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11.
Tiina Annevirta Eero Laakkonen Riitta Kinnunen Marja Vauras 《Metacognition and Learning》2007,2(1):21-39
The aim of this study was, firstly, to explore the development of primary school children’s metacognitive knowledge from preschool
to the 2nd grade and the development of their text comprehension skill from the 1st grade to the 3rd grade. Secondly, the
developmental dynamics between metacognitive knowledge (MCK) and text comprehension skill (CS) across the first three school
years were investigated. The longitudinal sample included 181 children who were tested three times from preschool spring to
the spring term of the 3rd grade using an identical set of measurements: the Metacognitive Knowledge Test and Listening and
Reading Comprehension Tests. In studying developmental change using Latent Growth Curve modelling (LGC), no uni-construct effect for the development of MCK or for text CS was found. However, a slight multi-construct cumulative
development between the children’s MCK and reading CS was identified. Thus, it could be cautiously interpreted that the more
the children’s MCK developed from preschool to the end of the 2nd grade, the better reading CS they showed during the first
three school years.
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| Tiina AnnevirtaEmail: |
12.
Riikka Hirvonen George K. Georgiou Marja‐Kristiina Lerkkanen Kaisa Aunola Jari‐Erik Nurmi 《Journal of Research in Reading》2010,33(3):302-319
The purpose of this study was twofold: (a) to examine the effect of task‐focused behaviour on reading fluency, spelling and comprehension; and (b) to examine the role of the different literacy skills in subsequent task‐focused behaviour. Two hundred and seven Finnish‐speaking children were followed from preschool until their fourth year at school and were tested for reading fluency, spelling and reading comprehension. The teachers also rated the children's task‐focused behaviour. The results showed that task‐focused behaviour was a significant predictor of later reading comprehension and spelling skills. However, all three literacy skills predicted subsequent task‐focused behaviour. 相似文献
13.
Liisa Myyry Terhi Karaharju-Suvanto Marjo Vesalainen Anna-Maija Virtala Marja Raekallio Outi Salminen 《Assessment & Evaluation in Higher Education》2020,45(1):1-13
AbstractThe aim of this study was to examine the emotions higher education teachers associate with assessment and the factors in their teaching environment that triggered these emotions. As a starting point, Frenzel’s model of teacher emotions and Pekrun’s control-value theory of achievement emotions were used. The sample consisted of 16 experienced and pedagogically advanced teachers who participated in semi-structured interviews. After abductive content analyses, both positive and negative emotions were detected corresponding to Frenzel’s and Pekrun’s models. The main sources of emotions were validity of assessment, assessment methods, pedagogical development and assessment culture. This preliminary study indicates that assessment evokes both positive and negative emotions, and that validity of assessment is a prominent issue in evoking these emotions. Pedagogical training should deal with emotions and their regulation in assessment to help teachers in higher education to cope with negative emotions. 相似文献
14.
Jurgen Tijms Jan J. W. M. Hoeks Marja C. Paulussen‐Hoogeboom Anton J. Smolenaars 《Journal of Research in Reading》2003,26(2):121-140
Short and long‐term effects of a treatment for dyslexia are evaluated. The treatment is based on psycholinguistic theory and assumes that dyslexia is due to poor lexico‐phonological processing of words. The treatment is computer‐based and focuses on learning to recognise and to make use of the phonological and morphological structure of Dutch words. The results of the treatment were clear improvements in reading words, reading text and spelling. Effect sizes of standardised treatment gains were large (Cohen's d>0.80 for all variables). Following the treatment, participants attained an average level of text‐reading and spelling. The attained level of reading words and reading text was found to be stable over a four‐year follow‐up period. Spelling showed a slight decline one year after the treatment, but remained stable thereafter. 1 1. A preliminary report of the data was presented at the World congress on dyslexia, September 1997, Thessaloniki, Greece. 相似文献
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The purpose of this article is to describe how, within the Dutch approach to mathematics education, called Realistic Mathematics Education (RME), models are used to elicit students' growth in understanding of mathematics. First some background information is given
about the characteristics of RME related to the role of models in this approach. Then the focus is on the use of the bar model
within a longitudinal trajectory on percentage that has been designed for Mathematics in Context, a curriculum for the U.S. middle school. The power of this model is that it develops alongside both the teaching and the
students: from a drawing that represents a context related to percentage to a strip for estimation and reasoning to an abstract
tool that supports the use of percentage as an operator.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
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Mäki Hanna S. Voeten Marinus J.M. Vauras Marja M.S. Poskiparta Elisa H. 《Reading and writing》2001,14(7-8):643-672
In this longitudinal study, the writing skill development of154 Finnish-speaking children was followed from preschool to thethird grade. The focus was on predictive associations betweenpreschool writing readiness skills and later mechanics ofwriting, as well as between word recognition skill, mechanics ofwriting, and composition coherence. In addition, comparisons weremade between boys and girls to see to what extent writing skilldevelopment is gender-specific. Multi-group structural equationmodeling was used for statistical analysis. The results indicatedthat both mechanics of writing and composition coherence could bepredicted from performance on the same skill at an earlier pointin time. Preschool measures of phonological and visual-motorskills predicted later mechanics of writing. Word recognitionworked as a predictor of later mechanics of writing andcomposition coherence, but only starting from second grade, whenthe development of the word recognition skill had becomestabilized at a high enough level. Furthermore, first grademechanics of writing predicted second grade compositioncoherence, but only at this early stage of productive writingwhen there were still difficulties in the mechanics of writing.Girls were better at tasks measuring mechanics of writing andwrote more coherent stories than boys. The gender difference inthe mechanics of writing at the first grade level was explainedby the presented model. Educational implications were discussed. 相似文献
19.
The purpose of this longitudinal study was to explore the development of metacognitive knowledge in primary grade children (6–9 years, n=196) from pre-school to third grade. Knowledge about cognitive processes was obtained from children’s oral explanations. The results indicated that the average metacognitive knowledge of the primary grade children developed significantly during the first three school years. The children knew much about simple factors and strategies influencing cognitive activities, but after the first three school years, more complex strategies still remained unfamiliar to them. Moreover, the content analyses of children’s oral explanations revealed interesting differences in children’s metacognitive thinking. There appeared to be two groups of children with either non-developing or developing explanations. In addition, the children understood mental processing better in memory and learning activities, whereas comprehension processes were largely unknown to them. 相似文献
20.
Xiaoyan Zhao Marja Van den Heuvel-Panhuizen Michiel Veldhuis 《International Journal of Science and Mathematics Education》2018,16(7):1387-1407
This study investigated Chinese primary school mathematics teachers’ views on assessment in an effort to determine their assessment profiles. A large-scale questionnaire survey with 1101 teachers from 12 Chinese provinces and regions was carried out. The teachers reported to use assessment on a daily or weekly basis for different purposes. They recognized the importance of assessing different types of skills and knowledge and considered assessment useful for improving teaching and learning. To determine teachers’ assessment profiles, we used several latent variable modeling techniques. With exploratory factor analyses, we identified eight factors in the teachers’ responses: general instructional decision-making assessment purposes [1], specific instructional decision-making assessment purposes [2], assessment methods [3], diversity of assessment problem format [4], importance of assessing skills and knowledge [5], importance of assessing extra-curricular skills [6], Perceived usefulness [7], and acceptance of assessment [8]. When these factors were used to interpret the results of a latent class analysis, three distinct assessment profiles could be distinguished. One fifth of the teachers were in the Enthusiastic assessors profile. These teachers not only reported to use assessment frequently [3, 4] and purposefully [1, 2], but also highly endorsed its importance [5, 6] and usefulness [7, 8]. Around half of the teachers were in the Mainstream assessors profile; these teachers scored close to the mean on all factors. The remaining teachers held the relatively negative views on assessment and were therefore in the Unenthusiastic assessors profile. This profile characterization sheds light on Chinese primary school mathematics teachers’ assessment culture. 相似文献