Questionnaires as interventions: can taking a survey increase teachers’ openness to student feedback surveys?     

Hunter Gehlbach  Carly D. Robinson  Ilana Finefter-Rosenbluh  Chris Benshoof  Jack Schneider 《教育心理学》2018,38(3):350-367

Administrators often struggle in getting teachers to trust their school’s evaluation practices – a necessity if teachers are to learn from the feedback they receive. We attempted to bolster teachers’ support for receiving evaluative feedback from a particularly controversial source: student-perception surveys. For our intervention, we took one of two approaches to asking 309 teachers how they felt about students evaluating their teaching practice. Control participants responded only to core questions regarding their attitudes towards student-perception surveys. Meanwhile, treatment participants were first asked whether teachers should evaluate administrators in performance reviews and were then asked the core items about student-perception surveys. Congruent with cognitive dissonance theory, this juxtaposition of questions bolstered treatment teachers’ support for using student surveys in teacher evaluations relative to the control group. We discuss the implications of these findings with respect to increasing teacher openness to alternative evaluation approaches, and consider whether surveys show promise as a vehicle for delivering interventions.  相似文献   

Educational Interventions to Improve Dental Anatomy Carving Ability of Dental Students: A Systematic Review     

Daniele B. Conte  Milena Zancanaro  André Guollo  Luana R. Schneider  Rafael G. Lund  Sinval A. Rodrigues-Junior 《Anatomical sciences education》2021,14(1):99-109

This systematic review aimed to identify the level of impact of educational strategies for teaching tooth carving on the carving ability of undergraduate dental students. The PubMed-NCBI, Cochrane-CENTRAL, LILACS, Ibecs, BBO, Web of Science, and Scopus databases were searched in May 2019, for randomized controlled trials (RCTs) and two-arm non-randomized studies of interventions (NRSI) addressing educational interventions toward the dental carving of undergraduate students. Studies from the year 2000 until the search date, written in English, Portuguese, and Spanish were included. Study screening and data extraction were performed in duplicate and blinded. The data were presented narratively, considering the dental carving ability of students the primary outcome. The risk of bias was assessed using the RoB tool 2.0 and ROBINS-I, and the level of evidence was determined with GRADE. Of 3,574 studies, 6 were included, with 3 RCTs and 3 NRSIs. Very low level of evidence was provided from the NRSIs that flipped classroom (1 study; n = 140) and a student-driven revised module (1 study; n = 264) improved the carving ability of students. Additionally, there was moderate evidence of online complementary material (1 RCT; n = 30) and reinforcement class improving the carving ability of students (1 RCT; n = 29). The replacement of traditional classes by an instructional DVD (1 RCT; n = 73) and assessment of carving projects through digital systems (1 NRSI; n = 79) did not enhance the carving ability of students. Study design, risk of bias, and imprecision downgraded the level of evidence. There was a very low to moderate evidence on the effectiveness of student-driven educational approaches and complementary classes of dental anatomy in improving the dental carving ability of students.  相似文献   

A comparison of schools: teacher knowledge of explicit code-based reading instruction     

Rebecca A. Cohen  Nancy Mather  Deborah A. Schneider  Jennifer M. White 《Reading and writing》2017,30(4):653-690

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Predictors of Behavior Problems in Three-Year-Old Sons of Alcoholics: Early Evidence for the Onset of Risk     

Hiram E. Fitzgerald  Linda A. Sullivan  Hazen P. Ham  Robert A. Zucker  Stefan Bruckel  rew M. Schneider  Robert B. Noll 《Child development》1993,64(1):110-123

We investigated risk factors in a population-based sample of alcoholic (father) and comparison families with 3-year-old sons. Alcoholic and comparison parents did not differ in socioeconomic status (SES), education, years married, family size, or cognitive functioning. Anti-social behavior and depression were significantly greater in alcoholic parents. High risk children were more impulsive than comparison children, but there were no differences in developmental age, IQ, or behavior problems. A higher percentage of high-risk children were rated in the extreme clinical range for behavior problems than were comparison children. For alcoholic families, mothers' ratings of their children's total behavior problems, externalizing behavior problems, and internalizing behavior problems were predicted by mothers' lifetime alcohol problems, current depression, and family SES. Father variables failed to predict children's behavior problems. Maternal variables were stronger predictors of their 3-year-old sons' problem behaviors than were paternal variables.  相似文献   

Developmental relationship between declarative metacognitive knowledge and reading comprehension during secondary school     

Edossa  Ashenafi Kassahun  Neuenhaus  Nora  Artelt  Cordula  Lingel  Klaus  Schneider  Wolfgang 《European Journal of Psychology of Education - EJPE》2019,34(2):397-416

European Journal of Psychology of Education - Knowledge about one’s own cognitive processes is the basis for the monitoring and regulation of learning processes for effective reading...  相似文献   

The effects of summary production and encoding condition on children��s metacognitive monitoring     

Nicole von der Linden  Wolfgang Schneider  Claudia M. Roebers 《Metacognition and Learning》2011,6(1):3-23

Two studies were conducted to investigate whether context variations were suitable to improve metacognitive judgments in children in a complex, everyday memory task. In the first phase of each experiment, participants were shown a short event (video) and gave judgments-of-learning (JOLs), that is, rated their certainty that they would later be able to recall specific details correctly. In the second phase of the experiments, participants took part in a memory interview about the memory event and gave confidence judgments (CJs), that is, rated their certainty that the provided answers to the memory questions were correct. Study 1 specifically investigated the potential positive influence of giving a verbal summary before the JOL-interview on metacognitive monitoring, whereas Study 2 had a closer look on the effect of intentional versus non-intentional encoding on JOL and CJ accuracy. Results revealed no significant influence of giving a summary and hardly any effect of encoding condition on metamemory monitoring although children from age 6 on showed adequate monitoring performance. JOL accuracy appears to be a complex process, which is even more difficult to influence in children than in adults.  相似文献   

Supporting children’s mathematical understanding: professional development focused on out-of-school practices     

Edd V. Taylor 《Journal of Mathematics Teacher Education》2012,15(4):271-291

This study describes the Reflection Connection Cycle professional development designed to support teachers’ use and appreciation of students’ out-of-school practices related to school mathematics. The year-long program incorporated group lesson design, readings, and video analysis for 14 elementary school (ages 5–12) teachers. Analysis of lesson development, written reflections, and analysis of teacher talk revealed important patterns related to the difficulty in writing lessons that built on students’ informal understandings. While initial lessons focused solely on the context of practices like gardening and sports, subsequent lessons show a greater concern for the mathematics in which children were engaged within a practice. A Multi-approach Engagement Framework is presented both as a tool to support further professional development efforts and as a means to describe stability and change in teachers’ efforts to connect in-school and out-of-school mathematical understandings.  相似文献   

Constructing and Reconstructing a Critical Discourse and Pedagogy of Techno-Knowledge     

Sandra B. Schneider  Dianne Smith 《Educational Studies A Journal of the American Educational Studies Association》2014,50(1):3-7

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Feeding forward from summative assessment: the Essay Feedback Checklist as a learning tool     

Caroline Wakefield  James Adie  Edd Pitt  Tessa Owens 《Assessment & Evaluation in Higher Education》2014,39(2):253-262

Owing to the increasing diversity of assessments in higher education, feedback should be provided to students in a format that can assist future and alternative work. This study aimed to assess the effectiveness of the Essay Feedback Checklist on future alternative assessments. Participants were assigned to one of two groups, one of which completed the checklist prior to assessment 1 (essay) and received feedback using this method. Attainment on assessment 1 and assessment 2 (examination) were taken as pre- and post-test scores. Results revealed increased assessment scores for the checklist group, compared to those who received conventional feedback. Focus group data indicated that students particularly liked elements of the checklist as a feedback method, but potential drawbacks were also highlighted. Implications and future use of the checklist is then discussed.  相似文献   

The role of classroom differences in achievement changes     

Wolfgang Schneider  Andreas Helmke 《European Journal of Psychology of Education - EJPE》1986,1(3):81-91

A combined criterion involving the regression slopes of pretest-posttest achievement scores and achievement gain scores was used to classify similar types of classrooms. Mathematics achievement differences among 632 fifth graders were analysed in a longitudinal design and explained in a structural equation framework provided by LISREL, separately for four types of classrooms. The results replicated the findings of an earlier study (Schneider & Treiber, 1984) in that the local nature of achievement models could be demonstrated. That is, the structural components of the causal models could not be generalized across the four groups of classrooms. The inclusion of a second grouping criterion (i. e., achievement gain) proved useful in that a better model fit was always obtained for classrooms with high achievement agains. As a global model test ignoring group and classroom membership did mask the differential validity of the achievement model in the various subgroups, the need for multilevel approaches was emphasized.  相似文献