共查询到20条相似文献，搜索用时 31 毫秒
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Davewasgoodatallofhissubjectsexceptmaths．Hecouldnotunderstandwhattheteachertoldhim．＂Nevermind，＂Davetoldhimself．＂I’mgoodatothersubjects．I’llcheat（作弊）inthemathsexam．ThenI’llnotbeintrouble．I’llsitnexttotheboywhowasbestatmathsandcopydownhisanswers．＂BruceSmithwasalwaysatthetopoftheclassinmaths，soDavesatnexttohimwhentheexamcame．DavecopiedBruce’sanswersontohisownexampapercarefully．Attheendoftheexam，theteachercollected（收集）thepapersandgraded（打分）them．Thenhesaid，＂… 相似文献
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Tiina Turunen Noona Kiuru Elisa Poskiparta Pekka Niemi Jari-Erik Nurmi 《Scientific Studies of Reading》2013,17(2):161-177
ABSTRACTSchool bullying is associated with externalizing and internalizing problems, but little is known about whether reading difficulties also play a part. We asked how, in Grades 1 and 2, word reading skills and externalizing/internalizing problems predict the degree to which students are involved in bullying in Grade 3. Using a sample of 480 Finnish children (M age = 7 years 2 months at the beginning of the study), developmental profiles were identified using mixture modeling based on reading skills, as well as externalizing and internalizing problems. In Grade 3, one fifth of the students were involved in bullying as victims, bullies, or bully/victims. Poor readers with externalizing/internalizing problems were most involved as bullies and bully/victims but not as victims. Average readers with externalizing/internalizing problems were also involved in bullying, whereas students with only reading difficulties were not. Skilled readers displayed little externalizing/internalizing problems and were not involved in bullying. 相似文献
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When the grade distribution within a course shifts towards higher grades, it may be due to grade inflation or grade improvement. If the positive shift is accompanied by an increase in achievement or learning, it should be considered grade improvement, not grade inflation. Effective learning-centered teaching is designed to promote student learning due to increased responsibility for learning, engagement with course material, and opportunity for formative assessments prior to summative assessments of course learning outcomes, which leads to improved grades. We suggest ways that faculty members practicing learning-centered teaching can collect and analyze data to support increased learning and grade improvement. 相似文献
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How time flies! I am going to be in Grade Three now! The day comes much sooner than I have expected. 相似文献
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《The Journal of educational research》2012,105(2):73-86
ABSTRACT The authors examined the differential effects of teachers on female, minority, and low-socioeconomic status (SES) students’ achievement in Grade 4. They used data from a randomized experiment (Project STAR) and its follow-up study (LBS). Student outcomes included Grade 4 SAT scores in mathematics, reading, and science and student demographics included gender, race, and SES. The authors used multilevel models to determine how teacher effectiveness interacted with student gender, race, and SES. We also explored whether teacher effects were more pronounced in schools with high proportions of minority or female students. Results indicated that all students benefited from having effective teachers. The differential teacher effects on female, minority, and low-SES students’ achievement, however, were insignificant. There is some evidence in mathematics that teacher effects are more pronounced in high-minority schools. Finally, teacher effects seem to be consistent within and between schools. 相似文献
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This study examined the extent to which fifth-grade students participate in online argumentation and the argument patterns they produced about the inquiry-based investigations completed using the Science Writing Heuristic approach in their science classes. One hundred twenty-nine students from five classes of two teachers in a Midwestern public school completed two inquiry-based investigation units, one per semester, followed by asynchronous online discussions using the Moodle forum. Among the 129 students, 107 students produced 739 notes in the plant investigation online discussion and 111 students produced 686 notes in the human health investigation online discussion. Results indicate that students were actively engaged in the online discussions about inquiry investigations with comments being focused on providing more evidence and backing for claims and negotiating evidence in both investigations. The students also engaged in challenging and querying the test procedures and reference sources as the basis for evidence. Implications are discussed for science teaching and learning and further study on argument-based inquiry in online environments. 相似文献
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Satu Koivuhovi Mari-Pauliina Vainikainen Mira Kalalahti Markku Niemivirta 《Scandinavian Journal of Educational Research》2019,63(3):427-442
This study examined changes in pupils’ agency beliefs and control expectancy from grade four to grade six, and whether they were associated with studying in a class with a special emphasis on a subject as compared to studying in a class without emphasis. After controlling for the effects of mother’s education, prior school achievement, and gender, we found that the average pattern of change varied for different action-control beliefs, and that class membership did not moderate these changes. Mother’s education, pupils’ prior school achievement, and gender all predicted class membership, but their effects on action-control beliefs varied depending on the type of belief. Implications for educational policy will be discussed. 相似文献
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《The Journal of educational research》2012,105(8):378-381
AbstractThis investigation of 133 first grade Ss (25 percent Ilispano-75 percent Anglo and 50 percent male-50 percent female), found no significant correlations between objective scores of young children’s self-concept (SC) and their first or second grade reading achievement (RA). Moreover, SC correlations with other predictor variables, ethnic background (E), intelligence (IQ), and reading readiness (RR), were essentially zero. Only IQ, RR, and E were related to RA in a highly significant manner. At this age, RA, and possibly school in general, may not greatly influence the SC. Future investigation might profitably examine the change of SC as a function of age, mood, and stress. 相似文献
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Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science. To determine the current state of research on inquiry-based teaching in undergraduate biology laboratory courses, we reviewed the recent published literature on inquiry-based exercises. The majority of studies in our data set were in the subdisciplines of biochemistry, cell biology, developmental biology, genetics, and molecular biology. In addition, most exercises were guided inquiry, rather than open ended or research based. Almost 75% of the studies included assessment data, with two-thirds of these studies including multiple types of assessment data. However, few exercises were assessed in multiple courses or at multiple institutions. Furthermore, assessments were rarely based on published instruments. Although the results of the studies in our data set show a positive effect of inquiry-based teaching in biology laboratory courses on student learning gains, research that uses the same instrument across a range of courses and institutions is needed to determine whether these results can be generalized. 相似文献
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Leman Tarhan Hulya Ayar-Kayali Raziye Ozturk Urek Burcin Acar 《Research in Science Education》2008,38(3):285-300
This research study aims to examine the effectiveness of a problem-based learning (PBL) on 9th grade students’ understanding
of intermolecular forces (dipole–dipole forces, London dispersion forces and hydrogen bonding). The student’s alternate conceptions
about intermolecular bonding and their beliefs about PBL were also measured. Seventy-eight 9th grade students were stratified
by cognitive levels and then randomly assigned to experimental (PBL, 40 students) and control (lecture-style teaching, 38
students) groups. Following a preparatory lesson where activation and remediation of existing knowledge occur, a pre-test
was given, and no significant difference was found between the two groups of students (p > .05). After the instruction was completed, a post-test and also a questionnaire related to the quality of the problem,
the teacher’s role and group functioning were administered. Results from the post-test of both groups (p < .05) and questionnaire showed that PBL is affective on students’ achievement, remedying formation of alternate conceptions
and also social skills. 相似文献
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正教材分析:本套教材总体思路是以话题为纲,以交际功能为主线,通过会话交流、操练词汇、说唱玩演、角色扮演和完成任务等多样活动来学习英语的基础知识和基本技能。设计理念:英语课程倡导任务型的教学模式,引导学生自主学习、培养学生自主学习的习惯,给学生更多的展示和想象的空间,最终能够灵活使用日常用语及回答提问。 相似文献
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CPC是综合实践活动课程的英文缩写,它是从国外引进的一门课程。该课程注重学生的实践、创新、合作、情感等综合能力的培养。笔者回顾了自己在CPC课程中与八年级学生们一年的活动历程,引起了对孩子们的一些感触,既表达了笔者对活动的期望,也表达了对学生们的深情。在我们的生命长河中,也许它只占据了1%,我们也不用计算一生当中能有多少人可以陪伴我们度过365个春夏秋冬,因为年轻人的眼中永远都是阳光。相聚是缘,分 相似文献
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Sylvia Pantaleo 《Children‘s Literature in Education》2012,43(1):51-71
As art objects, picturebooks have the potential to contribute to readers’ aesthetic development. Many scholars and practitioners
have recognized how using picturebooks with older students can augment their reading motivation and extend their understanding
of visual elements of art and design, as well as develop their literacy, language, and thinking skills. The Red Tree (Tan, 2001) was one of the picturebooks used during two multifaceted, classroom-based research projects with Grade 7 students.
The studies explored how the students responded to and interpreted picturebooks and graphic novels with metafictive devices,
and examined how the students transferred their knowledge and understanding of various literary and art elements when creating
their own multimodal print texts. Overall, the content analysis of the students’ written responses to The Red Tree revealed an adoption of an “aesthetic attitude” (Doonan, Looking at Pictures in Picture Books, 1993, p. 11) towards the picturebook. The students’ responses reflected how they positioned themselves as active readers who looked
closely at Tan’s sophisticated and metaphorical paintings, and who embraced a co-authoring role as they interpreted the emotional
landscapes and textual fragments in the picturebook. The article concludes with a discussion of several pedagogical issues
associated with using picturebooks in middle years’ classrooms. 相似文献
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《Early education and development》2013,24(4):367-380
Two seemingly opposing positions on the stability of behavior related to activity are considered. The first position is that there is stability in activity level beginning very early in development. The second position is the "inversion of intensity" hypothesis, which posits that intense behavior in the newborn predicts low activity in the third year of life, and newborn behavior which is-lacking in intensity predicts high activity at this time. Paradoxically, support for both positions is found in the present study of girls and boys from birth to 6 years of age. 相似文献