). Given that children as young as 7 years demonstrated this systematic strategy, it would appear that, within the appropriate learning environment, young children can discover a procedure for forming n x n combinations prior to the stage of formal operations postulated by Piaget and Inhelder. The findings support the inclusion of the combinatorial domain as a topic of investigation in the elementary school curriculum. 相似文献
58.
This paper focuses on a nested project within a three-year participatory research project, funded by the Australian Research Council. The project was undertaken in secondary schools across Victoria and South Australia and engaged over 100 students as coresearchers (ages 15–19) in understanding, critiquing, and transforming sexuality education (SE). Data was produced through visual arts and participatory methods and supported by ethnographic techniques (participant observations, focus groups, and guided conversations). In this paper we attempt to expose some of the ethical, methodological and pedagogical processes required when foregrounding young people’s voices in SE. More specifically, to problematize the microethical moments that warrant not only the attention but response of educators and researchers who are open to transforming SE with young people. 相似文献
59.
This simple Minitab simulation exercise illustrates the concept of efficiency of estimators. Students compare the sampling distributions of the sample mean, median and mid-range from a normal distribution and from a uniform distribution. The striking differences observed give rise to much discussion. 相似文献
60.
Measuring Self-Regulated Learning Processes through Tracking Patterns of Student Interaction with Achievement Activities 总被引:1,自引:0,他引:1
A micro-level approach to the study of relationships between component processes within self-regulated learning in young adolescent students is described. Using this approach, contingencies between self-regulatory processes can be identified and insight into factors that promote students’ use of self-regulatory strategies can be investigated. Evidence is presented showing how the influence of mastery achievement goals on specific task goals can be mediated by students’ state of interest. Further development of this approach requires consideration of the measurement issues associated with using single items to measure on-task states. Evidence for the reliability and validity of single-item measurement of states is considered in relation to areas of psychological inquiry that regularly use single-item measures and we conclude that further development of these types of measure has the potential to expand our understanding of self-regulated learning. 相似文献