Give a drug a bad name     

Carter R 《New scientist (1971)》1996,150(2024):14-15

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ID model construction and validation: a multiple intelligences case     

Monica W. Tracey  Rita C. Richey 《Educational technology research and development : ETR & D》2007,55(4):369-390

This is a report of a developmental research study that aimed to construct and validate an instructional design (ID) model that incorporates the theory and practice of multiple intelligences (MI). The study consisted of three phases. In phase one, the theoretical foundations of multiple Intelligences and ID were examined to guide the development of such model. In phase two the model components were determined and an initial model was constructed. In phase three, the model was reviewed and validated by experts in the field of ID through a three-round Delphi study. The result was a revised and validated Multiple Intelligences Design Model. This paper presents the decision-making processes and procedures used in model development, and provides a framework for the internal validation of ID models using expert review procedures.  相似文献   

Fighting to Educate Our Own: Teachers of Color,Relational Accountability,and the Struggle for Racial Justice     

Rita Kohli  Marcos Pizarro 《Equity & Excellence in Education》2016,49(1):72-84

Abstract

Research demonstrates that many teachers of Color enter schools committed to challenging injustice, yet often face barriers to accomplishing this goal. This article presents emergent themes from a qualitative study with 218 self-identified, racial justice-oriented teachers of Color. Using Wilson's (2008 Wilson, S. (2008). Research is ceremony: Indigenous research methods. Halifax, Canada: Fernwood. [Google Scholar]) indigenous cultural framework of relationality and relational accountability to analyze our data, we introduce the concept of community-oriented teachers of Color to describe the accountability these teachers have towards students of Color and their communities. We found that despite their connections, insights, and successes with students, hierarchies of ontology (ways of being) and epistemology (ways of knowing) within schools that promote individualism served to isolate and marginalize community-oriented teachers of Color and, thus, limited their ability to advance racial justice.  相似文献   

Using online tools in participatory research with adolescents to promote civic engagement and environmental mobilization: the WaterCircle (WC) project     

Rita Ruivo Marques  Carla Malafaia  Joaquim L. Faria  Isabel Menezes 《Environmental Education Research》2020,26(7):1043-1059

Abstract

The WaterCircle (WC) project was implemented in a school, with young adolescents, to address environmental problems. Framed in a participatory research (PR) approach, this school-and-community based intervention includes the use of online tools through which environmental problems in the community are discussed within and by a group of students. Using a quasi-experimental design, with intervention and control groups, the present study involved 361 young adolescents, in grades 7 to 9, from a public school in the northern region of Portugal. Mixed methods were used for data collection and analysis, namely based on questionnaires administered in the pre- and post-test moments, as well as on students’ discourses produced in the classroom during planned activities. Statistically significant changes on self-efficacy were found for the experimental group, suggesting that the intervention program has the potential to raise young people’s empowerment regarding environmental issues. The WC program seems to foster students’ awareness of the socio-political dimensions of environmental problems, since they were able to identify different actors in the community who should be involved in the proposed solutions. Longer-term intervention is required to foster the impact of the PR on the students’ experience.  相似文献   

Comparing digital to print assessment of receptive vocabulary with GraWo-KiGa in Austrian kindergarten     

Lisa Paleczek  Susanne Seifert  Martin Schöfl 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(6):2145-2161

The current study digitalised an assessment instrument of receptive vocabulary knowledge, GraWo-KiGa, for use in Austrian kindergartens. Using a mixed-methods approach, this study looks at 85 kindergarteners in their last year (age M = 5.79 years, 51.8% male, 71.8% L1 German), to find out (a) whether the form of digital assessment employed meets the required quality criteria and is comparable to the print version and (b) how instructors and children perceive its practicality and comprehensibility, as well as which version kindergarteners prefer. The results reveal that the digital assessment tool is both reliable (α = 0.85) and valid (convergent validity: r = 0.43; discriminant validity: r = 0.31). Results of the digital and print version were comparable (r = 0.83). Although children found both versions easy to use, most of them reported the digital version to be easier and also preferred. In light of the numerous benefits that digital assessments offer in terms of administration, evaluation, feedback and motivation, the digital version of GraWo-KiGa has great potential in easing kindergarten teachers' assessment procedures. However, due to the limited availability of digital resources, the print version will remain highly relevant in the future.

Practitioner notes

What is already known about this topic

• Proper assessment is the basis of individualised support.
• Digital assessment procedures can ease the assessment process and motivate children, even in kindergarten.
• In German-speaking countries, digitalisation has barely reached kindergarten.
• The print version of GraWo-KiGa reliably and validly assesses receptive vocabulary in kindergarteners in their last year.

What this paper adds

• GraWo-KiGa digital meets the necessary quality criteria in terms of reliability and validity and is comparable to its print version.
• GraWo-KiGa is practical in use for both children and kindergarten teachers.
• Most kindergarteners preferred the digital version over the print version. Teachers benefit from easy administration and evaluation, quick results, and a pleasant screening procedure for the kids.

Implications for practice and/or policy

• Digital assessment tools in kindergarten have the potential to support kindergarten teachers in their regular assessment processes.
• In kindergarten, the use of GraWo-KiGa digital allows children at risk of developing reading comprehension difficulties to be identified quickly and economically.
• Digital assessments enable rapid and targeted allocation of children to support programmes.

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The use of motor activity as an index of curiosity in children     

Rita W. Peterson  Lawrence F. Lowery 《科学教学研究杂志》1972,9(3):193-200

The curiosity of 120 elementary school children, aged five through thirteen years, was assessed by three measures: (1) the amount of coordinated sensory-motor activity directed toward designated objects in a waiting room environment during a 10-minute waiting period, (2) the number of unsolicited questions asked within the same time period and environment, and (3) teacher ratings, where classroom teachers estimated children's curiosity based on their normal classroom behavior. In a three-way analysis of variance, the amount of curiosity expressed through motor activity was found significantly related to groups based on racial-ethnic origins, but not to groups based on age or sex. The amount of curiosity expressed through motor activity was negatively correlated with teacher ratings in one class but not significantly correlated in three other classes. Children who asked most questions were rated highest in curiosity by their teachers, but exhibited least curiosity through motor activity in the waiting room.  相似文献   

Interventions for dyslexia in Brazil: a scoping review discussed within the perspective of international best practice     

Rita Signor  Mary Claessen  Suze Leitão 《Australian Journal of Learning Difficulties》2020,25(1):1-30

ABSTRACT

Reading success has a significant impact on social, academic and vocational engagement. While there have been many advances in Brazilian educational policy, and a reduction in rates of absolute illiteracy, low levels of literacy continue to be a significant area of concern. We aimed to scope the literature to identify the types of intervention researched in Brazil for people with developmental dyslexia; map the findings to international theories of dyslexia and draw on these findings to inform future clinical practice and research. Four databases were searched and a total of 13 studies met eligibility criteria. Four key themes were identified: (1) phonological-based intervention, reading and writing; (2) intervention using computerised technology; (3) auditory processing training and (4) training of visuomotor skills. Whilst most interventions were in keeping with current international theory, a number of methodological issues were identified which, if addressed, would strengthen future research and inform clinical practice in Brazil.  相似文献   

Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills     

Tami Seifert  Orna Feliks 《Assessment & Evaluation in Higher Education》2019,44(2):169-185

Self-assessment and peer-assessment are strategies employed to encourage students to take more responsibility for the learning process. Although the advantages are not obvious, the process has the potential to empower learning and to assist the development of assessment skills, which are so important for future teachers. The research aimed to identify student-teachers' attitudes concerning the contribution of self-assessment and anonymous peer-assessment to the quality of their assignments and improvement of their assessment skills, using both qualitative and quantitative methodologies. The sample included 300 students studying for bachelor’s or master’s degrees. Texts that were analysed included: responses to a questionnaire, self and peer-assessments, word comments on the assignments and written blog content relating to students’ activities and their performance of peer evaluations. The students noted that they significantly benefitted from the process, learned various methods of assignment and assessment performance and it positioned them in relation to others, noticing how others evaluated them. Anonymous evaluation allowed students to overcome inhibitions in evaluating peers' works and improved their assessment skills.  相似文献   

Children’s Perspective on Learning: An International Study in Denmark,Estonia, Germany and Sweden     

Anette Sandberg  Stig Broström  Inge Johansson  Thorleif Frøkjær  Christa Kieferle  Anja Seifert  Angela Roth  Maire Tuul  Aino Ugaste  Meeli Laan 《Early Childhood Education Journal》2017,45(1):71-81

This article explores how some children in Denmark, Estonia, Germany and Sweden describe their perspective on learning. The aim of the international study is to gain knowledge of how preschool children in Sweden, Denmark, Estonia and Germany reflect and perceive their learning in preschool and other surrounding social contexts. The results are based on 51 focus group interviews from 181 children. The results indicate that, in general, children from all four countries seem to be aware of their own learning. One can conclude that encouraging children to think about what they are doing and why they are doing it makes the activities more goal-oriented from the children’s perspective and thus more conscious. Children are able to describe their own perspectives on learning.  相似文献   

Exploring marine biodiversity through inquiry with primary school students: a successful journey?     

Luísa Jesus-Leibovitz  Ana Margarida Baioa  Rita Borges 《Education 3-13》2017,45(4):437-449

In this work, we present a marine ecology inquiry-based activity, implemented with 164 primary school students. The main goal was to evaluate the activity's impact on students’ understanding about biodiversity and scientific procedures. We also aimed to analyse the potential use of personal meaning maps (PMMs) to assess the impact of the activity on students’ ideas about the topics explored. The results revealed that fieldwork and the exploration of real data were the aspects most emphasised by all intervenient. Finally, the PMMs proved to be a good tool to evaluate the impact of activities developed outside classroom, with primary school levels.  相似文献