Gender differences in reading performance on documents across countries     

Rosén  Monica 《Reading and writing》2001,14(1-2):1-38

Females are known to excel over males in most reading tasks, but notconsistently so in tasks that require processing information from maps,tables, charts and diagrams, so called `Documents'. The IEA ReadingLiteracy data provides possibilities to investigate gender differencesacross countries in such tasks in two age groups, 9-year-olds and14-year-olds. The general question about cultural influences vs. aninvariant pattern of gender differences is of great interest for genderresearch, and central in this study. The aim of the paper is to describeand analyze gender differences on Document tasks, and investigate if andhow the pattern of differences varies over countries. Another aim is todemonstrate the power of using a multivariate analysis technique bycontrasting it against traditional univariate approaches. The univariateanalysis indicates female advantage as the most common in the youngergroup and a mixed pattern in the older. The multivariate analysisindicate that Document tasks are not unidimensional, because bothgeneral and specific dimensions can be extracted from the raw scores.The traditional univariate analysis often disguised true patterns ofdifferences in the data, both in terms of country differences and interms of the direction of the gender differences. Raw score differencesbetween the genders proved to be due to differences in both general andpassage specific dimensions. Ten of the countries showed genderdifferences in both directions in the general dimension among9-year-olds, while an almost consistent pattern of female advantage wasfound among 14-years-olds. Many of the specific passage dimensionsturned out to favor either males or females. This complex pattern variedover both age groups and across countries, although commonalities in thepattern among subgroups of countries were common.  相似文献   

Attitudes, Behaviors, and Reasons for Changing Responses Following Answer-Changing Instruction   总被引：1，自引：0，他引：1  

Robert F. McMorris  Lawrence P. DeMers  Shirley P. Schwarz 《Journal of Educational Measurement》1987,24(2):131-143

Contrary to the adage warning against changing test answers, mean gain from changing has been an invariant research finding. Consistency of this gain was tested for students instructed about the research results, and composition of the gain was analyzed by examining the students' reasons for changing. Students in six graduate measurement classes instructed about the answer-changing literature responded to three exams and a questionnaire. Mean gain remained positive and consistent with gain for previously studied uninstructed groups; amount of change was also stable. "Rethinking the item and conceptualizing a better answer" was the most frequent reason given for changing. "Rereading the item and better understanding the question" was the second most cited reason, followed by "rereading/rethinking" combined, and "making a clerical error." For each frequently used reason, wrong-to-right (WR) changes were in the majority. Implications for research and practice are discussed.  相似文献   

Impact of model-based science curriculum and instruction on elementary students' explanations for the hydrosphere     

Ben Baumfalk  Devarati Bhattacharya  Tina Vo  Cory Forbes  Laura Zangori  Christina Schwarz 《科学教学研究杂志》2019,56(5):570-597

Developing scientific literacy about water systems is critical for K-12 students. However, even with opportunities to build knowledge about the hydrosphere in elementary classrooms, early learners may struggle to understand the water cycle (Forbes et al., 2015 ; Gunckel et al., 2012 ; Zangori et al., 2015 ; Zangori et al., 2017 ). Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model-based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5-year, design-based research project focused on the development, implementation, revision, and testing of an enhanced, model-centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms. Here, we build upon our previous work (Forbes et al., 2015 a; b; Vo et al., 2015 ; Zangori et al., 2015 ; Zangori et al., 2017 ) by conducting a comparative analysis of student outcomes in two sets of classrooms: (1) one implementing the modeling-enhanced version of the FOSS Water unit developed by the research team (n = 6), and 2) another using the standard, unmodified version of the same curricular unit (n = 5). Results demonstrate that teachers in both conditions implemented the two versions of the curriculum with relative fidelity. On average, students exposed to the modeling-enhanced version of the curriculum showed greater gains in their model-based explanations for the hydrosphere. Engagement in scientific modeling allowed students to articulate hydrologic phenomena by (1) identifying various elements that constitute the hydrosphere, (2) describing how these elements influenced the movement of water in the hydrosphere, and (3) demonstrating underlying processes that govern the movement of water in the hydrosphere.  相似文献   

When is less more? Investigating gap-filling in proofs without words activities     

Marco  Nadav  Palatnik  Alik  Schwarz  Baruch B. 《Educational Studies in Mathematics》2022,110(2):271-290

Educational Studies in Mathematics - Visuospatial representations of numbers and their relationships are widely used in mathematics education. These include drawn images, models constructed with...  相似文献   

Changes in involvement in homework throughout compulsory secondary education / Cambios en la implicación en los deberes escolares a lo largo de la Educación Secundaria Obligatoria     

Bibiana Regueiro  José C. Núñez  Pedro Rosário  Susana Rodríguez  Natalia Suárez 《Cultura y Educación》2017,29(2):254-278

This paper analyses the changes found in students’ involvement in homework throughout the four grade levels of compulsory secondary education in Spain (ages 12–15). It also analyses the relationship between the changes in students’ involvement in homework throughout schooling and motivational and emotional variables related to homework. Findings indicated that: (a) the amount of homework completed and homework time management diminished slightly throughout the grade levels researched; however, this result is clearer in terms of the amount of homework completed; (b) prior academic achievement is significantly related to the variables associated with students’ involvement in homework; (c) the motivational and affective variables researched explained statistically significant variance related to two of the three dependent variables associated with involvement in homework; and (d) the association between the motivational and affective variables and involvement in homework is lower.  相似文献   

Progress and performance in National Literacy Strategy classrooms     

Ros Fisher  Maureen Lewis  Bernie Davis 《Journal of Research in Reading》2000,23(3):256-266

This paper presents evidence from an ESRC funded research study into the implementation of the Literacy Hour in small rural schools in England. It supports evidence from national UK data that progress in literacy was made during the first year in which the Literacy Hour was operative. However, evidence from this small‐scale study shows progress being different in each class. Evidence is also presented to show that reading scores provide only a partial picture and that progress in writing may be evident in different classes. It is argued that following the Literacy Hour is not enough but that how teachers teach and the tasks they set during this classroom time have implications for the kind of progress made.  相似文献   

‘Everything was black and white … ’: primary school pupils’ naive reasoning while situating historical phenomena in time     

Marjan de Groot-Reuvekamp  Anje Ros  Carla van Boxtel 《Education 3-13》2019,47(1):18-33

This study focuses on problems in pupils’ reasoning when they situate historical phenomena in time. The context is the Dutch curriculum with 10 eras and characteristic features, which was implemented to support pupils in orientating themselves in time. Twenty-two pupils aged 6–12 conducted assignments in which they had to place historical phenomena in time. Next to problems that were described in previous studies, problems were identified that related to the names and icons of the 10 eras, which sometimes helped, but also hindered pupils in their reasoning. Awareness of these problems is helpful for teachers, teacher trainers and educational policymakers.  相似文献   

Conceptual change within dyadic interactions: the dance of conceptual and material agency     

Einat Heyd-Metzuyanim  Baruch B. Schwarz 《Instructional Science》2017,45(5):645-677

We offer a new approach to emergent knowledge in processes of conceptual change in dyadic interaction by drawing on Pickering’s (The Mangle of Practice, The University of Chicago Press, London, 1995) Mangle of Practice theory, which theorizes the emergence of new scientific knowledge as occurring due to material resistance and human accommodations to such resistance. We use Commognition (Sfard in Thinking as communicating, Cambridge University Press, New York, 2008), which conceptualizes learning as a change in discourse, and conceptual change as change in meta-discursive rules, to examine the interaction between several dyads working on proportional reasoning tasks. These dyads were selected for close scrutiny based on a large previous experimental study designed to examine the most productive constellation for pairing students of different levels with or without a hypothesis testing device. The Mangle helps us theorize the emergent, unpredictable aspects of learning and conceptual change. We provide three criteria for examining the productivity of the interaction: Availability of an alternative discourse (proportional vs. additive), Resistance of material/disciplinary agency and Positioning of students to make meta-discursive shifts. We discuss this model as an aid for monitoring and designing learning situations that enhance conceptual change.  相似文献   

Professional development of mathematics teachers toward the facilitation of small-group collaboration     

Michal Tabach  Baruch B. Schwarz 《Educational Studies in Mathematics》2018,97(3):273-298

Collaborative work in small groups is often a suitable context for yielding substantial individual learning outcomes. Indeed, small-group collaboration has recently become an educational goal rather than a means. Yet, this goal is difficult to attain, and students must be taught how to learn together. In this paper, we focus on how to prepare teachers to become facilitators of small-group collaboration. The current case study monitors a group of six prospective teachers and their instructor during a one-semester course. The instructor was a skilled mathematics teacher with strong beliefs about what is entailed in establishing a mini-culture of learning to learn together and about how to facilitate student group work in problem-solving situations. We describe the learning path followed by the instructor, including the digital environment. The findings show that by the end of the course, the students became more competent facilitators of learning to learn together.  相似文献   

Teacher‐child interaction in the teaching of reading: a review of research perspectives over twenty‐five years     

Ros Fisher 《Journal of Research in Reading》2005,28(1):15-27

Taking as a starting point a paper published in 1981, this paper considers the importance of interaction between teacher and pupil in learning to read. Twenty‐five years ago, the study of classroom language was relatively new. Research perspectives have moved from describing the process of interaction between teacher and child to considering the outcomes. At the same time a greater awareness of the sociocultural nature of language and classrooms has developed. An enduring theme in research from a variety of perspectives has been the call for more extended opportunities for exchanges about texts and more reciprocity in teacher‐child dialogue. Studies of classroom practice, however, evidence persistence in the use of triadic dialogue in which the teacher controls the interaction and effectively closes down discussion. Despite initiatives calling for high‐quality interaction, it is argued here that there is still no agreement about what high‐quality interaction should look like.  相似文献