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排序方式: 共有418条查询结果,搜索用时 15 毫秒
81.
82.
Many schools use mental ability test scores as a basis for grouping students and planning their educational needs. The widespread use of these test scores throughout public and private schools demands that test items be unbiased. One way in which tests could be biased, that has not been thoroughly investigated, is the inadvertent use of analytical skill items favoring one perceptual orientation over another. This study investigated analytical skill items on the Otis-Lennon Mental Ability Test for field independent bias. Using as analysis of variance and discriminant analysis, the results indicated that the Otis-Lennon Mental Ability Test was biased in favor of individuals with a field of independent perceptual orientation. 相似文献
83.
This study explores the effect of three distinct living-learning community models on a variety of student experience and academic performance outcomes. Central to the analysis is an investigation of whether there are differences in outcomes for learning communities with different missions and structures, all three of which fall into the Linked Course learning community design. Even in the least coordinated, most basic, learning community model, students show more positive outcomes (first semester GPA, retention, first-year experience) than nonlearning community students. The fact that simple structures that facilitate student interaction around academic work (even without coordinated faculty involvement) have a positive effect for students of all preparation levels provides encouragement to campus leaders with limited resources who are working to develop methods for improving the undergraduate educational experience on their campuses. 相似文献
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The current study evaluated the turn-taking skills of preschoolers with disabilities who participated in a social communication intervention that targeted initiations, responses, and turn-taking skills, and taught children to repair and revise and to avoid interruptions and overlaps. Ten children who enrolled in an inclusive at-risk classroom met the inclusion criteria. A multiple baseline design across two dyads replicated across three additional dyads was used to determine the effects of the intervention. The social communication intervention was highly effective for five children, moderately effective for three children, and mildly effective for two children in increasing the rate of initiations with an immediate peer response from baseline to intervention. The social communication intervention was highly effective for one child, moderately effective for three children, mildly effective for two children, and ineffective for four children in improving turn-taking skills. Generalization results showed that nine out of ten participants demonstrated increased peer play following the intervention, increased levels of child-initiated interactions with a positive peer response, and decreased levels of solitary play. Several implications for practice were derived from the findings. By teaching children turn-taking strategies, the quality of social interactions that children have with their peers is likely to improve. The intervention offers a more systematic technique for teaching social communication and play skills than do informal strategies commonly used by teachers. Social validity assessments indicated that teachers found the intervention acceptable and produced important changes in behavior. 相似文献
86.
Blatto-Vallee G Kelly RR Gaustad MG Porter J Fonzi J 《Journal of deaf studies and deaf education》2007,12(4):432-448
This research examined the use of visual-spatial representation by deaf and hearing students while solving mathematical problems. The connection between spatial skills and success in mathematics performance has long been established in the literature. This study examined the distinction between visual-spatial "schematic" representations that encode the spatial relations described in a problem versus visual-spatial "pictorial" representations that encode only the visual appearance of the objects described in a problem. A total of 305 hearing (n = 156) and deaf (n = 149) participants from middle school, high school, and college participated in this study. At all educational levels, the hearing students performed significantly better in solving the mathematical problems compared to their deaf peers. Although the deaf baccalaureate students exhibited the highest performance of all the deaf participants, they only performed as well as the hearing middle school students who were the lowest scoring hearing group. Deaf students remained flat in their performance on the mathematical problem-solving task from middle school through the college associate degree level. The analysis of the students' problem representations showed that the hearing participants utilized visual-spatial schematic representation to a greater extent than did the deaf participants. However, the use of visual-spatial schematic representations was a stronger positive predictor of mathematical problem-solving performance for the deaf students. When deaf students' problem representation focused simply on the visual-spatial pictorial or iconic aspects of the mathematical problems, there was a negative predictive relationship with their problem-solving performance. On two measures of visual-spatial abilities, the hearing students in high school and college performed significantly better than their deaf peers. 相似文献
87.
Learning to improve: using writing to increase critical thinking performance in general education biology 总被引:2,自引:1,他引:1
Increasingly, national stakeholders express concern that U.S. college graduates cannot adequately solve problems and think critically. As a set of cognitive abilities, critical thinking skills provide students with tangible academic, personal, and professional benefits that may ultimately address these concerns. As an instructional method, writing has long been perceived as a way to improve critical thinking. In the current study, the researchers compared critical thinking performance of students who experienced a laboratory writing treatment with those who experienced traditional quiz-based laboratory in a general education biology course. The effects of writing were determined within the context of multiple covariables. Results indicated that the writing group significantly improved critical thinking skills whereas the nonwriting group did not. Specifically, analysis and inference skills increased significantly in the writing group but not the nonwriting group. Writing students also showed greater gains in evaluation skills; however, these were not significant. In addition to writing, prior critical thinking skill and instructor significantly affected critical thinking performance, whereas other covariables such as gender, ethnicity, and age were not significant. With improved critical thinking skill, general education biology students will be better prepared to solve problems as engaged and productive citizens. 相似文献
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Development and validation of a brief screening version of the Childhood Trauma Questionnaire 总被引:16,自引:0,他引:16
Bernstein DP Stein JA Newcomb MD Walker E Pogge D Ahluvalia T Stokes J Handelsman L Medrano M Desmond D Zule W 《Child abuse & neglect》2003,27(2):169-190
OBJECTIVE: The goal of this study was to develop and validate a short form of the Childhood Trauma Questionnaire (the CTQ-SF) as a screening measure for maltreatment histories in both clinical and nonreferred groups. METHOD: Exploratory and confirmatory factor analyses of the 70 original CTQ items were used to create a 28-item version of the scale (25 clinical items and three validity items) and test the measurement invariance of the 25 clinical items across four samples: 378 adult substance abusing patients from New York City, 396 adolescent psychiatric inpatients, 625 substance abusing individuals from southwest Texas, and 579 individuals from a normative community sample (combined N=1978). RESULTS: Results showed that the CTQ-SF's items held essentially the same meaning across all four samples (i.e., measurement invariance). Moreover, the scale demonstrated good criterion-related validity in a subsample of adolescents on whom corroborative data were available. CONCLUSIONS: These findings support the viability of the CTQ-SF across diverse clinical and nonreferred populations. 相似文献