A History of Errors in the Analysis of Oral Reading Behaviour     

Stuart McNaughton 《教育心理学》1988,8(1-2):21-30

Abstract Behavioural analyses of oral reading behaviour have ascribed different functions to errors and the correction of errors. Two positions are discussed. One is the legacy of Skinner which views errors as problematic and which advocates near error‐less learning. The other position views errors and potential errors as providing opportunities for self regulation and enhanced feedback. On the basis of recent research this paper argues that errors can have generative and inhibiting effects on oral reading, depending on the instructional context and the literacy goals of the classroom.  相似文献   

Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework     

Laupper  Ellen  Balzer  Lars  Berger  Jean-Louis 《Educational Assessment, Evaluation and Accountability》2020,32(4):481-498

Educational Assessment, Evaluation and Accountability - Survey-based formats of assessing teaching quality in higher education are widely used and will likely continue to be used by higher...  相似文献   

Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency     

Kjell Lars Berge  Synnøve Matre  Randi Solheim  Lars S. Evensen  Hildegunn Otnes 《Assessment in Education: Principles, Policy & Practice》2019,26(1):6-25

This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3–7, were presented with a writing construct, ‘Wheel of Writing’, and norms of expectation for writing proficiency. Participating teachers used the writing construct and norms as a basis for writing instruction and writing assessment. The project was conducted in 24 schools across Norway. 3088 students from 20 project schools participated. Two hundred and thirty three students from 4 schools were used as a comparison group. The investigation showed that students in primary school improved their writing quality significantly. Students in lower secondary school did not. However, there was substantial variation in writing quality effects between schools, classes, and individual students. For instance at a number of schools, project students from lower secondary school improved their writing quality significantly. The article discusses potential explanations of the effects.  相似文献   

From preschool to home: processes of generalisation in language acquisition from an indigenous language recovery programme     

Arapera Royal Tangaere  Stuart McNaughton 《International Journal of Early Years Education》2003,2(1):23-40

Processes of generalising bilingual expertise from Te Kohanga Reo (an indigenous preschool for the revitalisation of Maori language) to home are analysed. Observations at the preschool and home settings revealed several features. The active and strategic role of the child in transferring expertise was evident. So too were the presence of complementary activities at home, sensitive responding to generalised language and shared cultural commitments. These processes were present in a range of activities. The results are discussed in terms of theoretical approaches to generalisation and the effectiveness of indigenous language intervention programmes.  相似文献   

Creativity:What Is It? Can You Assess It? Can It Be Taught?   总被引：1，自引：0，他引：1  

Lars Lindstrm 《The International Journal of Art & Design Education》2006,25(1):53-66

This article takes the subject of visual arts in Sweden as the point of departure in a discussion of how, with the help of portfolios, assessments may extend to include both the unpredictable and the ambiguous. The notion that assessments of learning outcomes must be either limited to superficial knowledge or completely arbitrary is shown to be a misconception. The author has made a study of the progression of young people's creativity in the visual arts from preschool to upper secondary school. The assessment was based on both product criteria and process criteria (investigative work, inventiveness, ability to use models, capacity for self‐assessment). The materials assessed were portfolios of work containing sketches, drafts and finished works, log books, sources of inspiration and videotaped interviews with the students. Is there any progression in students' visual design, in their ability to work independently and assess their work? What is the degree of correlation in the assessments of different judges of student portfolios? These are some of the questions that this article attempts to answer, which concludes with a discussion of how schools can build a culture of learning that fosters the creative powers of young people.  相似文献   

Development of Adjustment Problems in Girls: What Syndromes Emerge?     

Margit Wângby  Lars R. Bergman  & David Magnusson 《Child development》1999,70(3):678-699

The development of a broad spectrum of adjustment problems in girls was studied longitudinally from late childhood to early adulthood. A specific interest concerned how well the externalizing-internalizing distinction could explain the data. The sample consisted of about 500 Swedish girls, reasonably representative of the general population. Variable-oriented methods were complemented with person-oriented methods to study syndrome formation at the level of the individual. The results suggested a rather diversified pattern of multi-problem syndromes in late childhood, whereas the syndrome structure in early adolescence was organized around a differentiation between girls with externalizing adjustment problems and girls with peer problems. An externalizing syndrome was found to be stable between late childhood and early adolescence, increasing the risk of severe maladjustment in adulthood. Internalizing problems showed no clear-cut continuity with adult maladjustment. Results are discussed in relation to the externalizing-internalizing distinction, which to some extent is called in question.  相似文献   

Differential Influence of Same- and Cross-Ethnic Friends on Ethnic-Racial Identity Development in Early Adolescence     

Philipp Jugert  Lars Leszczensky  Sebastian Pink 《Child development》2020,91(3):949-963

Recent research has shown that peers influence ethnic-racial identity (ERI) development during early adolescence. Arguments based on social identity theory, however, suggest that only same-ethnic but not cross-ethnic friends are important for ERI development. Using longitudinal social network analysis, we examined peer influence of both same- and cross-ethnic friends on ERI attachment and private regard. Data were drawn from six ethnically diverse schools in Western Germany (N = 1,349; M_age = 13.3). Our results provide empirical evidence for early adolescents’ ERI being influenced by same- but less by cross-ethnic friends. Considering peers’ ethnicity therefore is crucial for understanding peer influence on ERI development.  相似文献   

Time Spent Gaming and Social Competence in Children: Reciprocal Effects Across Childhood     

Beate W. Hygen  Jay Belsky  Frode Stenseng  Vera Skalicka  Marianne N. Kvande  Tonje Zahl-Thanem  Lars Wichstrøm 《Child development》2020,91(3):861-875

Electronic games are popular and many children spend much time on this activity. Here we investigate whether the quantity of time children spend on gaming is related to their social development, making this the first study to examine this relationship in children. We examine prospective relations between time spent gaming and social competence in a community sample of Norwegian 6 year olds (n = 873) followed up at ages 8, 10, and 12, controlling for socioeconomic status, body mass index, and time spent gaming together with friends. Results revealed that greater social competence at both 8 and 10 years predicted less gaming 2 years later and that more age-10 gaming predicted less social competence at age 12 but only among girls.  相似文献   

The long and winding road: Routine creation and replication in multi-site organizations     

Andrew Davies  Lars Frederiksen  Eugenia Cacciatori  Andreas Hartmann 《Research Policy》2018,47(8):1403-1417

Prior research on organizational routines in the ‘capabilities’ literature has either studied how new routines are created during an exploratory process of variation and selection or how existing routines are replicated during a phase of exploitation. Few studies have analyzed the life cycle of new routine creation and replication as an integrated process. In an in-depth case study of England’s Highways Agency, this paper shows that the creation and replication of a new routine across multiple sites involves four sequential steps: envisioning, experimenting, entrenching and enacting. We contribute to the capabilities research in two ways: first, by showing how different organizational levels, capabilities and logics (cognitive and behavioural) shape the development of new routines; and second, by identifying how distinct evolutionary cycles of variation and selective retention occur during each step in the process. In contrast with prior research on replication as an exact copy of a template or existing routine, our study focuses on the replication of an entirely new routine (based on novel principles) that is adapted to fit local operational conditions during its large-scale replication across multiple sites. We draw upon insights from adjacent ‘practice research’ and suggest how capabilities and practice studies may complement each other in future research on the evolution of routines.  相似文献   

Creation of new routines in physical education: second-order reflection as a tradition-challenging form of reflection stimulated by inquiry-based learning     

Lars Domino Østergaard 《Sport, Education and Society》2013,18(9):981-993

ABSTRACT

The time we live in is characterised by social and cultural changes, but teaching in physical education (PE) does not necessary match these changes. Consequently, the present project explored how second-order reflection (SoR) as a tradition-challenging and developing form of reflection can be stimulated by an inquiry-based learning (IBL) approach in physical education teacher education to transform current pedagogy to align with social and cultural changes. SoR fosters development and learning by inter-professional collaboration and inter-professional dialogue and is an extended form of higher-order thinking (HoT) including critical thinking and problem-solving. The project explored how an IBL approach stimulated a group of pre-service teachers (n?=?32) developing their professional practice by using SoR. Data were generated through video observations and audio recordings of the pre-service teachers’ discussions, reflections and actions during the IBL unit. Furthermore, written reflections regarding the challenges were collected. All data were inductively analysed in order to identify and extract common themes and patterns in relation to SoR. The analyses of the data revealed that during the IBL approach the pre-service teachers used both reflection at first and second-order level. Reflections in the form of technical and practical considerations were common, while examples of SoR were seen especially in the phases of IBL where the pre-service teachers used new theoretical knowledge and experiences from other contexts than PE. Consequently, the findings supported that IBL enhanced the second-order reflective skills of some of the pre-service teachers. However, with further use of guiding and facilitation of the IBL process or keeping the pre-service teachers to their challenges, hypotheses and plans, the methodology has even more potential to enhance the second-order critical reflection of the participants; thereby developing their coming practice to be more reflective, engaging and probably motivational.  相似文献