Peer Tutoring of Comprehension Strategies     

Judith Pickens  Stuart McNaughton 《教育心理学》1988,8(1-2):67-80

Abstract Four low achieving 12‐year old readers were trained to tutor similar age low achieving readers in both general (monitoring) and specific (summarisation and illustration) for strategies reading comprehension. Repeated measures indicated that both tutors and tutees learned to use the strategies successfully. Use of both strategies enhanced comprehension for tutees. For tutors, there was evidence of generalisation of reading gains to their own reading. Gains made by tutors and tutees on two standardised reading tests were superior to gains made by a contrast group. Results are discussed in terms of the effects of increased academic engaged time and increased strategy use on comprehension.  相似文献   

Longitudinal couplings between interest and conceptual understanding in secondary school chemistry: an activity-based perspective     

Lars Höft  Sascha Bernholt 《International Journal of Science Education》2019,41(5):607-627

This paper presents the findings of a three-year longitudinal study (Grades 9–11; N?=?756 students in German secondary schools; mean starting age?=?14.7 years) that explores the development of and the interplay between upper-secondary students’ individual interest and conceptual understanding in chemistry. Students’ individual interest was assessed in seven dimensions of school science activities (realistic, investigative, artistic, social, conventional, and networking) according to Dierks et al.'s RIASEC+N model. The data was collected annually using paper-and-pencil questionnaires. In order to analyse the longitudinal relation between students’ academic interest and conceptual understanding, Eccles et al.'s Expectancy-Value Theoretical Model of Achievement Choices (EEVT) was utilised and seven bivariate cross-lagged models were performed to investigate the assumed reciprocal relations between both constructs. Regarding the developmental progression of individual interest and conceptual knowledge, latent growth curve models indicate a small decrease in all of the seven dimensions of students’ interest in school science activities and concomitant a moderate growth of students’ conceptual understanding. Moreover, structural equation modelling suggests weak reciprocal relations between students’ conceptual understanding and their interest in investigative, social and networking school science activities, respectively. Furthermore, students’ interest in enterprising activities predicted their subsequent conceptual understanding. No systematic pattern of cross-lagged effects between the three remaining interest dimensions and conceptual understanding were found. The results indicate that school science activities, which provide the potential for cognitively activating learning opportunities, could enhance the relation between students’ interest and conceptual understanding. Implications for teaching practice and further research are discussed.  相似文献   

Patterns of literacy learning in German primary schools over the summer and the influence of home literacy practices          下载免费PDF全文

Frauke Meyer  Kane Meissel  Stuart McNaughton 《Journal of Research in Reading》2017,40(3):233-253

The ‘summer learning effect’ (SLE) is described as a stall or drop in achievement over summer, especially in schools serving poor or ‘minority’ communities. There has been little research in Europe on the effect, and research internationally has primarily focused on the effect in reading, with minimal focus on writing. This paper describes the extent and nature of the SLE in reading comprehension and writing in second grade classrooms in Germany. The SLE was evident in both subject areas with all students experiencing lower progress rates over summer. In reading, students attending the high‐income school progressed significantly more over summer than their low‐income peers, while there was no significant difference in writing progress over summer. Literacy logbooks over summer and interviews with a subset of students provided information on how home literacy practices influenced the effect.  相似文献   

Choices and changes: Eccles’ Expectancy-Value model and upper-secondary school students’ longitudinal reflections about their choice of a STEM education     

Eva Lykkegaard  Lars Ulriksen 《International Journal of Science Education》2016,38(5):701-724

During the past 30 years, Eccles’ comprehensive social-psychological Expectancy-Value Model of Motivated Behavioural Choices (EV-MBC model) has been proven suitable for studying educational choices related to Science, Technology, Engineering and/or Mathematics (STEM). The reflections of 15 students in their last year in upper-secondary school concerning their choice of tertiary education were examined using quantitative EV-MBC surveys and repeated qualitative interviews. This article presents the analyses of three cases in detail. The analytical focus was whether the factors indicated in the EV-MBC model could be used to detect significant changes in the students’ educational choice processes. An important finding was that the quantitative EV-MBC surveys and the qualitative interviews gave quite different results concerning the students’ considerations about the choice of tertiary education, and that significant changes in the students’ reflections were not captured by the factors of the EV-MBC model. This questions the validity of the EV-MBC surveys. Moreover, the quantitative factors from the EV-MBC model did not sufficiently explain students’ dynamical educational choice processes where students in parallel considered several different potential educational trajectories. We therefore call for further studies of the EV-MBC model's use in describing longitudinal choice processes and especially in investigating significant changes.  相似文献   

Beginning Reading and Sending Books Home to Read: a case for some fine tuning[1]     

Stuart McNaughton  J. Parr  H. Timperley  V. Robinson 《教育心理学》1992,12(3-4):239-247

  相似文献   

Trust Your Own Observations: Assessment of reader and tutor behaviour in learning to read in English and M # ori     

Ted Glynn  Stuart McNaughton 《International Journal of Disability, Development & Education》2002,49(2):161-173

In our previous article, we reported on a research project designed to improve the attending, reading, and writing behaviour of nine older low-achieving children in a special class in an urban primary school. We attempted operational definitions of important reader and tutor behaviours that occur during one-to-one oral reading, and we applied direct observational principles to coding and recording their occurrence from transcribed tapes of children's regular reading with their teacher. This provided data that served to monitor short-term and long-term change in both child and tutor (teacher) behaviour during oral reading interactions. In the present paper, we describe how these direct observational principles have contributed to the development of assessment and tutoring strategies for both adults and peers in the English language Pause Prompt Praise and the M # ori language Tatari Tautoko Tauawhi reading tutoring programs. The assessment strategies generated from observations of reader and tutor interaction around written texts have provided strong support for students learning to read in both English medium and M # ori medium contexts. They have also served as powerful components of successful professional development programs for teachers.  相似文献   

Where is the engineering I applied for? A longitudinal study of students' transition into higher education engineering,and their considerations of staying or leaving     

Henriette Tolstrup Holmegaard  Lene Møller Madsen  Lars Ulriksen 《European Journal of Engineering Education》2016,41(2):154-171

This paper presents results from a qualitative longitudinal study of students' transition into higher education engineering. The study aims at comparing upper-secondary school students' expectations of engineering with their actual experiences when encountering the engineering programme. It explores how this encounter provides a platform for students to become integrated during first year. We find that students' expectations are poorly met by their first-year study programme. In their attempt to bridge the gap between their expectations and their experiences, the students apply three strategies: some endure the gap, some constantly try out different study strategies and some compromised their expectations and identities to become more aligned with the study programme. The findings show that even when students successfully manage to bridge the gap, their strategy may turn out to be counterproductive from a learning point of view. The implications of the study are discussed.  相似文献   

Students’ Perceptions of E‐learning in University Education   总被引：1，自引：0，他引：1  

Christina Keller  Lars Cernerud 《Learning, Media and Technology》2002,27(1-2):55-67

This paper examines students’ perceptions of e‐learning taking students at Jönköping University in Sweden as an example. The students had experiences from two years of e‐learning on campus. Students (n = 150) filled in a questionnaire with closed as well as open‐ended questions. The answers were analysed in a multiple regression analysis, putting the students’ perceptions in relation to gender, age, previous knowledge of computers, attitudes to new technology, learning styles and the way of implementing e‐learning at the university. Advantages and disadvantages of e‐leaming were categorized in a qualitative content analysis. The main conclusion from the study was that the strategy of implementing the e‐leaming system at the university was more important in influencing students’ perceptions than the individual background variables. Students did not regard access to e‐learning on campus as a benefit. Male students, students with previous knowledge of computers and students with positive attitudes to new technologies were all less positive to e‐leaming on campus than other students.  相似文献   

The association of socio-economic factors with physical fitness and activity behaviours,spinal posture and retinal vessel parameters in first graders in urban Switzerland     

Katharina Imhof  Oliver Faude  Lars Donath  Salome Bean-Eisenhut  Henner Hanssen  Lukas Zahner 《Journal of sports sciences》2016,34(13):1271-1280

Socio-economic status during childhood has been shown to be a strong predictor of adult health outcome. Therefore, we examined associations of parental educational level, household income and migrant background with physical fitness, spinal flexibility, spinal posture as well as retinal vessel diameters in children of an urban Swiss region. A total of 358 first graders of the Swiss canton Basel-Stadt (age: 7.3, SD: 0.4) were examined. Physical fitness (20 m shuttle run test, 20 m sprint, jumping sidewards and balancing backwards), spinal flexibility and spinal posture (MediMouse^®, Idiag, Fehraltdorf, Switzerland) and retinal microcirculation (Static Retinal Vessel Analyzer, Imedos Systems UG, Jena, Germany) were assessed. Parental education, household income, migrant background and activity behaviour were evaluated with a questionnaire. Parental education was associated with child aerobic fitness (P = 0.03) and screen time (P < 0.001). Household income was associated with jumping sidewards (P = 0.009), balancing backwards (P = 0.03) and sports club participation (P = 0.02). Migrant background was associated with BMI (P = 0.001), body fat (P = 0.03), aerobic fitness (P = 0.007), time spent playing outdoors (P < 0.001) and screen time (P < 0.001). For spinal flexibility and retinal vessel diameter, no associations were found (0.06 < P < 0.8). Low parental education, low household income and a migrant background are associated with poor physical fitness, higher BMI and body fat percentage and low-activity behaviour.  相似文献   

Enjoyment in youth soccer: its portrayals among 12- to 14-year-olds     

Hege E. Tjomsland  Torill Larsen  Ingrid Holsen  Lars T. Ronglan  Oddrun Samdal  Bente Wold 《Soccer & Society》2016,17(6):827-842

  相似文献