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61.
Delinda Van Garderen Marjorie Montague 《Learning disabilities research & practice》2003,18(4):246-254
The purpose of this study was to investigate students' use of visual imagery while solving mathematical problems. Students with learning disabilities (LD), average achievers, and gifted students in sixth grade (N= 66) participated in this study. Students were assessed on measures of mathematical problem solving and visual‐spatial representation. Visual‐spatial representations were coded as either primarily schematic representations that encode the spatial relations described in the problem or primarily pictorial representations that encode persons, places, or things described in the problem. Results indicated that gifted students used significantly more visual‐spatial representations than the other two groups. Students with LD used significantly more pictorial representations than their peers. Successful mathematical problem solving was positively correlated with use of schematic representations; conversely, it was negatively correlated with use of pictorial representations. 相似文献
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Fran Arbaugh John Lannin Dustin L. Jones Meredith Park-Rogers 《Journal of Mathematics Teacher Education》2006,9(6):517-550
In the research reported in this article, we sought to understand the instructional practices of 26 secondary teachers from one district who use a problems-based mathematics textbook series (Core-Plus). Further, we wanted to examine beliefs that may be associated with their instructional practices. After analyzing data from classroom observations, our findings indicated that the teachers’ instructional practices fell along a wide continuum of lesson implementation. Analysis of interview data suggested that teachers’ beliefs with regard to students’ ability to do mathematics were associated with their level of lesson implementation. Teachers also differed, by level of instructional practices, in their beliefs about appropriateness of the textbook series for all students. Results strongly support the need for professional development for teachers implementing a problems-based, reform mathematics curriculum. Further, findings indicate that the professional development be designed to meet the diverse nature of teacher needs. 相似文献
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The purpose of the present study was to explore the contribution of extracurricular coaching on high school teachers’ job satisfaction. Specifically, the study looked at how perceptions of the coaching environment (athlete relationships, colleague relationships and opportunities through coaching) influenced teachers’ perceptions of stressors (athlete-related and workload-related) and coaching efficacy, and how this in-turn influenced teachers’ job satisfaction. The sample examined 2949 teachers from across Canada who volunteered as high school sport coaches, above and beyond their regular teaching load. The results supported that the data fit the model well (SBχ2(264) = 973.36, p < .001, SRMR = .08, CFI = .91, TLI = .90, RMSEA = .055 CI95 [.052, .059]) and that teachers who reported a positive coaching environment had increased coaching efficacy and decreased perceptions of athlete-related and workload-related stressors. Increased coaching efficacy predicted higher job satisfaction, while increased perceptions of stressors predicted lower job satisfaction. 相似文献
67.
Liza N. Meredith Patricia A. Frazier 《Community College Journal of Research & Practice》2019,43(1):42-53
Community college students may experience more severe psychological concerns than traditional university students and have fewer institutional mental health resources available. This replication study examined the efficacy of three versions of a brief, structured web-based stress management program with community college students. The program focuses on improving perceptions of control over stressors, based on research suggesting that focusing on what you can control in the present (i.e., present control) is associated with less distress and better adjustment. Participants (N = 213 community college students) were randomly assigned to one of three conditions: present control intervention (PCI), PCI with enhanced stress logs (E-PCI) or PCI with mindfulness training (PCI + MF). They completed web-based, self-report measures at pre-intervention, post-intervention, and 3-week follow-up. Participants in all three intervention conditions demonstrated reductions in perceived stress and distress symptoms from pre-intervention to post-intervention and 3-week follow-up. In the PC+ MF group, the mean-within group effect size was d = ?0.46, which was slightly larger than the PCI group (d = ?0.36) and E-PCI group (d = ?0.41). This study replicated that present control interventions are effective in a community college sample. Community college students may benefit from web-based interventions designed to increase present control. 相似文献
68.
Myers Christopher J. Rubeck Robert F. Meredith Keith 《Research in higher education》1983,19(4):461-467
Research in Higher Education - Nonresponse bias in medical students' ratings of basic science instructors was studied by comparing the responses of initial respondents with those obtained... 相似文献
69.
Meredith Rawlings Leanne Dowse Anthony Shaddock 《International Journal of Disability, Development & Education》1995,42(2):137-153
This paper describes a participant observation approach to exploring choice making by people with an intellectual disability in three different home settings‐‐a private family home, a community group home and an independent living situation. It identifies some of the factors which affect choice making, including experience at making choices, routines, the role of support people, and communication. The paper illustrates these factors with examples from the different settings. Finally, it provides practical suggestions for service providers to increase the involvement of people with an intellectual disability in choice making situations. 相似文献
70.
Peggy G. Kaczmarek Glenn Matlock Rod Merta Michael H. Ames Meredith Ross 《International journal for the advancement of counseling》1994,17(4):241-247
International students have realistic expectations about their adjustment to college, however, they seem to experience a more difficult transition than U.S. students. Scores on the Student Adaptation to College Questionnaire for international and U.S. students are compared. The results indicated that international students scored significantly lower on the social and the institutional attachment and goal commitment subscales. The Student Adaptation to College Questionnaire may have applications in targeting international student needs. 相似文献