The study is based on the concepts of the creativity theory of Wallach and Kogan (1970) and the capacity theory of Renzulli (1986) and Monks (1981) developed within the framework of humanistic and cognitive psychology.
The researcher analysed 6,000 drawings and the same number of oral statements produced by 643 children attending two types of pre‐schools and living in three different habitats. The research also covered teachers working with the 6‐year‐old children.
The following were used in the study: the test ‘Draw‐a‐Man’ of Goodenough; Guilford's tests of divergent thinking; Uszynska's Questionnaire of self‐estimation; The Schaefer's and Aaronson's Classroom Behaviour Inventory Pre‐school to Primary Scale; Popek's Questionnaire of Creative Behaviour ‘KANH’, and Uszynska's Questionnaire for parents.
The results of the research confirm a great differentiation of creative capacity levels of children and suggest that the most significant factors determining them are the pedagogic ones, which may directly or indirectly be influenced by the preschool teacher. 相似文献
Results were analysed and comparisons made between lessons that followed National Literacy Strategy or Numeracy guidelines and those that did not; between schools from different geographical contexts, e.g. rural or inner‐city; between classes where there was one, or more than one, adult present; between schools with different percentages of free school meals; and between a.m. and p.m. lessons.
A range of findings included higher rates of students being on‐task than found by previous studies, and correlations between high on‐task rates and teachers who used high levels of verbal behaviour including positive academic feedback. Teachers used three times more verbal approval for desired social behaviour in the classroom than has been reported in previous studies. It was found that teachers verbally interacted more with students during National Literacy and Numeracy Strategy lessons but that this did not lead to statistically significantly higher on‐task rate. Similarly, teachers in inner‐city schools interacted more with students, but on‐task rates in inner‐city schools were not significantly higher. Reasons for this effect are discussed. 相似文献
By giving the same examination under the same testing conditions to students, teachers and administrators generally believe that they are thereby being fair in their testing practice. However, if the same test situation debilitates the motivation and performance of some groups while increasing the motivation and performance of others, the assumption of fairness in standardised test procedure may be only illusory. Indeed, while stimuli in the test situation appear to be held constant from the examiner's point of view, they may interact with background variables to differentially affect levels of test performance (Cole and Bruner, 1970).
Two types of anxiety effects have been differentiated in the literature, namely debilitative and facilitative effects (Alpert and Haber, 1960).
The present study sets out to examine the effects of the following factors on oral reading comprehension test scores: (a) anxiety under varying test conditions, (b) students’ gender, (c) students’ native language, (d) the testing situation (individual vs. group), and (e) the relative difficulty of the English language texts.
Two studies were conducted during an advanced English reading course at Haifa University to examine these issues. Study One, based on a sample of 170 students, was designed to examine the affective, cognitive, and sociolinguistic correlates within the test situation. No meaningful relationship was observed between students’ attitudes and test performance. Study Two, using 112 students, was undertaken to examine the roles of anxiety, sociolinguistic background, and text difficulty within the oral testing situation in greater depth. Test scores were affected by gender and ethnic affiliation but not by text difficulty, reported level of anxiety, or group vs. individual testing situation. 相似文献
Methods: we undertook a pragmatic randomised controlled trial among pupils aged 11–12 within a single state comprehensive school in the North of England. The pupils were randomised to receive 10 hours of literacy learning delivered via laptop computers or to act as controls. Both groups received normal literacy learning. A pre‐test and two post‐tests were given in spelling and literacy. The main pre‐defined outcome was improvements in spelling scores.
Results: 155 pupils were randomly allocated, 77 to the ICT group and 78 to control. Four pupils left the school before post‐testing and 25 pupils did not have both pre‐ and post‐test data. Therefore, 63 and 67 pupils were included in the main analysis for the ICT and control groups respectively. After adjusting for pre‐test scores there was a slight increase in spelling scores, associated with the ICT intervention, but this was not statistically significant (0.954, 95% confidence interval (CI) – 1.83 to 3.74, p = 0.50). For reading scores there was a statistically significant decrease associated with the ICT intervention (?2.33, 95% CI ?0.96 to ?3.71, p = 0.001).
Conclusions: we found no evidence of a statistically significant benefit on spelling outcomes using a computer program for literacy learning. For reading there seemed to be a reduction in reading scores associated with the use of the program. All new literacy software needs to be tested in a rigorous trial before it is used routinely in schools. 相似文献
Purpose: This study aims to develop a NOSvs for assessing prospective teachers’ views of the nature of science and to analyse their psychometric properties.
Sample: A total of 565 prospective teachers participated in the study.
Design and methods: The Kaiser–Meyer–Olkin (KMO) Index and Bartlett’s Sphericity Test were used in this study. Confirmatory factor analysis (CFA) was performed to determine the construct validity of the scale. Cronbach’s Alpha (α) coefficient was calculated for the reliability of the study.
Results: It was consequently found that the KMO was larger than .50. That Bartlett’s Sphericity Test was also statistically significant. The items with item-total correlations smaller than .30 were removed from the scale. Cronbach’s α values calculated for each sub-scale were above .70. In consequence of the first CFA performed, fit indices were found to be below the expected level. For this reason, three more items with the least item-total correlations were removed from the scale. Following the CFA, the final form of the scale included 36 items and five sub-scales. 相似文献
Results suggested that the reading accuracy of the RD group was predictably weaker than that of the CAC group but equivalent to that of the RAC group. However, the reading speed of the RD group was significantly slower than the RAC group, who showed the same single word reading speed as the CAC group.
Slow and laboured decoding was found to compromise the reading comprehension of the RD group, whose listening comprehension performance was as good as the two other groups. The RD children performed poorly on phonological awareness tasks and naming speed. Naming speed was not an independent core feature of reading difficulties in the Greek language but was associated with a general phonological deficit.
It is recommended that diagnostic assessments for children with reading difficulties in Greek should include phonological awareness, single word reading and pseudoword reading tasks that measure both accuracy and speed. 相似文献
Methodology: An online survey was conducted among students of agricultural universities from Austria, Slovenia and Albania.
Findings: The results show that professors of agriculture from Austria, Slovenia and Albania should generally not be satisfied with their own communication patterns and should thus try to improve their communication. The result also reveals cultural differences in the shares of agriculture professors employing different communication patterns in Austria, Slovenia and Albania. Compared to Austrian and Slovenian students, their Albanian peers perceive that most of their professors use nonverbal immediacy communication. According to Austrian students, the majority of their professors use verbal immediacy. On the contrary, Albanian students assessed that some of their professors employ verbal immediacy.
Practical Implications: The results show the professors of agriculture should improve the way they communicate to students. In particular, the Albanian professors should improve their verbal communication especially in terms of providing timely and quality feedback to students.
Theoretical implications: The study reveals differences in immediacy communication among countries (Austria, Slovenia and Albania) which the scientific literature considers to have a high-context culture.
Originality/Value: Given that no study has yet examined how students perceive professors’ communication in different European countries, this research helps understand the characteristics of agricultural professors’ communication. 相似文献
The data was gathered in a longitudinal study design. Indicators of developmental level in four areas (motor characteristics, adaptive behaviour, language and personal‐social development) evaluated with the Gesell Developmental Schedules were used as developmental quotients. Adaptation to pre‐school setting was measured with the aid of Schaefer and Aaronson's Classroom Inventory Preschool to Primary Scale (CBI) and observations of children and interviews with parents and pre‐school teachers. The sample included 76 children aged 3 to 4 years of age (39 boys, 37 girls).
The results show that children display some behaviour disorders during the entry phase to pre‐school setting and that serious developmental disharmonies were accompanied by these disorders. 相似文献
Aims.
The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.
Sample.
The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.
Method.
The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.
Results.
When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.
Conclusion.
The results were considered to have implications for the origins and treatment of problem behaviour. 相似文献
Among those responding, ‘amount of information received' was found to be the single greatest contributor to perceived learning and satisfaction. Instructor non‐verbal behaviours and audio and video transmission also contributed significantly to perceived learning and satisfaction. Results indicated clearly mat direct face‐to‐face contact with instructors, and interpersonal rapport with other class participants, were less important than the amount of information transmitted in distance education courses. 相似文献
A study is reported in which the performance of 48 12‐year‐old subjects, drawn from nine classes in eight schools, was examined on five different writing tasks based on a common theme. Separate comparisons were made between matched pairs of good and poor spellers, and between males and females, on a number of performance measures. Results are discussed in terms of the characteristics of the different tasks and their effects on the performance of different groups of children. 相似文献
Purpose: The purposes of this study are (1) to develop and validate a four-tier misconception test to assess the misconceptions of pre-service physics teachers (PSPTs) about geometrical optics, and (2) to assess and identify PSPTs’ misconceptions about geometrical optics.
Sample: The Four-Tier Geometrical Optics Test (FTGOT) was developed based on findings from the interviews (n = 16), open-ended testing (n = 52), pilot testing (n = 53) and administered to 243 PSPTs from 12 state universities in Turkey.
Design and Methods: The first phase of the study was the development of a four-tier test. In the second phase of this study, a cross-sectional survey design was used.
Results: Validity of the FTGOT scores was established by means of some qualitative and quantitative methods. These are: (1) content and face validations by six experts; (2) Positive correlations between the PSPTs’ correct scores considering only first tiers of the FTGOT and their confidence score for this tier (r = .194) and between correct scores considering first and third tiers and confidence scores for both of those tiers (r = .218) were found as evidences for construct validity. (3) False positive (3.5%), false negative (3.3%) and lack of knowledge (5.1%) percentages were found to be less than 10% as an evidence for content validity of the test scores. (4) Explanatory factor analysis conducted over correct and misconception scores yielded meaningful factors for the correct scores as an evidence for construct validity. Additionally, the Cronbach alpha coefficients were calculated for correct scores (r = 0.59) and misconception scores (r = 0.42) to establish the reliability of the test scores. Six misconceptions about geometrical optics, which were held by more than 10% of the PSPTs, were identified and considered to be significant.
Conclusions: The results from the present investigation demonstrate that the FTGOT is a valid and reliable instrument in assessing misconceptions in geometrical optics. 相似文献