共查询到20条相似文献，搜索用时 15 毫秒
1.
《The Journal of educational research》2012,105(5):615-626
AbstractAlthough readers theater has traditionally been recommended as a method for improving reading fluency, this 18-week quasi-experimental study examined the effects of a readers theater instructional protocol that updates and expands on traditional approaches by adding specific tasks that engage students in various reading comprehension and vocabulary activities. Because the students were not randomly assigned to either condition, propensity score matching was used to minimize potential bias between the groups. After the matching procedure, the overall total of second-grade students decreased from 145?to 76. A repeated-measures analysis of variance was conducted for all three measures. The results revealed statistically significant time effects on all three measures of the Gates-MacGinitie Reading Test, including decoding, word knowledge, and reading comprehension. Only the reading comprehension measure was qualified by an interaction effect, and the results favored the readers theater treatment group. Implications for instruction and future research are discussed. 相似文献
2.
The purpose of this study was to examine the effects of criteria-referenced formative assessment (CRFA) on students’ achievement in theater arts. The role of type of task in differentiating the treatment-achievement relationship was explored. The analytical sample included 520 fifth-grade students from 13 schools in New York City. Schools were randomly assigned to the treatment or control group. Selection bias in treatment assignment at student level was adjusted with propensity score analysis. CRFA had a positive effect on students’ achievement on performance tasks (d = 0.25), but no significant effect on students’ performance on the analytical constructed response tasks or the theater vocabulary multiple-choice items. 相似文献
3.
This study examined administration method (standard written administration vs. oral administration by an examiner) as a variable in influencing children's self-report test scores. Subjects included 139 students in grades 3–6, randomly assigned to one or the other administration condition. Subjects completed the Internalizing Disorders Evaluation Scale for Children (IDESC) according to the assigned administration method. Internal consistency estimates of each group were essentially similar. Mean IDESC scores of the two groups did not differ significantly from either a statistical or practical standpoint, based on t-test and effect size calculations. Results suggest that method of administration did not affect test performance. Implications for child assessment and future research are discussed. 相似文献
4.
David J. Purpura Amy R. Napoli Elizabeth A. Wehrspann Zachary S. Gold 《Journal of research on educational effectiveness》2017,10(1):116-137
The acquisition of early mathematical knowledge is critical for successful long-term academic development. Mathematical language is one of the strongest predictors of children's early mathematical success. Findings from previous studies have provided correlational evidence supporting the importance of mathematical language to the development of children's mathematics skills, but there is limited causal evidence supporting this link. To address this research gap, 47 Head Start children were randomly assigned to a mathematical language intervention group or a business-as-usual group. Over the course of eight weeks, interventionists implemented a dialogic reading intervention focused on quantitative and spatial mathematical language. At posttest, students in the intervention group significantly outperformed the students in the comparison group not only on a mathematical language assessment, but on a mathematical knowledge assessment as well. These findings indicate that increasing children's exposure to mathematical language can positively affect their general mathematics skills. This study is an important first step in providing causal evidence of the importance of early mathematical language for children's general mathematical knowledge and the potential for mathematical language interventions to increase children's overall mathematics abilities. 相似文献
5.
This study was designed to examine the effects of order of stimulus presentation on observer ratings of counseling performance. Two videotaped counseling simulations, determined by judges to represent either high or low quality performance, served as the stimuli. Participants were randomly assigned to one of two levels of the order effect: Group 1 viewed the videotape with low quality performance first, followed by the high quality performance videotape; Group 2 viewed the high quality performance videotape first, followed by the low quality performance videotape. Four widely used measures of counseling performance served as dependent measures. Results revealed a statistically significant interaction between quality of performance and the order in which the performances were rated. 相似文献
6.
Attachment theory implies that children's inclination to interpret attachment figures behavior as supportive and available causally influences children's trust in their attachment figure's availability. An experiment was conducted to test whether training children (8–12 years old) to interpret ambiguous interactions with their mothers in a more secure way increases their trust in their mother's availability. Participants (N = 49) were randomly assigned to either a secure condition to train children to interpret their mother's behavior as supportive or a neutral placebo condition, where interpretations were unrelated to maternal support. Results supported the hypothesis: After the secure training, children interpreted maternal behavior more securely and trusted more in her availability. This suggests that attachment‐related processing biases causally affect attachment expectations. 相似文献
7.
In two experiments it was investigated how drawing as a monitoring task affects self-regulated learning and cognitive load. To this end, participants (Exp. 1: N = 73, Exp. 2: N = 69) were randomly assigned to one of two conditions. In the experimental condition, students were asked to read an expository text on the formation of polar lights consisting of five paragraphs, whereby, after each paragraph, they had to create a drawing of the text's content. In the control condition, students read the same text, but performed no drawing task. In both conditions, students had to give judgments of learning (JoLs) after each paragraph and after reading the whole text as well as rate their cognitive load. Then, they were asked to select paragraphs for restudy. In Experiment 1, participants continued with an assessment of their learning outcomes immediately after their restudy selection, whereas in Experiment 2 they were first given the opportunity to actually restudy the selected paragraphs before working on the posttest. Results of both experiments indicate that JoLs rather than cognitive load predicted posttest performance. Moreover, students in the drawing condition compared with the control condition exhibited more accurate (relative) monitoring in Experiment 1 in that their JoLs were more strongly related to performance. Moreover, JoLs predicted students' restudy decisions in both experiments; however, this effect was by-and-large independent of whether they had to draw. Overall, results hint towards the potential of drawing to support metacognitive monitoring. 相似文献
8.
Kim A. H. Cordewener Fred Hasselman Ludo Verhoeven Anna M. T. Bosman 《Journal of Experimental Education》2018,86(2):135-153
This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction, strategic-monitoring, self-monitoring, or control condition representing different types of metacognitive aspects. The results showed that students in all three training conditions made more progress in both spelling performance and spelling consciousness than students in the control condition. With respect to spelling consciousness, only students in the strategy-instruction condition made significant improvement between pretest and posttest. Students made more progress in spelling performance on regular words than on loan words. Students in all four conditions became more accurate at assessing which words they could spell correctly. Students in the control condition more frequently overestimated their spelling ability. 相似文献
9.
Three experiments (N = 130) used a minimal group manipulation to show that just perceived membership in a social group boosts young children's motivation for and learning from group‐relevant tasks. In Experiment 1, 4‐year‐old children assigned to a minimal “puzzles group” persisted longer on a challenging puzzle than children identified as the “puzzles child” or children in a control condition. Experiment 2 showed that this boost in motivation occurred only when the group was associated with the task. In Experiment 3, children assigned to a minimal group associated with word learning learned more words than children assigned an analogous individual identity. The studies demonstrate that fostering shared motivations may be a powerful means by which to shape young children's academic outcomes. 相似文献
10.
11.
Nicole M. McNeil David H. Uttal Linda Jarvin Robert J. Sternberg 《Learning and Instruction》2009,19(2):171-184
How do concrete objects that cue real-world knowledge affect students' performance on mathematics word problems? In Experiment 1, fourth- and sixth-grade students (N = 229) solved word problems involving money. Students in the experimental condition were given bills and coins to help them solve the problems, and students in the control condition were not. Students in the experimental condition solved fewer problems correctly. Experiment 2 tested whether this effect was due to the perceptually rich nature of the materials. Fifth-grade students (N = 79) were given: perceptually rich bills and coins, bland bills and coins, or no bills and coins. Students in the perceptually rich condition made the most errors; however, their errors were least likely to be conceptual errors. Results suggest that the use of perceptually rich concrete objects conveys both advantages and disadvantages in children's performance in school mathematics. 相似文献
12.
Little is known about the influence of social context on children's event memory. Across four studies, we examined whether learning that could occur in the absence of a person was more robust when a person was present. Three-year-old children (N = 125) viewed sequential events that either included or excluded an acting agent. In Experiment 1, children who viewed an agent recalled more than children who did not. Experiments 2a and 2b utilized an eye tracker to demonstrate this effect was not due to differences in attention. Experiment 3 used a combined behavioral and event-related potential paradigm to show that condition effects were present in memory-related components. These converging results indicate a particular role for social knowledge in supporting memory for events. 相似文献
13.
Myrto‐Foteini Mavilidi Anthony D. Okely Paul Chandler Fred Paas 《Mind, Brain, and Education》2016,10(4):256-263
In this intervention study, we investigated the effects of physical activities that were integrated into a geography task on preschool children's learning performance and enjoyment. Eight childcare centers with 87 four‐to‐five‐year‐old children were randomly assigned across an integrated physical activity condition, an unintegrated physical activity condition, and a control condition without physical activity. Children learned the names and a typical animal from each of the six continents using a floor‐mounted world map with soft toy animals. Both learning conditions with physical activities showed higher performance than the learning condition without physical activities on an immediate retention test, and on a delayed retention test administered five weeks later. In addition, children in the physical activity conditions (integrated and nonintegrated) enjoyed their learning method the most. Infusing task‐relevant physical activities into the classroom and the learning task is discussed as a promising way to improve children's learning, enjoyment, and health. 相似文献
14.
Correlational and longitudinal research suggests that agentically-engaged students experience multiple educational benefits. Recognizing this, two experiments tested the causal capacity of manipulated agentic engagement to create three categories of benefits: a supportive learning environment; motivational satisfactions; and effective functioning (e.g., engagement, performance). Study 1 used the teacher–student laboratory paradigm to place 121 same-sex pairs of preservice teachers into the roles of teacher and student during a videotaped 12-min instructional episode. Teachers were randomly assigned to be autonomy supportive or not, while students were randomly assigned to be agentically engaged or not. MANOVAs on 10 self-reported and rater-scored dependent measures showed that manipulated agentic engagement enhanced both a supportive learning environment and greater motivational satisfaction but not more effective functioning. Study 2 used the same teacher-student paradigm to randomly assign 74 same-sex pairs into one of three conditions: agentic engagement to change the environment (as in Study 1); agentic engagement to change one's functioning (a new Study 2 manipulation); and a neutral control. The first manipulation again enhanced the supportive learning environment and motivational satisfaction but not effective functioning, while the second manipulation produced no benefits. Collectively, these findings confirm some limited causal benefits from agentic engagement and therefore provide guidance for future research, including the design and implementation of student-focused agentic engagement interventions. 相似文献
15.
《Learning and Instruction》2007,17(2):172-183
Educational films for children aim to impart knowledge about a certain topic. In the present paper, it is investigated how much and what kind of information children can remember from educational films and how knowledge acquisition through films could be enhanced. The studies described here were designed to test the hypothesis that children's memory for an educational film, especially their memory for important aspects, can be enhanced by providing domain-specific prior knowledge in a School Lesson, compared to repeated watching and to single watching. In a pilot study, importance ratings were gathered from adults for the questions used in children's memory interview in order to define central and non-central questions. A total of 175 8- and 10-year-old children participated and were randomly assigned to a Film once condition, a Film Repetition condition, a School Lesson once condition or a School Lesson plus Film condition. Results showed that important information was generally better remembered than unimportant information. Participants in the Film Repetition condition and in the School Lesson plus Film condition performed equally well and significantly better than those in the Film once condition and School Lesson once condition. Poor performance in the Film once condition does not seem to be due to a lack of domain-specific knowledge, because the Film Repetition had the same beneficial effects as the School Lesson plus Film condition. Alternative explanations are discussed. 相似文献
16.
Two common interest-enhancement approaches in mathematics curriculum design are illustrations and personalization of problems to students’ interests. The objective of these experiments is to test a variety of illustrations and personalization approaches. In the illustrations experiment, students (n?=?265) were randomly assigned to lessons with story problems containing decorative illustrations, contextual illustrations, diagrammatic illustrations, misleading illustrations, or no illustrations (only text [control condition]). Students’ problem-solving performance and attitudes were not affected by illustration condition, but learning was better in the control compared with contextual illustrations. In the personalization experiment, students (n?=?223) were randomly assigned to story problems that were either personalized based on: a survey of their interests, their choice of interest topics, a randomly assigned interest topic, or the original nonpersonalized story problem (control). The findings indicated there were benefits for choice personalization both for performance in the problem set as well as on a later learning assessment. 相似文献
17.
This study attempted to replicate a prior intervention study focused on reducing students' perceptions of cost to enhance their course performance. Undergraduate biology students (N = 147) were randomly assigned to complete a cost-focused intervention or a control condition. The intervention was designed to help students re-attribute their course challenges more adaptively, with a goal that this would help students perceive less cost associated with the challenges. Contrary to hypotheses, the intervention increased students’ perceptions of cost at two time points. However, it also predicted higher scores on one of two course exams. Results demonstrate that cost-focused interventions may increase cost in some contexts, pointing to the context-specificity of intervention materials and the importance of replicating successful motivational interventions. However, results also suggest that increased cost does not necessarily correspond to lower academic performance in the context of an intervention aiming to help students re-appraise course challenges. 相似文献
18.
Martina A. Rau 《Instructional Science》2018,46(2):209-243
To learn content knowledge in science, technology, engineering, and math domains, students need to make connections among visual representations. This article considers two kinds of connection-making skills: (1) sense-making skills that allow students to verbally explain mappings among representations and (2) perceptual fluency in connection making that allows students to fast and effortlessly use perceptual features to make connections among representations. These different connection-making skills are acquired via different types of learning processes. Therefore, they require different types of instructional support: sense-making activities and fluency-building activities. Because separate lines of research have focused either on sense-making skills or on perceptual fluency, we know little about how these connection-making skills interact when students learn domain knowledge. This article describes two experiments that address this question in the context of undergraduate chemistry learning. In Experiment 1, 95 students were randomly assigned to four conditions that varied whether or not students received sense-making activities and fluency-building activities. In Experiment 2, 101 students were randomly assigned to five conditions that varied whether or not and in which sequence students received sense-making and fluency-building activities. Results show advantages for sense-making and fluency-building activities compared to the control condition only for students with high prior chemistry knowledge. These findings provide new insights into potential boundary conditions for the effectiveness of different types of instructional activities that support students in making connections among multiple visual representations. 相似文献
19.
Jeffrey Trawick-Smith Tracy Dziurgot 《Journal of Early Childhood Teacher Education》2013,34(2):106-128
The purpose of this study was to determine if levels of teacher education and experience would influence how teachers respond to children's play needs in a preschool classroom. The interactions of eight teachers—three of whom were categorized as high education/high experience, three as low education/high experience, and two as low education/low experience—were videotaped and analyzed over a 6-month period. Specific levels of child play need and teacher guidance were first coded. The degree to which there was a good fit between the amount of child need and teacher support was examined. Differences in these good- (and poor-)fit interactions across the three groups of teachers were studied. Four interviews with adult participants were conducted to elucidate quantitative findings. Findings show that teachers with high levels of education and experience were more likely to perform good-fit play interactions. In interviews, teachers from this group identified specific elements of teacher education that enhanced their classroom experiences and, consequently, their ability to match their interactions to children's play needs. In contrast, low/high teachers were more likely to provide poor-fit responses to play, often giving direct support when none was needed. Teachers of the low/low group were unpredictable in their responses to children's play, often failing to interact at all when opportunities arose for meaningful play intervention. Interviews with these two groups revealed reasons for these poor-fit interactions, including a lack of knowledge about play and an inability to reflect on child outcomes. Implications of these findings for teacher education are considered. 相似文献
20.
Fei Chen Angela M. Lui Heidi Andrade Christopher Valle Hirah Mir 《Educational Assessment, Evaluation and Accountability》2017,29(3):297-314
The purpose of this study was to examine the effect of criteria-referenced formative assessment on achievement in the arts. Seventy-five schools in New York City were assigned to either the treatment or control condition. The treatment involved 3195 elementary, middle, or high school students instructed by 43 music, visual arts, theater, or dance teachers. The teachers were involved in a professional development program focused on formative assessment practices, particularly criteria-referenced peer and self-assessment. The control group consisted of 2445 students in classes instructed by 32 teachers who did not receive the professional development. Discipline-specific, performance-based pre- and post-measures were used to evaluate student learning. Fidelity of implementation was examined before the analysis of the treatment effect. Propensity score matching analysis was used to examine group differences in performance on the post-assessment. Results based on a sample of 611 matched pairs of students showed that, overall, criteria-referenced formative assessment had a statistically significant, positive effect (d = .26) on students’ arts achievement. 相似文献