Self‐assessment methods in writing instruction: a conceptual framework,successful practices and essential strategies     

Kristen Nielsen 《Journal of Research in Reading》2014,37(1):1-16

Student writing achievement is essential to lifelong learner success, but supporting writing can be challenging for teachers. Several large‐scale analyses of publications on writing have called for further study of instructional methods, as the current literature does not sufficiently address the need to support best teaching practices. Self‐assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta‐cognition during the writing process. Self‐assessment practices are described in publications across the academic disciplines where writing is required, and close investigations of the methods are also published in the research fields of literacy, English education and composition. This study aims to bridge these fields to construct a clear and comprehensive understanding of self‐assessment methods. Self‐assessment encompasses a wide range of practices and varied terminology. It is essential to clarify effective methods of self‐assessment and to disseminate practical information to educators. This paper presents the findings of an analysis of the literature yielding: (1) a theoretical framework for self‐assessment methods in writing instruction; (2) an overview of concepts/practices; (3) a list of literature‐supported strategies for effective classroom use derived from a study of a vast body of literature. Results strongly support self‐assessment as a means to foster student writing achievement, middle school through higher education. Delineated strategies can assist instructors with self‐assessment implementation.  相似文献   

Segregated school effects on first grade reading gains: Using propensity score matching to disentangle effects for African-American,Latino, and European-American students     

Kirsten Kainz  Yi Pan 《Early childhood research quarterly》2014

Increasing evidence from observational studies indicates that students attending minority segregated schools are at risk for constrained performance in reading. However, analyses of data gathered under observational conditions may yield biased results. Using data from the Early Childhood Longitudinal Study, 1998–1999 Kindergarten Cohort, this study used propensity score matching to address selection bias due to students’ observed socio-economic, literacy, and social-emotional background characteristics, allowing for a less biased estimate of minority segregated schooling on African-American, Latino, and European-American students’ reading gains in first grade. We found that African-American students attending segregated schools made less gain in reading across the first grade year than African-American students in non-segregated schools. There was no evidence for significant negative effects of segregation on reading gains for Latino and European-American students.  相似文献   

Understanding and responding to the experience of disability     

Kirsten Stalker 《欧洲特需教育杂志》2013,28(3):422-424

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Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation     

Till Bruckermann  Ellen Aschermann  André Bresges  Kirsten Schlüter 《International Journal of Science Education》2013,35(6):701-722

ABSTRACT

Promoting preservice science teachers’ experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students’ experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N?=?16). Independent observers rated preservice teachers’ group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.  相似文献   

The Most Important Thing: Students with Reading and Writing Difficulties Talk About their Experiences of Teachers' Treatment and Guidance     

Cecilia Nielsen 《Scandinavian Journal of Educational Research》2013,57(5):551-565

Dyslexia is a well-known phenomenon and help and assistance are offered to pupils and students who experience literacy difficulties on a regular basis. But what help do they need and want? In this article the responses people with reading and writing difficulties/dyslexia give to this question are discussed. What, if we take the student's own viewpoint, is the most important thing the teacher can do? The students never mention any particular teaching methods. What appears as important to them is that the teacher sees them as individuals, not just as dyslectics, understands the special difficulties with which each individual must grapple, and provides the students with suitable tools for their learning as well as necessary time and space.  相似文献   

Scaffold instruction at the workplace from a situated perspective     

Klaus Nielsen 《Studies in Continuing Education》2013,35(3):247-261

This article proposes the need to address scaffold instructions from a situated learning perspective. Based on an empirical study of how apprentice bakers learn their trade, it is claimed that studies of learning at the workplace yield important insights into our understanding of scaffold instructions. Seen from the perspective of the apprentices, scaffold instruction represents access to more responsibility in practice, it supports their identities as future bakers and they learn bodily know-how. When scaffold instruction failed, it was often in relation to situations where the apprentices were placed in marginal positions in the community of practice or in relation to a central workplace situation.  相似文献   

Changes in BSc Business Administration and Psychology students’ learning styles over one,two and three years of study     

Tine Nielsen 《Studies in Educational Evaluation》2013

Knowledge on general or discipline-specific changes in the learning styles of university students can be utilised in the design and execution of courses, but little is known of such changes. The study examined the changes in the learning styles of three year groups of BSc Business Administration and Psychology students from admittance to one, two and three years later for the three year groups respectively. Learning styles were measured using the Danish Self-Assessment Learning Styles Inventory, which is an adaptation of Sternberg's MSG Thinking Styles Inventory within the theory of mental self-government. The Hierarchic and Oligarchic learning styles decreased significantly for all three year groups. The Judicial learning style increased significantly for the year groups who had studied for two and three years. The Global learning style increased significantly for the year group who had studied for one year. The findings are discussed in relation to comparable research.  相似文献   

Editorial     

Riess  Falk  Nielsen  Telsche 《Science & Education》2000,9(4):325-326

Science &; Education -  相似文献   

A new justification of induction     

Nielsen  Michael 《Metascience》2020,29(2):209-210

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Taking Shared Print to the Next Level: The Partnership for Shared Book Collections     

Susan Stearns  Matthew Revitt  Kirsten Leonard 《图书馆管理杂志》2020,60(7):812-820

Abstract

This article introduces the Partnership for Shared Book Collections, a federation of monograph shared print programs. Collaboration of programs at the network level allows for:

• Reducing the cost of retaining the scholarly record through shared distribution of commitments;

• De-duplicating efforts;

• Developing and promoting evidence-based best practices;

• Increasing the effectiveness of communication with end-users and funders;

• Tackling large-scale projects and research that are out of reach for individual shared print programs. This shared stewardship of collection is critical as local resources are depleted due to the COVID-19 pandemic and access to print for digitization increases.

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