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1.
ABSTRACT

In higher education, students often misunderstand teachers’ written feedback. This is worrisome, since written feedback is the main form of feedback in higher education. Organising feedback conversations, in which feedback request forms and verbal feedback are used, is a promising intervention to prevent misunderstanding of written feedback. In this study a 2 × 2 factorial experiment (N = 128) was conducted to examine the effects of a feedback request form (with vs. without) and feedback mode (written vs. verbal feedback). Results showed that verbal feedback had a significantly higher impact on students’ feedback perception than written feedback; it did not improve students’ self-efficacy, or motivation. Feedback request forms did not improve students’ perceptions, self-efficacy, or motivation. Based on these results, we can conclude that students have positive feedback perceptions when teachers communicate their feedback verbally and more research is needed to investigate the use of feedback request forms.  相似文献   

2.
The achievement gaps between poor and more affluent students are persistent and chronic, as many students living in poverty are also members of more isolated communities where dialects such as African American English and Southern Vernacular English are often spoken. Non-mainstream dialect use is associated with weaker literacy achievement. The principal aims of the two experiments described in this paper were to examine whether second through fourth graders, who use home English in contexts where more formal school English is expected, can be taught to dialect shift between home and school English depending on context; and whether this leads to stronger writing and literacy outcomes. The results of two randomized controlled trials with students within classrooms randomly assigned to DAWS (Dialect Awareness, a program to explicitly teach dialect shifting), editing instruction, or a business as usual group revealed (1) that DAWS was more effective in promoting dialect shifting than instruction that did not explicitly contrast home and school English; and (2) that students in both studies who participated in DAWS were significantly more likely to use school English in contexts where it was expected on proximal and distal outcomes including narrative writing, morphosyntactic awareness, and reading comprehension. Implications for theory and practice are discussed.  相似文献   

3.
For 2 years we followed lower-performing English learner (EL) and native English speaking (non-EL) students who participated in an efficacy trial of a supplemental first-grade code-oriented intervention implemented by paraeducators. At the end of grade three, across all students (n = 180 of the original 187 students), treatment effects were maintained on word reading (approximate d = .45), spelling (.36) and reading comprehension (.24). However, treatment effects tended to be smaller for EL students, and were significantly smaller for spelling in particular. While pretest grade one word reading did not moderate treatment response for either ELs or non-ELs, it was found to strongly predict all three end-of- grade-three outcomes, although to a lesser extent for ELs on reading comprehension. Findings add support to previous research on the benefits of early code-oriented tutoring.  相似文献   

4.
The purpose of this study was to develop a valid and reliable Turkish version of the Friendship Activity Scale (FAS). Both the English and Turkish versions of the FAS were administered to 36 students to check for language equivalence. The Turkish version of the FAS was then administered to 226 students to ensure internal consistency, and to 61 students to test re-test reliability. The FAS and Adjective Check List (ACL) were administered to 49 students to check concurrent validity. There was a significant relationship between the English and Turkish versions of the FAS (r?=?.78), and there were no significant differences between the two measurements (p?<?.05). Cronbach Alpha Reliability of the FAS for the Turkish sample was .86. The Intraclass Correlation Coefficient of the repeated measurements of the FAS appeared to be sufficiently high (.89), and there were no significant differences between the mean values of two interval measurements (p?<?.05). The FAS significantly correlated with the ACL (r?=?0.58). The total item correlations of the FAS were acceptable, ranging between 0.26 and 0.65. In conclusion, the FAS appears to be a valid and reliable instrument for measuring the behavioral intentions of Turkish elementary school children, and their commitment to initiating a friendship with a peer with a disability.  相似文献   

5.
The study was designed to assess the effects of a student's race, dialect, and physical attractiveness on teachers' evaluations. The students were of two races, black and white; three physical attractivenss levels, high, middle, and low; and they spoke one of two dialects, Black English or Standard English. Sixty-eight, white, elementary school teachers listened to each student's response and rated the student in terms of personality, quality of response, and current and future academic abilities. Analysis of the results showed that all main effects and interactions were significant. Generally, black students, Black English-speaking students, and low attractive students were rated lower. The results also revealed that teachers' ratings in the different areas were highly consistent with one another. Discussion centered around the results' implications for determining the cause(s) of black children's failure in school. The results provide some support for attributing these children's academic failures to their race and dialect rather than to their actual performance.  相似文献   

6.
Abstract

The study to determine if concepts of school law could be effectively taught, using simulated materials presented audio-tutorially, to preservice teachers. A senior class of 219 students at Iowa State University was randomly divided into two groups. One group was taught school law concepts utilizing the traditional lecture method of instruction, the other was subjected to the A-T style of instruction. A pretest and posttest was administered to each group and the growth of each group over time was determined. The experimental (A-T) group showed a significantly greater (.01 level of confidence) increase in achievement than did the traditional group. Three factors and their interactions were considered in the experiment: achievement level of the student; possible student teaching experience, and group assignment. The only significant factor was group assignment, indicating that teaching technique was responsible for the difference in the learning rate of the two groups.  相似文献   

7.

The purpose of this research was to evaluate the effectiveness of developmental courses in a rural community college. The Stanford Diagnostic Reading Test, Blue Level, Form A, Stanford Test of Academic Skills English Subtest, Level 2, Form E, and the Stanford Diagnostic Mathematics Test, 3rd Edition, Blue Level, Form G were administered to two groups of entering freshmen in the fall of 1987. Group 1 included all students whose diagnostic test scores indicated a need for at least one developmental course. Group 2 consisted of all students whose diagnostic test scores did not indicate a need for developmental course work. Results indicated that there was a statistically significant difference in the mathematics mean Quality Point Averages with the developmental students attaining higher mean Quality Point Averages. There was no statistically significant difference between the two groups in English mean Quality Point Averages; however, developmental students obtained a higher Quality Point Average  相似文献   

8.
ABSTRACT

In this article, we explore oral and reading development in Spanish and English for a sample of 70 first grade Hispanic English-learning boys and girls receiving a longitudinal English intervention and a comparison group of 70 boys and girls. Students were assessed at the outset of kindergarten and first grade, and the exit of first grade. Results showed that, on average, treatment students scored significantly better in dual oracy and Spanish literacy than control students. Girls demonstrated a faster rate in dual reading comprehension than did their boy counterparts. When the effects of treatment and gender were jointly examined, it is apparent that the treatment effect contributed to a larger proportion of variance compared to gender.  相似文献   

9.
Abstract

A total of 256 black and 3009 white sophomore students in the four large Georgia universities were studied with regard to their reading test scores obtained during the 1982-83 Georgia Regents' Testing Program. Classification analyses showed that white students scored significantly higher on the reading subtests as well as apposite aptitude/achievement variables. The overlap of black and white student score distributions was consistent, though insignificant, on the aptitude/achievement variables as well as the reading subtests. The extant overlap, however, was significantly greater for black students on the reading subtests than with the aptitude/achievement variables, and these results were similar to those obtained with white students. Further, with the reading subtests, approximately 41% of the black students were misclassified as white students, while only 26% of the white students were misclassified as black students, and this difference in overlap was statistically significant. The study was regarded, to a limited extent, as a cohort extension of the NAEP studies and the results were compared to those findings.  相似文献   

10.
The issue of writing in accordance with the conventions of standard English usage is one which is becoming increasingly prominent, with changes in the National Curriculum in English reflecting concerns about correctness in language. The present study examines the writing of a group of Year 11 pupils to examine the nature of the deviance of their writing from standard English patterns and, in particular, to assess the impact of non‐standard dialect forms on their written work. Errors in writing are seen to be very largely attributable to difficulties with such aspects of the system as punctuation, spelling and other orthographic features. There is evidence of non‐standard dialect influences on grammar and vocabulary but these are relatively slight, and, it is argued, should not be the prime concern of teachers interested in meeting the demands of the National Curriculum with regard to writing.  相似文献   

11.
Two experiments examined the influence of dialect on the spelling of vowel sounds. British and Australian children (6 to 8 years) and university students wrote words whose unstressed vowel sound is spelled i or e and pronounced /I/ or /?/. Participants often (mis)spelled these vowel sounds as they pronounced them. When vowels were pronounced similarly in both dialects (e.g., comic, with /I/; fossil, with /?/), British and Australian writers wrote the correct spelling similarly often. For vowels pronounced as /I/ in British English but /?/ in Australian English and spelled with i (e.g., muffin), British writers correctly wrote i significantly more than Australian writers. For vowels with this same pronunciation pattern but spelled instead with e(e.g., rocket), Australian writers correctly wrote e significantly more often than British writers. Dialect-related phonological differences influenced the spelling of both beginning and skilled spellers across both familiar and unfamiliar words.  相似文献   

12.
Students in Cambridgeshire comprehensive schools and in Yamanashi junior high schools aged between 12 and 13 years were given the same questionnaires which explored their views on the nature of history and their experience of history teaching methods. They undertook a test on the creative use of four historical pictures dealing with life for black South Africans in the 1970s, a topic which none had studied at school. The English National Foundation for Educational Research non‐verbal test of intelligence was also administered. In spite of the fact that the use of sources and empathetic historical thinking do not form part of the Japanese historical curriculum, the Japanese students did not perform significantly worse than the English, for whom the interrogation of sources and the deployment of creative thinking are a normal part of the history curriculum. If Japanese teachers want to make a change in their students’ attainment in history, there will be no alteration until there is a change in attitude about the nature of history, the way it is taught and the manner in which is is assessed.  相似文献   

13.
Abstract

Fifth-grade students (N = 103) from 4 classrooms were administered a multiple-choice test of Piaget tasks (B. J. Wadsworth, 1996). Fifty of the students were identified as preoperational in their cognitive understanding. Two of the classrooms served as the experimental group for 24 identified students; 26 students were in 2 classrooms that served as the control group. The experimental group received special lessons and activities designed to increase abilities in concrete and abstract thinking. The school had a large Hispanic population; therefore, the students received the instruction in the language in which they demonstrated mastery. Students in the experimental group showed a significantly greater increase in concrete operations than did the control group. All the students in the 2 experimental classrooms indicated greater use of concrete operations than did the students in the 2 control classrooms.  相似文献   

14.
ABSTRACT

The authors examined the effects of team-based learning (TBL) implemented in Grade 8 social studies classes on student content acquisition. Twenty-four classes were randomly assigned to treatment or comparison blocking on teacher. In the treatment classes teachers integrated TBL practices in the content instruction. The authors examined teacher instruction in the treatment and comparison classes during implementation. Results indicated TBL was implemented only in treatment classes and teachers demonstrated a novice level of implementation. The authors then examined the effects of the treatment implementation on measures of content acquisition. Significant differences in favor of the treatment condition were noted in the number of accurate content ideas produced in a written essay (effect size = .31). A small effect (.16) was also observed in the number of supporting details students provided in the essay but was not statistically significant. There was no benefit of the treatment on a multiple-choice test of content knowledge.  相似文献   

15.
Abstract

Theories of self-concept usually maintain that the individual’s self-esteem is reflected in peer ratings. The purpose of this 6tudy is to isolate factore of self-esteem and of peer ratings and to determine significant relationships between the derived factors. Over two hundred elementary pupils were selected from two metropolitan areas.

Approximately half were black, disadvantaged pupils; the remainder were white with above average cultural advantages. The Coopersmith Self-Esteem Inventory (SEI) and a semantic differential (SD) were administered to all students. From a factor analysis of responses to the SEI, four factors of self-esteem and a lie scale emerged.

Three SD factors were obtained from a factor analysis of the peer ratings. One significant canonical correlation (.325 p = .01) resulted from the correlation of the three SD factor scores with scores on the five SEI factors. “Activity” dominated the relationship between peer feelings and self-concept dimensions.  相似文献   

16.

The Science Foundation Programme (SFP) was launched in 1991 at the University of Natal, Pietermaritzburg, South Africa in an attempt to equip a selected number of matriculants from historically disadvantaged schools with the skills, resources and self-confidence needed to embark on their tertiary studies. Previous research within the SFP biology component suggests that a major contributor to poor achievement and low retention rates among English second language (ESL) students in the Life Sciences is the inadequate background knowledge in natural history. In this study, SFP student background knowledge was assessed along a continuum of language dependency using a set of three probes. Improved student performance in each of the respective assessments examined the extent to which a sound natural history background facilitated meaningful learning relative to ESL proficiency. Student profiles and attitudes to biology were also examined. Results indicated that students did not perceive language to be a problem in biology. However, analysis of the student performance in the assessment probes indicated that, although the marine course provided the students with the background knowledge that they were initially lacking, they continued to perform better in the drawing and MCQ tools in the post-tests, suggesting that it is their inability to express themselves in the written form that hampers their development. These results have implications for curriculum development within the constructivist framework of the SFP.  相似文献   

17.
ABSTRACT

This study investigates the role of automated scoring and feedback in supporting students’ construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students’ written scientific argumentation occurred when they responded to structured argumentation prompts. After submitting the open-ended responses, students received scores generated by a scoring engine and written feedback associated with the scores in real-time. Using the log data that recorded argumentation scores as well as argument submission and revisions activities, we answer three research questions. First, how students behaved after receiving the feedback; second, whether and how students’ revisions improved their argumentation scores; and third, did item difficulties shift with the availability of the automated feedback. Results showed that the majority of students (77%) made revisions after receiving the feedback, and students with higher initial scores were more likely to revise their responses. Students who revised had significantly higher final scores than those who did not, and each revision was associated with an average increase of 0.55 on the final scores. Analysis on item difficulty shifts showed that written scientific argumentation became easier after students used the automated feedback.  相似文献   

18.
Abstract

The purpose of this study was to test Gagne’s hypothesis that attention to prerequisites should be more effective than repeated practice of a final task when learning intellectual skills. Ninety eighth-grade general science students studied self-instructional materials on the construction and interpretation of graphs. After each of three lessons each subject took a diagnostic test covering the objectives of the instruction. Subjects in Group 1 received additional instruction on prerequisites as remediation. Subjects in Group 2 received additional practice items as remediation, and subjects in Group 3 received no remedial activity. Students receiving remedial instruction did significantly better than those receiving only main-line instruction. Students receiving additional instruction on prerequisites did significantly better than those receiving additional practice items as remediation.  相似文献   

19.
Abstract

The effects of ninth graders' culture-specific schemata on their responses to multicultural literature were investigated. Data collected from students (N = 76) in 4 ninth-grade English honors classes included written responses to prompts on participants' (a) self-identified culture(s), (b) self-selected level of cultural development, and (c) responses to 3 multicultural stories. J. A. Banks's (1981, 1997) Typology of Ethnic Identity was adapted for use as a response measure. Findings revealed that students' self-ratings of cultural awareness were often accurate, that their awareness of their own cultural backgrounds sometimes aided in entering a literary text and sometimes did not, and that the students benefited from using typologies to analyze their own development and their responses to literature.  相似文献   

20.
Abstract

The effects on student performance and student attitudes of varying the instructional locus of control between students and teachers were investigated. A 2 X 2 factorial design was used that included either teacher regulation or student regulation of 1) the setting of weekly learning goals, and 2) the evaluation of weekly work. After a 4-week period, a mathematics achievement test and a student attitude survey were administered. Results indicated that although teachers set more individual learning goals for students, students who set their own learning goals attained more of them. Students tended to evaluate their work more favorably than teachers, and work evaluations from both teachers and students were higher for students who initially set their own learning goals. In addition, students who were given the opportunity to set their own learning goals reported better goal-setting ability than those for whom goals were externally imposed by the teacher. As predicted, the self-regulated goal setting and evaluation were found to be significantly related to attitudes, but not to mathematics achievement.  相似文献   

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