Concurrent validity of the early screening profiles and the differential ability scales with an at‐risk preschool sample     

David E. McIntosh  Laura Gibney  Kevin Quinn  Deborah Kundert 《Psychology in the schools》2000,37(3):201-207

The relationship between the Early Screening Profiles (ESP; Harrison, 1990) and the Differential Ability Scales (DAS; Elliott, 1990a) was studied. The participants were 94 (57 males, 37 females) at‐risk preschoolers ranging in age from 3 years 6 months to 5 years 11 months (M= 4 years 7 months; SD= 6.3 months). The sample included 72 Caucasians, 21 African Americans, and one Hispanic. This study found that the DAS GCA (General Conceptual Ability) mean score was significantly lower than the ESP Total Screening mean score. However, a strong relationship (r= .78) was found between the ESP Total Screening and DAS GCA scores, indicating that the ESP is a good predictor of cognitive ability among at‐risk preschoolers. © 2000 John Wiley & Sons, Inc.  相似文献   

The first semester of university life; ‘will I be able to manage it at all?’     

Amanda Gibney  Niamh Moore  Feargal Murphy  Sara O’Sullivan 《Higher Education》2011,62(3):351-366

This paper reports on an Irish study examining first year students’ recollections of their concerns, motivations, level of preparedness and perceived skills on entry to university. The study aims to investigate and understand the implications of the attitudes of first year students as they make the transition to university. It also explores students’ behaviour during their initial weeks at university. It is important to understand the anxieties of new students, their views on their abilities and their confidence in managing their new role as these factors will have consequences for their experience as first year university students. These findings are explored with a view to enhancing the quality of support for students during this key transition.  相似文献   

Toward an Understanding of Authentic Learning: Student Perceptions of an Authentic Classroom   总被引：1，自引：0，他引：1  

Nicaise  Molly  Gibney  Terresa  Crane  Michael 《Journal of Science Education and Technology》2000,9(1):79-94

Advocates of educational reform often describe classroom instruction as inauthentic. That is, most classroom learning activities are structured around artificial contexts for learning, and students only engage in tasks and remember information at superficial levels. Some teachers are attempting to break traditional classroom practices by creating authentic contexts for learning. To date, most of the research on authentic classrooms has described the processes teachers have used to develop the classroom environment (learning activities, resources, etc.); however, few have examined authentic classrooms from the students' perspective: “What do students think about authentic classrooms?” The purpose of this qualitative study was to examine a unique learning environment at a large, Midwest high school to understand how students perceived that environment. Most of the students reported a positive experience and described the classroom as fun and exciting with real-world relevance. However, there were several students who did not share these views, and many students were not successful.

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Reading practice in Irish primary classrooms: too simple a view of reading?     

Tara Concannon‐Gibney  Brian Murphy 《Literacy》2010,44(3):122-130

This article investigates issues surrounding the adoption of the ‘simple view’ of reading. While this theory of the reading process has recently been espoused as the official view of early reading instruction in England, a recent Irish study, discussed in this article, indicated that this view of reading is also widespread among Irish teachers. This article argues that a less simple view of reading recognising the importance of cognitive flexibility, metacognition and explicit comprehension strategy instruction in reading needs to be promoted among all educators. A lack of emphasis on such explicit reading comprehension instruction has been found to be a common thread in research conducted in the United States, in England and in Ireland and is often linked to reading underachievement. Hence, the authors conclude that the implementation of a more holistic and inclusive ‘balanced’ model of reading development is immediately imperative in reading classrooms, both in Ireland and internationally.  相似文献   

Bringing Student Responsibility to Life: Avenues to Personalizing High Schools for Student Success     

Daniela Torre Gibney  Courtney Preston  Timothy A. Drake  Ellen Goldring  Marisa Cannata 《Journal of Education for Students Placed at Risk》2017,22(3):129-145

This study examines how school structures and policies shape school culture to ultimately influence student success in one urban high school. We develop a model that explains how caring and personalized connections between students and teachers, coupled with a focus on academic press and support, interact with teacher efficacy to influence student self-efficacy, student attachment to school, and ultimately greater student achievement. We collected data through focus group and individual interviews with students, teachers, and leaders, classroom observations, and school artifacts. Data were analyzed using the constant comparative method allowing for the emergence of important patterns. The data revealed several interrelated structures and processes that support teacher and student efficacy and ultimately instill in students a responsibility for their own learning. This case study highlights the need for administrators to develop buy-in from teachers around a cohesive vision in order for structural reforms to be effective.  相似文献   

The gifted as problem solvers in elementary schools     

Thomas Gibney 《Roeper Review》2013,35(4):13-14

Gifted students should have opportunities to apply their mathematical skills to problem solving solutions.  相似文献