Reading and Forgetting among Young Children     

Kyöstiö O. K.  Vaherva T. 《Scandinavian Journal of Educational Research》2013,57(1):129-146

Kyöstiö, O. K. & Vaherva, T. (1969). Reading and Forgetting among Young Children. Scand. J. Educ. Res., 129‐146. The aim of this article has been to analyze learning to read and forgetting, and to determine an optimal time for starting primary school. The study is a follow‐up type, of an experimental nature, using kindergarten children as an experimental group, and primary and kindergarten children as control groups. The children were tested three times to measure their reading standard before and after a period of tuition, and after the summer vacation interval to determine forgetting. The results show that children are able to learn to read earlier than the present starting of school in Finland presumes. Factors which influence learning are intelligence, age, social status, and teaching method. The large number of drop‐outs from the sample groups diminish the value of the generalizations that can be made from the results.  相似文献   

Longitudinal Relationships between Cognitive and Affective Learning Outcomes     

Charles O. Neidt  Dalva E. Hedlund 《Journal of Experimental Education》2013,81(3):56-60

The present study was designed to investigate the longitudinal covariation of attitude toward subject matter and achievement during a course in general psychology. Five measures of attitudes toward psychology and five measures of achievement were obtained at intervals of 20 percent through the course. Subjects included 866 freshmen and sophomores at Colorado State University and the University of Missouri. The data indicated a consistent improvement in achievement throughout the course but relatively little change in attitudes. It was concluded that the cognitive and affective outcomes were independent of each other.  相似文献   

General or Specific Learning of Figure‐Ground Perception     

Ola O. B⊘ 《Scandinavian Journal of Educational Research》2013,57(4):129-153

Abstract

B?, O. 1978. General or Specific Learning of Figure‐Ground Perception. Scandinavian Journal of Educational Research 22, 129‐153. Two training programs, one for auditory and one for visual figure‐ground perception, were constructed. The training effect for each program was tested in small groups of 8 pupils and the gain compared with a control group. The pupils were partly from an institution for brain damaged children and partly from an institution for mentally retarded. The effect measured was the pre‐test‐post‐test difference on tests for auditory and for visual figure‐ground perception. Both training groups showed higher gain score than the control group on both tests, but the effect was significant only for visual training on visual figure‐ground perception.  相似文献   

SCHOOL DELINQUENCY AND SOCIAL BOND FACTORS: EXPLORING GENDERED DIFFERENCES AMONG A NATIONAL SAMPLE OF 10TH GRADERS     

Caroline O. Hart  Christian E. Mueller 《Psychology in the schools》2013,50(2):116-133

School delinquency has been linked to an array of negative educational outcomes, and if left unchecked, may lead to more serious problems in adulthood. Identifying the risk and protective factors that influence school delinquency is therefore crucial to develop effective intervention programs. Utilizing Hirschi's social bond theory as a framework, the authors investigated the relationships between social bonds (i.e., parental involvement, bond to school, beliefs, commitment to sport activities, commitment to non‐sport activities, and involvement) and school delinquency among a nationally representative sample of 10th graders. Special attention was given to gender differences. Results indicate that social bond measures account for a significant variance in school delinquency (11.2%, p < .001) above and beyond that predicted by socioeconomic status (1.5%, p < .001), and that the relationships between social bonds and school delinquency vary across gender. Practical and theoretical implications are for educators and researchers alike.  相似文献   

ENGLISH LANGUAGE PROFICIENCY AND TEST PERFORMANCE: AN EVALUATION OF BILINGUAL STUDENTS WITH THE WOODCOCK‐JOHNSON III TESTS OF COGNITIVE ABILITIES     

Marlene Sotelo‐Dynega  Samuel O. Ortiz  Dawn P. Flanagan  William F. Chaplin 《Psychology in the schools》2013,50(8):781-797

In this article, we report the findings of an exploratory empirical study that investigated the relationship between English Language Proficiency (ELP) on performance on the Woodcock‐Johnson Tests of Cognitive Abilities‐Third Edition (WJ III) when administered in English to bilingual students of varying levels of ELP. Sixty‐one second‐grade students, identified as Limited English Proficient, were recruited from a suburban public school district and were given the WJ III in addition to their annual state standardized assessment of ELP. The findings of this study provide evidence to support a linear, inverse relationship between ELP and performance on tests that require higher levels of English language development and mainstream cultural knowledge. The implications of the findings of the present study suggest that practitioners must consider an examinee's level of developmental language proficiency and cultural knowledge acquisition as continuous variables when determining the impact of such factors on test performance and evaluation regarding whether scores obtained from tests administered in English are indeed valid for interpretation.  相似文献   

Sport Management as a Potential Cross-Discipline: A Paradigm for Theoretical development,Scientific inquiry,and Professional Application     

Bonnie L. Parkhouse  David O. Ulrich 《Quest (Human Kinetics)》2013,65(2):264-276

  相似文献   

Pendleton—Plus     

T. O. Hall 《Peabody Journal of Education》2013,88(4):241-242

Delinquency and Child Guidance: Selected Papers. August Aichhorn. Edited by Otto Fleischmann, and others. (New York: International Universities Press, 1965. Pp. 244. $5.00.)

Elementary School Organization and Administration, fourth edition. Henry J. Otto and David C. Sanders. (New York: Appleton‐Century‐Crofts, 1964. Pp. 409. $6.50.)

The German Historical School in American Scholarship: A Study in the Transfer of Culture. Jurgen Herbst. (Ithaca, N. Y.: Cornell University Press, 1965. Pp. 262. $5.75.)

Helping High School Students to Read Better. Will J. Massey and Virginia D. Moore. (New York: Holt, Rinehart and Winston, 1965. Pp. 102. $1.95, paper.)

Linguistics and English Grammar. Henry Allan Gleason, Jr. (New York: Holt, Rinehart and Winston, 1965. Pp.519. $7.95.)

Social Studies in Secondary Education. Jonathon C. McLendon. (New York: Macmillan, 1965. Pp. 556. $7.50.)

The Wonderful World of Ellwood Patterson Cubberley: An Essay on the Historiography of American Education. Lawrence A. Cremin. (New York: Bureau of Publication, Teachers College, Columbia University, 1965. Pp. 81. 95¢, paper.)

Writing and Literature in the Secondary School. Edward J. Gordon, editor. (New York: Holt, Rinehart and Winston, 1965. Pp. 295. $3.95, paper.)  相似文献   

Questioning to scaffold: an exploration of questions in pre-service teacher training feedback sessions     

Marion Engin 《欧洲师范教育杂志》2013,36(1):39-54

The purpose of this research was to explore trainer questioning strategies which aimed to scaffold development and learning in teacher training feedback sessions. Research was conducted with a group of Turkish pre-service English teacher trainees at an English-medium university in Turkey. Findings include a categorisation of different question types which seemed to prompt reflection and construction of knowledge. The data also suggest that trainees need varying levels of support through different question types to better scaffold their understanding of teaching. This study concludes with a data-driven framework of questioning strategies which can be a potential guide for trainers working with pre-service English teacher trainees.  相似文献   

Profiling interest of students in science: Learning in school and beyond     

Pay O. Dierks  Tim N. Höffler  Ilka Parchmann 《Research in Science & Technological Education》2013,31(2):97-114

The investigation evaluates the effectiveness of six instructional programmes with Bahraini secondary students in the age range 13‐17. Each programme was concerned with a different aspect of a spatial task in relation to diagrams of three‐dimensional structures. Pre‐tests for each of these different tasks revealed that performance increased significantly with chronological age. All programmes brought about a significant degree of learning over all the age‐groups. However, the pre‐existing differences between the age groups remained after instruction. For the programme concerned with visualising rotations, the 17‐year olds improved their scores significantly more than the 13‐ and 15‐year olds.  相似文献   

Effectiveness of instruction based on the constructivist approach on understanding chemical equilibrium concepts     

Hu¨seyin Akkus¸  Hakki Kadayifc¸i  Basri Atasoy  O¨mer Geban 《Research in Science & Technological Education》2013,31(2):209-227

The purpose of this study was to identify misconceptions concerning chemical equilibrium concepts and to investigate the effectiveness of instruction based on the constructivist approach over traditional instruction on 10th grade students' understanding of chemical equilibrium concepts. The subjects of this study consisted of 71 10th grade students from two chemistry classes of the same teacher. Each teaching strategy was randomly assigned to one class. The data were obtained from 32 students in the experimental group taught with instruction informed by the constructivist approach and 39 students in the control group taught with traditional instruction. The data were analysed using analysis of covariance. The results indicated that the students who used the constructivist principles-oriented instruction earned significantly higher scores than those taught by traditional instruction in terms of achievement related to chemical equilibrium concepts. In addition, students' previous learning and science process skills each made a significant contribution to the achievement related to chemical equilibrium concepts. In light of the findings obtained from the results, an additional misconception of chemical equilibrium concepts was determined in addition to the misconceptions in related literature. This misconception is that when one of the reactants is added to the equilibrium system, the concentration of the substance that was added will decrease below its value at the initial equilibrium.  相似文献