GENDER DIFFERENCES IN WRITTEN EXPRESSION CURRICULUM‐BASED MEASUREMENT IN THIRD‐ THROUGH EIGHTH‐GRADE STUDENTS     

Jamie Y. Fearrington  Patricia D. Parker  Pamela Kidder‐Ashley  Sandra G. Gagnon  Sara McCane‐Bowling  Christy A. Sorrell 《Psychology in the schools》2014,51(1):85-96

Many studies have found gender differences in certain areas of academic achievement, such as reading and math. Fewer studies have examined gender disparities in writing skills. The current study explored gender differences in written expression performance. Participants were 1,240 male and female students in third through eighth grade, representing five schools in a rural southeastern school district. Each student was administered an AIMSweb curriculum‐based measurement writing probe during the district's regularly scheduled fall, winter, and spring benchmarks. All measures were scored for total words written and correct writing sequences. Two‐way repeated measures analyses of variance were used to determine whether differences existed in the sample. A significant female advantage was found on both scoring indices at each grade level. These findings have strong instructional and theoretical implications for practicing school psychologists and other educators.  相似文献   

An evaluation of the SOAR-High Project: a Web-based science program for deaf students     

Barman CR  Stockton JD 《American annals of the deaf》2002,147(3):5-10

The investigators evaluated the SOAR-High (Science, Observing, and Reporting-High School) Project, a web-based earth systems science course involving collaborating teachers and deaf students at high schools in California, Washington, DC, and Indiana. In SOAR-High, students use Internet- and computer-based technologies to gather and report information. The investigators and stakeholders identified 4 key questions: (a) Are the SOAR-High students becoming proficient in using the science process skills? (b) Do the SOAR-High curriculum materials explicitly stress the use of science process skills? (c) Do the SOAR-High students develop skills to work independently? (d) Does the SOAR-High Project aid in student motivation? Quantitative and qualitative evaluative tools to address each question included student and teacher interviews, classroom observations, performance-based tasks, and reviews of student website work. Findings showed convincing evidence for affirmative answers to all 4 questions. However, some students described difficulties with the reading levels of the SOAR-High materials; some teachers expressed concern about SOAR-High's effectiveness because of its use with students at different grade levels.  相似文献   

Peer feedback on college students’ writing: exploring the relation between students’ ability match,feedback quality and essay performance     

Bart Huisman  Nadira Saab  Jan van Driel  Paul van den Broek 《高等教育研究与发展》2017,36(7):1433-1447

There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. The current study addressed this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students were matched in 47 homogeneous or heterogeneous reciprocal dyads, and provided anonymous, formative peer feedback on each other’s draft essays. The relations between students’ individual ability or dyad composition, feedback quality and writing performance were investigated. Neither individual ability nor dyad composition directly related to writing performance. Also, feedback quality did not depend on students’ individual ability or dyad composition, although trends in the data suggest that high-ability reviewers provided more content-related feedback. Finally, peer feedback quality was not related to writing performance, and authors of varying ability levels benefited to a similar extent from peer feedback on different aspects of the text. The results are discussed in relation to their implications for the instructional design of academic writing assignments that incorporate peer feedback.  相似文献   

Current Directions in the Study of Relational Aggression During Early Childhood     

Jamie M. Ostrov  Nicki R. Crick 《Early education and development》2005,16(2):109-114

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Peer feedback on academic writing: undergraduate students’ peer feedback role,peer feedback perceptions and essay performance     

Bart Huisman  Nadira Saab  Jan van Driel  Paul van den Broek 《Assessment & Evaluation in Higher Education》2018,43(6):955-968

Within the higher education context, peer feedback is frequently applied as an instructional method. Research on the learning mechanisms involved in the peer feedback process has covered aspects of both providing and receiving feedback. However, a direct comparison of the impact that providing and receiving peer feedback has on students’ writing performance is still lacking. The current study compared the writing performance of undergraduate students (N = 83) who either provided or received anonymous written peer feedback in the context of an authentic academic writing task. In addition, we investigated whether students’ peer feedback perceptions were related to the nature of the peer feedback they received and to writing performance. Results showed that both providing and receiving feedback led to similar improvements of writing performance. The presence of explanatory comments positively related both to how adequate students perceived the peer feedback to be, as well as to students’ willingness to improve based upon it. However, no direct relation was found between these peer feedback perceptions and students’ writing performance increase.  相似文献   

I, chimera     

Shreeve J 《New scientist (1971)》2005,186(2505):39-43

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The Concerns of School Counselors‐in‐Training About Working With Children and Adolescents With HIV Disease: Training Implications     

Jamie S. Carney  Debra C. Cobia 《Counselor Education & Supervision》2003,42(4):302-313

As the number of children and adolescents who have or are affected by HIV disease increases, so does the need to examine the preparation of counselors to work with this population. This study assessed (a) the knowledge, beliefs, and social comfort of school counselors‐in‐training, as related to working with this population, and (b) these students' concerns and perceptions about their preparedness. Participants reported high levels of general knowledge and positive beliefs; however, they also demonstrated deficits in specialized knowledge and discomfort in counseling situations. Participants expressed concerns about their preparation and ability to deal with grief issues. Implications for training counselors are discussed.  相似文献   

Problem solving and engineering design,introducing bachelor students to engineering practice at K. U. Leuven     

C. Heylen  M. Smet  H. Buelens  J. Vander Sloten 《European Journal of Engineering Education》2007,32(4):375-386

A present-day engineer has a large scientific knowledge; he is a team-player, eloquent communicator and life-long learner. At the Katholieke Universiteit Leuven, the course ‘Problem Solving and Engineering Design’ introduces engineering students from the first semester onwards into real engineering practice and teamwork. Working in small groups, the students integrate basic principles of all regular scientific courses to solve real-life engineering problems. This makes the coursework more interesting and helps the students to master the abstract theories presented in lectures. Through the increasing complexity of the assignments, the students are gradually confronted with technical and social competencies such as a systematic approach to problem solving and engineering design, teamwork, project management and communication skills. ‘Problem Solving and Engineering Design’ has been implemented in the bachelor of engineering since September 2003. The current paper describes the course objectives, the way the course is implemented to support project-based learning and the feedback obtained from the didactic team and the students.  相似文献   

An interdisciplinary analysis of microteaching evaluation forms: how peer feedback forms shape what constitutes “good teaching”     

Marie Annette Vander Kloet  Brige Paul Chugh 《Educational Research and Evaluation》2013,19(6):597-612

Microteaching, a standard method for developing teaching skills, places high importance on peer feedback, which is guided by post-session feedback forms. This paper focuses on how feedback forms can shape what becomes understood as important to teaching. A sample of 10 microteaching evaluation forms drawn from North American postsecondary education institutions were examined using both qualitative and quantitative methods. Through a mixed-methods, interdisciplinary approach combining quantitative form classification based on distinct teaching elements with qualitative analysis drawing on Foucauldian and post-structural feminisms, key challenges are identified in the way that peer feedback forms may shape perceptions of what constitutes “good teaching”. We interpret that the close attention paid to the management of the body and the disproportionate focus on presentation and style may foreclose other modes of teaching beyond a conventional lecture-based class. This leads to a discussion on the ways in which the evaluation forms can be enhanced to provide a more effective educational tool.  相似文献   

Land reform,community‐building and the labor press in Antebellum America and Britain     

Jamie L. Bronstein 《Media History》2013,19(1-2):69-84

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