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1.
Many U.S. students must pass a standards-based exit exam to earn a high school diploma. The degree to which exit exams and state standards properly signal to students their preparedness for postsecondary schooling has been questioned. The alignment of test scores with college grades for students at the University of Arizona (n = 2,667) who took the Arizona high school exams was ascertained in this study. The pass/fail signal accuracy of test scores varied depending on subject: The writing cut score was well aligned with collegiate performance, the reading cut score was below expectations, and the mathematics cut score was set quite rigorously. High school content and performance standards might not be as diluted as prior research has suggested. 相似文献
2.
The K‐5 reading standards within the English Language Arts Common Core State Standards provide guidance to teachers about grade level expectations for students. Though the authors of the standards acknowledge that some students may experience difficulty reaching the rigorous expectations, they explain that the standards outline a pathway to proficiency for all students, including those who struggle with literacy. Students with learning disabilities, who often have significant literacy difficulties, may face particular challenges when their instruction is framed by these standards. This article unpacks the complex K‐5 reading standards and provides a discussion of the implications for students with learning disabilities and their general and special education teachers. Examples from K‐5 lessons and recommendations for teachers and researchers are provided. 相似文献
3.
《教育实用测度》2013,26(4):403-410
Providing an equal education for the 3.5 million children who do not have a sufficient knowledge of the English language and to help them participate fully in mainstream classrooms is a growing challenge for U.S. public schools. Education reform and accountability initiatives in several states are beginning to include limited English proficient (LEP) students in their assessment efforts. Educators recognize the importance of maintaining rigorous standards and high expectations for language minority students. Legal mandates require periodic assessments of LEP students' progress and the allocation of additional resources where needed. Texas leads the country in bringing about academic accountability for LEP students-through evaluating and reporting annually on their progress in English-language literacy and in their learning of school subjects, and by documenting the steady growth in successful performance on state tests by this special population. 相似文献
4.
Questions remain about how to best prepare students to be environmentally literate. Although Canada and U.S. share similarities in education systems, diversity in student population, and historical roots in formalizing environmental education, Canada is one of the top performing countries in international science assessments while U.S. matches average performing countries. This study examined the relationship of individual and school-related factors to environmental literacy by comparing students’ performances in knowledge, awareness, attitudes, and behavior about environmental issues between U.S. and Canada using PISA 2006. Findings suggest that knowledge, awareness, attitudes, and behavior are inter-related, and development of certain domains of environmental literacy may be enhanced by classroom student investigations. Prior explanations for U.S. lower performance in environmental literacy cannot be attributed only to low socio-economic status and student diversity. 相似文献
5.
BACKGROUND CHARACTERISTICS AS PREDICTORS OF ACADEMIC SELF-CONFIDENCE AND ACADEMIC SELF-EFFICACY AMONG GRADUATE SCIENCE AND ENGINEERING STUDENTS 总被引：1，自引：0，他引：1
This study uses data from the 1995-96 Graduate Experience Project to explore differences among, and possible predictors of, academic self-confidence, academic self-efficacy, and outcome expectations of entering graduate students in science and engineering. The results suggest that at time of entry, women and U.S. minority graduate students entered with similar academic credentials and academic expectations as their Anglo male peers. Further, gender was not found to be a significant factor in predicting academic self-confidence, academic self-efficacy, or careerrelated outcome expectations. Rather, student perceptions of academic preparedness, status-related disadvantages, and expectations about faculty/student interactions emerged as significant predictors of academic self-efficacy and career-related outcome expectations. 相似文献
6.
一般认为,美国的基础教育是素质教育的典范,似乎在美国的中小学校是不重视或不需要考试的,但是,经过实地访问及查阅大量的官方资料后发现,美国中小学生要参加的学业测试类型、次数和级别,与我国同学段学生相比,有过之而无不及。美国学生学业水平测试正呈现普遍性、多样性、标准性、开放性和绩效性的特点,也具有意义在强化、频度在增加、级别在提高的趋势。 相似文献
7.
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
8.
This study raises the question what makes school texts comprehensible by analyzing whether students’ genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read one of four text versions with similar content, but different degrees of local and global text cohesion. The four more or less cohesive texts were introduced as literary texts (part of a story) or as expository texts (newspaper article), although the different genres were only purported and the texts contained both literary and expository passages. Reading comprehension was assessed with multiple-choice-items, semi-open, and open-ended questions. Results demonstrate that global cohesion was profitable for reading comprehension with expository expectations, but not with literary ones. Local text cohesion and both forms of cohesion in combination did not interact with students’ genre expectations and had no main effect on comprehension. When students reading skills and prior knowledge were considered, the interaction was still apparent. Moreover, students with lower levels of reading skills tended to profit especially from texts with global cohesion, whereas the readers with higher reading skills achieved equal means in reading comprehension irrespective of the degree of global text cohesion. The findings are discussed with respect to theoretical aspects of text–reader-interactions, cognitive and emotional components of genre expectations, and the composition and instruction of comprehensible school texts. 相似文献
9.
P. Sean Smith Jennifer A. Torsiglieri R. Keith Esch Joan D. Pasley 《International Journal of Science Education》2013,35(13):1830-1845
ABSTRACTThe tension between mandated curricula and students’ interests is evident throughout the history of science education. Societal expectations for student learning often lead to standards and curricula that leave little room for students to explore their own individual interests. Occasionally, however, an event can capture the interest of so many students that teachers feel compelled to respond. The Ebola outbreak of 2014 was such an event. This article discusses findings from a study of teacher decision-making; specifically, it explores how high school science teachers in the U.S. decided whether and how they should address Ebola during the 2014–2015 school year, when the Ebola outbreak in West Africa was at its peak. Approximately 2500 teachers of science responded to an online questionnaire that addressed their Ebola-specific instruction. In comparing the decisions of those who taught about Ebola and those who did not, the study found that teachers weighed various factors, in particular student interest but also curriculum standards, time, and availability of resources for teaching about Ebola. The article concludes with implications for future urgent health-related issues. 相似文献
10.
Expectations of and Attitudes toward Counseling: A Comparison of Asian International and U.S. Graduate Students 总被引：1，自引：1，他引：0
Eunju Yoon David A. Jepsen 《International journal for the advancement of counseling》2008,30(2):116-127
This study examined Asian international graduate students’ expectations of and attitudes toward counseling by using U.S. graduate
students as a comparative reference group. Survey data from 189 Asian international and 186 U.S. students were subject to
analyses. Results indicated that Asian international students, in comparison with U.S. students, indicated less exposure to
counseling, less self-perceived need for counseling, greater discomfort/shame with counseling, less openness to counseling,
a greater preference for a directive style, and a greater preference for a flexible counseling format. Language and cultural
concerns were barriers to seeking counseling. Implications for culturally responsive services were discussed. 相似文献
11.
《Journal of Marketing for HIGHER EDUCATION》2013,23(1):17-32
ABSTRACT International students represent a growing market segment for colleges and universities in the U.S. As universities begin to target international students, it will become imperative that university administrators and faculty understand what these students expect once they arrive on campus. The present study, utilizing 686 U.S. and 338 Australian business students was designed to explore university service expectations from a cross-cultural perspective. Results indicate that expectations of Australian students are greater than those of U.S students on three dimensions of service quality. Implications for university administrators and faculty, along with future directions, are discussed. 相似文献
12.
Joanne K. Olson 《Science & Education》2018,27(7-8):637-660
Understanding the nature of science (NOS) has long been a desired outcome of science education, despite ongoing disagreements about the content, structure, and focus of NOS expectations. Addressing the concern that teachers likely focus only on student learning expectations appearing in standards documents, this study examines the current state of NOS in science education standards documents from nine diverse countries to determine the overt NOS learning expectations that appeared, NOS statements provided near those learning expectations, but not identified as learning outcomes (such as chart column headers or footnotes), and NOS statements found in ancillary text (e.g., introductory material or appendices). Findings indicate that NOS ideas rarely occur as expectations for student learning and are far more commonly found in ancillary material. Moreover, consensus was not apparent in the overt learning outcomes for students. Given the well-documented poor state of NOS instruction and the consistent lack of NOS appearing in published curriculum materials, the NOS standards appearing in nearly all documents analyzed are unlikely to provide sufficient conceptual or pedagogical support for NOS to be accurately interpreted or translated into meaningful experiences for students. 相似文献
13.
Eun Young Kang John William McKenna Sarah Arden Stephen Ciullo 《Learning disabilities research & practice》2016,31(1):22-33
In this systematic review of literature that spans 1975–2015, integrated reading and writing interventions for students with learning disabilities (LD) or students with academic difficulties were evaluated to understand the extant research, identify encouraging practices, and guide future research. Ten studies met inclusion criteria and each study was evaluated according to the relevant What Works Clearinghouse (WWC) design standards. Eight of the 10 investigations were conducted with students in grades 4–8. While only 4 of the 10 studies met WWC design with or without reservations, results from these studies are encouraging. Study findings suggest several areas for immediate future research relating to methodological and treatment variables and considerations for classroom instruction in order to respond to advanced expectations for the successful integration of reading and writing across subjects. In addition to employing stronger experimental designs and additional replications of encouraging studies, future research should explore the utility of integrated reading and writing interventions with secondary students with who have academic difficulties. 相似文献
14.
Although extensive basic research has been carried out on children’s metacognition, little is known about teachers’ views of their students’ cognitive and metacognitive skills in reading. The ways in which teachers expected their children to use, or to know how to use, certain reading skills are examined in this study. A questionnaire on reading components (strategies, knowledge and behaviour) was completed by 45 teachers in Grades 3, 5 and 7. In this questionnaire teachers were asked to make judgements about whether or not students of high, average and low ability levels in their classes would be likely to show these skills. An analysis of variance (grade×ability×component) revealed a significant interaction between ability and component. There was much greater variability in the three components for the low and average levels of ability. The main effect for ability was significant. The highest expectations of teachers were for high‐ability students in all the three groups of items, followed by average and low‐ability students. The main effect for component was also significant for knowledge. There was no significant difference between the grades. However, teachers hold equivalent performance expectations for high‐ability students in each of the three components, but for average and low‐ability groups, expectations were higher for knowledge than strategy and behaviour. 相似文献
15.
Robyn Yucel Fiona L. Bird Jodie Young Tania Blanksby 《Assessment & Evaluation in Higher Education》2014,39(8):971-986
Lack of clarity about assessment criteria and standards is a source of anxiety for many first-year university students. The Developing Understanding of Assessment for Learning (DUAL) programme was designed as a staged approach to gradually familiarise students with expectations, and to provide opportunities for the development of the skills required to successfully complete assessment tasks. This paper investigated the students’ perceptions of the first two components of the DUAL programme, which assist first-year biology students to engage with stated assessment criteria and standards in order to develop their capacity to make judgements about scientific report exemplars, their peers’ scientific reports and ultimately their own. The study found strong evidence (96% of responses) that the marking and discussion of exemplar reports with peers and demonstrators clarified expectations of scientific report writing. A key feature of this element of DUAL was the opportunity for structured discussion about assessment criteria and standards between peers and markers (demonstrators). During these discussions, students can clarify explicit statements and develop a tacit knowledge base to enhance their ability to judge the quality of others’ work and their own. The peer review exercise (the second element of DUAL) was not rated as highly, with 65% of students finding the process helpful for improving their report. The negative reactions by a sizeable minority of students highlight the need to clearly communicate the expectations and benefits of peer review, with a focus on how the process of giving feedback to peers might benefit a student as much as receiving feedback on their own report. 相似文献
16.
Charles Haynes Ed.D. Pamela Hook Ph.D. Paul Macaruso Ph.D. Etsuko Muta M.Ed. Yoichi Hayashi M.A. Junko Kato M.D. Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238
This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their
classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of
their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s
abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall,
U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences
were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children
as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received
higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading
to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems
and cultural expectations. 相似文献
17.
Substantial growth in the numbers of English language learners (ELLs) in the United States and Canada in recent years has significantly affected the educational systems of both countries. This article focuses on critical issues and concerns related to the assessment of ELLs in U.S. and Canadian schools and emphasizes assessment approaches for test developers and decision makers that will facilitate increased equity, meaningfulness, and accuracy in assessment and accountability efforts. It begins by examining the crucial issue of defining ELLs as a group. Next, it examines the impact of testing originating from the No Child Left Behind Act of 2001 (NCLB) in the U.S. and government‐mandated standards‐driven testing in Canada by briefly describing each country's respective legislated testing requirements and outlining their consequences at several levels. Finally, the authors identify key points that test developers and decision makers in both contexts should consider in testing this ever‐increasing group of students. 相似文献
18.
若干留学大国的留学生辅助项目研究 总被引：4，自引：0，他引：4
文章介绍了美国、加拿大和澳大利亚等留学大国的留学生辅助项目。研究表明，留学生辅助项目的确能够帮助留学生缩短文化适应期，减弱甚至克服文化冲击带来的各种不适。目前中国大学中，留学生学习和生活方面的辅助项目要么没有，要么非常肤浅，不能满足留学生的现实需要。随着来华留学生人数越来越多，留学生辅助指导工作也越来越重要。比较和借鉴接收留学生的大国比较成熟和系统的留学生辅助指导措施，对我们大力发展留学生教育有着重要的现实作用。 相似文献
19.
张翀 《南昌教育学院学报》2011,26(6):165-165,167
＂掌握学习＂教学理论是由美国当代著名的教育家和心理学家本杰明.S.布卢姆（Benjamin.S.Bloom）于20世纪60年代末期在美国提出的一种＂人人都能学习＂的教学理论。它是一种群体教学与个别教学相结合,有关教与学的乐观主义教学理论。培养学生终身学习的兴趣,从而大面积提高大学英语阅读能力。 相似文献
20.
The Dual Perspective Inventory was implemented to measure the diversity awareness of first‐year MSW students at a university in the western U.S. Data were collected at the beginning of the first semester from students who enrolled in a course on diversity, and again at the end of the semester when the students were about to complete the course. The mean scores of both the before and after surveys indicated that the average MSW student had an acceptable level of diversity awareness and that their awareness increased during the semester. Findings also showed that students who were racial minorities, GLBT, disabled, and/or of non‐U.S. origin had a higher level of awareness than students from the dominant culture (white heterosexual nondisabled and U.S. native) in the after survey, as well as a greater increase in awareness level over the course of the semester. 相似文献