One and One is Sometimes Three in Small Group Mathematics Learning   总被引：1，自引：0，他引：1  

Pasi Sahlberg  John Berry 《Asia Pacific Journal of Education》2002,22(1):82-94

In recent years, Mathematics teaching has been confronted by demands for higher standards and better pupil achievement in several parts of the world. Researchers have suggested the shift from teacher‐centred instruction towards more active participatory learning methods as one way to improve the quality of the teaching and learning process. The tension between whole‐class teaching versus small group learning in Mathematics has been particularly apparent in many education systems. This article analyses the development of Mathematics teaching by asking whether small group learning is an effective arrangement in teaching school Mathematics. We conclude that although there is no unanimity about the affects of small group learning on student achievement in school Mathematics, it seems that it produces at least equal academic outcomes among all students compared to more traditional methods of instruction. Working in pairs is a particularly effective form of learning Mathematics and that small groups are beneficial for developing mathematical problem‐solving skills. We also conclude that the present educational policies and increased quality assurance structures in many countries conflict, or are not consistent with scientific‐professional thinking and research on the teaching of Mathematics.  相似文献   

The representation and attainment of students with dyslexia in UK higher education   总被引：1，自引：0，他引：1  

Richardson  John T.E.  Wydell  Taeko N. 《Reading and writing》2003,16(5):475-503

Using a database of allstudents in higher education in the UK in1995–1996, students with dyslexia and those withno reported disability were compared in termsof demographic properties, programmes of studyand academic attainment. Students with dyslexiaconstituted 0.42% of all students resident inthe UK. Their representation varied with age,gender, ethnicity and entrance qualificationsand with their level, mode and subject ofstudy. Students with dyslexia were more likelyto withdraw during their first year of studyand were less likely to complete theirprogrammes of study, although with appropriatesupport the completion rate of students withdyslexia can match that of students with nodisabilities. In addition, students withdyslexia who completed first-degree programmestended to gain a poorer class of honours thanstudents with no reported disability, but 40%obtained first-class or upper second-classhonours. In short, dyslexia may havedeleterious consequences for progression,completion and achievement in higher education,but it is by no means incompatible with a highlevel of success, given appropriate commitmenton the part of the students and appropriateresources on the part of their institution.  相似文献   

Secondary school physics teachers' conceptions of scientific evidence: An exploratory case study     

Joseph A. Taylor  Thomas M. Dana 《科学教学研究杂志》2003,40(8):721-736

This article describes an exploratory case study of secondary school physics teachers' conceptions of scientific evidence. The nature of teachers' conceptions of evidence was derived from an analysis of data collected from 1 preservice and 2 in‐service teachers. Each teacher responded to a series of research prompts in multiple interviews and handwritten tasks. In these research prompts, the teachers thought aloud while designing experiments and critically evaluating student‐collected data as presented in hypothetical classroom scenarios. Spoken and written data were recorded. The data set was coded and analyzed using standard qualitative analysis techniques. Data from this study suggest that, while contemplating the reliability and validity of hypothetical student‐generated scientific evidence, the teachers frequently intertwined conceptions of evidence with subject matter concepts centrally relevant to the hypothetical investigation. Data also indicate that the relationship between subject matter knowledge and conceptions of evidence was more pronounced for some conceptions of evidence than for others. Results suggest that a fuller study is warranted. Suggestions for future research include exploring such relationships in other physics content areas as well as other scientific disciplines. Implications for science teacher education suggest that science and science methods courses should encourage preservice teachers to engage in original scientific research, as well as participate in peer review and critique. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 721–736, 2003  相似文献   

FRP Retrofitted RC Slabs Using Finite Difference Model     

WU Chengqing  OEHLERS Deric John  WHITTAKER Andrew 《天津大学学报(英文版)》2008,14(5):344-347

Current guidelines recommend using single-degree-of-freedom(SDOF) method for dynamic analysis of reinforced concretec (RC) structures against blast loads, which is not suitable for retrofitted members. Thus, a finite difference procedure developed in another study was used to accurately and efficiently analyze the dynamic response of fibre reinforced polymer (FRP) plated members under blast loads. It can accommodate changes in the mechanical properties of a member's cross section along its length and through its depth in each time step, making it possible to directly incorporate both strain rate effects (which will vary along the length and depth of a member) and non-uniform member loading to solve the partial differential equation of motion. The accuracy of the proposed method was validated in part using data from field blast testing. The finite difference procedure is implemented easily and enables accurate predictions of FRP-plated-member response.  相似文献   

Let’s Cross the Next One: Parental Scaffolding of Prospective Control Over Movement     

Elizabeth E. O’Neal  Shiwen Zhou  Yuanyuan Jiang  Joseph K. Kearney  Jodie M. Plumert 《Child development》2021,92(2):e173-e185

This investigation examined parental scaffolding of children’s prospective control over decisions and actions during a joint perception-action task. Parents and their 6-, 8-, 10-, and 12-year-old children (N = 128) repeatedly crossed a virtual roadway together. Guidance and control shifted from the parent to the child with increases in child age. Parents more often chose the gap that was crossed and prospectively communicated the gap choice with younger than older children. Greater use of an anticipatory gap selection strategy by parents predicted more precise timing of entry into the gap by children. This work suggests that social interaction may serve as an important experiential mechanism for the development of prospective control over decisions and actions in the perception–action domain.  相似文献   

Testing Measurement Invariance Across Unobserved Groups: The Role of Covariates in Factor Mixture Modeling     

Yan Wang  Eunsook Kim  John M. Ferron  Robert F. Dedrick  Tony X. Tan  Stephen Stark 《Educational and psychological measurement》2021,81(1):61

Factor mixture modeling (FMM) has been increasingly used to investigate unobserved population heterogeneity. This study examined the issue of covariate effects with FMM in the context of measurement invariance testing. Specifically, the impact of excluding and misspecifying covariate effects on measurement invariance testing and class enumeration was investigated via Monte Carlo simulations. Data were generated based on FMM models with (1) a zero covariate effect, (2) a covariate effect on the latent class variable, and (3) covariate effects on both the latent class variable and the factor. For each population model, different analysis models that excluded or misspecified covariate effects were fitted. Results highlighted the importance of including proper covariates in measurement invariance testing and evidenced the utility of a model comparison approach in searching for the correct specification of covariate effects and the level of measurement invariance. This approach was demonstrated using an empirical data set. Implications for methodological and applied research are discussed.  相似文献   

Latent Variable Modeling and Adaptive Testing for Experimental Cognitive Psychopathology Research     

Michael L. Thomas  Gregory G. Brown  Virginie M. Patt  John R. Duffy 《Educational and psychological measurement》2021,81(1):155

The adaptation of experimental cognitive tasks into measures that can be used to quantify neurocognitive outcomes in translational studies and clinical trials has become a key component of the strategy to address psychiatric and neurological disorders. Unfortunately, while most experimental cognitive tests have strong theoretical bases, they can have poor psychometric properties, leaving them vulnerable to measurement challenges that undermine their use in applied settings. Item response theory–based computerized adaptive testing has been proposed as a solution but has been limited in experimental and translational research due to its large sample requirements. We present a generalized latent variable model that, when combined with strong parametric assumptions based on mathematical cognitive models, permits the use of adaptive testing without large samples or the need to precalibrate item parameters. The approach is demonstrated using data from a common measure of working memory—the N-back task—collected across a diverse sample of participants. After evaluating dimensionality and model fit, we conducted a simulation study to compare adaptive versus nonadaptive testing. Computerized adaptive testing either made the task 36% more efficient or score estimates 23% more precise, when compared to nonadaptive testing. This proof-of-concept study demonstrates that latent variable modeling and adaptive testing can be used in experimental cognitive testing even with relatively small samples. Adaptive testing has the potential to improve the impact and replicability of findings from translational studies and clinical trials that use experimental cognitive tasks as outcome measures.  相似文献   

Parameter Estimation Accuracy of the Effort-Moderated Item Response Theory Model Under Multiple Assumption Violations     

Joseph A. Rios  James Soland 《Educational and psychological measurement》2021,81(3):569

As low-stakes testing contexts increase, low test-taking effort may serve as a serious validity threat. One common solution to this problem is to identify noneffortful responses and treat them as missing during parameter estimation via the effort-moderated item response theory (EM-IRT) model. Although this model has been shown to outperform traditional IRT models (e.g., two-parameter logistic [2PL]) in parameter estimation under simulated conditions, prior research has failed to examine its performance under violations to the model’s assumptions. Therefore, the objective of this simulation study was to examine item and mean ability parameter recovery when violating the assumptions that noneffortful responding occurs randomly (Assumption 1) and is unrelated to the underlying ability of examinees (Assumption 2). Results demonstrated that, across conditions, the EM-IRT model provided robust item parameter estimates to violations of Assumption 1. However, bias values greater than 0.20 SDs were observed for the EM-IRT model when violating Assumption 2; nonetheless, these values were still lower than the 2PL model. In terms of mean ability estimates, model results indicated equal performance between the EM-IRT and 2PL models across conditions. Across both models, mean ability estimates were found to be biased by more than 0.25 SDs when violating Assumption 2. However, our accompanying empirical study suggested that this biasing occurred under extreme conditions that may not be present in some operational settings. Overall, these results suggest that the EM-IRT model provides superior item and equal mean ability parameter estimates in the presence of model violations under realistic conditions when compared with the 2PL model.  相似文献   

Formative Autonomy: Lessons from Elio Petri     

John Baldacchino 《Educational theory》2021,71(1):95-111

John Baldacchino's discussion of the concept of autonomy in this article runs on the dual track of the arts and education. His aim is to engage with the notion of autonomy in terms of what human beings invent (through art) and know (through education) by what they share as free and intelligent beings who live convivially. Following Luigi Pareyson's argument that by form one means a living organism endowed by its own legality (and thereby its own autonomy), Baldacchino offers an analysis of Elio Petri's film La classe operaia va in Paradiso (The Working Class Goes to Heaven) as context for this discussion, which adds a third dimension to the notion of autonomy: that of the political. Here, autonomy is presented as a triangulation of sorts, where what we mean by the autonomous stands for our artistic, educational, and political dispositions (and abilities) to mediate and represent a number of immediate questions with yet-to-be-found answers.  相似文献   

Perceptual Access Reasoning (PAR) in Developing a Representational Theory of Mind     

William V. Fabricius  Christopher R. Gonzales  Annelise Pesch  Amy A. Weimer  John Pugliese  Kathleen Carroll  Rebecca R. Bolnick  Anne S. Kupfer  Nancy Eisenberg  Tracy L. Spinrad 《Monographs of the Society for Research in Child Development》2021,86(3):7-154

An important part of children's social and cognitive development is their understanding that people are psychological beings with internal, mental states including desire, intention, perception, and belief. A full understanding of people as psychological beings requires a representational theory of mind (ToM), which is an understanding that mental states can faithfully represent reality, or misrepresent reality. For the last 35 years, researchers have relied on false-belief tasks as the gold standard to test children's understanding that beliefs can misrepresent reality. In false-belief tasks, children are asked to reason about the behavior of agents who have false beliefs about situations. Although a large body of evidence indicates that most children pass false-belief tasks by the end of the preschool years, the evidence we present in this monograph suggests that most children do not understand false beliefs or, surprisingly, even true beliefs until middle childhood. We argue that young children pass false-belief tasks without understanding false beliefs by using perceptual access reasoning (PAR). With PAR, children understand that seeing leads to knowing in the moment, but not that knowing also arises from thinking or persists as memory and belief after the situation changes. By the same token, PAR leads children to fail true-belief tasks. PAR theory can account for performance on other traditional tests of representational ToM and related tasks, and can account for the factors that have been found to correlate with or affect both true- and false-belief performance. The theory provides a new laboratory measure which we label the belief understanding scale (BUS). This scale can distinguish between a child who is operating with PAR versus a child who is understanding beliefs. This scale provides a method needed to allow the study of the development of representational ToM. In this monograph, we report the outcome of the tests that we have conducted of predictions generated by PAR theory. The findings demonstrated signature PAR limitations in reasoning about the mind during the ages when children are hypothesized to be using PAR. In Chapter II, secondary analyses of the published true-belief literature revealed that children failed several types of true-belief tasks. Chapters III through IX describe new empirical data collected across multiple studies between 2003 and 2014 from 580 children aged 4–7 years, as well as from a small sample of 14 adults. Participants were recruited from the Phoenix, Arizona metropolitan area. All participants were native English-speakers. Children were recruited from university-sponsored and community preschools and daycare centers, and from hospital maternity wards. Adults were university students who participated to partially fulfill course requirements for research participation. Sociometric data were collected only in Chapter IX, and are fully reported there. In Chapter III, minor alterations in task procedures produced wide variations in children's performance in 3-option false-belief tasks. In Chapter IV, we report findings which show that the developmental lag between children's understanding ignorance and understanding false belief is longer than the lag reported in previous studies. In Chapter V, children did not distinguish between agents who have false beliefs versus agents who have no beliefs. In Chapter VI, findings showed that children found it no easier to reason about true beliefs than to reason about false beliefs. In Chapter VII, when children were asked to justify their correct answers in false-belief tasks, they did not reference agents’ false beliefs. Similarly, in Chapter VIII, when children were asked to explain agents’ actions in false-belief tasks, they did not reference agents’ false beliefs. In Chapter IX, children who were identified as using PAR differed from children who understood beliefs along three dimensions—in levels of social development, inhibitory control, and kindergarten adjustment. Although the findings need replication and additional studies of alternative interpretations, the collection of results reported in this monograph challenges the prevailing view that representational ToM is in place by the end of the preschool years. Furthermore, the pattern of findings is consistent with the proposal that PAR is the developmental precursor of representational ToM. The current findings also raise questions about claims that infants and toddlers demonstrate ToM-related abilities, and that representational ToM is innate.  相似文献