Evaluating the efficacy of a teacher-guided comprehension-oriented learning strategy intervention among students in Grade 4     

Kikas  Eve  Mädamürk  Kaja  Hennok  Liis  Sigus  Hardi  Talpsep  Teri  Luptova  Olga  Kivi  Valentina 《European Journal of Psychology of Education - EJPE》2022,37(2):509-530

This study examined the effects of a teacher-led learning-strategy intervention program on fourth-grade students’ reported use and perceived effectiveness of rehearsal and comprehension-oriented learning strategies. During 18 program units, teachers taught about learning and various learning strategies, including visualisation, elaboration and categorisation. Strategies were practised in math, language and science classes. Participants were comprised of 82 fourth-grade students in the intervention group and 387 fourth-grade students in the control group. Students’ reported use and perceived effectiveness of learning strategies were assessed before and at least 4 months after intervention using a web-based word-memorisation task and associated reflection questions. The intervention group tended to use more comprehension-oriented learning strategies in post-tests, and the intervention group also showed an increase in perceived effectiveness of comprehension-oriented learning strategies. Still, rehearsal was evaluated as the most effective strategy in both the control group and the intervention group. Explanations for these findings and possible future directions are discussed.

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Parental Involvement in Math Homework: Links to Children’s Performance and Motivation     

Gintautas Silinskas  Eve Kikas 《Scandinavian Journal of Educational Research》2019,63(1):17-37

The present study examined the longitudinal associations between children’s perceptions of parental involvement in math homework (control and support) and their math performance and motivation (task-persistent homework behavior and math self-concept). Children (n = 512) reported their perceptions concerning parental involvement in sixth-grade math homework. In grades 3 and 6, children completed math tests, evaluated own math self-concept, and their mothers (n = 420) evaluated task persistence during homework. The results showed that low self-concept in math predicted increased parental control, which in turn related to low math performance, task persistence, and math self-concept. Second, perceived parental support was related to increased task persistence during homework. Finally, parental control was especially detrimental for boys’ task persistence and math self-concept.  相似文献   

Task persistence mediates the effect of children’s literacy skills on mothers’ academic help     

Eve Kikas  Gintautas Silinskas 《教育心理学》2016,36(5):975-991

This longitudinal study aimed at examining the relationship between children's task persistence, mothers' academic help, and the development of children’s literacy skills (reading and spelling) at the beginning of primary school. The participants were 870 children, 682 mothers, and 53 class teachers. Data were collected three times – at the beginning and the end of Grade 1 and at the end of Grade 2. Better literacy skills predicted higher persistence in completing school tasks and, correspondingly, higher persistence was related to better subsequent skills. Also, lower task persistence at the end of Grade 1 corresponded to more frequent academic help from mothers in Grade 2. Moreover, children’s literacy skills predicted mother’s later academic help via task persistence: the lower the children’s literacy skills were, the less task persistence children exhibited, and the more mothers engaged in academic help later on.  相似文献   

Kindergarten and Primary School Children’s Everyday,Synthetic, and Scientific Concepts of Clouds and Rainfall     

Elina Malleus  Eve Kikas  Tiivi Marken 《Research in Science Education》2017,47(3):539-558

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Spatializing Literacy Research and Practice     

Eve Bearne 《Literacy》2005,39(2):104-104

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“An inescapable network of mutuality”: Building Relationships of Solidarity in a First Grade Classroom     

Shira Eve Epstein  Celia Oyler 《Equity & Excellence in Education》2013,46(4):405-416

This case study of a first grade teacher enacting a social action curriculum is based on the understanding that schools can be sites where even young children can work toward the common good. This paper examines the way a first grade teacher (Paula Rogovin Rogovin, P. 2004. Why can't you behave? The teacher's guide to creative classroom management, K-3, Portsmouth, NH: Heinemann.  [Google Scholar]) and her students built solidarity with a community member and in turn adopted a new social concern as their own. We identify, detail, and analyze the building of ties of solidarity as a practice enacted within a social action curriculum.  相似文献   

Humiliating ironies and dangerous dignities: a dialectic of school pushout     

Eve Tuck 《International journal of qualitative studies in education》2013,26(7):817-827

This article explores youth resistance to urban public high schools that both inadvertently and by design push out students before graduation. The author details how youth experience the institutional production of school non-completion as a dialectic of humiliating ironies and dangerous dignities, a dialectic of school pushout. The author describes how some youth position themselves in ways that are dangerous to the institution of schooling, and, at the same time, their own school careers.  相似文献   

The (hidden) injuries of NAPLAN: two standardised test events and the making of ‘at risk’ student subjects     

Eve Mayes  Angelique Howell 《International Journal of Inclusive Education》2018,22(10):1108-1123

Standardised testing regimes, including the National Assessment Program Literacy and Numeracy (NAPLAN) in Australia, have impacted on relationships between and within schools, and on teachers’ work and on pedagogies. Previous analyses of the effects of NAPLAN have been generated outside of the test situation: frequently through attitudinal surveys and qualitative interviews. This article takes as its point of departure two intensely affective events associated with the NAPLAN test day itself. These events erupted in two qualitative studies of students’ schooling experiences: a study of students’ experiences of NAPLAN and a study of students’ experiences of student voice at school. We ask, after Deleuze and Guattari, What can a NAPLAN test do? Exploring the entangled corporeal (physical and embodied) and incorporeal (psychic and subjectivating) wounds effected in and through these events, we analyse the dynamic constitution and re-constitutions of ‘at risk’ categorisations. While the NAPLAN test is not claimed to cause physical and psychical injury, we argue that standardised test conditions, in these singular events, are inextricably entwined with the formation of particular students’ schooled subjectivities.  相似文献   

Novice teachers' perspectives on mentoring: The case of the Estonian induction year   总被引：1，自引：0，他引：1  

Erika Löfström  Eve Eisenschmidt 《Teaching and Teacher Education》2009

This study explores Estonian novice teachers' perspectives on relationships with mentors and experiences of mentoring and mentors' tasks during their first year of teaching. The induction year with mentoring as one of the support structures was introduced into Estonian teacher education a few years ago. Experiences indicate that this is a valuable support, but there are areas of mentoring that need to be developed. The data are based on thematic interviews with sixteen novice teachers in the second half of their first year of teaching, i.e. the induction year. A content analysis revealed that the novice teachers experienced support for personal development and professional knowledge development, feedback, collegiality, reciprocity of the relationship, mentor availability and mutual trust as components of the mentor–mentee relationship. The study identified undeveloped potential in mentoring related to three main areas: 1) facilitation of reflection, 2) mentor training, and 3) integration of mentoring into the school community as a whole. The last area also includes matters pertaining to socialization and school leadership.  相似文献   

Culture and Counterculture in Post-Revolutionary America     

Eve Kornfeld 《Journal of American culture (Malden, Mass. : 2003)》1989,12(4):71-77

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