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1.
Petra Pinger Katrin Rakoczy Michael Besser Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》2018,25(2):160-182
The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the quality of programme delivery affects students’ mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their students (n = 426) with written process-oriented feedback. Four feedback characteristics (number of feedback comments, specificity, feedback at self level, social reference norm) and two types of embedment of feedback in the instructional context (focus on feedback utilisation, focus on performance evaluation) were evaluated. Multilevel regression analyses revealed no significant effects of feedback characteristics on interest but negative effects of number of feedback comments and specificity on achievement in mathematics. Positive effects on mathematics achievement and interest were found when feedback was embedded in instruction and had emphasis on feedback utilisation. Students’ interest also was affected positively when performance evaluation was stressed. 相似文献
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Joan R. Cates 《Sex education》2013,13(2):129-143
Outcomes from sex education are shaped not only by the knowledge and attitudes of youth but also by groups influential in young people's lives. American youth bear one of the highest rates of sexually transmitted infections (STIs) in the industrialized world. Four constituencies with important roles in communicating about STIs are youth, parents, healthcare providers and policy advocates of sex education. This paper aims to understand the attitudes held by these key groups and to ascertain common ground. Eight focus groups were conducted with: youth 15–23 years old (n = 20), parents of youth 10–19 years old (n = 18), healthcare providers (n = 17), and advocates working with national policymakers (n = 6). Participants discussed the issue of STIs in youth within both individual and societal contexts: the knowledge, attitudes and behaviors of individual youth – Ignorance, Exploration, Peer Pressure, Denial, and Indifference; and the influence of segments of society that could affect decisions by youth – Sex is a taboo topic, Reluctant communication by parents, Restricted school education, Limited communication by doctors, Poor role models, and Missing information in media. Understanding the groups' common ground of individual and societal contexts may provide a foundation for more effective sex education. 相似文献
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This study aimed to investigate internet usage among post-primary pupils in years 9, 11 and 13 in two contrasting post-primary schools in Northern Ireland, the nature and incidence of cyberbullying among these pupils, and the ways in which their schools are currently addressing the problem. A mixed methodological approach was adopted: a paper questionnaire was completed by pupils in Years 9, 11 and 13 (n = 425) in the two post-primary schools; focus group interviews were conducted with pupils from each year group (n = 18); and individual semi-structured interviews were carried out with the pastoral care coordinators (deputy heads with responsibility for pupil wellbeing) of each school (n = 2). The findings confirm that the post-primary pupils in these two schools own a range of internet-capable media devices and spend considerable time online. The incidence of cyberbullying among these pupils was relatively low, and most often consisted of hurtful or nasty comments sent via texts or posted on social networking sites. The study reveals inconsistencies between the approaches taken by the two schools, but also generally low levels of staff training, little engagement with parents, a lack of pupil confidence in the school’s ability to discuss cyberbullying openly, and a worrying absence of any systematic evaluation of the effectiveness of the schools’ current strategies for tackling this complex issue. 相似文献
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Past research has investigated the development of stereotypes surrounding race and gender in children; however, there is a lack of literature examining the development of children’s stereotypes of older adults. In this study, 163 children from four grades: first (n = 44), fourth (n = 49), fifth (n = 35), and eighth (n = 35) completed a new trait-rating questionnaire assessing their stereotypes of older adults. Children’s stereotypes of older adults were largely positive. Younger children described older adults in more positive, but more stereotyped, ways than older children. Older children’s views shared a stronger relationship with those of their parents and peers compared to younger children. Together, these results support both cognitive development and social influences as contributing factors to the formation of children’s stereotypes of older adults. 相似文献
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Elizabeth W. Holt Ariane L. Rung Kyla A. Leon Catherine Firestein Marie Krousel-Wood 《Educational gerontology》2013,39(3):198-211
To effectively address medication adherence and improve cardiovascular health among older adults, a deeper understanding is needed of the barriers that this age group faces and of approaches that would be most effective and feasible for improving adherence. We conducted a focus group study (n = 25) in a diverse population of older adults with hypertension recruited from the Cohort Study of Medication Adherence in Older Adults (CoSMO). A structured guide was used to collect feedback on barriers to adherence and acceptability and the feasibility of intervention strategies. The final coding framework outlines factors at the individual, relationship, health care system, and environmental or policy level that affect adherence in older adults. These include memory, knowledge, attitudes and beliefs, side effects, social support, interaction with healthcare providers, and cost and convenience of medication filling. Patient responses highlighted the varied nature of barriers and the need for interventions that are both multifaceted and tailored. 相似文献
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Maya Usher 《Assessment & Evaluation in Higher Education》2018,43(5):745-759
As the number of participants in online distance learning courses increases, peer assessment is becoming a popular strategy for evaluating open assignments and for breaking the social isolation surrounding distance education. Yet, the quality and characteristics of peer assessment in massive online courses has received little attention. Hence, this study was set to examine peer feedback quality and grading accuracy in a project-based course. The study applied a sequential exploratory mixed methods design. It included 339 participants who studied the same engineering course, but in three different modes: on-campus (n = 77), small private online course (n = 110), and massive open online course (MOOC) (n = 152). Content analysis of feedback comments identified four categories: reinforcement, statement, verification and elaboration, arranged in an ascending scale of cognitive ability. The findings indicated that the MOOC participants provided more feedback comments and volunteered to assess more projects than their counterparts did. However, the on-campus students provided higher quality feedback and their peer grading was better correlated with the grades assigned by the teaching assistants. 相似文献
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David Shadinger Kristin M. Sherry Hollie L. Smith Emilie C. Clark 《Community College Journal of Research & Practice》2016,40(5):385-393
None of the community colleges in this study responded with a text message, as requested in the prospective student’s inquiry. Only 1.38% (n = 3) of the institutions responded to the inquiry with a telephone call. This research realized a slightly higher rate of e-mail response within five working days; 54.98% (n = 116) as opposed to the 2009 results of 50.5% (n = 110) in Shadinger’s (2014) study. More community colleges (n = 12, 5.5%) also had e-mail addresses or information request forms (n = 182, 83.5%) than in the original study (n = 170, 78.0%). Nearly 100% of community college websites had social media links, even when an e-mail address or information request form was not available. In an expansion of previous statements about communication, Noel-Levitz (2014a) reported prospective students were “more likely to consider schools that use e-mail, text messages or social media to communicate” (p. 4). Concurrently, the underutilization of e-mail, social media, and cell phones will simply exacerbate communication and recruiting issues for community colleges. 相似文献
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The purpose of this review was to organize the results of studies conducted during the last 18 years into a body of knowledge concerning the link between physical education (PE) and academic achievement (AA). Such knowledge may help in clarifying the role of PE in the schools, whose main focus is on improving the AA of the children. The term PE is used to denote those classes taught in the framework of a school curriculum in which physical activity is at the centre. The reviewed studies were divided into three categories: the ‘political’, in which a rationale is provided for PE in mainly achievement-oriented academic schools (n = 10); the ‘interventionist’, in which it is shown that PE given in accordance with a defined intervention programme influences AA (n = 10); and the ‘integrative’, in which it is determined how physical activity incorporated into the daily routine of academic studies contributes to AA (n = 5). The significance of the reviewed studies in each category is discussed, as well as the advantages and limitations of the studies. Ideas for future research on the link between PE and AA are proposed. 相似文献
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Karla Correia Alexandra Marques-Pinto 《Educational research; a review for teachers and all concerned with progress in education》2016,58(3):247-264
Background: Transition to school is a highly demanding phase at an intellectual, social and emotional level and is, therefore, an opportunity for growth and development. Despite the greater emphasis given to school transition in Portugal over recent years, namely by means of new educational policies, studies on the adaptation processes involved in the transition to primary school are still scarce.Purpose: The present qualitative study sets out to contribute to the knowledge on the adaptation process of children to school transition (around age 6) in Portugal, by comparing preschool teachers’, primary school teachers’, and parents’ perceptions about success indicators and relevant factors in the transition to school.Design and method: In order to collect data, 14 focus group interviews with different participants were conducted, three with preschool teachers (N = 18), three with primary school teachers (N = 13), four with parents conducted before the child’s transition to primary school (N = 14) and four with parents conducted after the child’s transition to primary school (N = 20).Results: While the preschool and primary school teachers stressed factors of a family nature, such as parental involvement and parental support of children, the parents referred more frequently to the overall running of the school and the characteristics and methodology of the teacher as being relevant to the adaptation process in the first year of primary education.Conclusions: The findings suggest different factors associated with adaptation to school and also offer clues for designing strategies to facilitate such adaptation. New strategies are needed to facilitate the construction of a robust educational family–school partnership. 相似文献
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Katherine M. Zinsser Susanne A. Denham Timothy W. Curby Elizabeth A. Shewark 《Early education and development》2013,24(7):899-919
Research Findings: The connections between parents’ emotional competence (emotion expression, regulation, and knowledge) and children’s social–emotional learning (SEL) have been well studied; however, the associations among teachers’ emotional competencies and children’s SEL remain widely understudied. In the present study, private preschool and Head Start teachers (N = 32) were observed using the Classroom Assessment Scoring System. Participating teachers from each center also participated in focus group discussions about emotional competence in preschool classrooms. For analyses, teachers were divided into Moderately and Highly Supportive groups based on observed emotional support quality. Teachers’ focus group responses were compared. Practice or Policy: Comparison groups differed with regard to their discussions of emotion regulation and emotion knowledge. These differences elucidate ways in which intervention programs and in-service training can be developed to help teachers better meet the SEL needs of children. 相似文献
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Martha D. Foukal Edith C. Lawrence Joanna L. Williams 《Mentoring & Tutoring: Partnership in Learning》2016,24(2):94-108
Being a youth mentor is popular among college students, yet little is known about how their initial characteristics are related to mentoring satisfaction. Survey data from college women enrolled in a youth mentoring program (n = 158) and a comparison group (n = 136) were analyzed to determine how initial characteristics of youth mentors (a) differ from comparisons and (b) are associated with mentors’ satisfaction. Mentors reported higher autonomy, cultural sensitivity, and lower depression pre-participation than the comparison group, and their pre-participation GPA, cognitive empathy, and depression predicted post-participation mentoring satisfaction. Implications for mentor training are discussed. 相似文献
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Justin A. Haegele Jihyun Lee Seung Ho Chang 《International Journal of Disability, Development & Education》2017,64(4):368-377
A preliminary study was conducted to investigate the physical activity status of parents of children with autism spectrum disorder (ASD) and related demographic characteristics. Thirty-four parents completed the IPAQ-S and demographic survey. Mean metabolic equivalent-minutes per week (MET-min/week) across participants was 3371. Significant correlations were found between parent’s age and moderate (τ = .287, p = .034) and vigorous (τ = .318, p = .020) physical activity minutes as well as vigorous (τ = .308, p = .021) and total (τ = .366, p = .005) MET-min/week. Similarly, significant correlations were found between child’s age and walking minutes (τ = .412, p = .002), walking MET-min/week (τ = .380, p = .005) and total MET-min/week (τ = .342, p = .010). This study provides current evidence about the physical activity participation of parents of children with ASD, and demonstrates a need for further research exploring barriers and facilitators towards physical activity for this population. 相似文献
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Karen Rattenborg Aimée Kleisner Walker Jan Miller-Heyl 《Early education and development》2019,30(3):315-336
Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education. 相似文献
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Vanessa Moulton Eirini Flouri Heather Joshi Alice Sullivan 《British Journal of Sociology of Education》2017,38(4):500-517
Social class mobility from grandparent to grandchild is a relatively neglected topic. Grandparents today are often healthier and more active, and have longer relationships with their grandchildren than in previous generations. We used data from the UK’s Millennium Cohort Study (n = 8570) to investigate the influence of maternal and paternal grandparents’ social class on the aspirations of children at age seven. Using path analysis and controlling for family income, mother’s and father’s education, lone motherhood, and child’s ethnicity and gender, we found very small direct effects from the paternal grandmother’s social class to the grandchild’s classed aspirations, and small, indirect effects, via parents’ class, of grandparents’ class on child’s classed aspirations. Multi-group analyses found few differences by ethnicity and gender. There was no evidence that, at this age, mixed-class parentage raises the aspirations of working-class children (the ‘sunken middle-class’ hypothesis). 相似文献
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Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source – teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students’ (a) trust in the teacher, (b) well-being in the learning environment and (c) identification of confusion and errors for the purpose of learning, assessment and feedback. A sample of 101 undergraduate students was randomly assigned to either an intervention (n = 51) or control (n = 50) condition in Elementary Statistics. Results indicated that a pedagogical alliance could be created to enhance student trust in the instructor, leading students to report greater well-being and a higher number of potential areas of confusion in their understanding of new content material relative to a control group. These results have implications for formative feedback, assessments, and by extension learning outcomes. 相似文献
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This article presents the findings from a teacher intervention in Dutch kindergartens aimed at improving teachers’ differentiation practices (DP) to better anticipate student differences. The intervention was designed to improve the match between student levels and curricular activities, in particular for high-ability students and consists of three components. A pretest–posttest cluster randomised design was used with three conditions: control (n = 34), pilot intervention (n = 32) and improved intervention (n = 34). Quantitative results demonstrate that the intervention fidelity was relatively high in the improved intervention. Correlations confirmed that teacher-reported DP were higher in schools where the intervention was more completely implemented. DP were enhanced in both intervention conditions, but showed greater improvement in the improved intervention. Qualitative data revealed process characteristics that reflect problems schools encounter with this intervention. Teachers can be supported in improving DP, but this requires school-wide intensive and long support. 相似文献
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Marta Giménez-Dasí Marta Fernández-Sánchez Laura Quintanilla 《Early education and development》2013,24(8):1128-1144
Research Findings: The goal of this study was to determine the efficacy of an educational intervention program to improve emotion knowledge, emotion regulation, and social competence in 2-year-old Spanish children. This study makes two original contributions because there are no validated education programs for such young children and because it aims to show how an intervention focused on emotion-related aspects affects children’s social competence. The pilot study was conducted on 57 Spanish 2-year-olds divided into an experimental group (n = 38) and a control group (n = 19). The children were assessed for overall development, emotion knowledge, emotion regulation, and social competence before and after the intervention. The program was carried out in the classroom in 30-min weekly sessions over a 6-month period. The findings showed significant progress in emotion knowledge and social competence as well as slight progress in emotion regulation. Practice or Policy: Our results show that emotions should be part of the curriculum starting in early childhood. On the one hand, 2-year-olds can benefit from planned interventions that improve social competence through emotion knowledge. On the other hand, 24 months is developmentally speaking the perfect age to start acquiring emotion knowledge through the simplest components. 相似文献
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Susan T. Skidmore Hsien-Yuan Hsu Matthew Fuller 《Assessment & Evaluation in Higher Education》2018,43(8):1241-1257
The purpose of the present study was to investigate how faculty members coalesce into distinguishable groups in terms of their perceived cultures of assessment at their respective institutions. To date, although researchers have posited the existence of various cultures of assessment, no study to our knowledge has empirically demonstrated the presence of these unobserved (latent) cultures analytically. Accordingly, a latent profile analysis was conducted using Mplus to identify these unobserved groups based on faculty (n = 1148) members’ responses to 12 items (6-point Likert scale) selected from the 2014 Faculty Survey of Assessment Culture. The resulting 4-class solution, including a previously unidentified group, was confirmed by the Lo-Mendell-Rubin Adjusted Likelihood Ratio Test: Culture of Student Learning (n = 502); Evolving Student Learning Culture (n = 398); Culture of Compliance (n = 168); and Culture of Fear (n = 80). Characteristics of each class are described and the prevalence of each class by type of degree granting institution and primary discipline is provided. 相似文献