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11.
The content and form of reader-generated questions: implications for teaching questioning strategies
Two classes in Developmental Reading were trained in question-formulation and were then required to ask any number and type
of questions based on four texts. Three inter-raters coded the questions for their content and form. The results of the study
showed the dominance of recognition or retrieval questions, suggesting the students’ proficiency in reading for details and
conversely, a deficiency in critical reading. In terms of form, although 57% of the questions were coherent and grammatical,
this fact alone may not indicate a high English Language proficiency. There were also many instances of the direct copying
of phrases from the original text, pointing to the students’ lack of confidence or ability in summarizing and paraphrasing. 相似文献
12.
There has been considerable debate as to whether course evaluations are valid measures of teaching quality, or whether students instead reward tutors who give them high grades and assign low levels of work. To assess the factors that influence course evaluations, we measured university students' achievement goals and expectations at the beginning of the semester and also obtained information on grades and workload. Although grades and course difficulty did have a small influence on end‐of‐semester course ratings, structural modelling revealed that ratings were largely determined by how much students enjoyed or felt stimulated by the course content, which in turn depended on the perceived quality of teaching. Students with a mastery goal were more likely to look forward to the course, and this also contributed to positive course evaluations, but the effect was small. Overall, the results suggested that by far the largest determinant of student evaluation of courses is the quality of the teaching. 相似文献
13.
Fear appeals are messages that focus on avoiding the negative consequences of failure. They are often used by teachers as a motivational tactic prior to high-stakes examinations. In this study, we examined whether 566 secondary school students, from 26 different classes, approaching high-stakes examinations appraised fear appeals as threatening or challenging. Multilevel regression analyses showed that an increased frequency of student-reported (but not teacher-reported) fear appeals were experienced as a threat, when focused on avoiding negative consequences and as a challenge, when focused on the timing of forthcoming examinations. Threat experience was associated with lower student-reported academic self-efficacy, higher attainment value and higher extrinsic value. Challenge experience was associated with higher student-reported attainment value and higher extrinsic value. Results show that students differ in the way that they experience fear appeals. Fear appeals should be conveyed with caution, especially if students have low academic self-efficacy. 相似文献
14.
The New Community Schools initiative was introduced in Scotland in 1998 with the aims of improving participation, raising achievement, improving health and transforming communities. The success of the initiative was evaluated in terms of the stated aims. In relation to improving participation and raising achievement, this was straightforward: improved participation was measured by the number of community activities and the number of individuals who became involved in these activities, whilst raised achievement was measured against tangible targets such as educational attainment and school attendance. The third outcome, the transformation of communities, was more complex: what was meant by transformation and how could it be evaluated? This paper draws on research undertaken by the Institute of Education, University of Stirling, UK, during a 2‐year evaluation period. During this period, the researchers found that individuals were developing more than just a means of communicating across different boundaries; individuals were acquiring a connectedness between one another and that this connectedness was crucial to the success of the subsequent communication and to the initiative more generally. In exploring this concept of connectedness, we consider the literature on social capital. We then consider how issues of trust and inter‐subjectivity underpin connectedness and highlight the evidence from our work that appears to correspond with these elements of connectedness. It is argued that connectedness may not only mediate outcomes such as improving participation, but also that they can be seen as valuable outcomes in themselves. Our final thoughts in this paper consider the kind of research that might be useful to explore the role of connectedness in relation to studying contexts in which individuals may have competing agendas. 相似文献
15.
Pilar Arnaiz Rogelio Martínez Remedios de Haro Andrés Escarbajal 《Journal of Research in Special Educational Needs》2013,13(3):189-197
In this paper, we present an analysis of the implementation of measures of attention to diversity for students with special educational support needs studying Compulsory Secondary Education (12–16 years) in the Region of Murcia, Spain. Our aim is to learn about the organisational and curricular structures implemented in five secondary education schools with a total of 1967 students. These structures are used to deal with student diversity through common and specific measures of attention to diversity and are established by law. We intend to verify and assess whether these are properly and effectively implemented, providing a quality educational response in conformity with the discourse on inclusion and social cohesion. A review of existing legislation suggests that it may be advisable to apply common measures before specific ones in the event that a student has educational support needs and, if possible, in the usual context, that is, within the regular classroom. 相似文献
16.
Despite increasing number of mainland Chinese students studying in western tertiary settings, there is limited information
available on their learning experiences and responses to popular educational practices in these contexts. There is an assumption
in the literature that Chinese students respond well to the collaborative demands of groupwork due to the collectivist nature
of their culture, however there are few reports to substantiate this claim. This paper reports on mainland Chinese students’
perception of groupwork in two Australian tertiary settings. Thirteen students from mainland China were interviewed on their
groupwork experiences. All interviews were completed in either Mandarin or Cantonese. Two types of groupwork were identified:
assignment groupwork (AGW) and student generated groupwork (SGGW). Three criteria for collaboration: level of interaction,
construction of knowledge and a shared goal were used to search for signs of collaborative elements in the Chinese students’
recall of their groupwork experience. Indicators of collaboration were identified in the reports of AGWs but were less consistent
in SGGWs. The findings of this study suggest that Chinese students perceive out-of-class groupwork in an Australian context
as a positive learning experience, reporting enhanced understanding of academic contents, application of knowledge and socializing
with other Chinese students. 相似文献
17.
In the past few years, skills related to emotional intelligence (EI) have acquired special relevance in the educational domain. This study assesses EI in a sample of 155 students of 5 different specialities of a Master’s degree in Teacher Training for Secondary Education. Data collection was conducted through the administration of the Trait Meta Mood Scale-24 (TMMS-24) and the Mayer, Salovey & Caruso Emotional Intelligence Test (MSCEIT). Results show adequate levels of EI, especially in the strategic area, as well as some speciality-based differences among students. There is a need to develop specific training geared towards the development of emotional skills in the Master’s in Secondary Education capacitation programmes according to the trainee’s background. 相似文献
18.
Clare Delany Lachlan Doughney Lilon Bandler Louise Harms Shawana Andrews Patricia Nicholson Louisa Remedios Wendy Edmondson Lauren Kosta Shaun Ewen 《Higher Education》2018,75(2):255-270
In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from nine health disciplines) involved in teaching Indigenous health content participated in a semi-structured interview. Thematic analysis revealed learning goals to transform students’ perspectives and capacities to think critically and creatively about their role in Indigenous health. In contrast, assessment tasks encouraged more narrowly bounded thinking to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest that assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education. 相似文献
19.
Remedios Z. Miciano 《Asia Pacific Education Review》2002,3(2):210-216
An experiment was conducted to find out if self-questioning as a reading strategy would help improve comprehension of prose
texts in English, a second language for Filipinos. Following a pretest-posttest design, students enrolled in Developmental
Reading were randomly assigned to the control group, which read the assigned text, and the experimental group, which used
self-questioning as a reading strategy. The control and experimental groups took the same test in the pretest and posttest
and their performances were compared. Overall, the experiment showed that self-questioning did not have a significant effect
on comprehension of a prose text in English. Although results showed that verbal ability was a factor in the ability to generate
questions, the type and number of questions asked were not significant factors in test performance. The cultural background
of the participants, time constraints, the method of comprehension evaluation used by the study, and the nature and duration
of question-formulation training could all help to explain the results achieved.
This study was made possible with funds from URCO (DLSU-Manila). 相似文献
20.