Longitudinal assessment of progress in reasoning capacity and relation with self-estimation of knowledge base     

Anne Collard  France Mélot  Jean-Pierre Bourguignon 《Assessment & Evaluation in Higher Education》2015,40(1):74-88

The aim of the study was to investigate progress in reasoning capacity and knowledge base appraisal in a longitudinal analysis of data from summative evaluation throughout a medical problem-based learning curriculum. The scores in multidisciplinary discussion of a clinical case and multiple choice questionnaires (MCQs) were studied longitudinally for 213 students from years 2 to 5. The capacity of core knowledge delimitation was calculated as the difference between the levels of average ascertainment degrees given for correct and incorrect answers at MCQ. For both multidisciplinary discussion of a clinical case evaluation and self-estimation of core knowledge, the capacity increases throughout the curriculum. The reasoning capacity assessed through multidisciplinary discussion of a clinical case is positively correlated with MCQ scores and the capacity to discriminate the mastered core knowledge. In conclusion, this study indicates that self-estimation of core knowledge is associated with an increase in reasoning performance through a well-organised knowledge base. Since that ability is related to success or failure, it is suggested that student awareness about delimitation of mastered core knowledge is considered as part of learning.  相似文献   

Some possible effects of behaviour management training on teacher confidence and competence: evidence from a study of primary school teachers in Hong Kong     

Paul Cooper  Zi Yan 《Educational studies》2015,41(1-2):156-170

This study aims to explore the relationships between the extent and perceived quality of teachers’ experience of training in behaviour management (BM), and their awareness of the nature and extent of behavioural problems among school students, and their confidence in their own competence to deal with such problems. Teachers (n = 183) from Hong Kong primary schools were surveyed. The results showed that gender, age and whether teachers have received training had no significant influence on teachers’ awareness, conception and confidence regarding BM. A negative correlation was found between teachers’ levels of satisfaction in relation to their training experiences and their perceptions of the level of problematic behaviours among students, and the impact of students’ problematic behaviour on their teaching. A positive correlation was found between teachers’ levels of satisfaction in relation to their training experiences and their confidence in their own competence to deal with students’ problematic behaviour.  相似文献   

Introducing Online Training in an Early Childhood Professional Development System: Lessons Learned in One State     

Angi Stone-MacDonald  Anne Douglass 《Early Childhood Education Journal》2015,43(3):241-248

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Design-Based Research Within the Constraints of Practice: AlgebraByExample     

Julie L. Booth  Laura A. Cooper  Alexandra Huyghe  Kenneth R. Koedinger  E. Juliana Paré-Blagoev 《Journal of Education for Students Placed at Risk》2015,20(1-2):79-100

Superintendents from districts in the Minority Student Achievement Network (MSAN) challenged the Strategic Education Research Partnership (SERP) to identify an approach to narrowing the minority student achievement gap in Algebra 1 without isolating minority students for intervention. SERP partnered with 8 MSAN districts and researchers from 3 universities to design and rigorously test AlgebraByExample, a set of 42 Algebra 1 assignments with interleaved worked examples that target common misconceptions and errors. In a year-long random-assignment study, students who received AlgebraByExample assignments had an average 7 percentage point boost on a posttest containing released items from state assessments, and students in the bottom half of the performance distribution where minority students are disproportionately concentrated had an average 10 percentage point boost on a researcher-designed assessment of conceptual understanding. AlgebraByExample is easily incorporated into any existing curriculum, and naturally serves as a launch point for mathematically rich discussion.  相似文献   

What are they asking? An analysis of the questions planned by prospective teachers when integrating literature in mathematics     

Barbara Purdum-Cassidy  Suzanne Nesmith  Rachelle D. Meyer  Sandi Cooper 《Journal of Mathematics Teacher Education》2015,18(1):79-99

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Parent–adolescent interaction quality and adolescent affect—An experience sampling study on effect heterogeneity     

Anne Bülow  Eeske van Roekel  Savannah Boele  Jaap J. A. Denissen  Loes Keijsers 《Child development》2022,93(3):e315-e331

Person–environment interactions might ultimately drive longer term development. This experience sampling study (Data collection: 2019/20 the Netherlands) assessed short-term linkages between parent–adolescent interaction quality and affect during 2281 interactions of 124 adolescents (M_age = 15.80, SD_age = 1.69, 59% girls, 92% Dutch, Education: 25% low, 31% middle, 35% high, 9% other). Adolescents reported on parent–adolescent interaction quality (i.e., warmth and conflict) and momentary positive and negative affect five to six times a day, for 14 days. Preregistered dynamic structural equation models (DSEM) revealed within-family associations between parent–adolescent interaction quality and adolescent affect (concurrently: r = −.22 to .39; lagged effects: ß = −.17 to .15). These effects varied significantly between families. These findings stress the need for more person-specific research on parenting processes.  相似文献   

Advancing scholarship on anti-racism within developmental science: Reflections on the special section and recommendations for future research     

Shauna M. Cooper  Noelle M. Hurd  Aerika Brittian Loyd 《Child development》2022,93(3):619-632

To date, theoretical and conceptual scholarship on anti-racism has been advanced through leading contributions from several disciplines (e.g., sociology, education, psychology). Still, there remain fewer empirical studies on anti-racism constructs, and we know little about the development of anti-racism among diverse youth across key stages of development. In this special section of Child Development, we sought to address this gap by highlighting scholarship in developmental science that attends to the development of anti-racism in children across contexts (e.g., families, schools) and developmental stages (e.g., early childhood through emerging adulthood). In our introduction to the special section, we review the collective contributions of included studies and outline recommendations for future research in the development of anti-racism in youth.  相似文献   

Hong Kong university teachers’ conceptions and articulation of teacher care: towards building a model of caring pedagogy     

Tang  Anne L. L.  Walker-Gleaves  Caroline 《Higher Education》2022,83(3):503-526

Higher Education - This paper addresses university teachers’ conceptions and articulation of teacher care as informed by their teaching practice within the Hong Kong university context. The...  相似文献   

Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014     

Laura Crane  Jade Davies  Anne Fritz  Sarah O’Brien  Alison Worsley  Anna Remington 《British Educational Research Journal》2022,48(1):22-48

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16–25 years. Using an online survey and/or interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key ‘champions’ in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to—and learning from—autistic young people, throughout their educational journeys and especially as they transition to adulthood.  相似文献   

A mixed-methods evaluation of the experience of emerging young adult care partners     

Allison Marziliano  Allison Applebaum  Samantha Siess  Anne Moyer 《Psychology in the schools》2023,60(1):143-161

There is limited literature on emerging young adult (EYA) care partners, despite a recent rise in interest in this group. The purpose of this study is to compare EYA care partners and their non-care partner peers in the domains of academic achievement and engagement, employment, health-related behaviors and self-care, and mental health and respite, as well as to assess EYA care partners’ burden and potential for positive psychosocial sequelae and life changes as a result of their role. Further, within EYA care partners, we examine the relationship between mental health variables and care partner-relevant variables. Two hundred undergraduates (100 care partners and 100 non-care partners) completed measures of academic achievement and engagement (grade point average and credit load), employment (number of paid positions held and number of hours worked per week), health-related behavior/self-care (visits to the dentist, primary care physician, optometrist, diet healthfulness, exercise, cigarette smoking, and drinks per week) and mental health/respite (depression, anxiety, loneliness, drinking, social support, peer pressure, vacation recency, and frequency). Care partners completed measures of spiritual well-being, burden, meaning, and benefit-finding, as well as provided qualitative feedback on how caregiving changed their lives. EYA care partners and non-care partners did not differ on any variables examined except for the number of jobs held, as EYA care partners held more paid jobs than EYA non-care partners. EYA care partners showed moderate burden and high levels of finding meaning/benefit, the latter of which was supported by the themes that emerged from their qualitative data. Within EYA care partners, we found that depression and anxiety (mental health variables) were significantly related to spiritual well-being, burden, benefit finding, and finding meaning through caregiving (care partner-relevant variables). It is encouraging that the care partner and non-care partner groups were similar in domains critical for this age group, such as academic achievement and engagement.  相似文献