Who speaks for higher education on group preferences?     

Thomas E. Wood 《Academic Questions》2001,14(2):31-45

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Matthew effects in writing productivity during second grade     

Wood  Carla  Schatschneider  Christopher  Wanzek  Jeanne 《Reading and writing》2020,33(6):1377-1398

The primary aims of this study were twofold: (a) to describe average change in the written narrative performance of second grade students from the fall and spring of the school year and (b) examine patterns of individual growth to test for Matthew effects. Participants included 299 children in second grade. Microstructural measures were derived from students’ written narratives including: number of different words (NDW), total number of words (TNW), and accuracy of spelling and grammar. Significant increases in NDW, TNW, and spelling accuracy were evidenced from fall to spring. Students averaged 55 total words in the fall and averaged 69 words in the spring, with a statistically significant increase of 14 words t(299)?=?8.4, p?<?.0001). The variance in TNW from fall to spring increased from Var?=?791 to Var?=?1005, which was a significant increase and the correlation of initial Fall TNW and growth in TNW was also significant (r?=?0.39). Additionally, results from a two-level hierarchical linear model with students nested within teachers indicated that initial level of TNW predicted the change in TNW from fall to spring, with higher levels of initial TNW being related to larger gains in TNW. Significant predictors of Matthew effects included teacher or classroom and free/reduced lunch eligibility. Written personal narrative measures are sensitive to developmental change across a school year. Evidence of Matthew effects in lexical productivity suggests additional support may be warranted to ameliorate gaps in writing achievement.

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PowerPoint slide provision and student performance: the moderating roles of self-efficacy and gender     

Agnes Zdaniuk  Jamie A. Gruman  Scott A. Cassidy 《Journal of Further & Higher Education》2019,43(4):467-481

Research on the pedagogical value of providing students with PowerPoint (PPT) slide handouts has produced mixed results. One reason for the inconsistent findings may be that most studies in this stream of research have neglected to examine individual differences. In the current study, we aimed to advance research on the pedagogical value of providing students with access to PPT slide handouts by examining whether self-efficacy and gender influence the effect of PPT slide provision on academic performance. We found no evidence to suggest that the provision of slide handouts has broad, unconditional pedagogical value. Instead, we found that both self-efficacy and gender moderated the extent to which the availability of the handouts enhanced or hindered students’ performance. As predicted, both students high on self-efficacy and males performed significantly better when they were provided with handouts. Conversely, students low on self-efficacy performed significantly worse when the handouts were provided. Female students also trended toward lower performance when the handouts were provided. Additionally, we found that students who were provided with PPT handouts perceived their instructor as more effective, and that this relation was mediated by students’ feeling of preparation. Finally, students also considered the provision of PPT handouts more valuable to their learning and course performance than one-to-one interactions with the professor. Implications for research and practice are discussed.  相似文献   

Portfolios, Accountability, and an Interpretive Approach to Validity   总被引：1，自引：0，他引：1  

Pamela A. Moss  Jamie Sue Beck  Catherine Ebbs  Barbara Matson  James Muchmore  Dorothy Steele  Caroline Taylor  Roberta Herter 《Educational Measurement》1992,11(3):12-21

How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments?  相似文献   

Software to Promote Young Children’s Growth in Literacy: A Comparison of Online and Offline Formats     

Eileen Wood  Amy K. Grant  Alexandra Gottardo  Robert Savage  Mary Ann Evans 《Early Childhood Education Journal》2017,45(2):207-217

The primary goal of this research was to extend our understanding of the strengths and weaknesses inherent in online and offline early literacy software programs designed for young learners. A taxonomy of reading skills was used to contrast online software with offline closed system (compact disc) based programs with respect to number of skills taught, quality of instruction and scaffolding during instruction. Overall, online programs were more comprehensive and provided instruction for more skills than offline software at either the Kindergarten or Grade 1 level. However, offline programs demonstrated some developmentally appropriate selectivity in skills trained. Quality of instruction was variable within and across all programs. Scaffolding of instruction was also variable and surprisingly few programs, either online or offline, provided automatic movement across levels of difficulty. These outcomes have important implications for the selection of instructional materials by parents and educators involved in early literacy instruction and also for future software design.  相似文献   

From Network Learning to Classroom Teaching     

Ann Lieberman  Diane R. Wood 《Journal of Educational Change》2002,3(3-4):315-337

In this period of designing controls to producegreater teacher accountability, the NationalWriting Project (NWP) stands as an importantcontrast, teaching us what it means to developthe capacity of teachers. We undertook atwo-year study of the NWP by looking intenselyat two sites, an urban and a rural site. Wesought to understand and document what teacherslearned from their induction to the WritingProject, what they took back to their classroomand how they stayed involved in various localnetwork activities. By looking at the five weeksummer invitational seminar held on thecampuses of their respective sites, we foundcore activities as well as other ancillary onesthat helped teachers gain a set of principlesand ways of working that they took back totheir classrooms. We also found a welldeveloped set of activities run in networkfashion that gave teachers numerousopportunities to stay connected, to leadprofessional development in their localcontexts, to explore special interest groups,and to become members of a powerful learningcommunity. We highlight two of six teachersthat we studied who provide an example of hownetwork learning is linked to classroomteaching. The success of the NWP as aprofessional development network rooted inteachers' work with teachers teaching teachersas a core element, suggests that networks suchas these may be well suited to the rapid changein our society as well as to the growingcomplexity of teachers' work.  相似文献   

Fear of death and physical illness: a personal construct approach     

Robinson PJ  Wood K 《Death education》1983,7(2-3):213-228

The Threat Index, Templer's Death Anxiety Scale, and the Collett-Lester Fear of Death Scale were administered to 100 respondents in an attempt to assess their personal orientation toward death. Each respondent was a member of one of the following groups: people with no known illness; people attending their family physician for a checkup; rheumatoid arthritics; diabetics; or people recently treated for cancer. Hierarchical multiple regression analyses indicated that older respondents were significantly less death anxious, less fearful of their own death, and more integrated (that is, showed less self-death discrepancy) than younger respondents. Further analyses revealed no differences between any of the groups on fear of death or death anxiety, indicating that the current state of an individual's health was not related to his or her death orientation. Instead, correlational and regression analyses suggested that anxiety and fear were much more likely to be influenced by a respondent's level of actualization and, to a lesser extent, level of integration. The expected additive effects of actualization and integration did not emerge, a finding that was at variance with previous research.  相似文献   

Understanding Mathematics Teaching: Where We Began and Where We are Going     

Terry Wood 《Journal of Mathematics Teacher Education》2005,8(3):193-195

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Brief Research Report: The Message Behind Teacher Emotions     

Jamie L. Taxer  Anne C. Frenzel 《Journal of Experimental Education》2020,88(4):595-604

Abstract

We hypothesized that students use the message behind teacher emotions to interpret the cause of their failure and to form competence beliefs; hence, in failure situations teacher anger could be beneficial. In Experiment 1, participants made judgments about another student’s failure in the face of teacher pity versus anger. Lack of ability attributions were made and low competence was perceived, when pity was interpreted as the teacher attributed the failure to lack of ability. Lack of effort attributions were made when anger was interpreted as the teacher attributed the failure to lack of effort. Experiment 2 replicated and extended these findings by examining students responses to their own failure. Findings imply that expressing anger is less detrimental than many teachers suppose.  相似文献   

Resource reallocation in higher education in Britain     

B. M. Craven  B. Dick  B. Wood 《Higher Education》1983,12(5):579-589

During recent years the Higher Education (HE) sector in Britain has come under government pressure to reduce the scale of its operations and change the nature of its product. Much of the justification for this change has been provided by new right economists [1] who have concluded, on economic grounds, firstly that state supply of HE should be limited to investment in human capital and secondly that additional state finance is justified only to the extent of the value of the external benefits bestowed upon society.It is the purpose of this article to review the conventional economic assessment of HE and examine the policy implications of the economists' analysis. In particular it is suggested that resource redirection within HE is difficult because of the bureaucratic properties of educational institutions. The article concludes that what is required is a methodology to evaluate quality of output and a uniform method of calculating course costs within and between institutions.We are grateful to Professor C. K. Rowley, Dr. R. S. Thompson and P. Lee for helpful comments on an earlier draft. The usual disclaimer applies.  相似文献