Disentangling the Role of Domain-Specific Knowledge in Student Modeling     

Ruppert  John  Duncan  Ravit Golan  Chinn  Clark A. 《Research in Science Education》2019,49(3):921-948

Research in Science Education - This study explores the role of domain-specific knowledge in students’ modeling practice and how this knowledge interacts with two domain-general modeling...  相似文献   

Adolescents earlier diagnosed as dyslexic show major IQ declines on the WISC-III     

P. T. Ackerman  N. L. Weir  C. A. Holloway  R. A. Dykman 《Reading and writing》1995,7(2):163-170

Adolescents (n=43) previously diagnosed as dyslexic/reading disabled had markedly lower IQ scores on the newly standardized Wechsler Intelligence Scale for Children (WISC-III) than on the earlier administered WISC-R. The declines for Verbal, Performance, and Full Scale IQs were 10, 12, and 11 points, respectively, which were twice as great as in a subset of the standardization sample given both versions of the WISC. The adolescents did not show a significant decline in standard scores from the Wide Range Achievement Test (Level I to Level II). However, only two subjects had current reading and spelling standard scores above the 25th percentile. The impact of lower WISC-III IQs on guidelines for classification of students as learning disabled is discussed.  相似文献   

A comparison of the dimensions used by Iranian and American students in rating instruction   总被引：1，自引：0，他引：1  

David W. Chapman  Edward F. Kelly 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(1):41-60

This study investigated the dimensions of teacher behavior and classroom characteristics used by Iranian high school students (N=880) in evaluating their classroom experience. Secondly, it compared these dimensions to those used by American high school students (N=599). During January, 1978, both groups of students completed the Classroom Behavior Survey (CBS). Principal components analysis with varimax rotation yielded a 12 factor solution for Iranian data and 14 for the American data. Comparison of the factors suggest that the dimensions on which Iranian and American students evaluate their teachers are substantially different, though the dimensions they use to evaluate characteristics of the course and content are similar.

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Zusammenfassung Diese Studie untersucht die Dimensionen von Lehrerverhalten und Unterrichtsweisen, die iranische Studenten zur Evaluation ihrer Klassenerfahrungen angewandt haben. Ferner vergleicht sie diese Dimensionen mit den von amerikanischen Sekundarschülern benutzten. Beide Schülergruppen beendeten ihre Untersuchungen über Unterrichtsverhalten im Januar 1978. Eine Analyse der Hauptkomponenten, mit Varimax Rotation, ergab eine 12-Faktorenlösung für die iranischen Daten gegenüber 14 Faktoren für die amerikanischen. Ein Vergleich dieser Faktoren deutet darauf hin, daß die Dimensionen, aufgrund derer die iranischen und amerikanischen Schüler ihre Lehrer bewerten, stark voneinander abweichen, während sich die für die Beurteilung der Kurse und Inhalte gebrauchten gleichen.

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Résumé Cette étude porte sur les cotes du comportement de l'enseignant et des caractéristiques de la classe utilisées par les élèves iraniens de l'enseignement secondaire. (N=880) dans leur évaluation de leur expérience scolaire. Elle compare ensuite ces cotes à celles utilisées par les élèves américains du secondaire. Les deux groupes d'élèves ont terminé leur enquête sur le comportement de la classe (CBS ECC) en janvier 1978. L'analyse des principales composantes avec rotation varimax a donné une solution à 12 facteurs pour les données iraniennes et à 14 facteurs pour les données américaines. La comparaison des facteurs suggère que les cotes selon lesquelles les élèves iraniens et américains évaluent leurs enseignants sont notablement différentes, bien que celles qu'ils utilisent pour évaluer les caractéristiques du cours et de son contenu soient similaires.

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Expert and Novice Performance: Implications for Clinical Training     

Kathy O'Byrne  Richard E. Clark  Ruzbeh Malakuti 《Educational Psychology Review》1997,9(4):321-332

Studies of advanced expertise development in a number of areas are reviewed in order to provide general suggestions about the elements of clinical training that might enhance counseling and educational psychology expertise. The emphasis of the discussion is on the connections between classroom instruction and practicum or internship experiences. Recommendations include changes in the sequencing, context, knowledge content, practice conditions, and motivational support provided to students.  相似文献   

Psychosocial correlates of child abuse potential in multiply disadvantaged adolescent mothers     

Budd KS  Heilman NE  Kane D 《Child abuse & neglect》2000,24(5):611-625

OBJECTIVE: This study had two aims: First to examine psychosocial correlates of child maltreatment risk, and second to assess the validity of the CAP Inventory (Milner, 1986) with multiply disadvantaged teenage mothers. METHOD: Participants were 75 adolescent mothers who were wards of the Illinois child protection system. Mothers (aged 14-18) and infants participated in home-based psychosocial assessment of personal and parenting functioning. Group comparisons examined differences for mothers with elevated versus normal versus invalid CAP scores due to faking good. RESULTS: Findings indicated that abuse risk groups differed on emotional distress, social support satisfaction, reading achievement, and years of education, but not on parenting beliefs or quality of child stimulation. Differences favored the normal over the elevated risk group in all significant comparisons, whereas mothers with elevated faking good differed from normals only in lower reading achievement. Multiple regression analysis highlighted emotional distress, support dissatisfaction, and low achievement as significant predictors of greater abuse risk. CONCLUSIONS: Despite sharing multiple disadvantages, adolescent wards are a heterogeneous group who show different levels of psychosocial functioning corresponding to levels of child maltreatment risk. The findings provide support for the concurrent validity and clinical applicability of the CAP Inventory with disadvantaged teenage mothers.  相似文献   

Book Review: Memory's War Against Forgetting. The Nature of Remembering: Essays in Honor of Robert G. Crowder. By Henry L. Roediger III, James S. Nairne, Ian Neath, and Aimee M. Surprenant (Eds.). American Psychological Association, Washington, DC, 2001, 396 pp. ISBN 1-55798-750-5     

Frank N. Dempster 《Educational Psychology Review》2002,14(4):413-423

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Assessing a Holistic Trait and Factor Approach to Career Development of College Students     

Patrick Johnson  Cassandra N. Nichols  Walter C. Buboltz  Brian Riedesel 《Journal of College Counseling》2002,5(1):4-14

To assess the impact of a holistic career and life planning course on college students, the authors asked 209 students in treatment and control groups to complete measures of career development. Results indicate that the course significantly increases vocational identity and career decision‐making self‐efficacy and decreases career indecision.  相似文献   

Sharing teacher knowledge at scale: teacher inquiry,learning design and the representation of teachers’ practice     

Martin Oliver  Katerina Avramides  Wilma Clark  Jade Hunter  Rose Luckin  Cecilie Hansen 《Teacher Development》2018,22(4):587-606

Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice.  相似文献   

Reading Comprehension of Dutch Deaf Children     

Loes N. Wauters  Wim H. J. Van Bon  Agnes E. J. M. Tellings 《Reading and writing》2006,19(1):49-76

In this study, the reading comprehension of deaf children and adolescents in the Netherlands is examined along with their word identification. The reading comprehension of 464 deaf students and the word identification of 504 deaf students between 6 and 20 years of age was examined. The results show the reading comprehension scores of deaf children to be far below the scores of hearing children. On average, the deaf subjects scored at a level equivalent to a hearing child in the first grade. The word identification scores of the deaf children, however, were almost equivalent to the scores of hearing children. Although reading comprehension and word identification appear to be related, this relation does not completely explain the comprehension difficulties encountered by deaf children. Additional factors are required to explain deaf children’s difficulties with reading comprehension.  相似文献   

On the Number of Cycles in Randomly Selected Permutations     

Kavita Laghate  M.N. Deshpande 《Teaching Statistics》2003,25(3):93-95

In this article we derive the distribution, mean and variance of the number of cycles in a randomly selected permutation of the first n integers.  相似文献