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91.
The effect of self-modeling as an intervention to increase individual participatory behavior in the classroom was investigated using a multiple baseline design across three second grade students with a follow-up. In addition, a control student was employed to further investigate the effects of the intervention. Self-modeling is defined as the positive change in behavior resulting from spaced viewing of oneself on edited tapes depicting exemplary behavior. Students viewed edited videotapes of themselves successfully volunteering to participate in class by raising their hand. The three students, during baseline, had a mean participation rate ranging between 8% and 24% compared with the control student's rate ranging between 53% and 63%. During intervention, the mean participation rate ranged between 28% and 60% compared with the control student's rate ranging between 43% and 46%. At follow-up, students had a mean percentage rate ranging between 44% and 64% compared with the control student's rate of 53%. Thus, they more closely approximated or surpassed the control student's mean rate of participation during intervention and follow-up, suggesting that the self-modeling intervention was effective in increasing individual participatory behavior in the classroom. © 1998 John Wiley & Sons, Inc. 相似文献
92.
ARTEMIS (Art Educational Multiplayer Interactive Space) is an online multi‐user virtual environment that is designed around the objects, artefacts, philosophies, personalities and critical discourses of the histories and theories of art and design. Conceived as a means of reinvigorating art history and theory education in the digital age, ARTEMIS addresses the specific teaching and learning needs of a new generation of art and design students in higher education. This article is a case study that addresses the second phase of the testing and design development of ARTEMIS. It builds on the findings of the initial phase, which involved the development of the ‘proof of concept’ for an online virtual world and game designed for undergraduate students in the Faculty of Art and Design at Monash University in Melbourne, Australia. Drawing on a test trial and student response survey, this article assesses whether virtual environments like ARTEMIS can generate new life in art and design history, augment the teaching and learning mix in art and design higher education, and foster new modes of active engagement amongst students. 相似文献
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Melissa A. Reid James C. DiPerna Paul L. Morgan Pui Wa Lei 《Psychology in the schools》2009,46(10):1023-1035
The purpose of this study was to examine the reliability and validity of scores from six early literacy probes developed for use with preschool‐age children. The literacy probes were administered to 84 preschoolers at three time points over a 6‐month period. Also, a criterion measure of early literacy skills was administered to a subset of students. Results indicated that the probes demonstrate adequate reliability for screening decisions, moderate to strong concurrent relationships with a criterion measure, and developmentally appropriate changes in children's early literacy skills over time. These results add to the growing body of evidence supporting the technical adequacy of general outcome measurement for use in monitoring the progress of preschoolers' academic skill development. © 2009 Wiley Periodicals, Inc. 相似文献
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Iyah Romm Susannah Gordon-Messer Melissa Kosinski-Collins 《CBE life sciences education》2010,9(2):80-86
Although undergraduates have long held a role as teaching assistants for introductory science courses at liberal arts colleges and universities, educational institutions often do not provide these students with opportunities to explore science teaching and pedagogy. At Brandeis University, we designed an internship course to help increase the motivation, understanding, and knowledge of teaching pedagogy for undergraduate teaching assistants that is offered concurrently with their teaching responsibilities. Weekly sessions with faculty mentors are guided by readings in current science education literature, and throughout the semester students are asked to develop new course material based on the pedagogical frameworks discussed. To evaluate the effectiveness of this course, we surveyed students at the close of the semester. We found an overall increase in student confidence levels with regard to teaching and better awareness of the difficulties faced in science education. All students who participated in the course expressed interest in participating in future educational internships. We believe that the Educating Young Educators internship has the potential to be a catalyst for personal and professional growth from a novice into an informed young educator. 相似文献
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Carl L. Myers Jennifer L. Bour Kristina J. Sidebottom Sara B. Murphy Melissa Hakman 《Psychology in the schools》2010,47(3):205-216
Broad‐band or multidimensional behavior‐rating scales are common tools for evaluating children. Two popular behavior‐rating scales, the Behavior Assessment System for Children, Second Edition (BASC‐2; Reynolds & Kamphaus, 2004) and the Child Behavior Checklist (CBCL; Achenbach & Rescorla, 2000), have undergone downward extensions so that the preschool versions are available for children as young as 18 months. Limited research, however, has been conducted on the preschool versions of the BASC‐2 and CBCL. This study examined the consistency of results from the two preschool versions when completed by parents of clinically referred preschoolers. Comparisons of similarly named scales found significant correlations. Mean scores for several of the constructs were significantly different, however, and often resulted in inconsistent classification decisions. © 2010 Wiley Periodicals, Inc. 相似文献
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The understanding of teachers’ perception of new educational policy is crucial since this perception shapes the policy’s implementation. However, quantitative research in this area is scarce. This article draws on empirical data to investigate whether the school leader might influence his teachers’ perception of the new teacher evaluation policy. The conceptualisation of teachers’ perception consists of three policy characteristics: practicality, need and clarifying function. Our results indicate that school leadership influences teachers’ policy perception. More specifically, the structure a school leader provides in a school and the amount of trust teachers have in the school leader have a significant impact on teachers’ perception of the practicality of the new teacher evaluation policy. 相似文献
100.
Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale 下载免费PDF全文
Katherine Chesnutt Melissa Gail Jones Rebecca Hite Emily Cayton Megan Ennes Elysa N. Corin Gina Childers 《科学教学研究杂志》2018,55(6):876-900
This study examined the degree to which individual differences in students' (N = 232) concepts of size and scale are explained by factors such as students' innate sense of number, out‐of‐school science experiences, exposure to size and scale instruction, gender identities, and racial/ethnic identities. There is increasing emphasis being placed on the use of crosscutting concepts to promote deep learning in science. A multiple linear regression indicated students' racial/ethnic identities, experiences with scale outside of school, and exposure to size and scale instruction significantly added to the prediction model. Results from this study can both inform the movement toward incorporating crosscutting concepts into pedagogy as well as inform educators, administrators, and other stakeholders of the factors that may shape students' understanding of the cross‐cutting concept of scale, proportion, and quantity. 相似文献