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201.
202.
Tricia D. Foster Laura C. Froyen Lori E. Skibbe Ryan P. Bowles Kalli B. Decker 《Reading and writing》2016,29(9):1845-1863
The home learning environment (HLE) that children experience early on is highly predictive of their later academic competencies; however, the bulk of this work is operationalized from mothers’ perspectives. This study investigates the HLE provided by both mothers and fathers to their preschoolers (n = 767), with consideration for how parents’ practices relate to one another as well as how these practices predict children’s early academic outcomes. Using an SEM framework, results indicate that while, overall, mothers provide HLE activities more frequently than fathers do, both mothers (β = .18, p < .05) and fathers (β = .22, p < .05) make unique contributions to their preschooler’s early academic skills, but only for families where mother has less than a bachelor’s degree. For families where mother has a bachelor’s degree or higher, the effect of father’s HLE practices is not a significant predictor of children’s academics when considering mother’s HLE. For all families, fathers are providing a variety of HLE activities to their young children; and, although these may occur less frequently than mothers’ practices, they are particularly important for the academic development of children whose mothers have less than a bachelor’s degree. Practical implications are discussed. 相似文献
203.
The major purpose of this study was to test the effectiveness of the Project Success Summer Program (PSSP) for adult dyslexics.
Using a pretest-posttest one-group design, the experimenter examined the effects of PSSP’s intensive eight-week program on
the reading and spelling test scores of subjects (n=63). Data analysis indicated subjects’ reading and spelling scores improved
significantly in five areas: reading of real words, passage reading rate, reading comprehension, spelling, and phoneme deletion.
A second purpose of the study was to determine the best predictors of reading comprehension from among the study’s eight pretest
reading and spelling measures. Regression analysis revealed that passage reading rates and individual word reading rates were
the best predictors of reading comprehension scores. Interpretation of the results of this study suggest that training in
phonological skills can improve poor readers’ basic decoding skills resulting in improved reading rate, comprehension and
spelling. 相似文献
204.
Lisa R. Lattuca David Knight Tricia A. Seifert Robert D. Reason Qin Liu 《Innovative Higher Education》2017,42(4):337-353
We investigated how learning outcomes of students majoring in interdisciplinary fields differ from those of students in discipline-based majors. We found that students in interdisciplinary majors report less change in Critical Thinking and Need For Cognition than their peers in disciplinary majors, but no difference in change in Positive Attitude Toward Literacy. Students’ gains in Critical Thinking and Need For Cognition do not vary by the characteristics of the interdisciplinary major, but some program characteristics influence modest changes in Positive Attitudes Toward Literacy. Future research should address selection effects, develop measures of interdisciplinary learning, and further explore curricular and instructional patterns in interdisciplinary programs. 相似文献
205.
Students with the most significant cognitive disabilities (SCD) are the 1% of the total student population who have a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behaviors and who require individualized instruction and substantial supports. Historically, these students have received little instruction in science and the science assessments they have participated in have not included age‐appropriate science content. Guided by a theory of action for a new assessment system, an eight‐state consortium developed multidimensional alternate content standards and alternate assessments in science for students in three grade bands (3–5, 6–8, 9–12) that are linked to the Next Generation Science Standards (NGSS Lead States, 2013 ) and A Framework for K‐12 Science Education (Framework; National Research Council, 2012 ). The great variability within the population of students with SCD necessitates variability in the assessment content, which creates inherent challenges in establishing technical quality. To address this issue, a primary feature of this assessment system is the use of hypothetical cognitive models to provide a structure for variability in assessed content. System features and subsequent validity studies were guided by a theory of action that explains how the proposed claims about score interpretation and use depend on specific assumptions about the assessment, as well as precursors to the assessment. This paper describes evidence for the main claim that test scores represent what students know and can do. We present validity evidence for the assumptions about the assessment and its precursors, related to this main claim. The assessment was administered to over 21,000 students in eight states in 2015–2016. We present selected evidence from system components, procedural evidence, and validity studies. We evaluate the validity argument and demonstrate how it supports the claim about score interpretation and use. 相似文献
206.
Clement, Feltus, Kaiser, and Zentall (2000) found that when pigeons have to work to obtain a discriminative stimulus that
is followed by reinforcement, they prefer a discriminative stimulus that requires greater effort over one that requires less
effort. The authors suggested that such a preference results from the greater change in hedonic value that occurs between
the more aversive event and the onset of the stimulus that signals reinforcement, a contrast effect. It was hypothesized that
any stimulus that follows a relatively more aversive event would be preferred over a stimulus that follows a relatively less
aversive event. In the present experiment, the authors tested the counterintuitive prediction of that theory, that pigeons
should prefer a discriminative stimulus that follows the absence of reinforcement over a discriminative stimulus that follows
reinforcement. Results supported the theory. 相似文献
207.
Gail Crimmins Gregory Nash Marama Liebergreen Janet Turley Richard Bond 《Assessment & Evaluation in Higher Education》2016,41(1):141-153
In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students’ and teachers’ experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students’ and teachers’ perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students’ and teachers’ dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students. 相似文献
208.
Cynthia Sims Parr Tricia Jones Nancy Butler Songer 《Journal of Science Education and Technology》2004,13(2):233-242
Despite a rise in the use of handheld computers in classrooms, meaningful learning with personal digital assistant (PDA) technology remains poorly studied. We report results from an evaluation of customized handheld data collection software, the BioKIDS Sequence, which was used during an 8-week biodiversity curriculum unit by 5th and 6th grade students in southeastern Michigan. We provide new information on design decisions and usability of our customized software; discuss learner use and preferences; and report rates of data accuracy. Most students were able to enter simple animal observations using an icon-driven, largely linear interface. The interface helped expand the types of data students were aware of, and allowed them to view and review their entries and flag them as uncertain, factors important in supporting accurate data collection. Other BioKIDS research indicates students were subsequently able to see simple patterns in their data to guide the formulation of future hypotheses, questions, or conclusions. The BioKIDS Sequence and PDA technology therefore represent a meaningful use of technology to support scientific reasoning. 相似文献
209.
A number of studies over decades have examined determinants of educational expectations. However, even among the subset of
quantitative studies, there is considerable variation in the methods used to operationally define and analyze expectations.
Using a systematic literature review and several regression methods to analyze Latino students’ educational expectations,
this study presents significantly different results based on important, but often overlooked, methodological choices. Broad
implications of these findings are discussed for individual higher education research projects, for a body of literature as
a whole, and for multiple stakeholders in various phases of the research process. 相似文献
210.
Tricia Gallagher-Geurtsen 《Multicultural Perspectives》2013,15(1):40-44
Awareness of privilege and the unearned power that it brings those who have it is a crucial aspect of becoming a multicultural educator. For some time White and male privilege has been a topic of discussion among educators and people concerned about social justice. All aspects of privilege need to be understood and articulated in order to continue our work to provide equitable educational opportunities for all. This article focuses on Standard native English speaker's linguistic privilege and how educators can increases their awareness of it in order to more equitably educate students learning English. 相似文献