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41.
Bonnie Klimes-Dougan Jose A. Lopez Perry Nelson Howard S. Adelman 《The Urban Review》1992,24(3):185-202
An interview and an intervention study are reported. Interview findings extend research on the positive relationship of parent involvement to school success. That is, although most of the low income families reported low-moderate participation, a postive relationship was found between parent involvement and school adjustment as early as kindergarten. With respect to negative valuing and barrier interpretations of low participation, the data support the latter; all but a few parents reported positive attitudes toward school involvement, while the majority indicated significant barriers. In comparing Latino and non-Latino groups, the former reported more barriers. Within the Latino group, parents whose children had made a good school adjustment indicated the most participation. Non-English proficient parents reported more barriers than those proficient in English but comparable degrees of involvement. In the intervention study, a simple strategy resulted in more treatment than control parents attending a school event. Differences in attendance were related to ethnicity and language.This work was carried out in conjunction with a dropout prevention demonstration project conducted as a collaborative effort of the School Mental Health unit (Janelle Munn, Director) and Dropout Prevention unit (Pete Martinez, Director) of the Los Angeles Unified School District and the School Mental Health Project at UCLA (Howard Adelman and Linda Taylor, Co-directors). Partial support for the project came from the U.S. Department of Education. The authors, of course, assume full responsibility for the contents, but we want to take this opportunity to acknowledge the contributions of participating schools and project staff (especially Mary Beth DiCecco and Alison McAlpine). And although she declined author credit, this work could not have been accomplished with the many contributions of Linda Taylor, the project director. We would also like to thank Regina DeWitter, Teresa Gonzales, Kathy Eides and the many other UCLA students who assisted in various phases of the research. 相似文献
42.
Bram E. Vaessen Antoine van den Beemt Gerard van de Watering Ludo W. van Meeuwen Lex Lemmens Perry den Brok 《Assessment & Evaluation in Higher Education》2017,42(6):872-886
This pilot study measures university students’ perceptions of graded frequent assessments in an obligatory statistics course using a novel questionnaire. Relations between perceptions of frequent assessments, intrinsic motivation and grades were also investigated. A factor analysis of the questionnaire revealed four factors, which were labelled value, formative function, positive effects and negative effects. The results showed that most students valued graded frequent assessments as a study motivator. A modest number of students experienced positive or negative effects from assessments and grades received. Less than half of the students used the results of frequent assessments in their learning process. The perception of negative effects (lower self-confidence and more stress) negatively mediated the relation between grades and intrinsic motivation. It is argued that communication with students regarding the purpose and benefits of frequent assessments could mitigate these negative effects. 相似文献
43.
Tony?Rickards Perry?Den?BrokEmail author Darrell?Fisher 《Learning Environments Research》2005,8(3):267-287
This study reports the first development in Australia of science teacher typologies of teacher–student interpersonal behaviour.
Students' perceptions of teacher–student interpersonal behaviour were measured using the Questionnaire on Teacher Interaction
(QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed
with an American sample of secondary school teachers. The present study investigated the extent to which typologies found
in earlier studies also apply to a sample of Australian secondary school science teachers. Data were first checked to examine
whether the eight profiles found in The Netherlands and the USA were also present in the Australian data. A cluster analysis
using various clustering methods and procedures was used to determine Australian typologies and compare these with earlier
Dutch findings. Results of the cluster analyses were verified by analyses of variance, by plotting QTI scale scores graphically,
and by presenting a set of sector graphics to two independent researchers and having them sort these into different profiles
as found in the statistical analyses. The resultant typologies and implications for professional development and research
are presented. 相似文献
44.
Mike Perry 《Teaching Statistics》1999,21(1):17-19
Several measures of “success” for a simple game are discussed. Comparisons between players, and between a player and a simulation, can be made in several ways. 相似文献
45.
While a great deal of research has focused on children’s experiences as they start school, less attention has been directed to their experiences—and those of their families and educators—as they start school age care. This paper draws from a recent research project investigating practices that promote positive transitions to school and school age care. Data were generated through questionnaires, document analysis, visits to sites and conversations with a wide range of participants. In this paper, data related to school age care are reported. The results emphasise the importance of communication in the development of strong positive relationships among all those involved in transition. The practices identified as effective reflect the principles of My Time, Our Place: Framework for School Age Care in Australia, and are aligned with the Transition to School: Position Statement, which focuses on the opportunities, expectations, aspirations and entitlements for all during educational transitions. Drawing on these practices, possibilities for enhanced professional practice are explored. 相似文献
46.
This article presents the design, national standardization, and validation of the Preschool Learning Behaviors Scale (McDermott, Green, Francis, & Stott, 2000). A normative sample (N = 100) of 3‐ to 5–1/2‐year‐olds was configured to the U.S. Census, wherewith factor analyses yielded distinct and reliable dimensions of Competence Motivation, Attention/Persistence, and Attitude Toward Learning. The solution was invariant in an independent national sample (N = 170) and generalizable across child sex, age, ethnicity, and parent education level. Three‐week stability and interobserver agreement were supported with a local Head Start sample (N = 52). Bivariate and canonical correlations demonstrated validity convergence with indices of social skills, divergence from behavior problems, and substantial independence from cognitive ability. Implications and future research are considered. © 2002 Wiley Periodicals, Inc. 相似文献
47.
Academic help-seeking in the university setting: The effects of motivational set,attributional style,and help source characteristics 总被引:6,自引:0,他引:6
We examined university students' academic help-seeking under task-involved and ego-involved classroom conditions. The effects of these motivational sets on frequency of help-seeking were expected to depend on students' attributions for failure. Use of two types of help sources was investigated: (1) an instrumental help source that imparted useful strategies to the help-seeker, thereby allowing him or her to retain responsibility for solving the problem; (2) an executive help source that disclosed the solutions, thus relinquishing the help-seeker of the responsibility for independent problem-solving. We found that ego involvement increased executive help-seeking in students who attributed failure to low ability, but not in students who made effort attributions. Moreover, task involvement produced more instrumental help-seeking than ego involvement in all students regardless of their attribution style. Since executive help-seeking can impede academic development by inhibiting skill acquisition and by fostering dependence on a help source, university teachers should consider classroom strategies that promote task involvement.Support for this research was provided to Jamie-Lynn Magnusson by The University of Manitoba Research Funds Committee and the Social Sciences and Humanities Research Council of Canada. Support was provided to Raymond P. Perry by Franz E. Weinert, the Max Planck Institute, Munich. Portions of this paper were presented at the meetings of the American Educational Research Association. This paper is based on research conducted for a doctoral thesis submitted by Jamie-Lynn Magnusson, under the supervision of Raymond P. Perry, to the Department of Psychology at The University of Manitoba. 相似文献
48.
Knut -Inge Klepp Cheryl L. Perry David R. Jacobs 《European Journal of Psychology of Education - EJPE》1987,2(4):421-441
An etiological study was designed to investigate the onset and development of drinking and driving among adolescents who recently received their driver’s license. A theoretical framework, derived from Problem Behavior Theory, was applied in order to identify environmental, personality and behavioral factors associated with drinking and driving. Among students who reported that they had driven a motor vehicle in the past three months (N=1416), 33 percent of the males and 22 percent of the females (who averaged 16.7 years) reported “drinking at least two drinks on a single occasion prior to driving” at least once in the previous three months. Personality factors (including perceived ability to drive after drinking, tolerance of drinking and driving, and lack of self-confidence in avoiding drinking and driving situations), perceived environmental factors (perceived car availability and friends modelling of drinking and driving) and behavioral factors (riding with a drinking driver and marijuana use) accounted for a large proportion (49%) of the variance in reported drinking and driving. It is recommended that school-based, peer-led educational programs be designed which target young adolescents prior to the age at which legal driver license is obtained. The programs should be broad-based and consider drinking and driving within the larger context of drinking and driving related behaviors and traffic safety in general. 相似文献
49.
Brian A. Bottge Enrique Rueda Jung Min Kwon Timothy Grant Perry LaRoque 《Educational technology research and development : ETR & D》2009,57(4):529-552
The purpose of this randomized experiment was to compare the performance of high-, average-, and low-achieving middle school
students who were assessed with parallel versions of a computer-based test (CBT) or a paper-pencil test (PPT). Tests delivered
in interactive, immersive environments like the CBT may have the advantage of providing teachers with diagnostic tools that
can lead to instruction tailored to the needs of students at different achievement levels. To test the feasibility of CBT,
students were randomly assigned to the CBT or PPT test conditions to measure what they had learned from an instructional method
called enhanced anchored math instruction. Both assessment methods showed that students benefited from instruction and differentiated
students by achievement status. The navigation maps generated from the CBT revealed that the low-achieving students were able
to navigate the test, spent about the same amount of time solving the subproblems as the more advanced students, and made
use of the learning scaffolds.
相似文献
Brian A. BottgeEmail: |
50.
Xuezhao Lan Claire Cameron Ponitz Kevin F. Miller Su Li Kai Cortina Michelle Perry Ge Fang 《Early childhood research quarterly》2009,24(2):198-211
This study investigated variation in students’ behavioral engagement across mathematics classes in China and the United States. Student behavioral engagement was examined along with two aspects of the classroom (group size and teacher instructions given about classroom behavior). Video observational data were collected and coded over 1051 time intervals in 35-minute mathematics sessions in Chinese classrooms (n = 8) and comparable American classrooms (n = 7). Latent growth analyses revealed that overall, behavioral engagement declined over time, although the drop-off was dramatically sharper in American classrooms relative to Chinese classrooms. In addition, larger group size and the timing of teacher instructions (given before versus after the behavior) were significantly associated with increased engagement. This study revealed compelling cultural differences as well as patterns in student and teacher behaviors associated with students engaging in on-task behaviors in the classroom. Implications for ways to promote effective classroom behavior are discussed. 相似文献