Predictive assessment of reading   总被引：1，自引：0，他引：1  

Wood FB  Hill DF  Meyer MS  Flowers DL 《Annals of dyslexia》2005,55(2):193-216

Study 1 retrospectively analyzed neuropsychological and psychoeducational tests given to N=220 first graders, with follow-up assessments in third and eighth grade. Four predictor constructs were derived: (1) Phonemic Awareness, (2) Picture Vocabulary, (3) Rapid Naming, and (4) Single Word Reading. Together, these accounted for 88%, 76%, 69%, and 69% of the variance, respectively, in first, third, and eighth grade Woodcock Johnson Broad Reading and eighth grade Gates-MacGinitie. When Single Word Reading was excluded from the predictors, the remaining predictors still accounted for 71%, 65%, 61%, and 65% of variance in the respective outcomes. Secondary analyses of risk of low outcome showed sensitivities/specificities of 93.0/91.0, and 86.4/84.9, respectively, for predicting which students would be in the bottom 15% and 30% of actual first grade WJBR. Sensitivities/specificities were 84.8/83.3 and 80.2/81.3, respectively, for predicting the bottom 15% and 30% of actual third grade WJBR outcomes; eighth grade outcomes had sensitivities/specificities of 80.0/80.0 and 85.7/83.1, respectively, for the bottom 15% and 30% of actual eighth grade WJBR scores. Study 2 cross-validated the concurrent predictive validities in an N=500 geographically diverse sample of late kindergartners through third graders, whose ethnic and racial composition closely approximated the national early elementary school population. New tests of the same four predictor domains were used, together taking only 15 minutes to administer by teachers; the new Woodcock-Johnson III Broad Reading standard score was the concurrent criterion, whose testers were blind to the predictor results. This cross-validation showed 86% of the variance accounted for, using the same regression weights as used in Study 1. With these weights, sensitivity/specificity values for the 15% and 30% thresholds were, respectively, 91.3/88.0 and 94.1/89.1. These validities and accuracies are stronger than others reported for similar intervals in the literature.  相似文献   

The Status of Equity for Black Undergraduates in Public Higher Education in the South: Still Separate and Unequal*     

Laura W. Perna  Jeffrey Milem  Danette Gerald  Evan Baum  Heather Rowan  Neal Hutchens 《Research in higher education》2006,47(2):197-228

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Developmental Relations Among Behavioral Inhibition,Anxiety, and Attention Biases to Threat and Positive Information          下载免费PDF全文

Lauren K. White  Kathryn A. Degnan  Heather A. Henderson  Koraly Pérez‐Edgar  Olga L. Walker  Tomer Shechner  Ellen Leibenluft  Yair Bar‐Haim  Daniel S. Pine  Nathan A. Fox 《Child development》2017,88(1):141-155

This study examined relations between behavioral inhibition (BI) assessed in toddlerhood (n = 268) and attention biases (AB) to threat and positive faces and maternal‐reported anxiety assessed when children were 5‐ and 7‐year‐old. Results revealed that BI predicted anxiety at age 7 in children with AB toward threat, away from positive, or with no bias, at age 7; BI did not predict anxiety for children displaying AB away from threat or toward positive. Five‐year AB did not moderate the link between BI and 7‐year anxiety. No direct association between AB and BI or anxiety was detected; moreover, children did not show stable AB across development. These findings extend our understanding of the developmental links among BI, AB, and anxiety.  相似文献   

Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning   总被引：3，自引：0，他引：3  

Jan?H.?F.?Meyer  Ray?LandEmail author 《Higher Education》2005,49(3):373-388

The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof. In this earlier work such concepts were further linked to forms of knowledge that are troublesome, after the work of Perkins (1999). It was argued that these twinned sets of ideas may define critical moments of irreversible conceptual transformation in the educational experiences of learners, and their teachers. The present study aims (a) to examine the extent to which such phenomena can be located within personal understandings of discipline-specific epistemological discourses, (b) to develop more extensively notions of liminality within learning that were raised in the first paper, and (c) to propose a conceptual framework within which teachers may advance their own reflective practice.  相似文献   

Principals and vice-principals: exploring the history of leading and managing public schools in Ontario,Canada     

Heather Rintoul  Pam Bishop 《Journal of educational administration and history》2019,51(1):15-26

ABSTRACT

For teachers seeking formal school leadership roles the key choices have been either the vice- principalship or the principalship. In Ontario, Canada, however, the principalship has traditionally been considered the premier leadership goal with the vice-principalship regarded as merely a necessary transitional step toward achieving the principalship. In this article, we consider the enactments of principals and vice-principals plus the common and unique work typically demanded of each position by examining how both roles came to fruition from a historical context. How principals and vice-principals’ work came to be what it currently is in Canada’s most populace province is a reflection of the prevailing economic, social, political, historical, and educational contexts and particular interests being advanced. Both engage in complex, purposeful work that requires excellent interpersonal strengths, strategic thinking, an inclusive leadership disposition and values, organisational change capacities, and the ability to make evidence-based decisions. As well, both are expected to work in complementary ways to advance students’ academic and social learning, yet despite the need for leadership synergies, principals often ‘lead’ while vice-principals are left to ‘manage’. While the principal’s role is expansive and more clearly defined, the role of the vice-principal has broadened over decades. We will investigate the history for preparing and developing vice principals in this context to learn about why they continue to be reactive, situationally contingent, and dependent on task delegation from the principal. Such role-based differences can contribute to high job satisfaction and role clarity for principals, but disappointment for vice-principals who wish to exercise greater leadership.  相似文献   

Science Teachers’ Misconceptions in Science and Engineering Distinctions: Reflections on Modern Research Examples     

Allison Antink-Meyer  Daniel Z. Meyer 《Journal of Science Teacher Education》2016,27(6):625-647

The aim of this exploratory study was to learn about the misconceptions that may arise for elementary and high school science teachers in their reflections on science and engineering practice. Using readings and videos of real science and engineering work, teachers’ reflections were used to uncover the underpinnings of their understandings. This knowledge ultimately provides information about supporting professional development (PD) for science teachers’ knowledge of engineering. Six science teachers (two elementary and four high school teachers) participated in the study as part of an online PD experience. Cunningham and Carlsen’s (Journal of Science Teacher Education 25:197–210, 2014) relative emphases of science and engineering practices were used to frame the design of PD activities and the analyses of teachers’ views. Analyses suggest misconceptions within the eight practices of science and engineering from the US Next Generation Science Standards in four areas. These are that: (1) the nature of the practices in both science and engineering research is determined by the long-term implications of the research regardless of the nature of the immediate work, (2) engineering and science are hierarchical, (3) creativity is inappropriate, and (4) research outcomes cannot be processes. We discuss the nature of these understandings among participants and the implications for engineering education PD for science teachers.  相似文献   

Training rats to discriminate between the odors of individual conspecifics     

Heather Macintosh Schellinck  Richard E. Brown  Burton M. Slotnick 《Learning & behavior》1991,19(3):223-233

To determine the influence of genetic and microbiological factors in producing individually unique urine odors, we used a go/no-go operant task to assess the ability of eight male Long-Evans rats to discriminate between urine odors from the following pairs of male rats: (1) two outbred Long-Evans rats, (2) individual conventionally housed rats differing genetically only at the major histocompatibility complex (PVG vs. PVG.R1), (3) individual PVG versus PVG.R1 rats born by cesarean section and raised in germfree conditions, and (4) conventionally housed, genetically identical individuals of the PVG or PVG.R1 strains. Discriminable differences were present between the urine odors used in all four tasks. Analysis of the errors to a criterion of 85% correct discrimination responses revealed different learning patterns in each task. When bacteria were not present in genetically different rats (Task 3) and when bacteria were present but there were no genetic differences between rats (Task 4), the discrimination was the most difficult. The easiest discrimination involved the presence of bacteria and a genetic difference at the major histocompatibility complex (Task 2). These results indicate that, although bacteria are not necessary for the production of discriminable odor differences, they do influence the discriminability of the urine odors of rats.  相似文献   

Study orchestration and learning outcome: evidence of association over time among disadvantaged students     

J. H. F. Meyer  P. Parsons  T. T. Dunne 《Higher Education》1990,20(3):245-269

This study explores, for the first time, the study orchestrations of (mostly Black) engineering students who enter an academic support programme in their first year at university at an educational disadvantage by virtue of their exposure to an inferior, racially determined school education.The empirical manifestation, and the stability over time, of their study orchestrations is described, and the association between their study orchestrations and learning outcome is investigated.It is concluded that the manifestation of individual study orchestrations of these particular educationally disadvantaged engineering students, as well as the association between their study orchestrations and their learning outcomes, is essentially similar to that of other students; academic success is associated with theoretically desirable study orchestrations - particularly when these are manifested early on in the programme since they remain essentially stable over time. Where changes do occur over time they are generally of a theoretically desirable nature and, to a lesser extent, where theoretically undesirable changes occur they appear to be associated with a decline in academic achievement.The implications of these conclusions for academic support programmes and for future research are discussed in so far as they impinge on admissions procedures, the identification of potentially at risk students early on in the academic year and explicit provisions of intervention mechanisms to assist such students.  相似文献   

Knowledge Restructuring in Biology: Testing a Punctuated Model of Conceptual Change     

Joel Mintzes  Heather J. Quinn 《International Journal of Science and Mathematics Education》2007,5(2):281-306

Emerging from a human constructivist view of learning and a punctuated model of conceptual change, these studies explored differences in the structural complexity and content validity of knowledge about prehistoric life depicted in concept maps by learners ranging in age from approximately 10 to 20 years. Study 1 (cross-age) explored the frequencies of concepts, relationships, levels of hierarchy, branching, and cross-links in concept maps drawn by students in grades 5, 8, 11, 13, and 14. The results provide some support for a punctuated model of conceptual change. Study 2 (longitudinal) explored the same frequencies on repeated occasions among students enrolled in a college course on prehistoric life, and documented the shift in frequencies of “novice” and “expert” concepts occurring during the semester. The results suggest that college students engage in much restructuring of their knowledge frameworks during the period of a semester. Together, the two studies raise questions about common classroom practices that encourage the rote learning of biology and geology concepts at all levels.  相似文献   

Study orchestration: the manifestation,interpretation and consequences of contextualised approaches to studying     

J. H. F. Meyer 《Higher Education》1991,22(3):297-316

This paper sets out the conceptual and empirical basis for the concept of study orchestration. The manifestation of study orchestration at a group, and at an individual level, is illustrated by means of an example that captures the range of individual differences, and of individual similarities, that typically occur. The interpretation and the categorisation of study orchestration is discussed and further illustrated by means of examples, as are the linkages between such categorisations and learning outcome. Disintegrated orchestrations, in particular, are discussed and interpreted in more detail by means of interview data. Important properties of individual study orchestration such as their stability and their contextual sensitivity are then addressed in terms of their contribution to intervention programmes for students who may be academically at risk. This paper concludes with a discussion of the concept of metaorchestration which is seen as a logical development of the concept of metalearning and which is viewed as having important consequences in terms of intervention programmes.  相似文献