Enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards     

Andju Sara Labuhn  Barry J. Zimmerman  Marcus Hasselhorn 《Metacognition and Learning》2010,5(2):173-194

The purpose of this study was to examine the effects of self-evaluative standards and graphed feedback on calibration accuracy and performance in mathematics. Specifically, we explored the influence of mastery learning standards as opposed to social comparison standards as well as of individual feedback as opposed to social comparison feedback. 90 fifth grade students were randomly assigned to experimental and control groups. We conducted analyses for both the complete sample and an at-risk group of low performing students who overestimate their skills. Self-evaluative standards had no effect on calibration accuracy and performance. Students who received feedback were more accurate in their self-evaluative judgements than students who received neither type of feedback. In overconfident students, feedback additionally increased prediction accuracy and, albeit marginally, performance. We discuss the educational implications of our findings with respect to the relevance of standards and feedback for promoting self-regulated learning within regular classroom settings.  相似文献   

Professional Control and Lay Governance in Schools: Implications for Addressing Student Diversity     

Dunn  Randy J. 《The Urban Review》1998,30(1):97-117

While we commonly accept that the purpose of schools properly focuses on teaching and learning, the focus of control over these functions has traditionally resided far from the school-site level of the professional, and with the lay board of education. The potential impact of the tension between these arenas of professional control and lay governance as it relates to the development of instructional strategies for addressing issues of student diversity within schools remains largely unexamined. This reviews some new and different models of school governance which have been generated to consider how those models, while continuing to offer a needed lay perspective on public education, may also better accommodate teacher professionalism outcomes for addressing student diversity.  相似文献   

Why go to a trainer for non-training solutions? Eight reasons why trainers make good performance technologists     

Marcus E. Jorgensen 《Performance Improvement》1999,38(1):20-24

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Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Place Value,Rounding, and Expanded Notation     

Jessica H. Milton  Margaret M. Flores  Vanessa M. Hinton  Caroline Dunn  Craig B. Darch 《Learning disabilities research & practice》2023,38(1):15-25

This study investigated the effects of a place value intervention with third-grade students with learning disabilities. The intervention added content to a research-based intervention using the concrete-representational-abstract (CRA) sequence. The added content reflected current mathematics standards for third grade. Students’ place value understanding was measured using probes in which students had to identify the value of each digit within a three-digit number, round three-digit numbers to the nearest 10 or 100, and write three equations showing an expanded form of a three-digit number. A single-case, multiple-probe-across-students design showed a functional relation between CRA and completion of items requiring place value understanding. Students completed a generalization task by estimating the sum of a given equation.  相似文献   

Soliciting,vetting, monitoring,and evaluating: A study of state education agencies’ use of external providers for school improvement efforts     

VanGronigen  Bryan A.  Meyers  Coby V.  Scott  Caitlin  Fantz  Traci  Dunn  Lenay D. 《Journal of Educational Change》2022,23(1):1-32

Journal of Educational Change - Recent United States (U.S.) educational policies—especially the passage of the Every Student Succeeds Act of 2015—have challenged state education...  相似文献   

Making Sense of Uncertainty in the Science Classroom     

Rosenberg  Joshua M.  Kubsch  Marcus  Wagenmakers  Eric-Jan  Dogucu  Mine 《Science & Education》2022,31(5):1239-1262

Science & Education - Uncertainty is ubiquitous in science, but scientific knowledge is often represented to the public and in educational contexts as certain and immutable. This contrast can...  相似文献