This paper describes differences in mathematical problem-solving performance of third-grade gifted and fifth-grade average students observed during an eight week period. Results indicated that such factors as attitude, motivation, and belief systems were important to performance. In addition there were major differences in problem-solving behavior between the girls and boys in this study. Because these results were incidental to the original questions of the study (Buchanan, 1984), they were deemed especially significant. Four groups, one of third-grade gifted boys, one of third-grade gifted girls, one of average boys and one of fifth-grade average girls met with the experimenter twice a week for eight weeks to solve a variety of mathematical problems. In the global analysis of video tapes of all sessions and post hoc statistical analysis of selected quantifiable variables, differences in problem-solving performance were best described in terms of motivation, beliefs about mathematics, problem-solving strategies, and means of achieving satisfaction. In addition, the girls' groups were more ego-involved and social; they completed fewer problems and had longer solution times than the boys' groups. Further holistic research is needed to describe the complex interaction that occurs during mathematical problem solving in group situations. Then, appropriate intervention might be designed to assure that both boys and girls have an opportunity to perform at optimum levels. 相似文献
League tables that rank universities may use reputational measures, performance measures, or both. Each type of measure has
strengths and weaknesses. In this paper, we rank disciplines in Australian universities both by reputation, using an international
survey of senior academics, and with actual performance measures. We then compare the two types of measures to see how closely
they match. The criterion we use for both sets of measures is ‘international academic standing’. We find a high correlation
between the survey results and the various measures of research performance. We also find a correlation between the quality
of student intake and the survey rankings, but the satisfaction levels of recent graduates do not correlate well with the
rankings by academics. We then construct an overall measure of performance, which gives very similar rankings to the survey
results, especially for the top-ranked institutions.
Purpose: The aim of this paper is to compare the extension services offered in the field of organic agriculture (OA) in Baden-Württemberg (BW), Germany and Crete, Greece.
Design/methodology approach: 16 in-depth interviews, 10 in BW and 6 in Crete, were carried out with representatives of OA extension providers; interviews were qualitatively analyzed and overall results compared between the two areas.
Findings: The structure along with extensionists' capacities and methods employed are rich, appropriate, and well functioning in BW. On the contrary, poor structure, lack of networking and facilitation in Crete jeopardizes extension performance and impact. Practical implications: Contrary to BW, the situation in Grete does not allow for much optimism concerning the successful development of OA and the implementation of European Innovation Partnerships.
Theoretical implications: Further elaboration of the characteristics of extension/advisory services and their interlinkages, including the role of the state in facilitating pluralistic services, is needed.
Originality/value: The paper demonstrates the importance of the structure of extension services and the central facilitation role of the state; furthermore, the interdependency of structure, capacity and the methods employed is demonstrated which, in turn, influences extension performance and impact especially networking and facilitation for social learning and innovation co-creation. 相似文献
The goal of this research was to highlight the role social regulatory processes play in making students’ teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher’s role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing students’ reading comprehension achievements. Because previous research (Schünemann et al. in Contemp Educ Psychol 38:289–305, 2013) has shown that procedures of self-regulated learning (SRL) augment the effects of RT methods, we further assumed that such procedures would promote the quality of students’ collaborative efforts. In a cluster-randomized trial, students in 12 fifth-grade classes practiced a strategic approach to reading either in a RT condition or in a RT + SRL condition. In one of the 14 sessions, students’ interactive behavior was videotaped. Strategy use and reading comprehension were assessed at pretest, posttest, and maintenance. Performance differences between conditions were reliable only at maintenance. A multilevel mediation analysis showed that relative to RT students, RT + SRL students were better able to provide their teammates with informative feedback and organize their group work in a task-focused manner. Only feedback quality mediated the sustainability of treatment effects on strategy use and reading comprehension. In essence, this research suggests that effective reading comprehension trainings should integrate explicit instruction and practice in reading strategies, SRL, and focus on supportive peer processes in small groups with extensive instruction and practice in peer feedback. 相似文献
This study investigated students’ understanding of a virtual infectious disease in relation to their understanding of natural
infectious diseases. Two sixth-grade classrooms of students between the ages of 10 and 12 (46 students) took part in a participatory
simulation of a virtual infectious disease, which was integrated into their science curriculum. The results from our analyses
reveal that students perceived the simulation as similar to a natural infectious disease and that the immersive components
of the simulation afforded students the opportunity to discuss their understandings of natural disease and to compare them
to their experiences with the virtual disease. We found that while the virtual disease capitalized on students’ knowledge
of natural infectious disease through virtual symptoms, these symptoms may have led students to think of its transfer more
as an observable or mechanical event rather than as a biological process. These findings provide helpful indicators to science
educators and educational designers interested in creating and integrating online simulations within classroom environments
to further students’ conceptual understanding. 相似文献
Word reading skills and reading‐related language and cognitive correlates were examined in Swedish 10–15‐year‐olds with autism spectrum disorders (ASD). The full group with ASD did not differ statistically from an age‐matched comparison group in word reading, but a poor‐readers subgroup was identified who displayed severe difficulties. Normal readers with ASD did not differ from the comparison group in nonverbal ability, phonological processing, rapid naming or receptive vocabulary. The poor subgroup performed, however, below on all measures except nonverbal ability. When poor readers with ASD were matched for reading level with younger controls, no difference was found on any reading‐related skill. No significant correlation was furthermore found between autistic symptomatology and word reading within the ASD group. It is concluded that the pattern of individual differences in word reading among children with ASD conforms well to that seen in children without ASD of normal or delayed reading abilities. 相似文献
A positive school climate is important in maintaining an effective educational environment characterized by excellence, productivity, and cooperation. Because of its impact on successful educational experiences, administrators should attempt to assess climate rather than rely on feelings or intuition to estimate it. Individualized surveys offer a flexible method of addressing specific school needs and concerns. At first glance, the thought of individualizing a climate survey may appear to be an overwhelming task; however, with planning and effort, it can be accomplished. A systematic process outlining a method for individualizing a climate survey includes (a) planning, (b) preparation, (c) survey development, (d) administration, (e) analysis of results, and (f) dissemination. A tailored climate survey can be used by administrators to assess the current climate, evaluate programs designed to enhance the climate, and periodically monitor a climate for signs of change. Although time and effort are required to individualize a survey, results directly applicable to the school can help administrators achieve and maintain a positive school climate. 相似文献