Evaluation of an Innovative Mathematics Program in Terms of Classroom Environment,Student Attitudes,and Conceptual Development     

Howard?Spinner  Barry?J.?FraserEmail author 《International Journal of Science and Mathematics Education》2005,3(2):267-293

Dull classroom environments, poor students’ attitudes and inhibited conceptual development led to the creation of an innovative mathematics program, the Class Banking System (CBS), which enables teachers to use constructivist ideas and approaches. To assess the effectiveness of the CBS, the Individualised Classroom Environment Questionnaire (ICEQ), Constructivist Learning Environment Survey (CLES), Test of Mathematics-Related Attitudes (TOMRA), and concept map tests were administered to two groups of fifth-grade students as pretests and posttests over an academic year. To enrich the data collected from those questionnaires, three case studies (one for the experimental group and two for the control group) were undertaken based on observations and interviews of selected students. Relative to non-CBS students, CBS students experienced more favorable changes in terms of mathematics concept development, attitudes to mathematics, and perceived classroom environments on several dimensions of the CLES (e.g., Personal Relevance, Shared Control) and the ICEQ (e.g., Participation and Differentiation). Qualitative information based on classroom observations and student interviews reinforced and enriched the patterns of results obtained from the concept test and questionnaires.  相似文献   

Effects of within-class ability grouping on social interaction,achievement, and motivation     

Mohammad?Saleh  Ard?W.?LazonderEmail author  Ton?De Jong 《Instructional Science》2005,33(2):105-119

This study examined how grouping arrangements affect students achievement, social interaction, and motivation. Students of high, average and low ability were randomly assigned to homogeneous or heterogeneous ability groups. All groups attended the same plant biology course. The main results indicate that low-ability students achieve more and are more motivated to learn in heterogeneous groups. Average-ability students perform better in homogeneous groups whereas high-ability students show equally strong learning outcomes in homogeneous and heterogeneous groups. Results on social interaction indicate that heterogeneous groups produce higher proportions of individual elaborations, whereas homogeneous groups use relatively more collaborative elaborations. In the discussion, these differences in social interaction are used to explain the differential effects of grouping arrangements on achievement scores. Practical implications are discussed and topics for further research are advanced.  相似文献   

Investigating profiles of lexical quality in preschool and their contribution to first grade reading     

Kimberly?A.?Murphy  Language  Reading Research Consortium  Kelly?Farquharson 《Reading and writing》2016,29(9):1745-1770

This longitudinal study investigated profiles of lexical quality domains in preschool children and the extent to which profile membership predicted reading comprehension in first grade. A latent profile analysis was conducted to classify 420 preschool children on lexical quality domains, including orthography, phonology, morphosyntax, and vocabulary. Regression analysis was used to determine whether profile membership was associated with first grade outcomes across reading comprehension and its components (i.e., listening comprehension and word recognition). Results revealed five profiles of lexical quality which were predictive of all three outcomes in first grade. Children in low lexical quality profiles performed more poorly on the outcome measures than children in the higher lexical quality profiles. Additionally, profile membership did differentially predict later reading outcomes. These results suggest that lexical quality profiles are associated with reading and therefore may offer a means of early identification of children who are susceptible to future reading difficulties.  相似文献   

Visual Chunking Skills of Hong Kong Children     

Ada?K.?H.?Pak  Alice?Cheng-laiEmail author  Ivy?F.?Tso  Hua?Shu  Wenling?Li  Richard?C.?Anderson 《Reading and writing》2005,18(5):437-454

This study investigated the development of visual chunking skills in the processing of Chinese characters among Hong Kong pupils. One-hundred-seventy-nine primary school students from first, second and fourth grades were administered a character copying task. Children as young as 6 years of age were aware of character units and were able to apply visual chunking strategies when processing characters. Children in higher grades performed better than those in lower grades on every character type, and the types of errors they made revealed that their chunking level was higher than that of younger children. Differences between ability groups emerged in second grade and vanished in fourth grade, suggesting that children with a lower reading ability are slower to develop advanced chunking skills.  相似文献   

教育制度:概念的厘定   总被引：6，自引：0，他引：6  

李江源 《河北师范大学学报(教育科学版)》2003,5(1):20-31

虽然要对教育制度下一个准确的、为各方所认可的定义十分困难 ,但我们认为 ,一个完整准确的教育制度定义 ,至少应当包含以下几个基本的方面 :即 ,教育制度是教育活动的规则 ;教育制度是“社会的”制度 ;教育制度具有程度不同的权威性或强制性。在此基础上 ,我们可以将“教育制度”概念大致地界定为 :教育制度是用以调整个体行动者之间以及特定教育组织内部行动者之间关系的强制性或权威性的行为规则体系  相似文献   

Book Review: <Emphasis Type="Bold">Attachment Issues in Psychopathology and Intervention</Emphasis>. By L. Atkinson and S. Goldberg (Eds.). Lawrence Erlbaum Associates,Mahwah, New Jersey, 2004     

Scott?BakerEmail author 《International journal for the advancement of counseling》2005,27(1):151-152

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Using Photography To Explore Hidden Realities and Raise Cross-Cultural Sensitivity in Future Teachers     

Elinor?L.?BrownEmail author 《The Urban Review》2005,37(2):149-171

This study explored the influence of residency status (outsider) and prior cross-cultural experiences on how the neighborhoods of students are perceived by future teachers. The study participants consisted of 18 graduate teacher education mentors and their 18 high school mentees. The data sources included 820 black and white photographs and 82 photo captions generated by the study participants, mentee/mentor group discussions, and the graduate students’ weekly reflective journals, bi-weekly facilitated discussions and peer debriefings. The study found that subconscious realities based on prior cross-cultural experiences (or the lack thereof) are more significant factors than residency status when making value judgment about the neighborhoods of “others.” Elinor L. Brown is an Assistant Professor in the Department of Curriculum and Instruction, University of Kentucky, 311 Dickey Hall, Lexington, KY 40506-0017  相似文献   

Pre-School Education in Morocco and Algeria<Superscript>1</Superscript>     

Khadija?BouzoubaaEmail author  Nouria?Benghabrit-Remaoun 《Prospects》2004,34(4):471-480

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How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes     

Charlotte Dignath  Gerhard Buettner 《Educational Research Review》2008,3(2):101-129

Recently, research has increasingly focused on fostering self-regulated learning amongst young children. To consider this trend, this article presents the results of a differentiated meta-analysis of 48 treatment comparisons resulting from 30 articles on enhancing self-regulated learning amongst primary school students. Based on recent models of self-regulated learning, which consider motivational, as well as cognitive, and metacognitive aspects [Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational research, 31(6), 445-457], the effects of self-regulated learning on academic achievement, on cognitive and metacognitive strategy application, as well as on motivation were analyzed. As the results show, self-regulated learning training programmes proved to be effective, even at primary school level. Subsequent analysis tested for the effects of several moderator variables, which consisted of study features and training characteristics. Regarding factors that concern the content of the treatment, the impact of the theoretical background that underlies the intervention was tested, as well as the type of cognitive, metacognitive, or motivational strategy which were instructed, and if group work was used as instruction method. Training context related factors, which were included in the analyses consisted of students’ grade level, the length of the training, if teachers or researchers directed the intervention, as well as the school subject in which context the training took place. Following the results of these analyses, a list with the most effective training characteristics was provided.  相似文献   

Trade-offs between knowledge exploitation and exploration activities     

Ilan?OshriEmail author  Shan L?Pan  Sue?Newell 《知识管理研究与实践》2005,3(1):10-23

This paper explores trade-offs between knowledge exploitation and exploration activities. The study of exploitation and exploration activities is not new; however, rarely has past research perceived exploitation and exploration activities as two edges of one continuum. Furthermore, little evidence has been reported as to the actual trade-offs that firms face when launching either exploration or exploitation activities. This paper sets about filling this gap by addressing the following question: To what extent does an investment in one exploitation activity hinder the development of an exploration activity within the firm? A new process innovation targeting the exploitation of the firm's internal capabilities through an extensive component reuse and reconfiguration program is studied and the implications for inter-related exploration activities, such as the development of engineers' expertise is examined. To reveal the trade-offs between exploration and exploitation activities, both changes within and between these exploitation and exploration activities, over time, are studied. Based on data drawn from an in-depth study of several product development project teams in one high-tech company, we conclude that by investing in exploitation activities, a firm may limit some specific exploration activities.  相似文献