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61.
Terry Bowles 《教育心理学》2008,28(5):551-565
The purpose of this study was to operationalise a model of time orientation and investigate the variability of its factors based on preparation for assessment and perceived academic performance. Responses from 113 male adolescents (mean age = 16.46 years) and 115 female adolescents (mean age = 16.42 years) to items operationalising an expanded model of the contextual approach to adolescent orientation to the future were analysed using principal component analysis. The results rendered five factors including a past orientation, three present orientation factors (task focus, positive social support, and negative social support), and a future orientation. A series of two‐way ANOVAs showed an association of present and future time orientation with academic achievement. Results also showed that students’ approaches to learning varied mainly as a function of present positive social support and task focus. Students who prepared well for assessment had the highest future time orientation. This research highlights the importance of an elevated present and future time orientation to academic achievement and appropriate preparation for assessment tasks. 相似文献
62.
Terry D. Piper 《About Campus》2007,12(5):24-27
At first, the shift in measurement of educational success from bodies in seats to learning outcomes sent student affairs educators at California State University, Northridge, into a panic. Persistence, support, and a clear framework for understanding learning led to the discovery that there was a little bit of assessment wizard in all of them. 相似文献
63.
Terry Stokes 《Journal of Higher Education Policy & Management》2016,38(2):229-231
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Terry Goodison 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(5):549-566
A detailed analysis of two contrasting primary school lessons, where ICT plays a dominant role, reveals how it is the teacher's implicit understanding of the principles of teaching and learning for understanding which determines whether the pedagogical potential of the technology is fully realised and the desired lesson outcomes achieved. 相似文献
66.
The expectations, attributions, and reactions toward children and youth who have contracted HIV/AIDS warrant close attention from parents, teachers, related service personnel, and others who will interact with these students in the schools. Those who are misinformed or unaware of their beliefs may inadvertently discriminate against children and youth with the disease. This study examined factors that influence judgments about children and youth with HIV/AIDS in a sample of teacher education students. Course of infection of HIV accounted for significant differences in the participants' judgments about responsibility and blame for contracting the disease and also fearfulness and attitudes reflecting isolation for these youth. Educational professionals should be aware of the many negative attributions placed on adolescents who are diagnosed as HIV+ and be prepared to act as facilitators when designing appropriate interventions to assist these students. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 211–219, 2004. 相似文献
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Nicole Patton Terry 《Reading and writing》2006,19(9):907-931
Relationships among African American English (AAE), linguistic knowledge, and spelling skills were examined in a sample of 92 children in grades one through three whose speech varied in the frequency of morphosyntactic AAE features. Children were separated into groups of high (AAE speakers) and low (standard American English, SAE, speakers) use of AAE features in speech, and asked to produce, recognize, and spell four inflected grammatical morphemes because variable omission of these endings in speech is a morphosyntactic characteristic of AAE. The groups differed in their spelling and elicited spoken production of inflections, but not recognition of these forms. AAE speakers omitted the inflections more often at each grade. Density of morphosyntactic AAE features in speech was related directly to spelling inflections, but this effect was mediated by children’s understanding of standard grammatical forms. 相似文献
69.
Fitting a large structural equation modeling (SEM) model with moderate to small sample sizes results in an inflated Type I error rate for the likelihood ratio test statistic under the chi-square reference distribution, known as the model size effect. In this article, we show that the number of observed variables (p) and the number of free parameters (q) have unique effects on the Type I error rate of the likelihood ratio test statistic. In addition, the effects of p and q cannot be fully explained using degrees of freedom (df). We also evaluated the performance of 4 correctional methods for the model size effect, including Bartlett’s (1950), Swain’s (1975), and Yuan’s (2005) corrected statistics, and Yuan, Tian, and Yanagihara’s (2015) empirically corrected statistic. We found that Yuan et al.’s (2015) empirically corrected statistic generally yields the best performance in controlling the Type I error rate when fitting large SEM models. 相似文献
70.