Student perceptions of personalised learning: development and validation of a questionnaire with regional secondary students     

Bruce Waldrip  Peter Cox  Craig Deed  Jeffrey Dorman  Debra Edwards  Cathleen Farrelly  Mary Keeffe  Valeria Lovejoy  Lucy Mow  Vaughan Prain  Peter Sellings  Zali Yager 《Learning Environments Research》2014,17(3):355-370

This project sought to evaluate regional students’ perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and to relate these to academic efficacy, academic achievement, and student well-being. It also examined teachers’ perceptions of students’ readiness to learn, the assessment process, engagement, and the extent to which students’ learning is personalised. The sample involved students in years 7–10 from six Victorian secondary schools. An instrument Personalised Learning Environment Questionnaire (PLQ) was developed to measure students’ perceptions of the factors effecting the implementation of Personalised Learning Plans (PLPs). It employed the latest scales to assess a range of PLP indicator variables, with all scales modified for use in an Australian context, and the total number of items kept to a minimum. Only scales more sensitive to PLPs were used to minimise the length of the instrument. There were three outcome variables: academic efficacy, academic achievement, and student well-being. The PLPs were assessed through scales that assess several contributing, distinct dimensions: selfdirected learning readiness, personal achievement, goal orientation, learning environment, personalised teaching and learning initiatives, curriculum entitlement and choice, and perceptions of assessment for learning. The trail PLQ was administered to 220 students, resulting in a 19 scale questionnaire with three or four items per scale. This paper reveals good data to model fit for the majority of items and each scale had good reliability. The paper describes the analytic techniques and results, how the instrument was refined and identifies common and uncommon student perceptions based on a post hoc analysis. The main study consisted of 2,407 students from four schools in the Bendigo Education Plan. They responded to this refined 19 scale version of the PLQ that was developed from the trial PLQ. All scales had satisfactory internal consistency reliability.  相似文献   

Professional development in international schools; issues of inclusion identified by a group of international school teaching assistants     

Estelle Tarry  Anna Cox 《Journal of Research in Special Educational Needs》2014,14(4):248-254

With the growth in numbers of teaching assistants (TAs) in the UK, it has been identified through research carried out on behalf of the Council of British International Schools (COBIS) research that TAs in British international schools have specific and unmet training needs. Following the development of a course for TAs in international contexts, COBIS and the University of Northampton provided a Professional Development Programme for TAs working in British international schools. The 2‐day event took place in a European city, with participants from three further European cities. The impact of this training on subsequent professional practice was investigated. An initial questionnaire was completed at the conference, and follow‐up questionnaires were distributed at 6 weeks, post‐event. Responses came from participants and from head teachers of the British international schools in which they worked. This paper focuses upon issues of inclusion, which arose from the feedback received, both during the event and afterwards. Group discussions during the event revealed concern among the group that they had insufficient knowledge to provide the level of inclusion support that they felt should be available. Data from the questionnaires provided more detail about these issues and allowed some first conclusions to be drawn, providing further focus and direction for subsequent training for international school TAs.  相似文献   

What Does Your Child Really Know? Supporting Teachers to Listen Closely to Our Children     

Stephanie Cox Suárez 《The New Educator》2014,10(1):70-76

Close listening and observation of children as an alternative assessment is a powerful approach that can help balance an emphasis on standardized measurement. The tool of Reggio-inspired documentation is described for families with suggestions on how to advocate and support teachers who want to tell a story about children's learning that highlights social language, collaboration, and problem solving and to serve as evidence in meeting required curriculum standards.  相似文献   

Physical punishment, childhood abuse and psychiatric disorders   总被引：1，自引：0，他引：1  

Afifi TO  Brownridge DA  Cox BJ  Sareen J 《Child abuse & neglect》2006,30(10):1093-1103

OBJECTIVES: Physical punishment, as a means of disciplining children, may be considered a mild form of childhood adversity. Although many outcomes of physical punishment have been investigated, little attention has been given to the impact of physical punishment on later adult psychopathology. Also, it has been stated that physical punishment by a loving parent is not associated with negative outcomes; however, this theory has not been empirically tested with regard to psychiatric disorders. The main objective of the present study was to investigate three categories of increasing severity of childhood adversity (no physical punishment or abuse, physical punishment only, and child abuse) to examine whether the childhood experience of physical punishment alone was associated with adult psychopathology, after adjusting for sociodemographic variables and parental bonding dimensions. METHODS: Data were drawn from the nationally representative National Comorbidity Survey (NCS, n=5,877; age 15-54 years; response rate 82.4%). Binary logistic and multinomial logistic regression models were used to determine the odds of experiencing psychiatric disorders. RESULTS: Physical punishment was associated with increased odds of major depression (AOR=1.22; 95% CI=1.01-1.48), alcohol abuse/dependence (AOR=1.32; 95% CI=1.08-1.61), and externalizing problems (AOR=1.30; 95% CI=1.05-1.60) in adulthood after adjusting for sociodemographic variables and parental bonding dimensions. Individuals experiencing physical punishment only were at increased odds of adult psychopathology compared to those experiencing no physical punishment/abuse and at decreased odds when compared to those who were abused. CONCLUSIONS: Physical punishment is a mild form of childhood adversity that shows an association with adult psychopathology.  相似文献   

Infant-directed speech does not always involve exaggerated vowel distinctions: Evidence from Danish     

Christopher Cox  Christina Dideriksen  Tamar Keren-Portnoy  Andreas Roepstorff  Morten H. Christiansen  Riccardo Fusaroli 《Child development》2023,94(6):1672-1696

This study compared the acoustic properties of 26 (100% female, 100% monolingual) Danish caregivers' spontaneous speech addressed to their 11- to 24-month-old infants (infant-directed speech, IDS) and an adult experimenter (adult-directed speech, ADS). The data were collected between 2016 and 2018 in Aarhus, Denmark. Prosodic properties of Danish IDS conformed to cross-linguistic patterns, with a higher pitch, greater pitch variability, and slower articulation rate than ADS. However, an acoustic analysis of vocalic properties revealed that Danish IDS had a reduced or similar vowel space, higher within-vowel variability, raised formants, and lower degree of vowel discriminability compared to ADS. None of the measures, except articulation rate, showed age-related differences. These results push for future research to conduct theory-driven comparisons across languages with distinct phonological systems.  相似文献