Understandings and misunderstandings of eighth graders of four physics concepts found in textbooks     

John W. Renner  Michael R. Abraham  Eileen Bross Grzybowski  Edmund A. Marek 《科学教学研究杂志》1990,27(1):35-54

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Theories of Rights - Edited by Ten, C. L.     

John  Ozolins 《Educational Philosophy and Theory》2007,39(3):326-330

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The Raven Progressive Matrices: A Review of National Norming Studies and Ethnic and Socioeconomic Variation Within the United States     

John Raven 《Journal of Educational Measurement》1989,26(1):1-16

In this paper, some recent results relating to the stability o f scores on the Raven Progressive Matrices Test for different subgroups within and between the United Kingdom, the United States, and other Western societies are summarised. Subsequent sections deal with variation over time. A possible explanation for the variation in norms over time and between ethnic groups within the United States is offered.  相似文献   

The novel field-trip phenomenon: Adjustment to novel settings interferes with task learning     

John H. Falk  W. Wade Martin  John D. Balling 《科学教学研究杂志》1978,15(2):127-134

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What starts to happen to assessment when teachers learn about their children’s informal learning?     

Roseanna Bourke  John O’Neill  Judith Loveridge 《The Australian Educational Researcher》2018,45(1):33-50

Classroom assessment practices are greatly influenced by national and local policies on assessment. Typically, these include accountability requirements for schools to evidence and report their students’ learning in the form of specific learning outcomes, calibrated against national benchmark standards of achievement and progression. An implication for teachers is that their understanding of children’s learning is influenced by an official curriculum that is more likely to be weighted towards particular policy priorities, and desired learning outcomes. This means the knowledge, skills and understanding that children develop outside school are less likely to be included in classroom assessment measures or judgments about desirable progress and achievement. This article explores what happens to teachers’ thinking when they learn about their children’s informal learning outside school and begin to relate to learners in a different way. The findings reported here from a New Zealand three-year longitudinal study identified possibilities for teachers to assess expanded conceptions of children’s learning within the classroom, even though the pressures of assessment against National Standards were ever present. We argue that teachers engaging with knowledge of their students’ informal learning act as a catalyst to rethink and re-conceptualise learning more broadly. Incorporating a strong student voice component in assessment, together with a focus on ipsative assessment, enables teachers to mitigate some of the unintended educational consequences of assessment accountability policies and practices.  相似文献   

College Student Responses to Web and Paper Surveys: Does Mode Matter?   总被引：4，自引：0，他引：4  

Carini  Robert M.  Hayek  John C.  Kuh  George D.  Kennedy  John M.  Ouimet  Judith A. 《Research in higher education》2003,44(1):1-19

We examined the responses of 58,288 college students to 8 scales involving 53 items from the National Survey of Student Engagement (NSSE) to gauge whether individuals respond differently to surveys administered via the Web and paper. Multivariate regression analyses indicated that mode effects were generally small. However, students who completed the Web-based survey responded more favorably than paper on all 8 scales. These patterns generally held for both women and men, and younger and older students. Interestingly, the largest effect was found for a scale of items involving computing and information technology.  相似文献   

The effect of maze structure upon the performance of a multiple-goal task     

Horner  John 《Learning & behavior》1984,12(1):55-61

Learning & Behavior - The ability of rats to find food in three kinds of mazes (radial, parallel, antiradial) was studied. Each maze had eight goalboxes. All goals were baited at the beginning...  相似文献   

Visions for ICT, Ethics and the Practice of Teachers   总被引：1，自引：0，他引：1  

Yngve Troye Nordkvelle  John Olson 《Education and Information Technologies》2005,10(1-2):21-32

The failure of educational computing is often attributed to deficiencies of practice: resisting teachers and lack of will, competence and sincerity on behalf of the teaching profession. But the complexity of school life and teachers work has been underestimated by the entrepreneurs of educational computing. Theoretically there is a need to approach this area from a different angle. We will suggest there is a need to reframe the issue of ICT in schools with educational policy and discourse with education, rather than with technology in mind. In order to reach that goal there is a need to inculcate technology as an ordinary part of teachers vocabulary about their own work and as a part of their professional ethos. Teachers need to examine the moral values inherent in their practices and use those values as bases for debate. Not taking up these issues and instead adopting defensive stances is dangerous to the profession. The danger is that defensiveness can be seen by others outside the school as rigidity and play into the hands of those who are impatient with teachers. It would serve teachers well if they had a more robust ability to communicate the nature of the difficulties they face and how they deal with them.  相似文献   

Editorial: Reciprocity,partnerships and learning     

Cheryl J. Craig  John Chi-Kin Lee 《Teachers and Teaching》2019,25(6):623-626

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Self-regulated learning in Singaporean context: a congeneric approach of confirmatory factor analysis     

Betsy Ng  C.K. John Wang  W.C. Liu 《International Journal of Research & Method in Education》2017,40(1):91-107

The motivated strategies for learning questionnaire (MSLQ) is widely used as a self-report instrument to assess students’ motivation and self-regulation. This study utilized the MSLQ Junior High to examine the motivational beliefs and self-regulation of secondary school students (Grades 8 and 9) from Singapore. The instrument was slightly modified and administered to students (N?=?610) in mathematics and science classes. In the first sample, 314 students completed the MSLQ Junior High while a second sample of 296 students completed the revised MSLQ Junior High. Using a congeneric approach of confirmatory factor analysis (CFA), the five-factor measurement model was determined with the first sample. This measurement model was further supported using a second sample and its goodness-of-fit indices were compared with other CFA models. Statistical findings showed that the five-factor structure of the revised MSLQ Junior High had a good model fit. The present study contributes a novel methodological approach by investigating the parsimony confirmatory factor structure of the revised MSLQ Junior High in local academic contexts.  相似文献