Increasing Situational Interest in the Classroom   总被引：4，自引：0，他引：4  

Gregory Schraw  Terri Flowerday  Stephen Lehman 《Educational Psychology Review》2001,13(3):211-224

This paper explores three ways to increase situational interest in the classroom. Situational interest is defined as temporary interest that arises spontaneously due to environmental factors such as task instructions or an engaging text. We review the history of interest research and summarize recent empirical work. We describe three ways to increase interest based on offering meaningful choices to students, selecting well-organized texts that promote interest, and providing the background knowledge needed to fully understand a topic. We conclude with six specific suggestions for increasing situational interest in the classroom.  相似文献   

STUDY COURSE PROVISION IN HIGHER EDUCATION: A CASE STUDY     

Peter Clamp  Gerry Gregory 《Assessment & Evaluation in Higher Education》1988,13(3):242-252

This paper describes the origins, development and characteristics of a study course for teacher‐education and industrial‐design undergraduates. Starting from identification by a handful of staff of a range of student needs, the course developed an informal, gaming approach that encouraged pooling of and reflection on a wide range of participants' study practices. This approach was found to require, and indeed to prove inseparable from, a broader reflection on the roles and rules, processes, products and assessment of undergraduate study. Staff — staff and staff — student negotiations, stimulated by the processes of planning, delivering and reflecting upon this course, come to be seen as constituting a promising kind of staff and curriculum development.  相似文献   

The influence of feedback of diagnosis and executive function skills on rates of false positive and false negative outcomes for ADHD     

Stacy L. Bender  Gregory J. Privitera 《Emotional and Behavioural Difficulties》2016,21(2):181-189

This study examined executive function (EF) skills and self-reported symptoms of ADHD. EF skills were measured to determine whether skills were different between groups that reported clinical levels of ADHD symptoms (clinical group) and nonclinical levels of ADHD symptoms (nonclinical group). EF skills in the nonclinical group were also investigated to determine whether differences existed for those who received false positive and negative feedback about an ADHD diagnosis. Results indicated statistically and clinically significant differences in EF skills between the clinical and nonclinical group. Participants in the nonclinical group who reported elevated scores on the ADHD screener after receiving false positive feedback had statistically significantly different EF function scores, but not clinically significant scores, compared to the participants in nonclinical group who received negative feedback.  相似文献   

An Evaluation of Schoolwide Early Language and Literacy (SWELL) in Six Disadvantaged Schools     

Yola Center  Louella Freeman  Gregory Robertson 《International Journal of Disability, Development & Education》1998,45(2):143-172

A within‐school evaluation of Schoolwide Early Language and Literacy (SWELL) was undertaken in six disadvantaged schools in NSW in 1995 and 1996 using a sample of Kindergarten students in each school before (control group) and after (experimental group) the implementation of SWELL. As many control and experimental students as could be accessed were tested on four different early literacy measures when they were mid‐way through Year 1. Assessment at the end of the Kindergarten year and mid‐way through Year 1 indicated that experimental students significantly outperformed their control counterparts on tests measuring pseudoword decoding and reading connected text at the end of Kindergarten, and on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardised reading measure mid‐way through Year 1.  相似文献   

The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder     

Meagan R. Talbott  Gregory S. Young  Jeff Munson  Annette Estes  Laurie A. Vismara  Sally J. Rogers 《Child development》2020,91(3):743-753

In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words.  相似文献   

Old questions,new contexts     

Dawes  Gregory W. 《Metascience》2017,26(2):315-318

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Trajectories of Physical Discipline: Early Childhood Antecedents and Developmental Outcomes     

Jennifer E. Lansford  Michael M. Criss  Kenneth A. Dodge  Daniel S. Shaw  Gregory S. Pettit  John E. Bates 《Child development》2009,80(5):1385-1402

This study examined childhood antecedents and developmental outcomes associated with trajectories of mild and harsh parental physical discipline. Interview, questionnaire, and observational data were available from 499 children followed from ages 5 to 16 and from 258 children in an independent sample followed from ages 5 to 15. Analyses indicated distinct physical discipline trajectory groups that varied in frequency of physical discipline and rate of change. In both samples, family ecological disadvantage differentiated the trajectory groups; in the first sample, early child externalizing also differentiated the groups. Controlling for early childhood externalizing, the minimal/ceasing trajectory groups were associated with the lowest levels of subsequent adolescent antisocial behavior in both samples and with parent–adolescent positive relationship quality in the second sample.  相似文献   

Book reviews     

Ligia Toutant  Gregory Martin  Jennifer Rennie 《The Australian Educational Researcher》2009,36(1):105-112

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1, 2, 3, 4: Infusing Quantitative Literacy into Introductory Biology     

Elena Bray Speth  Jennifer L. Momsen  Gregory A. Moyerbrailean  Diane Ebert-May  Tammy M. Long  Sara Wyse  Debra Linton 《CBE life sciences education》2010,9(3):323-332

Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students'' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students'' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students'' development of important quantitative skills.  相似文献   

Initial Evidence on the Influence of College Student Engagement on Early Career Earnings     

Shouping Hu  Gregory C. Wolniak 《Research in higher education》2010,51(8):750-766

Using data from three waves of longitudinal surveys of the 2001 freshman cohort of the Gates Millennium Scholars (GMS) program, this study examined linkages between student engagement in college activities and early career earnings in the labor market. The results indicated that social engagement was positively related to early career earnings of college graduates while academic engagement was not. When considering students who majored in STEM fields versus those in non-STEM fields, results showed academic engagement to be positively related to early career earnings for non-STEM students but slightly negatively related to earnings in the labor market for STEM students. Social engagement was positive for graduates in the STEM fields but not significant for non-STEM students. Altogether, results show a complex relationship between student engagement and early career earnings. Implications for research and institutional policy are discussed.  相似文献