共查询到20条相似文献，搜索用时 31 毫秒
1.
Data from the Early Childhood Longitudinal Study, Kindergarten Cohort were used to examine the extent to which early parenting predicted African American children's kindergarten social–emotional functioning. Teachers rated children's classroom social–emotional functioning in four areas (i.e., approaches to learning, self‐control, interpersonal skills, and externalizing behaviors). Mothers completed self‐report questionnaires assessing their home‐based parenting practices (i.e., warmth and home learning stimulation). Hierarchical regression analyses revealed that mothers who engaged in more frequent home learning stimulation (e.g., shared book reading) had children with more positive teacher ratings of approaches to learning, self‐control, interpersonal skills, and fewer externalizing behaviors. Notably, demographic characteristics also contributed to children's social–emotional functioning. Specifically, African American girls from more affluent, two‐parent homes with highly educated mothers had the most positive ratings of classroom social–emotional functioning across all four dimensions. 相似文献
2.
This study had the goal of investigating the association among elementary students' (N = 276) science and math beliefs and the relationship between those beliefs and teachers' ratings of mathematical and science understanding. Results of structural path analysis indicate that in science, intellectual risk‐taking (IRT; the willingness to share tentative ideas, ask questions, attempting to do, and learn new things) was positively related to teachers' ratings of science understanding, while creative self‐efficacy (CSE) beliefs (i.e., students' confidence in their ability to generate ideas and solutions in science) were indirectly related (working through IRT). Results also indicate that students' scientific certainty beliefs (i.e., the belief that science knowledge is stable, fixed, and represented by correct answers) were negatively related to teachers' ratings of science understanding. With respect to math, results indicate that students' CSE beliefs were positively related to teachers' ratings of math understanding; whereas students' mathematical source beliefs (i.e., believing that math knowledge originates from external sources) were negatively related. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 942–960, 2012 相似文献
3.
Suzanne Woods‐Groves Taehoon Choi Allison Leigh Bruhn Josephine Fernando 《Psychology in the schools》2019,56(9):1434-1454
This study examined the relationship of teachers’ ratings of students’ 21st century skills (i.e., persistence, curiosity, externalizing and internalizing affect, and cognition) via the Human Behavior Rating Scale: Brief (HBRS: Brief; Eaves & Woods‐Groves, 2011) with student performance. Midwestern K‐11 teachers (n = 96) rated students (n = 1,689) via the HBRS: Brief and the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997). Students’ academic (i.e., standardized tests) and behavioral (i.e., office discipline referrals [ODRs] and absences) performance was compared with HBRS: Brief ratings. Hierarchical linear modeling revealed that teachers’ ratings of students’ 21st century skills were related to the following: (a) Persistence with SDQ conduct problems, academic performance, and absences; (b) curiosity with SDQ emotional symptoms; (c) externalizing affect with SDQ conduct problems, academic performance, and ODRs; (d) internalizing affect with SDQ emotional symptoms and academic performance, and (e) cognition with academics. 相似文献
4.
《教育实用测度》2013,26(2):123-136
College students use information about upcoming tests, including the item formats to be used, to guide their study strategies and allocation of effort, but little is known about how students perceive item formats. In this study, college students rated the dissimilarity of pairs of common item formats (true/false, multiple choice, essay, fill-in-the-blank, matching, short answer, analogy, and arrangement). A multidimensional scaling model with individual differences (INDSCAL) was fit to the data of 11 1 students and suggested that they were using two dimensions to distinguish among these formats. One dimension separated supply from selection items, and the formats' positions on the dimension were related to ratings of difficulty, review time allocated, objectivity, and recognition (as opposed to recall) required. The second dimension ordered item formats from those with few options from which to choose (e.g., true/false) or brief responses (e.g., fill-in-the-blank), to those with many options from which to choose (e.g., matching) or long responses (e.g., essay). These student perceptions are likely to mediate the impact of classroom evaluation on student study strategies and allocation of effort. 相似文献
5.
This study examines whether parent ratings of children's numeracy skills are more related to direct assessments of corresponding skills, broad numeracy, or other cognitive skills, to inform how to best utilize parent ratings in research. Children in the sample (N = 129) ranged from 3.07 to 5.95 years old and 52.3% were male. Most (81%) of the children were White. Parents rated their children's counting, arithmetic, and numeral identification skills. Children were directly assessed on these skills, broad numeracy, and other cognitive skills (i.e., expressive vocabulary, executive function). Parent ratings of children's numeracy abilities varied in terms of whether they were more related to directly assessed corresponding skills or broad numeracy abilities. Aggregated parent ratings predicted broad numeracy abilities more than other cognitive skills, providing evidence for discriminant validity. Findings inform how parent ratings may be used when children cannot be directly assessed, such as when large-scale parent surveys are used. 相似文献
6.
《The Internet and Higher Education》2006,9(1):63-75
This study examined 68 Web sources selected by 19 second-language (L2) students while preparing to write research papers. Students submitted an annotated bibliography consisting of ten sources from print or electronic media. Each Web source was classified according to type (e.g., news or advocacy). Of the 68 sites, 29 were considered conventional, i.e., similar to materials housed in libraries (e.g., books and journal articles), and eight were “dead” links. The remaining 33 were rated unconventional, consisting of materials from interest groups, commercial enterprises, and informal academic materials. This paper presents an assessment of the 33 unconventional sites based on WATCH, a rating scale consisting of four broad criteria: author's reputation; the site's objectivity; its academic rigor; and the transparency of its publishing information (Stapleton, P., and Helms-Park, R. (in press). Evaluating Web sources in an EAP course: Introducing a multi-trait instrument for feedback and assessment. English for Specific Purposes). In addition, the paper analyzes seven unconventional sources to illustrate the need to focus on Website evaluation skills in academic contexts. 相似文献
7.
When practitioners use modern measurement models to evaluate rating quality, they commonly examine rater fit statistics that summarize how well each rater's ratings fit the expectations of the measurement model. Essentially, this approach involves examining the unexpected ratings that each misfitting rater assigned (i.e., carrying out analyses of standardized residuals). One can create plots of the standardized residuals, isolating those that resulted from raters’ ratings of particular subgroups. Practitioners can then examine the plots to identify raters who did not maintain a uniform level of severity when they assessed various subgroups (i.e., exhibited evidence of differential rater functioning). In this study, we analyzed simulated and real data to explore the utility of this between‐subgroup fit approach. We used standardized between‐subgroup outfit statistics to identify misfitting raters and the corresponding plots of their standardized residuals to determine whether there were any identifiable patterns in each rater's misfitting ratings related to subgroups. 相似文献
8.
Self‐efficacy is defined as a person's beliefs in his or her own abilities to successfully complete a task and has been shown to influence student motivation and academic behaviors. More specifically, anatomical self‐efficacy is defined as an individual's judgment of his or her ability to successfully complete tasks related to the anatomy curriculum; these include dissecting, learning anatomical concepts, and applying anatomical knowledge to clinical situations. The purpose of this study was to investigate the influence of anatomical self‐efficacy on the academic performance of students enrolled in a medical gross anatomy course. To obtain students' anatomical self‐efficacy ratings, surveys containing the same anatomical self‐efficacy instrument were completed by first‐year medical students at a southeastern United States allopathic medical school after each of four gross anatomy assessments. Additional data collected included student demographic information, Medical College Admission Test® (MCAT®) scores, and anatomy assessment scores, both written examination and laboratory practical. To investigate the potential predictive nature of self‐efficacy for academic performance on both the written examination and the laboratory practical components of medical anatomy assessments, hierarchical linear regression analyses were conducted. For these analyses, academic ability (defined as the sum of the physical sciences and biological sciences MCAT scores) was controlled. The results of the hierarchical linear regressions indicated that all four laboratory practical scores were predicted by the corresponding self‐efficacy ratings, while two (i.e., thorax/abdomen and pelvis/lower limb) of the four written examination scores were predicted by the corresponding self‐efficacy ratings (P ≤ 0.05). Anat Sci Educ. © 2012 American Association of Anatomists. 相似文献
9.
Rashmita S. Mistry Christia S. Brown Elizabeth S. White Kirby A. Chow Cari Gillen‐O'Neel 《Child development》2015,86(5):1653-1671
The current study examined children's identification and reasoning about their subjective social status (SSS), their beliefs about social class groups (i.e., the poor, middle class, and rich), and the associations between the two. Study participants were 117 10‐ to 12‐year‐old children of diverse racial, ethnic, and socioeconomic backgrounds attending a laboratory elementary school in Southern California. Results indicated that children's SSS ratings correlated with indicators of family socioeconomic status and were informed by material possessions, lifestyle characteristics, and social and societal comparisons. Children rated the poor as having fewer positive attributes and more negative attributes than the middle class, and fewer positive attributes than the rich. Lower SSS children held less positive attitudes toward the poor than children with middle SSS ratings. 相似文献
10.
Tracey Winning Elaine Lim Grant Townsend 《Assessment & Evaluation in Higher Education》2005,30(5):489-505
Dental students in third (n?=?35) and fifth years (n?=?50) at Adelaide and Trinity College Dental Schools were surveyed about their experiences of assessment and their perceptions of the importance of particular aspects of assessment. Students reported on their assessment experience within their programmes by describing a critical assessment incident and their response to it, and also rated assessment purposes and features using a 5‐point Likert scale of relative importance. The students described a range of assessment methods, including group assignments, vivas, laboratory assessment, and problem‐based learning tutorials, but written examinations/tests and clinical assessment were discussed most frequently. Negative assessment experiences were commonly noted. The two most frequently raised issues were lack of congruence between student and staff perceptions of performance, and not receiving adequate feedback. There were no significant differences between years or schools in students’ ratings of the importance of assessment purposes. Overall, the students rated the provision of feedback on learning and motivation for learning as the most important purposes (>?80%). Patient‐based scenarios were rated as the most important method for judging students’ learning (>?90%), whilst group‐work tasks were rated of little importance. Overall, students rated clear requirements and feedback as the most important characteristics for positive assessment outcomes. Students’ ratings of assessment purposes, characteristics and methods closely matched the features of good assessment practice found in the literature. However, their assessment experiences indicate the need for review of assessment in both schools, particularly related to student–staff expectations of performance levels, and the provision of feedback. 相似文献
11.
《教育实用测度》2013,26(3):281-299
The growing use of computers for test delivery, along with increased interest in performance assessments, has motivated test developers to develop automated systems for scoring complex constructed-response assessment formats. In this article, we add to the available information describing the performance of such automated scoring systems by reporting on generalizability analyses of expert ratings and computer-produced scores for a computer-delivered performance assessment of physicians' patient management skills. Two different automated scoring systems were examined. These automated systems produced scores that were approximately as generalizable as those produced by expert raters. Additional analyses also suggested that the traits assessed by the expert raters and the automated scoring systems were highly related (i.e., true correlations between test forms, across scoring methods, were approximately 1.0). In the appendix, we discuss methods for estimating this correlation, using ratings and scores produced by an automated system from a single test form. 相似文献
12.
Merce Garcia‐Mila Christopher Andersen Nubia E. Rojo 《International Journal of Science Education》2013,35(7):915-942
The present study examines the mutual interaction between students' writing and scientific reasoning among sixth‐grade students (age 11–12 years) engaged in scientific inquiry. The experimental task was designed to promote spontaneous record keeping compared to previous task designs by increasing the saliency of task requirements, with the design goal of making the relationship between record keeping and inquiry strategies more explicit and visible. Compared to previous studies, this new task design resulted both in a higher amount of record keeping overall and in a higher quality of information, which is interpreted to be a result of increased participants’ metatask and metastrategic knowledge arising from greater engagement with the task. The study found a significant relationship between the quality of students' record keeping and the inquiry strategies that were investigated. However, this relationship varied depending on the type of inquiry strategy. Strategies that are employed during the design of experiments (i.e., factorial combination strategy and control‐of‐variables strategy [CVS]) were statistically related to the number of complete comments (plans and intents), but not with the total number of comments. In contrast, the study found that for strategies employed while evaluating evidence (i.e., drawing inferences), student production of quality records is a necessary but not sufficient condition for effective evidence evaluation; in addition to recording high‐quality information, students must also review their records (both from design and evaluation phases). 相似文献
13.
In most U.S. schools, teachers are evaluated using observation of teaching practice (OTP). This study investigates rater effects on OTP ratings among 421 principals in an authentic teacher evaluation system. Many-facet Rasch analysis (MFR) using a block of shared ratings revealed that principals generally (a) differentiated between more and less effective teachers, (b) rated their teachers with leniency (i.e., overused higher rating categories), and (c) differentiated between teaching practices (e.g., Cognitive Engagement vs. Classroom Management) with minimal halo effect. Individual principals varied significantly in degree of leniency, and approximately 12% of principals exhibited severe rater bias. Implications for use of OTP ratings for evaluating teachers’ effectiveness are discussed. Strengths and limitations of MFR to analyze rater effects in OTP are also discussed. 相似文献
14.
The main purpose of this study was to explore preschool teachers' ratings of both the perceived importance of and their comfort levels implementing interventions for children with AD/HD. Participants included 138 teachers from licensed child care facilities. Teachers completed a questionnaire that required them to rate, on a 7‐point Likert‐type scale, the importance of 43 interventions and how comfortable they would be executing the strategy if asked to do so in the classroom. Overall, teachers concluded that the majority of the interventions were mostly important and believed they would be comfortable using the strategies. In addition, findings indicated that preschool teachers' importance and comfort ratings were highly correlated. Teacher variables (i.e., years of teaching experience, educational level, and having a student with AD/HD) were not correlated with, or discriminative of, comfort and importance ratings. The implications of these findings are discussed. © 2001 John Wiley & Sons, Inc. 相似文献
15.
Yi‐Fen Yeh Ying‐Shao Hsu Hsin‐Kai Wu Fu‐Kwun Hwang Tzu‐Chiang Lin 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):707-722
Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for discussing TPACK's possible composition or its practical applications. Considering that teachers' practical experiences should also be critical to the development of those teachers' knowledge, this study invited a research panel (six researchers) and an expert panel (54 science‐related educators) to propose and validate the framework of TPACK‐practical. After two rounds of anonymous communications that followed Delphi survey techniques, a total of eight dimensions of TPACK‐practical and corresponding indicators were identified and rated as having high levels of importance. Among these knowledge dimensions, the knowledge of direct information and communication technology uses for enhancing teachers' professionalism and students' conceptual comprehension was rated with a high level of importance. Also, disciplinary differences were found to exist between the different groups of experts. Biology teachers showed significantly higher ratings across all knowledge dimensions, whereas physics teachers' ratings were comparatively low. Such findings suggest that the structure and content of subject matter shapes not only the way they teach with technology but also the thinking logics they build longitudinally from their learning experiences. 相似文献
16.
Eva Oberle Alexander Gist Muthutantrige S. Cooray Joana B. R. Pinto 《Psychology in the schools》2020,57(11):1741-1756
The goal of the present study was to investigate the link between elementary school teacher burnout and students' perceptions of teacher social–emotional competence (SEC). A total of 676 Grades 4–7 students in 35 classrooms rated their classroom teachers' SEC. In addition, teachers self-reported their current level of experienced burnout at work (i.e., depersonalization and emotional exhaustion). Multilevel analyses revealed significant classroom-level variability (i.e., 34%) in student-ratings of teacher SEC. Teacher burnout significantly predicted student-rated teacher SEC, over and above significant student-level variables (school self-concept, sense of autonomy in the classroom) and contextual variables (teacher age, school neighborhood income). Specifically, higher levels of teacher burnout were related to receiving lower SEC ratings by students. Teacher burnout explained a significant portion of the classroom-level variability in student-rated teacher SEC. The present study emphasizes the link between teacher burnout and the SEC. Furthermore, given that teacher reports (burnout) were linked to student reports (teacher SEC), these findings also suggest that students notice stress in their classroom teacher. 相似文献
17.
Mark J. Sciutto Mark D. Terjesen Allison S. Bender Frank 《Psychology in the schools》2000,37(2):115-122
The present study examined teachers' knowledge and misperceptions of ADHD within three specific content areas: symptoms/diagnosis, treatment, and general information (e.g., course, prevalence). One hundred and forty‐nine elementary school teachers completed the Knowledge of Attention Deficit Disorders Scale (KADDS), a new instrument designed to measure specific areas of knowledge about ADHD. Teachers' scores on the symptoms/diagnosis subscale of the KADDS were significantly greater than scores on both the treatment and general information subscales. Teacher self‐efficacy, prior exposure to an ADHD child, and years of teaching experience were all positively related to ADHD knowledge. Analysis of individual KADDS items was conducted to differentiate concepts that teachers did not know from those concepts that they believed incorrectly (i.e., misconceptions). © 2000 John Wiley & Sons, Inc. 相似文献
18.
Using a sample of college students (N = 301), this study examined students' attributions about and explanations for teachers' expressions of anger in the classroom. These displays of anger were evaluated based on the extent to which they were aggressive (e.g., Distributive or Passive) or assertive (e.g., Integrative). Consistent with the fundamental attribution error, students assigned internal attributions to teachers who used Distributive Aggression (e.g., yell and scream) and Passive‐Aggression (e.g., show anger with cold looks) to a greater extent than teachers who were Assertive (i.e., calmly discuss the problem with the students). When students were asked to identify why they thought their teacher was angry, the overwhelming majority of reasons involved student‐related problems. In fact, the most frequently cited reason was Student Misbehaviors followed by Lack of Student Effort. Surprisingly, students acknowledge that something they did triggered the teacher's display of anger; however, consistent with fundamental attribution error, students still attributed the teacher's expression of anger to internal causes. The implications of these findings for negative emotional expressions in the instructional context in particular and for teacher‐student relationships in general are discussed. 相似文献
19.
Student evaluation of teaching (SET) ratings are used to evaluate faculty's teaching effectiveness based on a widespread belief that students learn more from highly rated professors. The key evidence cited in support of this belief are meta-analyses of multisection studies showing small-to-moderate correlations between SET ratings and student achievement (e.g., Cohen, 1980, Cohen, 1981; Feldman, 1989). We re-analyzed previously published meta-analyses of the multisection studies and found that their findings were an artifact of small sample sized studies and publication bias. Whereas the small sample sized studies showed large and moderate correlation, the large sample sized studies showed no or only minimal correlation between SET ratings and learning. Our up-to-date meta-analysis of all multisection studies revealed no significant correlations between the SET ratings and learning. These findings suggest that institutions focused on student learning and career success may want to abandon SET ratings as a measure of faculty's teaching effectiveness. 相似文献
20.
A first study by the authors found that publications in refereed (i.e., peer‐reviewed) serials were viewed as significantly more important in tenure and promotion decisions than publications in non‐refereed serials. Neither the title of the respondent (i.e., dean, chairman, co‐ordinator, director, or head) nor graduate designation (i.e., Master's degree‐granting versus doctoral degree‐granting institutions) affected the results. A further split by geographical regions (western versus central versus eastern Canada), by institutional designation within regions, and by holders of Canadian versus foreign doctorates did not significantly alter the original findings. Thus peer‐reviewed publications continue to have higher ratings than other publications in tenure and promotion decisions. Possible reasons for these findings are presented along with implications for future research. 相似文献