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361.
Several studies have revealed that older students in a year group reach higher achievement scores than younger students in that group. But less is known about how students' relative age in class relates to their self-perception of academic achievement, their social acceptance in class and to how teachers judge their abilities. Therefore, we examined relative age effects within class on students' academic self-concept, peer relations, grades, and teachers’ secondary school recommendation. Analyses were based on a sample of N = 18,956 German fourth graders, who had never been retained or accelerated. We applied multilevel regression to control for covariates at the individual and classroom level. There were no substantial relative age effects within class across any of the outcomes, except for a small advantage for the youngest in their reading self-concept. Our findings therefore contradict the common assumption that younger students in class are disadvantaged compared to their older classmates. 相似文献
362.
Gamze Ozogul Zane Olina Howard Sullivan 《Educational technology research and development : ETR & D》2008,56(2):181-201
The study investigated the effects of three types of evaluation on preservice teachers’ performance, knowledge and attitudes
related to writing lesson plans that incorporate technology. Subjects were randomly assigned to one of the three treatment
conditions: teacher-evaluation, self-evaluation or peer-evaluation. All groups completed three class periods of instruction
on writing lesson plans, then each subject submitted his/her draft lesson plan. The drafts were evaluated by assigned evaluators
(teacher, self or peer), who provided scores and written feedback on a 15-item rubric. Students then revised their lesson
plans into final form. All three treatment groups improved their lesson plans significantly from draft version to final version,
with the teacher-evaluation group showing significantly greater improvement and writing significantly better final lesson
plans than each of the other two groups. Teacher-evaluation and self-evaluation groups had significantly higher scores on
a knowledge-based posttest than the peer-evaluation group. Several suggestions are discussed for making further improvements
in the self-evaluation and peer-evaluation processes. 相似文献
363.
Adina Shamir Michal Zion Ornit Spector_Levi 《Journal of Science Education and Technology》2008,17(4):384-398
The main objective of the study reported was to explore the effect on young children’s critical thinking of a peer-tutoring
training embedded with the metacognitive processes required for problem-based learning and, consequently, for critical thinking.
The sample consisted of 90 first- and third-grade pupils (45 pairs) randomly assigned to the experimental or control group.
The experimental tutors received the Peer Mediation training, an intervention containing embedded metacognitive processes.
The control children received a general preparation for peer-assisted learning. Following their respective preparations, all
the children participated in a peer-tutoring condition, videotaped for 25 min and subsequently analyzed with an adaptation
of the Newman et al. (Interpers Comput Technol 3(2):56–77, 1995) content analysis instrument. Analysis of the discourse conducted
during the tutoring session indicated that the tutors and tutees in the experimental groups exhibited greater depth of critical
thinking, demonstrated in the higher Quality of Discourse Ratio calculated, than did the tutors and tutees in the control
group. The findings supported previous results showing the efficacy of the Peer Mediation for Young Children mediation-training program, with its embedded metacognitive competencies, for reinforcing young children’s higher-order thinking.
Implications for educators are discussed. 相似文献
364.
This study examined social participation and strategic problem solving behavior of boys diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) when collaborating on a planning task with a trained peer partner. Twenty-four 9- to 13-year-old boys with ADHD who were receiving a medication intervention, were individually pre-tested to assess their initial ability to plan an errand route task. They were then observed doing an alternate planning task during collaborative sessions with a female peer partner who had received prior training in the task and in facilitating social interaction. Boys with ADHD were then individually post-tested on the original planning task. Observations of the collaborative sessions revealed significant, positive changes across three phases in the quality of social interactions by boys with ADHD, in their planning strategies, and planning efficiency. Findings suggest positive benefits of collaborative learning structures for boys with ADHD when they are placed in a collaborative learning setting with a partner who has received a prior training intervention. 相似文献