Comparing Class- and Task-Level Measures of Achievement Goals     

J. Elizabeth Richey  Matthew L. Bernacki  Daniel M. Belenky  Timothy J. Nokes-Malach 《Journal of Experimental Education》2013,81(4):560-578

Models of achievement goals suggest that different tasks and contexts influence the goals students adopt at a given time. However, many studies of achievement goals rely on measures assessed at the class level, analyze results with a variable-centered approach, and employ self-report questionnaires, which may reduce understanding of the contextual factors that arise as students interact with tasks. We compared a behavioral, task-level measure of middle school students' achievement goals to a self-reported, class-level measure and analyzed both measures' relations to task performance and quarterly grades using both variable-centered and person-centered approaches. Task-level goals predicted task performance but not quarterly grades, while class-level goals predicted grades but not task performance. The two measures of achievement goals were not related. This work demonstrates the importance of measuring goals at multiple levels and suggests opportunities for changing students' behaviors and achievement through motivation at the task level.  相似文献   

An Ecological Approach to a University Course that Develops Partnerships Impacting Health and Wellness in K-12 Schools and Communities     

Sharon L. Shields  Leigh Z. Gilchrist  Carol T. Nixon  Barbara A. Holland  Elizabeth A. Thompson 《Peabody Journal of Education》2013,88(5):608-621

Over the past several decades, there has been an increased focus on health promotion as opposed to individual health determinants and disease prevention. Given the association between health and academic success, health promotion is a vastly overlooked lever for establishing effective K-12 schools. Student, organizational, and community well-being are intricately linked, and thus, focusing on any one of these alone will not eliminate achievement gaps and health disparities. We assert that university–community collaboration is instrumental in promoting student and family well-being. Moreover, employing an ecological systems lens to inform partnership and health promotion practices facilitates collective action and magnifies results. In this article, we describe the philosophical and theoretical orientations that guide our teaching, service, and scholarship. We explain how a university undergraduate course that utilizes service-learning has leveraged theory to build university–community collaboration. Using illustrative examples of several service-learning projects, we show how an ecological systems orientation has enhanced the course; supported a systemic approach to health promotion in schools and communities; and facilitated strategic, mutual, and sustained partnerships. We conclude by highlighting the implications of an ecological approach to university–community collaboration, including organizational capacity building, implementation of evidence-based practices, and the need to enhance preservice teacher education.  相似文献   

Designing Rural School Improvement Networks: Aspirations and Actualities     

Andy Hargreaves  Elizabeth K. Cox 《Peabody Journal of Education》2013,88(2):306-321

Rural school educators are often isolated and have few opportunities to learn from neighboring schools or colleagues. This is an especially daunting challenge for low-performing rural schools faced with implementing significant reform efforts (e.g., turnaround approaches, educator effectiveness systems, college- and career-ready standards and assessments). This paper discusses the design and start-up of a large-scale project to connect “like with like” rural and remote schools within the northwest region of the United States to identify and share promising and innovative school reform practices. The authors present a network design framework based on previous work supporting and studying similar educational networks for innovation and improvement in the United States and beyond. They also present lessons learned about designing and launching a network that others might consider when initiating a school improvement network.  相似文献   

Rethinking models of feedback for learning: the challenge of design     

David Boud  Elizabeth Molloy 《Assessment & Evaluation in Higher Education》2013,38(6):698-712

Student feedback is a contentious and confusing issue throughout higher education institutions. This paper develops and analyses two models of feedback: the first is based on the origins of the term in the disciplines of engineering and biology. It positions teachers as the drivers of feedback. The second draws on ideas of sustainable assessment. This positions learners as having a key role in driving learning, and thus generating and soliciting their own feedback. It suggests that the second model equips students beyond the immediate task and does not lead to false expectations that courses cannot deliver. It identifies the importance of curriculum design in creating opportunities for students to develop the capabilities to operate as judges of their own learning.  相似文献   

‘Creative destruction’: knowledge economy policy and the future of the arts and humanities in the academy1     

Elizabeth Bullen  Jane Kenway 《教育政策杂志》2013,28(1):3-22

Policy conceptualizations of the global knowledge economy have led to the channelling of much Higher Education and Research and Development funding into the priority areas of science and technology. Among other things, this diversion of funding calls into question the future of traditional humanities and creative arts faculties. How these faculties, and the disciplines within them, might reconfigure themselves for the knowledge economy is, therefore, a question of great importance, although one that as yet has not been adequately answered. This paper explores some of the reasons for this by looking at how innovation in the knowledge economy is typically theorized. It takes one policy trajectory informing Australia’s key innovation statement as an example. It argues that, insofar as the formation of this knowledge economy policy has been informed by a techno‐economic paradigm, it works to preclude many humanities and creative arts disciplines. This paper, therefore, looks at how an alternative theorization of the knowledge economy might offer a more robust framework from within which to develop humanities and creative arts Higher Education and Research policy in the knowledge economy, both in Australia and internationally.  相似文献   

Mandatory accreditation for Special Educational Needs Co-ordinators: biopolitics,neoliberal managerialism and the Deleuzo–Guattarian ‘war machine’     

Elizabeth J. Done  Mike Murphy  Helen Knowler 《教育政策杂志》2013,28(1):86-100

Recent changes to policy directives now require newly appointed Special Educational Needs Coordinators (SENCOs) in UK mainstream schools to be qualified teachers. Training and accreditation through a nationally approved postgraduate award is now mandatory. Concepts drawn from poststructuralist biopolitics and critiques of neoliberal educational managerialism are mobilized in an analysis of recent inclusion policy and award requirements. Resistance to the positioning of SENCOs and pupils within a political narrative of economic priority and productivity is conceptualized as a Deleuzo–Guattarian ‘war machine’. The implications of biopolitical orientations for practitioner research are explored with reference to teacher action research.  相似文献   

Mind‐Mindedness and Theory of Mind: Mediating Roles of Language and Perspectival Symbolic Play     

Elizabeth Meins  Charles Fernyhough  Bronia Arnott  Susan R. Leekam  Marc de Rosnay 《Child development》2013,84(5):1777-1790

Relations among indices of maternal mind‐mindedness (appropriate and nonattuned mind‐related comments) and children's: (a) internal state vocabulary and perspectival symbolic play at 26 months (N = 206), and (b) theory of mind (ToM) at 51 months (n = 161) were investigated. Appropriate comments were positively associated with ToM, but were unrelated to internal state language and perspectival symbolic play. Nonattuned comments were negatively correlated with internal state language and perspectival symbolic play, but were unrelated to ToM. Path analyses indicated that the best fit model assumed: (a) indirect links between nonattuned comments and ToM via children's perspectival symbolic play, (b) a direct link between appropriate comments and ToM, and (c) an indirect link between appropriate comments and ToM via children's concurrent receptive verbal ability.  相似文献   

Parent Praise to 1‐ to 3‐Year‐Olds Predicts Children's Motivational Frameworks 5 Years Later     

Elizabeth A. Gunderson  Sarah J. Gripshover  Carissa Romero  Carol S. Dweck  Susan Goldin‐Meadow  Susan C. Levine 《Child development》2013,84(5):1526-1541

In laboratory studies, praising children's effort encourages them to adopt incremental motivational frameworks—they believe ability is malleable, attribute success to hard work, enjoy challenges, and generate strategies for improvement. In contrast, praising children's inherent abilities encourages them to adopt fixed‐ability frameworks. Does the praise parents spontaneously give children at home show the same effects? Although parents' early praise of inherent characteristics was not associated with children's later fixed‐ability frameworks, parents' praise of children's effort at 14–38 months (N = 53) did predict incremental frameworks at 7–8 years, suggesting that causal mechanisms identified in experimental work may be operating in home environments.  相似文献   

A Guided Tour of the Best Resources for Teaching     

Elizabeth Thoman 《Clearing house (Menasha, Wis.)》2013,86(6):278-283

In this article, the author presents an innovative approach to teaching multiplication facts for children in middle school or younger. After introducing the dangers of some contradictions that persist, relating a brief summary of related research and guidelines regarding math facts and their relation to strategic approaches to more complex math, including problem solving, the author provides an in-depth discussion of the process of learning multiplication tables. The author presents a method for teaching children to learn these facts by rote without the tediousness of that technique. Providing the answers encourages automatic learning easily without testing. Remarkable results with one class of eighth-grade students support the benefit of this innovative method.  相似文献   

Christmas     

Elizabeth Utterback 《The Educational forum》2013,77(2)

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