Using student feedback about the learning environment as a starting point for co-construction     

Aldridge  Jill M.  Bianchet  Silvana 《Learning Environments Research》2022,25(3):939-955

Learning Environments Research - The context in which learning takes place, or learning environment, is pivotal to a positive learning experience for students. Although numerous studies have...  相似文献   

Environment–attitude relationships: girls in inquiry-based mathematics classrooms in the United Arab Emirates     

Robinson  Jennifer M.  Aldridge  Jill M. 《Learning Environments Research》2022,25(3):619-640

Girls’ attitudes towards mathematics can impact their achievement and career choices in STEM fields. Can the introduction of inquiry-based learning (IBL) in mathematics classes generate positive associations between girls’ perceptions of the learning environment and their attitudes towards mathematics? Based in the United Arab Emirates, this study provided important information about the relationships between learning environment factors central to an inquiry method and student engagement. Data collection involved administering two surveys to female mathematics students (N?=?291) in four schools: one to assess students’ perceptions of the learning environment and another to assess students’ attitudes towards mathematics. Positive and statistically-significant (p?<?.01) associations emerged between learning environment factors important to an inquiry approach and students’ attitudes. These findings provide important information about how IBL might improve girls’ attitudes towards mathematics classes and whether IBL environments are related to their attitudes.

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Changing Schools of Education Through Grassroots Faculty-led Change     

Jill Alexa Perry 《Innovative Higher Education》2014,39(2):155-168

In this article I report on the application of the lens of Rogers’ (1995) change agent roles and Kezar and Lester’s (2011) adaptation of tempered radicals in order to understand the leadership roles assumed by three individual faculty members located at three distinct schools of education. These faculty leaders utilized the concepts and principles of the Carnegie Project on the Education Doctorate (CPED) to lead redesigns of their Ed.D. programs. Qualitative data were gathered during a larger study on institutional change. Findings contribute to understanding grassroots leadership and how it works in collaboration with top-down authorities.  相似文献   

‘How do I do it if I don’t like writing?’: Adolescents’ stances toward writing across disciplines     

Jill V. Jeffery  Kristen Wilcox 《Reading and writing》2014,27(6):1095-1117

This research embedded in the National Study of Writing Instruction examines higher- and lower-achieving adolescents’ stances toward content-area writing through a qualitative discourse analysis of interviews with 40 students in California, Kentucky, New York, and Texas secondary schools. The study asked: (1) How do students’ stances toward writing compare in general and across disciplines? (2) How do stances compare among middle and high school students and among students with different achievement histories? Results suggest that adolescents generally hold positive attitudes toward writing that allows for the expression of subjective stances, which they report is more commonly assigned in English language arts classrooms. Implications for the adoption of new US standards for disciplinary writing are discussed.  相似文献   

Teachers using annotations to engage students in assessment conversations: recontextualising knowledge     

Jill Willis  Lenore Adie 《Curriculum Journal》2014,25(4):495-515

Assessment for Learning practices with students such as feedback, and self- and peer assessment are opportunities for teachers and students to develop a shared understanding of how to create quality learning performances. Quality is often represented through achievement standards. This paper explores how primary school teachers in Australia used the process of annotating work samples to develop shared understanding of achievement standards during their curriculum planning phase, and how this understanding informed their teaching so that their students also developed this understanding. Bernstein's concept of the pedagogic device is used to identify the ways teachers recontextualised their assessment knowledge into their pedagogic practices. Two researchers worked alongside seven primary school teachers in two schools over a year, gathering qualitative data through focus groups and interviews. Three general recontextualising approaches were identified in the case studies; recontextualising standards by reinterpreting the role of rubrics, recontextualising by replicating the annotation process with the students and recontextualising by reinterpreting practices with students. While each approach had strengths and limitations, all of the teachers concluded that annotating conversations in the planning phase enhanced their understanding, and informed their practices in helping students to understand expectations for quality.  相似文献   

Judging Words by Their Covers and the Company They Keep: Probabilistic Cues Support Word Learning     

Jill Lany 《Child development》2014,85(4):1727-1739

Statistical learning may be central to lexical and grammatical development. The phonological and distributional properties of words provide probabilistic cues to their grammatical and semantic properties. Infants can capitalize on such probabilistic cues to learn grammatical patterns in listening tasks. However, infants often struggle to learn labels when performance requires attending to less obvious cues, raising the question of whether probabilistic cues support word learning. The current experiment presented 22‐month‐olds with an artificial language containing probabilistic correlations between words' statistical and semantic properties. Only infants with higher levels of grammatical development capitalized on statistical cues to support learning word‐referent mappings. These findings suggest that infants' sensitivity to correlations between sounds and meanings may support both word learning and grammatical development.  相似文献   

Alternative education programmes and middle school dropout in Honduras     

Jeffery H. Marshall  Claudia R. Aguilar  Mario Alas  Renán Rápalo Castellanos  Levi Castro  Ramón Enamorado  Esther Fonseca 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(1):51-77

Honduras has made steady progress in expanding post-primary school coverage in recent years, but many rural communities still do not provide a middle (lower secondary) school. As a result, Honduras has implemented a number of middle school alternative programmes designed to meet the needs of at-risk populations throughout the country. This article analyses dropout in three of the four main alternative lower secondary school programmes in Honduras over a three-year period for a cohort of roughly 5,500 students. The results show that these programmes are indeed reaching a vulnerable population in the country, but dropout rates are generally very high – upwards of 50 per cent in some cases – between Grades 7 and 9. Furthermore, even in the control school comparison samples made up of formal lower secondary schools, about 25 per cent of children leave school between Grades 7 and 9. The authors’ analysis includes propensity score matching (PSM) methods that make more focused comparisons between students in alternative programmes and control samples. These results show that dropout rates in alternative programmes are not much different than in control schools, and only significant in one programme comparison, when taking into account family background characteristics like socioeconomic status (SES). Multivariate analysis within alternative programme samples finds that attrition is lower in those learning centres which have adopted key features of formal schools, such as university-educated teachers. The results highlight the tremendous variation in the alternative middle school sector in terms of programme features, school quality and student outcomes, as well as the challenges of expanding this sector to meet the growing demand for lower secondary schooling in Honduras.  相似文献   

Romantic relationships: an important context for HIV/STI and pregnancy prevention programmes with young people     

Karin K. Coyle  Pamela M. Anderson  Heather M. Franks  Jill Glassman  James D. Walker  Vignetta Eugenia Charles 《Sex education》2014,14(5):582-596

Romantic relationships are central in the lives of young people. This paper uses data on romantic relationships from urban youth in the USA to illustrate how using a relationships perspective in HIV/STI and pregnancy prevention programmes broadens the skills and content covered, and contextualises the learning to enhance relevance and use. Self-report survey data were collected using electronic handheld devices for a school-based randomised trial. The survey sample includes 911 young people (mean age = 12.4 years) representative of their schools. Logistic regressions explored associations between selected sexual behaviours and relationship characteristics. For all participants, having more boy/girlfriends, dating alone, ever touching and ever having had oral sex were associated with an increased likelihood of having vaginal sex. Among young people with current partners, having a partner three or more years older, length of relationship and ever having oral sex were associated with an increased likelihood of having vaginal sex. The study data confirm the importance of accounting for relationships in sexual risk reduction programmes, and provide avenues for enhancing the relevancy of typical school-based prevention programmes.  相似文献   

Mediation analysis of an adolescent HIV/STI/pregnancy prevention intervention     

Jill R. Glassman  Heather M. Franks  Elizabeth R. Baumler  Karin K. Coyle 《Sex education》2014,14(5):497-509

Most interventions designed to prevent HIV/STI/pregnancy risk behaviours in young people have multiple components based on psychosocial theories (e.g. social cognitive theory) dictating sets of mediating variables to influence to achieve desired changes in behaviours. Mediation analysis is a method for investigating the extent to which a variable X (e.g. intervention indicator) influences an outcome variable Y (e.g. unprotected sex) by first influencing an intermediate variable M (e.g. self-efficacy to use a condom) and provides a way for empirically validating theoretical hypothesised mediators. In this way, mediation analysis is a critical tool for suggesting which components of complex interventions should be the focus of more efficient and effective interventions in the future. The present study applied multilevel mediation analysis to outcome data from the All4You2! study to begin to examine the relationships between a theory-based HIV/STI/pregnancy prevention curriculum for students attending alternative high schools who were at risk of educational failure. The study targeted psychosocial mediating variables and the primary outcome unprotected sex in the past three months. Results suggest helping young people attending alternative schools identify and avoid exposure to risky situations and improving their self-efficacy to refuse sex should be focal points of future interventions.  相似文献   

Verbal Short‐term Memory Performance in Pupils with Down Syndrome     

Hala Abdelhameed  Jill Porter 《International Journal of Disability, Development & Education》2010,57(4):427-438

Research has shown that verbal short‐term memory span is shorter in individuals with Down syndrome than in typically developing individuals of equivalent mental age, but little attention has been given to variations within or across groups. Differences in the environment and in particular educational experiences may play a part in the relative ease or difficulty with which children remember verbal material. This article explores the performance of 26 Egyptian pupils with Down syndrome and 26 Egyptian typically developing children on two verbal short‐term memory tests: digit recall and non‐word repetition tasks. The findings of the study revealed that typically developing children showed superior performance on these tasks to that of pupils with Down syndrome, whose performance was both lower and revealed a narrower range of attainment. Comparisons with the performance of children with Down syndrome in this study suggested that not only did the children with Down syndrome perform more poorly than the typically developing children, their profile also appeared worse than the results of studies of children with a similar mental age with Down syndrome carried out in western countries. The results from this study suggested that, while deficits in verbal short‐term memory in Down syndrome may well be universal, it is important to recognise that performances may vary as a consequence of culture and educational experiences. The significance of these findings is explored with reference to approaches to education and how these are conceptualised in relation to children with disabilities.  相似文献