Perceived teacher directiveness,student variables,grades, and satisfaction: aptitude x treatment interactions?     

Stewart J. H. McCann  Robert H. Short  Leonard L. Stewin 《Instructional Science》1986,15(1):131-164

Researchers have reported that student authoritarianism, dogmatism, intelligence, convergent-divergent abilities, conceptual level, anxiety, compulsivity, achievement motivation, achievement orientation, locus of control, independence-dependence, and extraversion-introversion interact with teacher directiveness in relation to grades and satisfaction. Evidence that the student variables are moderately intercorrelated suggested that some of the interactions may not be independent. The present study was initiated to simplify the multivariate nature of these interactive patterns by carrying out a modified stepwise regression analysis of the twelve interactions which could result in a lesser number of nonredundant interactions emerging, weighted according to how much unique variance they could account for in grades and satisfaction. Data were collected from 445 students in the classes of 26 Grade 11 and 12 English teachers at five schools in regard to English grades, satisfaction with the teacher and the course, the 12 student variables, and perceived teacher directiveness. Only achievement motivation produced significant interactions. Consequently, the planned regression models could not be constructed.  相似文献   

Verbal Short-Term Memory Span in Speech-Disordered Children: Implications for Articulatory Coding in Short-Term Memory     

Adrian Raine  Charles Hulme  Helen Chadderton  Pauline Bailey 《Child development》1991,62(2):415-423

One influential explanation of the development of verbal short-term memory in children argues that short-term memory capacity is a direct function of speech rate. This theory predicts that children with pathologically slow speech will show reduced verbal short-term memory capacity and will show less evidence of speech-base coding on verbal memory tasks. To test this prediction, verbal short-term memory span was assessed using a task that did not require a verbal response in 37 speech-disordered children and 37 age- and sex-matched controls (age range 4-15 years). The speech-disordered group had a significantly lower short-term memory capacity, a smaller word length effect, and reduced speech-motor activity during rehearsal periods. Covariance analyses revealed that these differences were not a function of general intellectual or motor speed differences between the groups, and that speech rate as a covariate abolished group differences in short-term memory. These results suggest that speech rate may be a causal determinant of verbal short-term memory capacity.  相似文献   

Determinants of Attraction,Retention and Completion for Aboriginal and Torres Strait Islander Higher Degree Research Students: A Systematic Review to Inform Future Research Directions     

Hutchings  Kate  Bainbridge  Roxanne  Bodle  Kerry  Miller  Adrian 《Research in higher education》2019,60(2):245-272

Expanding the Aboriginal and Torres Strait Islander Australian (hereafter respectfully Indigenous) talent pool to undertake valuable roles in business, health, education, academia, government, policy development and community development is critical for addressing current disparities between Indigenous and other Australians. Parity of access and engagement with education plays a key role in facilitating participation in these roles but has not yet been attained. This article provides an initial systematic review of literature on the state of the evidence regarding access/attraction, retention and completions for Indigenous Higher Degree Research (HDR) students. This article identifies the quantity (number examined), nature (e.g. focus of study), quality (peer reviewed and evidence of methodological rigour) and characteristics (e.g. publication type, authorship) of the limited publications. Using specific search strings (words or phrases of relevance to the topic), a systematic review methodology was employed to search nine databases and grey (non-peer reviewed) literature from 1995 to 2015. The resultant 12 publications were mined with quality assessed and a predetermined framework used to extract and synthesise the characteristics from individual publications. This research contributes to existing literature about Indigenous Peoples in HDR programs internationally in identifying significant cultural and institutional barriers and highlighting institutional enablers which can contribute to attraction, retention and completion. Building on the prior limited research reported in the review, the article highlights the need for further research and provides an initial agenda of directions for universities and government to redress the disparity in entry and completion of Indigenous Peoples in HDR programs.

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Apprehending Mathematical Structure: A Case Study of Coming to Understand a Commutative Ring     

Adrian Simpson  Nada Stehlíková 《Educational Studies in Mathematics》2006,61(3):347-371

Abstract algebra courses tend to take one of two pedagogical routes: from examples of mathematics structures through definitions to general theorems, or directly from definitions to general theorems. The former route seems to be based on the implicit pedagogical intention that students will use their understanding of particular examples of an algebraic structure to get a sense of those properties which form the basis of the fundamental definitions. We will explain the transition from examples to abstract algebra as a series of shifts of attention and in this paper we will use a case study to examine the initial shift, which we will call apprehending a structure, and examine how one student came to apprehend the structure of the commutative ring Z₉₉.  相似文献   

Conditional inference and advanced mathematical study     

Matthew Inglis  Adrian Simpson 《Educational Studies in Mathematics》2008,67(3):187-204

Many mathematicians and curriculum bodies have argued in favour of the theory of formal discipline: that studying advanced mathematics develops one’s ability to reason logically. In this paper we explore this view by directly comparing the inferences drawn from abstract conditional statements by advanced mathematics students and well-educated arts students. The mathematics students in the study were found to endorse fewer invalid conditional inferences than the arts students, but they did not endorse significantly more valid inferences. We establish that both groups tended to endorse more inferences which led to negated conclusions than inferences which led to affirmative conclusions (a phenomenon known as the negative conclusion effect). In contrast, however, we demonstrate that, unlike the arts students, the mathematics students did not exhibit the affirmative premise effect: the tendency to endorse more inferences with affirmative premises than with negated premises. We speculate that this latter result may be due to an increased ability for successful mathematics students to be able to ‘see through’ opaque representations. Overall, our data are consistent with a version of the formal discipline view. However, there are important caveats; in particular, we demonstrate that there is no simplistic relationship between the study of advanced mathematics and conditional inference behaviour.

Matthew InglisEmail:

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T.V. LANGUAGE AID     

Robert McCann  Isabel Maxwell  Katherine Wassell 《Learning, Media and Technology》1975,1(3):7-11

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Vocational Secondary Schools can be more Cost‐effective than Academic Schools: the case of Israel     

Shoshana Neuman  Adrian Ziderman 《比较教育学》1989,25(2):151-163

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The Secret Garden revisited   总被引：1，自引：0，他引：1  

Adrian Gunther 《Children‘s Literature in Education》1994,25(3):159-168

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A validational study of the structured interview of symptoms associated with sexual abuse (SASA) using three samples of sexually abused, allegedly abused, and nonabused boys     

Robert Wells  John McCann  Joyce Adams  Joan Voris  Barbara Dahl 《Child abuse & neglect》1997,21(12):1159-1167

Objective: With the rapid rise of sexual abuse allegations, there is a growing need to develop instruments to help clinicians determine the likelihood that sexual abuse has occurred.Method: This study evaluated the discriminant validity of a structured parent interview regarding emotional, behavioral, and physical symptoms by comparing results among three subsamples of age matched boys: 22 sexually abused boys whose perpetrator confessed, 47 boys evaluated in a sexual abuse clinic but without a history of perpetrator confession and 52 nonabused boys selected after rigorous screening.Results: In comparison with the nonabused (NA) boys, the sexually abused boys were significantly more likely to demonstrate sudden emotional and behavioral changes, frequent stomachaches, more knowledge about sex and sexual activities than expected for age, unusual agressiveness toward playmate or toy's private parts, crying easily, difficulty getting to sleep, and a change to poor school performance. The internal reliability of the SASA was determined to be .83 and scoring of an abbreviated 12-item scale demonstrated a sensitivity of 90.9% and a specificity of 88.5%.Conclusions: The findings suggest that Structured Interview of Symptoms Associated with Sexual Abuse (SASA) is an effective tool which may help in the comprehensive assessment of boys who may have been sexually abused.  相似文献   

Exploring the relationship between homework task difficulty,student engagement and performance     

Raymond Lynch  Adrian Hurley  Olivia Cumiskey  Brian Nolan  Bridgeen McGlynn 《Irish Educational Studies》2019,38(1):89-103

This article considers the relationship between differential homework task difficulty, student engagement and performance across four Irish post-primary school sites. A total of 236 participants completed all elements of this study. All participants were junior cycle students, aged between 12 and 16 years. The study employed a standardised test–retest approach, with a one week interval between tests. Between testing, participants were randomly subdivided into three cohorts. Each cohort received homework questions of different difficulty levels to complete for one week. The results of this study found that Cohort A, who received the least difficult homework tasks, completed the most non-compulsory questions. Although Cohort A demonstrated higher levels of engagement, no statistically significant difference was found in the change in performance scores of the three cohorts. The results highlight the negative impact of increased task difficulty on student engagement with independent homework tasks. The findings suggest that in order to support student engagement it is important that teachers afford ample opportunity for student success when designing self-directed tasks such as homework.  相似文献