Classroom Learning Environment, Brain Research and The No Child Left Behind Initiative: 6?years Later     

Stephen Rushton  Anne Juola-Rushton 《Early Childhood Education Journal》2008,36(1):87-92

Six years have gone by since the passing of No Child Left Behind (2002) and due to the ‘high-stake’ riders attached to this legislation, educators at all levels have found themselves in a state of both emotional and cognitive dissonance. Recent research in the field of neuroscience combined with principles gained from constructivism support the importance of developing and implementing both a child-centered curriculum and a positive learning environment that is appropriate for young children. This paper addresses some of the difficulties that arise from the No Child Left Behind act and teaching from a constructivist model. Additionally, positive suggestions are provided for the early childhood educator in order to support current teaching philosophies despite the pressures of high-stakes testing.  相似文献   

Activity theory and small-scale interventions in schools     

Anne Edwards 《Journal of Educational Change》2008,9(4):375-378

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Filipino parents’ school choice and loyalty: a factor analysis   总被引：1，自引：1，他引：0  

Allan B. de Guzman  Belinda V. de Castro  Kieshia Albert B. Aquino  Melinda Anne R. Buenaventura  Anna Celina C. Duque  Mark Lawrence D. R. Enriquez 《Educational Research for Policy and Practice》2008,7(2):109-122

This quantitative study aims to ascertain the significant relationship existing between parents’ profile, and their school choice and school loyalty. Data were gathered using the researcher’s two-part made instrument. Respondents were first asked to fill in a robotfoto for purpose of profiling their baseline characteristics and were later asked to rate listed indicators, using a modified 8-point Likert scale. Using statistical tools such as the ANOVA, factor analysis, correlation, mean, and standard deviation, data were treated indepth. It is interesting to note that although parents are loyal to their alma mater, this does not have a much impact on their choice of school for their children. On the whole, parents’ choice of school is based on its indispensable qualities. Among the three interval-scale profiles of the parent respondents such as age, income, tuition fee payment and number of children, none of these relate to school choice, but age, income, and tuition fee payment negatively relate to school loyalty. From their nominal-scale profiles, significant differences were noted in their school choice when grouped according to civil status, place of work, and terms of payment. With respect to school loyalty, significant differences occurred in their responses when classified according to gender, terms of payment and their active participation in the Parent-Teacher Association (PTA).  相似文献   

Botany on a plate. Pleasure and the power of pictures in promoting early nineteenth-century scientific knowledge     

Secord A 《Isis; an international review devoted to the history of science and its cultural influences》2002,93(1):28-57

In early nineteenth-century Britain the use of pictures in introducing novices to the study of science was contentious, leading to debates over the ways in which words and images constituted knowledge and over the role of pleasure in intellectual pursuits. While recent studies have stressed visual representation as a critical element of science and considered its relation to the written word in conveying information, this essay explores the nineteenth-century preoccupation with the mind and mental faculties in relation to corporeal responses to explain concerns over the role of images and the process of recognition. By considering illustration in this way, it argues that popular botany was defined by many expert naturalists as the means by which private individuals could best be encouraged to extend their aesthetic appreciation and love of plants to an active and participatory pursuit of science.  相似文献   

Quality Assessment of Professional Degree Programs     

Delaney  Anne Marie 《Research in higher education》1997,38(2):241-264

Based on a completed study of alumni of a master's degree teacher education program at a large northeastern university, this article demonstrates how alumni research can be designed to focus assessment on student outcomes and be responsive to program goals, policy concerns of administrators, instructional values of the faculty, and standards of professional practice. The article presents a conceptual framework, a research design plan, identification of relevant issues, appropriate analytical techniques, and selected findings with substantial relevance to other professional degree programs. Results confirm the importance of satisfaction with courses, perception of professional growth, and level of intellectual challenge on graduates' overall evaluation of the program. The methodological approaches and substantive issues raised in this study potentially enhance researchers' ability to design future assessment studies that will impact the policy development and program planning of other professional degree programs.  相似文献   

Teachers’ intuitive interaction competence and how to learn it     

Anne Marit Valle 《欧洲师范教育杂志》2017,40(2):246-256

In the study that forms the basis of this article, I have shed light on various aspects of how the intuitive actions of the teacher appear in the classroom, and also drawn attention to the tacit aspect of this kind of actions. Furthermore, I have discussed how these can be seen as a significant part of the teacher’s intuitive action competency. The investigation also discusses how teachers’ education can facilitate the development of this competency. The study argues that what is crucial to how the teacher handles unexpected situations is that he, based on his experience, manages to face new situations with enough creativity to break free from established patterns across situations, and act in an appropriate manner according to the emerging situation. Data are collected by using video recordings, applying videography as a methodological approach. Four teachers have been videotaped in the classroom, in total 45–50 h.  相似文献   

Qualitative review synthesis: the relationship between inattention and academic achievement     

Sarah Anne Gray  Katherine Dueck  Maria Rogers  Rosemary Tannock 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):17-35

Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex.

Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples and (2) examine inattention as a separate dimension from hyperactivity/impulsivity. The aim of this review is to ascertain whether the relationship documented between inattention and academic outcomes in ADHD also holds for the dimensional trait of inattention as manifest in non-clinical community samples of children and adolescents, taking into consideration both academic achievement and academic performance across age.

Design and methods: A comprehensive search was carried out using two databases. The PRISMA guidelines were used to report the search steps. The QUIPS tool was used to rate the quality of studies, followed by a best evidence synthesis to summarise these results.

Results: Out of 1748 citations found, 27 articles met the specific inclusion criteria. Results point to a strong effect according to the best evidence synthesis: 7 studies that have low risk of bias found that teacher-rated inattention is significantly predicative of poor academic achievement in community samples of children.

Conclusions: This review provides support for a consistent, negative relationship between classroom inattention as reported by teachers and both standardised academic test achievement and classroom performance outcomes for children in preschool (moderate evidence), elementary school and longitudinally from elementary to high school. The average relationship was stronger when classroom performance was measured, as compared to standardised achievement. However, the quantitative strength of relationship has not been confirmed with a meta-analysis due to heterogeneity and too few high-quality studies identified. Variance across the studies in terms of the strength of association suggests that other unexamined factors (e.g. cognitive function or motivation) may be contributing to this relationship. Implications for educators and clinicians who work within the school setting are discussed.  相似文献   

Effects of Calculator Use on Scores on a Test of Mathematical Reasoning     

Brent Bridgeman  Anne Harvey  James Braswell 《Journal of Educational Measurement》1995,32(4):323-340

A sample of college-bound juniors from 275 high schools took a test consisting of 70 math questions from the SAT. A random half of the sample was allowed to use calculators on the test. Both genders and three ethnic groups (White, African American, and Asian American) benefitted about equally from being allowed to use calculators; Latinos benefitted slightly more than the other groups. Students who routinely used calculators on classroom mathematics tests were relatively advantaged on the calculator test. Test speededness was about the same whether or not students used calculators. Calculator effects on individual items ranged from positive through neutral to negative and could either increase or decrease the validity of an item as a measure of mathematical reasoning skills. Calculator effects could be either present or absent in both difficult and easy items  相似文献   

Preweanling handling influences open-field behavior,but not negative contrast or sucrose neophobia     

Anne B. Meinrath  Charles F. Flaherty 《Learning & behavior》1987,15(1):83-92

Handling of preweanlings (Days 2–15) had substantial effects on the open-field behavior of rats when tested as adults. In general, handled rats reared more, ambulated more, and defecated less than nonhandled rats. However, the handling manipulation had no effect on the degree of negative contrast that occurred when rats were shifted from 32% to 4% sucrose. Experiments 2 and 3 showed that preweaning handling did not influence sucrose neophobia in two different test situations. These data, in conjunction with those of other studies, suggest that preweaning handling may have powerful but limited effects on adult behavior, and that these effects are probably not best characterized in terms of global concepts such as emotionality.  相似文献   

Academic self‐beliefs and prior knowledge as predictors of student achievement in Mathematics: a structural model     

Telle Hailikari  Anne Nevgi  Erkki Komulainen 《教育心理学》2008,28(1):59-71

The aim of this study was to explore the relationships between prior knowledge, academic self‐beliefs, and previous study success in predicting the achievement of 139 students on a university mathematics course. Structural equation modelling was used to explore the interplay of these variables in predicting student achievement. The results revealed that domain‐specific prior knowledge was the strongest predictor of student achievement over and above other variables included in the model and, together with previous study success, explained 55% of the variance. Academic self‐beliefs strongly correlated with previous study success and had a strong direct influence on prior knowledge test performance. However, self‐beliefs predicted student achievement only indirectly via prior knowledge. The results imply that both prior knowledge and self‐beliefs should be taken into account when considering instructional support issues, because they can provide valuable insights about the future performance of the students.  相似文献