The aim of the present study was to build on John Greer’s systematic set of studies concerned with teenage beliefs and values conducted among samples of sixth form students attending County and Protestant voluntary schools in Northern Ireland in 1968, 1978 and 1988. The present study replicated the earlier surveys for a further time in 1998. The results provide a unique snapshot of the persistence of religious affiliation, belief and practice across the latter part of the twentieth century in a nation which has continued to resist the secularisation process so eroding the place of religion in the neighbouring nations of England, Wales and Scotland. 相似文献
Bilingual students have, at times, been thought to be at a disadvantage in learning mathematics because of an assumed interference
between their two languages. Earlier research, confirmed again in this study, shows that this is a naive view to take. Although
some bilingual students do have a harder time, others seem to be at an advantage. This study explores the use that bilingual
students who are succeeding in mathematics make of their two languages. These students seem to have better metalinguistics
skills that allow them to self-correct when solving problems, and are perhaps more confident in their approach to solving
difficult problems. It also appears that students in this study switched between languages in early years of schooling, but
only used English by the time they were completing elementary school.
This project was supported by an Australian Research Council Large Grant, an Australian Research Council Small Grant, and
by internal research grants from Australian Catholic University. 相似文献
In schools, screening is an effective method to identify students at-risk for emotional and behavioural disorders. Several intervention programmes such as Positive Behaviour Interventions and Supports, Response to Intervention, and Multi-tiered Systems of Supports call for the use of psychometrically sound screening instruments. This study investigated diagnostic utility of a brief (10-item) screener, the Emotional and Behavioural Screener (EBS) with a sample 312 Lithuanian students. The Strengths and Difficulties Questionnaire was used as a reference point for the investigation. Diagnostic utility statistics (i.e. overall agreement, misleading negatives, sensitivity, specificity and area under the receiver operating characteristic curve) were used to evaluate the usefulness and validity of the EBS. The results indicate, that majority of the diagnostic utility statistics thresholds were met; however, some gender differences were found. In sum, the EBS appears to be an accurate screener discriminating students not at-risk and at-risk for emotional and behavioural problems. Study limitations, future research directions and implications are discussed. 相似文献
In an attempt to accelerate the development of formal operations in average young adolescents, intervention lessons relating to all formal schemata were designed in the context of school science courses. Over a period of two years, up to 30 intervention lessons were given by science teachers to their classes in eight schools. Boys who started the program aged 12+ showed a pre-posttest effect size on Piagetian tests of 0.89 SD compared with control classes. In terms of British norms for the development of operational thinking this was a mean change from the 51st to the 74th percentile. Neither the middle school students nor the 12+ girls showed greater gain than the controls. Gains were shown by girls in one 11+ class and in the two 11+ laboratory classes. In the laboratory school students given intervention lessons by the researchers maintained their gains over controls in formal operations at a delayed posttest one year after cessation of the program. There was no effect on tests of science achievement during the intervention. It was argued that the interventions needed to be accompanied by in-service training designed to enable teachers to change their teaching style in line with their students' increased operational thinking capacity. 相似文献
The notion of general cognitive ability (or ‘intelligence’) is explored and why the time might now be ripe for educators to re-consider the power offered by a general intellectual capacity which is itself amenable to educational influence. We review existing knowledge concerning general intelligence, including the cohabitation of general and special abilities, cognitive modules, development, and evidence for plasticity of the general processor. We examine why this knowledge is generally absent from educational practice and present a number of models that attempt to synthesise the main aspects of current psychological theories. We explore how the models might be used in educational applications and look at examples of effective cognitive stimulation considering both practicalities and theoretical notions of what in our cognitive models is affected by stimulation. We discuss finally the possible political, cultural and social barriers to the inclusion of general ability as central to educational aims. 相似文献
This study contrasts the distributions of indices of academic abilities and achievements of entering freshmen classes and of classes at the end of the first year of college over an eight-year period. The data reported are based on two groups of students: one comprised of all students who completed the ACT Assessment Program and subsequently enrolled in college, and the other group comprised of all students in the first group completing their first year of college. Data collected show a decline in ACT test scores, an increase in the high school grades of college entrants, and the stability of test scores and increases in college grades of freshmen completing their first year of college.Presented at the American Association of Collegiate Registrars and Admissions Officers National Conference, Minneapolis, Minnesota, April, 1975. 相似文献
ABSTRACTAustralian and international research documents the limited access of young people transitioning from out-of-home care (OOHC) to further and higher education. This paper examines the processes, outcomes, and key findings of the Raising Expectations project, a collaborative university and industry approach to promote higher education among care leavers at two Australian universities. That approach was informed by the co-authors' previous research, including interviews with enrolled care-leaver students. The paper highlights the relevance of that research in the design and implementation of Raising Expectations. Our findings reiterate the importance of policy and practice reforms informed by rigorous research, particularly involving the voices and agency of care leavers. We outline strategies adopted by the participating universities resulting in a fourfold increase in enrolments, growth in school outreach activities, and significantly improved retention rates. The paper also highlights barriers to higher education access and success, through care-leaver student interviews and policy analysis. These interviews revealed the need for better university outreach and information to prospective care-leaver students, improved support for enrolled care-leaver students, and better capturing of data by universities and governments. The paper also highlights policy barriers to the greater expansion of care-leavers at university, especially in the absence of extended state care. 相似文献
Researchers have shown that the five major dimensions of personality (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience) and two additional factors (irritability and positive activity) are evident from adolescence. This study attempted to replicate and extend these results in a longitudinal study of 102 Swedish children, followed from 2.3 to 15.2 years of age. Item analyses revealed consistently reliable irritability, conscientiousness, and positive activity factors, whereas the internal reliability of the extraversion, agreeableness, neuroticism, and openness to experience factors increased over time. Irritability and positive activity were not independent of the other factors. Scores on most of the personality factors were fairly stable over time. Over time, children became less extraverted, more agreeable, and more conscientious. Neuroticism and openness to experience increased in Phase III, although openness then decreased in Phase V. Validity of the original factors was demonstrated by correlations with independent assessments of the children's cognitive performance and adjustment to school. 相似文献
This study investigated the effects of different visual strategies in the solving of word problems in computer-based lessons. There were three visual treatments, namely, visual-supplied, self-generated, and no-visual. Together with this, students were given two option-control treatments of programme-control where subjects solved ten problems, and learner-control where subjects solved six problems and were then allowed to choose up to ten additional problems.
Primary four students (n = 138) from two schools were randomly assigned to treatments in a (3 x 2) factorial design. To complete the experimental task, subjects worked individually at the computer for three sessions, each lasting approximately forty-five minutes. During the lessons, subjects were shown examples and prototype solutions, and solved word problems. A delayed post-test was administered a week later. Using on-task scores as the dependent variable, no visual treatment effect was detected. The self-generated group's post-test mean scores were significantly higher than those of the other two visual groups. Subjects in the learner-control group attempted five more problems than subjects in the programme-control group but the post-test scores were lower in the learner-control group. Results from this study suggest that requiring students to generate their own visuals is an effective strategy for solving word problems. Although students in the learner-control group attempted additional problems, their additional exposure did not result in higher post-test scores. 相似文献