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1.
Within a democratic and multicultural society, diversity is a reality, and differences between students are a fact which teachers have to deal with on a daily basis. Differentiated instruction aims to meet these differences in learning in order to provide all students with the best possible learning opportunities. However, to date no validated instruments exist to measure teachers’ perceptions of differentiated instruction and their related classroom practices. This study, therefore, examined the factor structure and reliability of the Differentiated Instruction Questionnaire, called the DI-Quest instrument. A list of 87 items was constructed, building on existing prevalent theoretical models of Differentiated Instruction (e.g. Tomlinson, 2014; Hall, 2002). An exploratory and confirmatory factor analysis was undertaken to investigate the factor structure of the questionnaire. As a result, five factors emerged: two factors related to the teachers’ philosophy of differentiated instruction (the teachers’ mindset and their ethical compass), two factors referred to the practical principles that teachers apply to differentiate (flexible grouping and output = input) and the last factor (differentiated instruction) covered the self-reported extent to which teachers differentiated their instruction related to three types of differences in learning (students’ interests, readiness and learning profile). As a result, the DI-Quest instrument entailed 31 items with a five-factor structure indicating a good fit (CFI = 0.919; TLI = 0.911; RMSEA = 0.041 [0.037–0.044 – 90% confidence interval, p(0.05) = 1.000]; SRMR = 0.048; χ2 = 5888.338, df = 465, p = 0.000). In addition, assuming theoretical relatedness between the factors, the validation of a DI-Quest model was empirically validated. We compared the model fit for two models by investigating which model had a lower BIC and AIC value and by comparing their chi square values. The best-fitting DI-Quest model showed four factors (teachers’ mindset, ethical compass, flexible grouping and output = input as dependent variables) functioning as significant predictors of the fifth factor (the self-reported adoption of Differentiated Instruction, which served as an independent variable). Moreover, this paper also discusses the psychometric properties of the DI-Quest instrument and the implications of the model for schools, educators and researchers. 相似文献
2.
Mathematical word problems represent a common item format for assessing student competencies. Automatic item generation (AIG) is an effective way of constructing many items with predictable difficulties, based on a set of predefined task parameters. The current study presents a framework for the automatic generation of probability word problems based on templates that allow for the generation of word problems involving different topics from probability theory. It was tested in a pilot study with N = 146 German university students. The items show a good fit to the Rasch model. Item difficulties can be explained by the Linear Logistic Test Model (LLTM) and by the random-effects LLTM. The practical implications of these findings for future test development in the assessment of probability competencies are also discussed. 相似文献
3.
《Early childhood research quarterly》2005,20(3):361-372
The purpose of this study was to test the hypothesis that quality improvements in early childhood centers experience diminishing returns as the quality of the classroom rises with regards to concurrent socio-emotional outcomes. This hypothesis lies at the core of Scarr's argument that public policy should concentrate on improving low quality settings rather than improving settings that already have acceptable quality. The study detected sizeable effect sizes linking process quality in the good to excellent range with reduction of existing socio-emotional risk factors (d = 0.51) and prevention of the emergence of new socio-emotional risk factors (d = −0.41). These effect sizes are substantially larger than those reported by other studies investigating quality environments in the poor to good quality range (d = 0.16), and larger than Durlak and Wells meta-analytic effect size for universal preventive interventions (d = 0.35). Therefore, the hypothesis that as quality increases the benefits for children increase but at a diminishing rate was rejected for concurrent socio-emotional outcomes in urban populations. 相似文献
4.
《Child abuse & neglect》2014,38(11):1778-1786
A growing body of research indicates that a bidirectional response to a stressor may occur in maltreated children and may be associated with later life psychopathology. However, few studies have investigated stress reactivity in children when they first present to a sexual abuse clinic. Thus, in order to evaluate whether HPA axis dysregulation would be evident at first presentation to a sexual abuse clinic in young girls (n = 26), between the ages of 6–12 years old, blood samples were obtained immediately following examination at a forensic sexual abuse clinic and from the matched control group of children (n = 14; 10.1 ± 0.8) immediately following a bone density scan. Stratification of the sexually abused group into those children who were reportedly abused by a stranger and had no other family stressors (n = 15, 10.4 ± 1.8) and those children whose parents reported abuse of the child by a stranger and other family stressors (n = 11; 9.5 ± 1.8) revealed differences in stress reactivity. Plasma concentrations, of the children from the forensic clinic, were significantly increased in children who reported abuse by a stranger only (322.3 ± 117.4 nmol/l) and significantly decreased in children whose histories indicated sexual abuse by a stranger and other family stressors (149.6 ± 39.7 nmol/l) when compared to the control group (225.5 ± 47.5 nmol/l). In conclusion, following sexual abuse and a secondary stressor, the forensic examination, there is evidence of divergent cortisol responses in the stratified clinical group of children. 相似文献
5.
To develop a prediction model for the first recurrence of child maltreatment within the first year after the initial report, we carried out a historical cohort study using administrative data from 716 incident cases of child maltreatment (physical abuse, psychological abuse, or neglect) not receiving support services, reported between April 1, 1996 through March 31, 2011 to Shiga Central Child Guidance Center, Japan. In total, 23 items related to characteristics of the child, the maltreatment, the offender, household, and other related factors were selected as predictive variables and analyzed by multivariate logistic regression model for association with first recurrence of maltreatment. According to the stepwise selection procedure six factors were identified that include 9–13 year age of child (AOR = 3.43/95%CI = 1.52−7.72), <40 year age of the offender (AOR = 1.65/95%CI = 1.09−2.51), offender’s history of maltreatment during childhood (AOR = 2.56/95%CI = 1.31−4.99), household financial instability or poverty (AOR = 1.64/95%CI = 1.10−2.45), absence of someone in the community who could watch over the child (AOR = 1.68/95%CI = 1.16−2.44), and the organization as the referral source (AOR = 2.21/95%CI = 1.24−3.93). Using these six predictors, we generated a linear prediction model with a sensitivity and specificity of 45.2% and 82.4%, respectively. The model may be useful to assess the risk of further maltreatment and help the child and family welfare administrations to develop preventive strategies for recurrence. 相似文献
6.
Adverse Childhood Experiences (ACEs) such as child abuse are related to poor health outcomes. Spanking has indicated a similar association with health outcomes, but to date has not been considered an ACE. Physical and emotional abuse have been shown in previous research to correlate highly and may be similar in nature to spanking. To determine if spanking should be considered an ACE, this study aimed to examine 1): the grouping of spanking with physical and emotional abuse; and 2) if spanking has similar associations with poor adult health problems and accounts for additional model variance. Adult mental health problems included depressive affect, suicide attempts, moderate to heavy drinking, and street drug use. Data were from the CDC-Kaiser ACE study (N = 8316, response rate = 65%). Spanking loaded on the same factor as the physical and emotional abuse items. Additionally, spanking was associated with increased odds of suicide attempts (Adjusted Odds Ratios (AOR) = 1.37; 95% CI = 1.02 to1.86), moderate to heavy drinking (AOR) = 1.23; 95% CI = 1.07 to 1.41), and the use of street drugs (AOR) = 1.32; 95% CI = 1.4 to 1.52) in adulthood over and above experiencing physical and emotional abuse. This indicates spanking accounts for additional model variance and improves our understanding of these outcomes. Thus, spanking is empirically similar to physical and emotional abuse and including spanking with abuse adds to our understanding of these mental health problems. Spanking should also be considered an ACE and addressed in efforts to prevent violence. 相似文献
7.
The purpose of this study was to investigate the intra-rater and inter-rater reliability of the Critical Thinking Analytic Rubric (CTAR). The CTAR is composed of 6 rubric categories: interpretation, analysis, evaluation, inference, explanation, and disposition. To investigate inter-rater reliability, two trained raters scored four sets of performance-based student work samples derived from a pilot study and subsequent larger study. The two raters also blindly scored a subset of student work samples a second time to investigate intra-rater reliability. Participants in this study were high school seniors enrolled in a college preparation course. Both raters showed acceptable levels of intra-rater reliability (α ≥ 0.70) in five of the six rubric categories. One rater showed poor consistency (α = 0.56) for the analysis category of the rubric, while the other rater showed excellent consistency (α = 0.91) for the same category suggesting the need for further training of the former rater. The results of the inter-rater reliability investigation demonstrate acceptable levels of consistency (α ≥ 0.70) in all rubric categories. This investigation demonstrated that the CTAR can be used by raters to score student work samples in a consistent manner. 相似文献
8.
This study aimed at modeling individual and average non-linear trajectories of positional learning using a structured latent growth curve approach. The model is based on an exponential function which encompasses three parameters: Initial performance, learning rate, and asymptotic performance. These learning parameters were compared in a positional learning task administered to a sample comprising the whole adult lifespan (N = 527; age range: 20 years to 89.3 years; Mage = 52.95, SDage = 17.37). Additionally, three explanatory variables, age, speed of information processing, and educational level were included in the analyses. All three learning parameters showed reliable individual differences. The correlations between the learning parameters indicated that those participants with high learning rates needed more trials to achieve their asymptotic performance and those who recalled more items initially also had a higher asymptotic performance. Older persons showed lower initial performance and lower asymptotic performance, whereas speed of information processing was positively associated only with initial performance. Persons with more years of formal education had a higher initial performance and a higher asymptotic performance. The learning rate, in turn, appeared to be unaffected by all three predictor variables. 相似文献
9.
In this article we review the literature on attachment patterns in institutionalized children and then perform a meta-analysis on data from 10 attachment studies involving 399 children in institutional settings. We computed the overall attachment distribution of secure, insecure, and disorganized rates and explored the effect of a set of moderating variables (i.e., country of institutionalization, attachment assessment procedure, age at entry, and age at assessment). To overcome bias related to the small number of studies, we conducted both classical and Bayesian meta-analysis and obtained comparable results. Distribution of children's attachment patterns was: 18% secure, 28% insecure, and 54% disorganized/cannot classify. Compared to their family-reared peers, children living in an institution were found to be at greater risk for insecure and disorganized attachment, with a similar medium effect size for both distributions (d = 0.77 and d = 0.76, respectively). The following moderating variables were associated with insecure attachment: representational assessment procedures (d = 0.63) and Eastern European countries of origin (d = 1.13). Moderators for disorganized attachment were: Eastern European countries of origin (d = 1.12), age at institution entry before the first birthday (d = 0.93), and age at assessment under three years of age (d = 0.91). Implications for child development and policies are discussed. 相似文献
10.
Value orientations and studying in school–leisure conflict: A study with samples from five countries
Manfred Hofer Sebastian Schmid Stefan Fries Ilija Zivkovic Franziska Dietz 《Learning and individual differences》2009,19(1):101-112
The relations between students' value orientations and experiences of motivational interference during studying following conflicts between learning and leisure activities were investigated in a self-report study. Overall, 1075 adolescents, mostly from Catholic schools, in Bosnia–Herzegovina (n = 203), India (n = 200), Paraguay (n = 96), Spain (n = 442), and the US (n = 134), participated. The samples varied substantially in terms of modern and postmodern value orientations, experience of motivational interference during studying, and time invested in studying. By controlling for age, gender, and economic capital, postmodern value orientation was positively related to conflict frequency and experience of motivational interference during learning, and negatively related to time investment. For modern value orientation, the relations were almost reversed. Despite the considerable differences between the sample means, the study revealed some consistency in the relations between the variables across the samples, which indicates that most of the relations can be generalized. 相似文献
11.
Violent forms of discipline in schools continue to be widespread across the globe despite their damaging effects. Since little is known about factors influencing the extent of violence applied by teachers, this study aimed to investigate the influence of teachers’ stress, work satisfaction, and personal characteristics on their disciplining style. Using structural equation modeling, associations between violent discipline, burnout symptoms, and job perceptions (pressure and difficulties in class) reported by 222 teachers from 11 secondary schools in Tanzania in 2015 were analyzed. Results indicated a direct association between perceived stress and emotional violent discipline (β = .18, p < .05) as well as physical violent discipline (β = .37, p < .001). Perceived stress also mediated the association between job perceptions and both forms of violent disciplining. The model showed good model fit (χ2 [44, n = 222] = 67.47 (p = .013), CFI = .94, TLI = .91, IFI = .94, RMSEA = .049 [90%-CI = .02–.07, PCLOSE = .50], SRMR = .06). Our findings suggest that teachers’ personal perceptions of their work as well as their stress burden play a role in their disciplining styles. Our findings underline the importance of integrating topics, such as stress and coping as well as positive, nonviolent discipline measures into the regular teacher’s training and in addition to develop and evaluate school-based preventative interventions for teachers. 相似文献
12.
China's unprecedented economic boom has led a massive number of children left-behind by their peasant parents who have immigrated to urban areas in search of work. In current study, we explored how being left behind is associated with children's positive emotions and negative psychological traits by examining the differences in levels of happiness, self-esteem and anxiety between left-behind children (LBC) and non-LBC. A total of 448 students (aged 7–16) from three schools in Sichuan Province in China responded to the questionnaire. Fourteen teachers of LBC were invited to one-to-one interviews for in depth responses to LBC's behaviors and psychological well-being. The results revealed that non-LBC showed a higher level of happiness (t = −0.21, df = 258, p < 0.01) and a lower level of anxiety (t = 1.41, df = 406, p < 0.05) than LBC children. Among LBC, low grade children (primary school grades 3 and 4) reported a lower level of happiness (t = −0.73, df = 216, p <0.01) and self-esteem (t = −0.24, df = 191, p < 0.01) than their older counterparts (primary school grades 5 and 6). The teachers' accounts confirmed the statistical results that LBC suffered from the deprivation of parental care. According to the teachers, as LBC grew older, they developed an understanding of their own circumstances and came to appreciate their parents' decisions. With appropriate and adequate support provided to both LBC and the caretakers around them such as relatives and teachers, it may be possible to reduce the adverse impacts of parental deprivation on LBC. 相似文献
13.
The study investigated the within- and cross-language contribution of morphological awareness (MA) to vocabulary and reading comprehension among students learning to read two typologically different orthographies at the same time: Korean and English. Fifty Korean ESL learners in grades five and six were administered Korean and English measures of MA (derivational and compound morphemes), vocabulary, and reading comprehension (narrative and expository texts), in addition to measures of phonological awareness (PA) and orthographic awareness (OA). Information about home language environment was also obtained from a parental questionnaire. Path analysis showed that MA was the most significant contributor to vocabulary (β = 0.33, p < 0.05) and reading comprehension (β = 0.46, p < 0.01) in English; and in Korean (β = 0.62 and β = 0.54, respectively, all ps < 0.01), controlling for effects of PA and OA. Unidirectional cross-language transfer was found from Korean MA to English vocabulary (β = 0.27, p < 0.05) and reading comprehension (β = 0.22, p < 0.05) and multiple determining factors are discussed. Educational implications and research recommendations are also presented. 相似文献
14.
This paper evaluates program, workplace and process factors associated with implementation and sustainment of an evidence-based parenting support program (EBP) in disadvantaged communities. Correlation analyses and binary logistic regressions were used to assess the associations between key implementation support factors and program implementation (at 18 months) and sustainment (at 36 months) post training with (N = 35) Australian Aboriginal and Torres Strait Islander family support providers using the Triple P – Positive Parenting Program in Indigenous child protection agencies. This study demonstrated that for implementation at 18 months, there was a trend for implementing providers to report higher levels of partnership support, perceived program benefit, workplace support and workplace cohesion. However, the only significant relationship was with partnership support (r = .31 p < 0.05), and regression analysis indicated that none of the variables were significant predictors of program implementation. For sustained implementation at 36 months, no relationship was found between sustainment and program characteristics, workplace characteristics, supervision and peer support or sustainability planning. Supportive coaching was the only significant correlate (r = 0.46, p < 0.01) and predictor [OR = 15.63, 95% CI (1.98–123.68), p = 0.009] in the program sustainment model. Overall, these findings suggest the need for further exploration of program and workplace variables and provide evidence to consider incorporating partnership support and supportive coaching in real world implementation models to improve the likelihood of EBP implementation and sustainment in Indigenous communities. 相似文献
15.
This study assessed the relationship between parental punishment and depression as well as quality of life in children with primary monosymptomatic nocturnal enuresis (PMNE). A consecutive sample of 65 children (7–13 years) with PMNE and 40 healthy children, selected as controls (Group III), were included in the study. The children with PMNE were further sub-classified into two groups: Group I, which included children who received parental punishment for enuresis and Group II, which comprised children who were not punished for bedwetting. Depression and health-related quality of life (HRQL) were assessed among the three groups. The number of wet nights per week was significantly increased in Group I compared with Group II (P < .001). In addition, the severity of depressive symptoms increased in Group I as compared to the other two groups (P < .001). Similarly, the psychosocial HRQL lower in Group compared to the control group (Group III) (P < .001). Prior parental discipline, including corporal punishment (B = 0.55, P = .008), as well as the frequency (B = 0.73, P < .001) and duration of punishment (B = 0.33, P = .02) were strong predictors of increased depressive symptom severity. It was also found that prior punishment (B = −0.42, P = .01) and the frequency (B = −0.62, P < .001) and duration of punishment (B = −0.34, P = .02) were strong predictors for poor psychosocial HRQL. Overall, parental punishment has a poor outcome in children with PMNE. 相似文献
16.
Hitting children for disciplinary purposes (i.e., spanking or corporal punishment [CP]) is a strong risk factor for child physical abuse and is highly prevalent in the U.S. Yet, little is currently known about the relevant attitudes, beliefs, or training needs of key professionals who often advise parents regarding child discipline strategies. A survey of the American Professional Society on the Abuse of Children (APSAC) membership, comprised of mental health professionals, physicians, child welfare professionals, and other professionals in the child maltreatment field, was conducted to assess attitudes, beliefs, perceived norms, training needs, and motivations to change norms regarding CP (N = 571, response rate = 51%). Most respondents agreed that spanking is a bad disciplinary technique (82%), is harmful for children (74%), and leads to negative outcomes (M = 3.0, SD = 0.6) more frequently than positive outcomes (M = 2.1, SD = 0.6; t = 20.8; p < 0.0001) for children. Professionals reported perceiving that their colleagues’ level of endorsement of CP (M = 2.4, SD = 1.0) was higher than their own (M = 1.9, SD = 1.0; t(568) = −10.7, p <0.0001) though still below the midpoint. Professionals reported high levels of preparedness to effectively advise parents on non-physical child discipline strategies, but reported perceiving lower levels of preparedness amongst their colleagues. They reported highly valuing giving such advice to parents and being very motivated to participate in activities designed to change social norms regarding CP. Most APSAC members are poised to change these norms and, in doing so, to help reduce rates of child physical abuse in the U.S. 相似文献
17.
《Learning and Instruction》2007,17(6):577-594
The ability of school children (N = 233) to acquire new scientific vocabulary was examined. Children from two age groups (M = 4.8 and M = 6.5) were introduced to previously unknown words in an educational video. Word knowledge was assessed through accuracy and latency for production and comprehension over a 9-month period. A draw and write task assessed acquisition of domain knowledge. Word learning was poorer than has previously been reported in the literature, and subject to influences of word type (domain specificity) and word class. The results indicate that the acquisition of scientific terms is a complex process moderated by lexical, semantic and pragmatic factors. 相似文献
18.
ObjectivesTo determine the prevalence of intimate partner violence (defined as any physical violence during the last 12 months or previously) among mothers who maltreat their children, and to examine whether mothers’ experiences of intimate partner violence (IPV) are associated with repeated reports (rereports) of children to Child Protective Services (CPS) during the following 18 months.MethodsData for the analyses were from the National Survey of Child and Adolescent Well-Being (NSCAW), a national probability study of children investigated for child maltreatment. The sample of 5,501 children (ages 0–14) was randomly selected from the families who entered the US child welfare system between October 1999 and December 2000. The analysis sample was restricted to 1,236 families in which caregivers were: (1) the alleged perpetrators of the child maltreatment at baseline (independently of substantiation status) and (2) the biological mothers (n = 1,212 or 98.6%), adoptive mothers (n = 17 or 1%), or stepmothers (n = 7 or 0.3%) of children not placed in out-of-home care.ResultsChildren of mothers physically abused by an intimate partner during the last 12 months or previously at the intake interview (44%) were twice as likely as children of mothers who had not experienced such violence to be rereported to CPS (29% vs. 14%, Odds Ratio = 2.0, 95% Confidence Interval = 1.1–3.4). Rereports occurred almost twice as quickly for children of mothers who experienced IPV compared to children of mothers who had not experienced IPV (Hazard Ratio = 1.9, 95% Confidence Interval = 1.1–3.0).ConclusionsThe higher risk and speedier rereports of child maltreatment associated with intimate partner violence highlights the need for universal assessment and provision of services for IPV among families that are investigated by CPS. 相似文献
19.
Yuliya Ardasheva Sze Sze Tong Thomas R. Tretter 《Learning and individual differences》2012,22(4):473-483
This study modified and validated a measure of motivational orientations – grounded in self-determination theory and originally developed for postsecondary students – for use with younger (pre-college) English language learners (ELLs). Exploratory factor analysis results in Sample A (n = 528) indicated that the data were best explained by a three-factor solution (intrinsic motivation, introjected regulation, and external regulation) that explained 51.6% of the variance. These results were corroborated by a confirmatory factor analysis in an independent Sample B (n = 529; GFI = .97, CFI = .96, SRMR = .04, RMSEA = .05). The test for invariance across the two samples further supported the validity of the measure. The modified instrument, named English Language Learner Motivation Scale (ELLMS): Pre-College, showed strong psychometric characteristics for use with elementary (ages 9–11 years), middle (ages 12–14 years), and high school (ages 16–17) ELLs. Applications of the measure are discussed. 相似文献
20.
《Learning and individual differences》2007,17(3):280-290
Attributional retraining (AR) is a motivational intervention that consistently produces improved performance by encouraging controllable failure attributions. Research suggests that cognitively engaging AR methods are ideal for high-elaborating students, whereas affect-oriented techniques are better for low-elaborating students. College students' (N = 749) elaborative learning was assessed in the first semester, after which students were assigned to one of three writing-based AR conditions (No AR, Cognitive AR, Affective AR). Academic performance (course grades, GPA), motivation, attributions, and emotions were assessed in the second semester. AR by elaboration (low/high) 3 × 2 ANCOVAs showed optimal results for high elaborators following cognitive AR, and for low elaborators following affective AR. Performance improvements for the former were mediated by improved cognitions (expectations), and for the latter were mediated by increased positive affect. 相似文献