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181.
In this study we propose a theoretical construct (called rhetorical competence) that represents the ability of readers to detect, understand, and use the linguistic cues or discourse markers that texts contain. We measure one of the three postulated components of rhetorical competence (knowledge of textual integration
markers), assessing whether readers correctly interpret these markers while reading. The influence of this skill on reading
competence is examined in a correlational study of 185 sixth-grade pupils (aged 11–12 years) using different assessment materials
(a standardized test and an academic text) and reading conditions (habitual and aided). Multiple regression analyses of the
data indicate that knowledge of textual integration devices makes a significant independent contribution to expository text
comprehension under most assessment conditions when the effects of working memory, prior knowledge, and word recognition skills
are controlled. 相似文献
182.
This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4–15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home. 相似文献
183.
Ricardo Nemirovsky 《学习科学杂志》2013,22(2):308-337
The goal of this article is to develop a new perspective on transfer of learning integrating cognition, emotion, and bodily experience. It is based on a case study with a 10-year-old girl as she explored the use of a motion detector, allowing for the simultaneous graphing of the position versus time of 2 moving points. The paper elaborates on the notion of episodic feeling and illustrates a phenomenological approach for the study of transfer of learning whose point is not ascertaining mechanisms of transfer but elucidating within the infinite landscape of human experiences certain ones that seem amenable to characterization as transfer of learning. 相似文献
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Ricardo Trumper 《Journal of Science Education and Technology》2006,15(1):47-58
We report the results of a study on students' interest in physics at the end of their compulsory schooling in Israel carried
out in the framework of the ROSE Project. Factors studied were their opinions about science classes, their out-of-school experiences
in physics, and their attitudes toward science and technology. Students' overall interest in physics was “neutral” (neither
positive nor negative), with boys showing a higher interest than girls. We found a strong correlation between students' “neutral”
interest in physics and their negative opinions about science classes. These findings raise serious questions about the implementation
of changes made in the Israeli science curriculum in primary and junior high school, especially if the goal is to prepare
the young generation for life in a scientific-technological era. A more in-depth analysis of the results led us to formulate
curricular, behavioral, and organizational changes needed to reach this goal.
ROSE (The Relevance of Science Education) is an international project with about 40 participating countries. ROSE is organized
by Svein Sjoberg and Camilla Schreiner at The University of Oslo and is supported by the Research Council of Norway. Reports
and details are available at http://www.ils.uio.no/english/rose/. 相似文献
187.
José Á. Martínez-Huertas Olga Jastrzebska Ricardo Olmos José A. León 《Assessment & Evaluation in Higher Education》2019,44(7):1029-1041
Automated summary evaluation is proposed as an alternative to rubrics and multiple-choice tests in knowledge assessment. Inbuilt rubric is a recent Latent Semantic Analysis (LSA) method that implements rubrics in an artificially-generated semantic space. It was compared with classical LSA’s cosine-based methods assessing knowledge in a within-subjects design regarding two validation sources: a comparison with the results of rubric scores and multiple-choice tests, and the sensitivity of predicting the academic level of the test-taker. Results showed a higher reliability for inbuilt rubric (from Pearson correlation coefficient .81 to .49) over the classical LSA method (from .61 to .34), and a higher sensitivity using binary logistic regressions and effect sizes to predict academic level. It is concluded that inbuilt rubric has a qualitatively higher reliability and validity than classical LSA methods in a way that is complementary to models based on semantic networks. Thus, it is concluded that new automated summary evaluation approaches such as the inbuilt rubric method can be practical in terms of reliability and efficiency, and, thus, they can offer an affordable and valuable form of knowledge assessment in different educational levels. 相似文献
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