Enjoyment,Boredom, Anxiety in Elementary Schools in Two Domains: Relations With Achievement     

Daniela Raccanello  Margherita Brondino  Angelica Moè  Robert Stupnisky  Stephanie Lichtenfeld 《Journal of Experimental Education》2019,87(3):449-469

This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012) assessing their emotions in their native language and mathematics. The hierarchical model of the instrument was invariant across countries (Italy, Germany, United States), grades, gender, and domains. Anxiety related negatively to achievement, while enjoyment related positively to achievement only in mathematics. Second-graders reported more enjoyment and less boredom and anxiety than fourth-graders. Overall, mathematics resulted in better emotions than native language. The results have implications for future research on achievement emotions in elementary school.  相似文献   

Keynote address with david thornburg unlocking the web: Breaking the rearview mirror     

Stephanie Allen doctoral student at Utah State University  David Thornburg 《TechTrends》2002,46(1):6-7

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Assessment activities at large,research universities     

Dr. John C. Ory  Stephanie A. Parker 《Research in higher education》1989,30(4):375-385

Assessment and outcomes measurement is receiving considerable attention in higher education nationwide. But what are colleges and universities doing and calling assessment? To answer these and other questions, a telephone survey was conducted with a sample of large, research universities. Responses to the survey are presented and discussed in this paper. Results indicated limited university involvement in activities commonly associated with the current assessment “movement,” i.e., measures of added value or student progress and growth. Instead, much of the reported activities are “traditional” testing and evaluation activities such as placement testing and student evaluation of instruction. In sum, assessmentis evaluation at large, research universities.  相似文献   

Executive function in context: development, measurement, theory, and experience     

Carlson SM 《Monographs of the Society for Research in Child Development》2003,68(3):138-151

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Design Pedagogy for an Unknown Future: A View from the Expanding Field of Design Scholarship and Professional Practice          下载免费PDF全文

Stephanie Elizabeth Wilson  Lisa Zamberlan 《The International Journal of Art & Design Education》2017,36(1):106-117

This article draws on current research investigating the notion of design for an unknown future. It reflects on recent thinking about the role of creativity in design practice and discusses implications for the development and assessment of creativity in the design studio. It begins with a review of literature on the issues and challenges associated with the assessment of creativity in design education. It then discusses and distinguishes three significant assessment models in design and creative arts education and emphasises the importance of opening debate on notions of creativity within the discipline. Following this, the article examines recent developments in the way that creativity is being practised, driven, fostered and implemented in contemporary design practice, and argues that these recent developments must feature in current scholarship about the development and assessment of creativity in design education. The article recommends areas for future research that pay close attention to developments in the rapidly expanding field of design practice.  相似文献   

Teaching Trump: Student Recommendations to Ensure Safe Discussions in a Time of Polarized Political Divide     

Stephanie Boys  Julie S. Walsh  Khadija Khaja 《Journal of Teaching in Social Work》2018,38(4):347-362

ABSTRACT

This article includes findings from a mixed method survey at a large, public midwestern university following the election of Donald J. Trump as the president of the United States. It examines student perceptions about effective engagement in political discourse within social work classes. Survey questions urged students to suggest how instructors might facilitate this dialogue fairly in the classroom given the passionate emotions and differing viewpoints surrounding the election, while acknowledging and educating about values espoused by the profession. Findings from this study illustrate the challenges that students face in having these conversations and outline their recommendations to social work educators for facilitating safe, sensitive, and inclusive classroom discussion about politics.  相似文献   

The relationship of teacher ratings of executive functions to emergent literacy in Head Start     

Hooper  Stephen R.  Costa  Lara-Jeane C.  Green  Melissa B.  Catlett  Stephanie R.  Barker  Alexandra  Fernandez  Edmund  Faldowski  Richard A. 《Reading and writing》2020,33(4):963-989

Reading and Writing - The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy...  相似文献   

Becoming activist: Critical literacy and youth organizing     

Stephanie Bengtsson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2016,62(6):815-817

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Differentiating the neural response to intervention in children with developmental dyslexia     

Odegard TN  Ring J  Smith S  Biggan J  Black J 《Annals of dyslexia》2008,58(1):1-14

Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz et al., Biological Psychiatry 55: 101–110, 2004; Simos et al., Neuroscience 58: 1203–1213, 2002). However, a non-trivial number of children diagnosed with dyslexia fail to respond to these interventions (Torgesen, Learning Disabilities Research & Practice 15: 55–64, 2000). A cross-sectional fMRI study investigating post-treatment effects was conducted in an effort to better understand differences in brain function between treatment responders and non-responders. Educational testing and brain activation measured after treatment suggested that the reading intervention used in the present study rehabilitated several basic level reading processes in all participants diagnosed with dyslexia. However, activation in the left inferior parietal lobe differentiated treatment responders and non-responders in comparison to non-impaired readers. Children with persistent deficits in single word decoding (treatment non-responders) demonstrated significantly less activation in the left inferior parietal lobe when compared to non-impaired readers.  相似文献   

Selecting the Qualified: A Standards-Based Teacher Education Admission Process     

Peter R. Denner  Stephanie A. Salzman  Jack D. Newsome 《Journal of Personnel Evaluation in Education》2001,15(3):165-180

A standards-based admission process for qualifying caring and competent candidates for teacher preparation is presented. The major elements of the admission process include prerequisite standards that address the knowledge, dispositions, and skills candidates should possess upon entrance to the teacher education program; multiple assessments that evaluate the prerequisite standards; and an admission interview process that involves collaboration of arts and sciences faculty, education faculty, undergraduate students, and professionals from the field. A unique aspect of the admission process is its strong focus on dispositional standards. Emphasis is placed on qualifying future teachers into teacher education programs based upon demonstrated evidence of their meeting defensible and education community supported admission standards.  相似文献