Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability     

Temple A. Walkowiak  Robert Q. Berry  J. Patrick Meyer  Sara E. Rimm-Kaufman  Erin R. Ottmar 《Educational Studies in Mathematics》2014,85(1):109-128

The purpose of this study is to introduce a measure of standards-based mathematics teaching practices, the Mathematics Scan (M-Scan), and to examine its validity and score reliability. First, we define standards-based mathematics teaching practices based on eight dimensions that have emerged in recent conceptualizations by researchers and in the context of existing observational measures. Second, we present three sources of validity evidence: content review by experts, analysis of response processes of coders, and convergent and discriminant patterns with existing observational measures. Third, we provide evidence of inter-coder (or inter-rater) reliability through analyses of variance components and calculation of reliability coefficients, using the framework of generalizability theory. Results show the M-Scan holds promise as a useful tool in mathematics education research, measuring indicators of standards-based teaching practices unique to the subject of mathematics.  相似文献   

Students reflecting on test performance and feedback: an on-line approach     

Georgina Fyfe  Sue Fyfe  Jan Meyer  Mel Ziman  Kathy Sanders  Julie Hill 《Assessment & Evaluation in Higher Education》2014,39(2):179-194

Undergraduate students accessing on-line tests in Human Biology in three Western Australian universities were asked to complete an on-line post-test reflective survey about their perceptions of their test performance in light of automated feedback. The survey allowed pre-determined choices and comment text boxes relating to students’ perceptions of their performance, self-identified areas of difficulty and suggested strategies for improving test performance. One-third of students undertaking on-line tests responded to the optional survey, and 60% of respondents thought reflecting on feedback was useful. Students reflecting on formative rather than summative assessment reported a more strategic approach to testing, often using it to assess their knowledge and prepare for future assessment. Their reflections were more internally focused on motivation and preparation compared with those assessed summatively. Respondents were more likely to be female, older, more experienced learners who had scored well in the test. Younger respondents expected higher scores than they achieved and were less likely to reflect, but, when they did, were more likely to select pre-determined reasons for their performance and less likely to suggest strategies for improvement. These results support formal training and scaffolded integration of reflection into on-line assessment feedback, especially for less experienced learners.  相似文献   

Studies of team teaching in the open-space school     

Frank A. Brunetti  Elizabeth G. Cohen  John W. Meyer  Sheila R. F. Molnar 《Interchange》1972,3(2-3):85-101

Three studies conducted by the Environment for Teaching Program of the Stanford Center for Research and Development in Teaching, concerning the effects on teachers and learners of factors in the organization of schools, are reported. Teacher influence, autonomy, interaction, and job satisfaction were perceived differently by teachers in open-space team-teaching schools, compared with teachers in self-contained-classroom schools. Observed patterns of decision-making interaction in teaching teams were related to teachers' perceptions of their own influence and autonomy. Observed activity levels of children in open-space team-teaching schools were greater than in schools with self-contained classrooms.

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Résumé Cet article présente un rapport sur trois études consacrées par Environment for Teaching Program du Centre de recherche et de développement de l'enseignement de Stanford, aux effets que produisent sur les professeurs et les élèves les facteurs de l'organisation scolaire. En comparaison des professeurs exerçant dans les salles de classe autonomes, les professeurs exerçant par équipe dans les écoles de grand air manifestent une conception différente sur l'influence, l'autonomie, l'interaction et le plaisir d'exercer le métier d'enseignant. Les auteurs ont rapproché les tendances observées dans l'interaction exercée par les professeurs groupés en équipe dans la formulation des décisions aux conceptions qu'entretiennent ces mêmes professeurs sur leur influence et leur autonomie propres. Ils ont également observé que les niveaux de l'activité exercée par les enfants fréquentant les écoles de grand air et éduqués par des professeurs travaillant en équipe étaient supérieurs aux niveaux de l'activité exercée par les enfants fréquentant les salles de classe autonomes.

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This research is supported by funds from the U.S. Office of Education, Dept. of Health, Education, and Welfare (Contract No. OEC-6-10-078, Project No. 5-0252-0307). The opinions expressed in this paper do not necessarily reflect the position, policy, or endorsement of the Office of Education. The authors, listed in alphabetical order, are equal coauthors.  相似文献   

Study orchestration and learning outcome: evidence of association over time among disadvantaged students     

J. H. F. Meyer  P. Parsons  T. T. Dunne 《Higher Education》1990,20(3):245-269

This study explores, for the first time, the study orchestrations of (mostly Black) engineering students who enter an academic support programme in their first year at university at an educational disadvantage by virtue of their exposure to an inferior, racially determined school education.The empirical manifestation, and the stability over time, of their study orchestrations is described, and the association between their study orchestrations and learning outcome is investigated.It is concluded that the manifestation of individual study orchestrations of these particular educationally disadvantaged engineering students, as well as the association between their study orchestrations and their learning outcomes, is essentially similar to that of other students; academic success is associated with theoretically desirable study orchestrations - particularly when these are manifested early on in the programme since they remain essentially stable over time. Where changes do occur over time they are generally of a theoretically desirable nature and, to a lesser extent, where theoretically undesirable changes occur they appear to be associated with a decline in academic achievement.The implications of these conclusions for academic support programmes and for future research are discussed in so far as they impinge on admissions procedures, the identification of potentially at risk students early on in the academic year and explicit provisions of intervention mechanisms to assist such students.  相似文献   

Predictive assessment of reading   总被引：1，自引：0，他引：1  

Wood FB  Hill DF  Meyer MS  Flowers DL 《Annals of dyslexia》2005,55(2):193-216

Study 1 retrospectively analyzed neuropsychological and psychoeducational tests given to N=220 first graders, with follow-up assessments in third and eighth grade. Four predictor constructs were derived: (1) Phonemic Awareness, (2) Picture Vocabulary, (3) Rapid Naming, and (4) Single Word Reading. Together, these accounted for 88%, 76%, 69%, and 69% of the variance, respectively, in first, third, and eighth grade Woodcock Johnson Broad Reading and eighth grade Gates-MacGinitie. When Single Word Reading was excluded from the predictors, the remaining predictors still accounted for 71%, 65%, 61%, and 65% of variance in the respective outcomes. Secondary analyses of risk of low outcome showed sensitivities/specificities of 93.0/91.0, and 86.4/84.9, respectively, for predicting which students would be in the bottom 15% and 30% of actual first grade WJBR. Sensitivities/specificities were 84.8/83.3 and 80.2/81.3, respectively, for predicting the bottom 15% and 30% of actual third grade WJBR outcomes; eighth grade outcomes had sensitivities/specificities of 80.0/80.0 and 85.7/83.1, respectively, for the bottom 15% and 30% of actual eighth grade WJBR scores. Study 2 cross-validated the concurrent predictive validities in an N=500 geographically diverse sample of late kindergartners through third graders, whose ethnic and racial composition closely approximated the national early elementary school population. New tests of the same four predictor domains were used, together taking only 15 minutes to administer by teachers; the new Woodcock-Johnson III Broad Reading standard score was the concurrent criterion, whose testers were blind to the predictor results. This cross-validation showed 86% of the variance accounted for, using the same regression weights as used in Study 1. With these weights, sensitivity/specificity values for the 15% and 30% thresholds were, respectively, 91.3/88.0 and 94.1/89.1. These validities and accuracies are stronger than others reported for similar intervals in the literature.  相似文献   

The 'empowerment' of students: a contribution from systemic functional grammar   总被引：1，自引：0，他引：1  

Heather Meyer 《English in Education》2008,42(2):165-181

Since there is no single pedagogical theory that may provide all necessary strategies for the successful teaching of academic essay writing at senior levels, this paper makes a small but hopefully interesting contribution from the basis of Systemic Functional Grammar. It is intended to supplement teachers’ insights into the linguistic characteristics of academic writing considered ‘Excellent’, as much as to offer strategies for empowering students with a clearer idea of what is expected of them in academic writing. It attempts this by making explicit some of the grammatical choices made by successful writers, and how those choices facilitate the presentation of knowledge and ideas in ways that fulfil the expectations readers (and examiners) have of merit‐worthy writing.  相似文献   

Large-scale randomized controlled trial with 4th graders using intelligent tutoring of the structure strategy to improve nonfiction reading comprehension     

Kausalai Kay Wijekumar  Bonnie J. F. Meyer  Puiwa Lei 《Educational technology research and development : ETR & D》2012,60(6):987-1013

Reading comprehension is a challenge for K-12 learners and adults. Nonfiction texts, such as expository texts that inform and explain, are particularly challenging and vital for students?? understanding because of their frequent use in formal schooling (e.g., textbooks) as well as everyday life (e.g., newspapers, magazines, and medical information). The structure strategy is explicit instruction about how to strategically use knowledge about text structures for encoding and retrieval of information from nonfiction and has consistently shown significant improvements in reading comprehension. We present the delivery of the structure strategy using a web-based intelligent tutoring system (ITSS) that has the potential to offer consistent modeling, practice tasks, assessment, and feedback to the learner. Finally, we report on statistically significant findings from a large scale randomized controlled efficacy trial with rural and suburban 4th-grade students using ITSS.  相似文献   

The mirror’s curse: Weight perceptions mediate the link between physical activity and life satisfaction among 727,865 teens in 44 countries     

Silvia Meyer  Rebekka Weidmann  Alexander Grob 《运动与健康科学(英文)》2021,10(1):48-54

Purpose:The present study aimed to examine the link between physical activity(PA)and life satisfaction in a large international study of adolescents.We also aimed to test whether overweight and underweight perceptions act as mediators and whether age and sex acted as moderators.Methods:For this purpose,we analyzed data from the Health Behavior in School-aged Children study,which comprises 727,865 observations from 44 nations at 4 measurement occasions.Results:Multilevel analyses revealed a positive link between PA and life satisfaction.In addition,underweight and overweight perceptions mediated the effect of PA on life satisfaction.We further found that age and sex acted as moderators.In older adolescents,stronger effects were found in the links between PA and life satisfaction,PA and overweight perception,and both weight perceptions and life satisfaction.In addition,in female adolescents,the link between overweight perception and life satisfaction was stronger.Conversely,the links between PA and both weight perceptions were stronger for boys.Conclusion:The results suggest that weight perception explains part of the relationship between PA and life satisfaction in adolescents and that these effects vary as a function of age and sex.  相似文献   

The Ability–Achievement Discrepancy: Does it Contribute to an Understanding of Learning Disabilities?     

Marianne S. Meyer 《Educational Psychology Review》2000,12(3):315-337

Federal legislation of the 1960s and 1970s extending educational services to learning disabled children contained a criterion requiring a severe discrepancy between an child's ability and achievement. Following a discussion of the historical context related to this decision, research related to discrepancy is reviewed using reading disabilities or dyslexia as the prototype. Topics examined include the relationship of IQ to various factors, including underlying cognitive weaknesses; varying IQ levels; stability of diagnosis; heterogeneity of the diagnostic category; genetic and neuroimaging findings; and appropriate standards of comparison. Research on the practical application of the discrepancy model is also reviewed. In general, there is little evidence to support its continued use. Three proposed alternatives are considered, and a possible model is offered that incorporates findings from research on diagnosis and intervention.  相似文献