排序方式： 共有27条查询结果，搜索用时 15 毫秒
1.
Benjamin D. Plummer Brian M. Galla Amy S. Finn Sarah D. Patrick David Meketon Julia Leonard Calvin Goetz Elizabeth Fernandez‐Vina Sara Bartolino Rachel E. White Angela L. Duckworth 《Mind, Brain, and Education》2014,8(1):15-20
Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools. 相似文献
2.
Kristina Goetz Charles Hulme Sophie Brigstocke Julia M. Carroll Louise Nasir M. Snowling 《Reading and writing》2008,21(4):395-412
The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream
schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds
and working with words in books. The children were taught by their learning support assistants, who received special training
for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early
literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group
started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five
months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based
reading intervention. 相似文献
3.
Elizabeth M. Goetz Ann P. Turnbull Marion O'Brien 《Early Childhood Education Journal》1984,11(4):31-36
Working parents and day care are here to stay. By 1990, the United States will have an estimated 24.3 million children under six years of age, a 36% increase from 1979. At least 10.5 million of these children will be members of two wage-earner or single working-parent families, a 63% increase since 1979 (Edelman, 1981). Furthermore, by the year 2000 the typical family will have two wage earners (Menninger, 1981).Elizabeth M. Goetz is director of the Edna A. Hill Child Development Laboratory. Ann Turnbull is acting Associate Director of the Bureau of Child Research. They are both professors at the University of Kansas in Lawrence. Marion O'Brien is acting Director of the Infant Development Study Center at the University of Kansas in Lawrence. 相似文献
4.
Thomas Goetz Hanna Cronjaeger Anne C. Frenzel Oliver Lüdtke Nathan C. Hall 《Contemporary educational psychology》2010
The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed. 相似文献
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6.
Thomas Goetz Anne C. Frenzel Oliver Lüdtke Nathan C. Hall 《Journal of Experimental Education》2013,81(1):84-101
Previous research indicates that academic emotions are largely organized along domain-specific lines. In the present study (N = 1,687; Grades 8/11), the authors explored the domain specificity of academic emotions in terms of the moderating influence of having the same versus a different course instructor across domains. The authors evaluated discrete emotions consisting of enjoyment, pride, anxiety, anger, and boredom as experienced in the academic domains of mathematics and physics. Consistent with previous findings, between-domain relations for these emotions were relatively weak. These relations were, however, significantly stronger in classes having the same instructor in mathematics and physics compared with classes having different instructors for each subject. Nevertheless, the between-domain relations in classes having the same instructor were not strong enough to disconfirm the domain-specific conceptualization of academic emotions. Last, the authors discuss directions for future research on additional factors potentially affecting the strength of between-domain relations of academic emotions. 相似文献
7.
Swantje Dettmers Ulrich TrautweinOliver Lüdtke Thomas Goetz Anne C. FrenzelReinhard Pekrun 《Contemporary educational psychology》2011,36(1):25-35
The experience of pleasant and unpleasant emotions in academic situations is known to affect students’ learning. The aim of the present study was to extend previous research by examining the antecedents and consequences of student emotions in the homework context. Multilevel analyses of a longitudinal dataset containing 3483 grade 9 and grade 10 students in 155 classes showed that the perceived quality of the homework tasks assigned by the teacher affected students’ experience of unpleasant homework-related emotions. Moreover, the experience of unpleasant emotions during homework sessions was negatively related to homework effort and negatively predicted later achievement in mathematics. 相似文献
8.
Keller Melanie M. Hoy Anita Woolfolk Goetz Thomas Frenzel Anne C. 《Educational Psychology Review》2016,28(4):743-769
Educational Psychology Review - The last review on teacher enthusiasm was 45 years ago, and teacher enthusiasm remains a compelling yet complex variable in the educational context. Since... 相似文献
9.
Franzis Preckel Moshe Zeidner Thomas Goetz Esther Jane Schleyer 《Contemporary educational psychology》2008
This study takes a second look at the “big-fish-little-pond effect” (BFLPE) on a national sample of 769 gifted Israeli students (32% female) previously investigated by Zeidner and Schleyer (Zeidner, M., & Schleyer, E. J., (1999a). The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329). The reanalysis of the data, using HLM methodology, was designed to partition individual differences from aggregate group variance, as well as to test a number of focused hypotheses regarding the effects of gender and gender-ratio in class on self-concept. With respect to self-concept, the BFLPE hypothesizes that it is better to be a good student in an average-ability reference group than to be a good student in a high-ability reference group. Prior studies explored the BFLPE comparing gifted students in different educational contexts. Here, the BFLPE was exclusively investigated within special gifted classes. Results supported the BFLPE for academic self-concept. Furthermore, whereas girls’ academic self-concept was negatively influenced by gender-ratio (percentage of boys in class), gender-ratio had no significant influence on boys’ academic self-concept. 相似文献
10.
Geoffrey D. Borman Michael E. Goetz N. Maritza Dowling 《Journal of Education for Students Placed at Risk》2013,18(2):133-147
In this randomized field trial of KindergARTen Camp, a 6-week summer enrichment program in literacy and the fine arts, we analyzed the summer learning outcomes of 93 treatment and 35 control students from high-poverty schools in Baltimore, Maryland. This experiment offers evidence concerning the causal effect of the program on 5 measures of students' literacy achievement. We found treatment effects during the summer months that were of both practical and statistical significance on the Developmental Reading Assessment (DRA) and the Word List A assessments. In addition, results from surveys of KindergARTen Camp students, parents, and teachers revealed strong satisfaction with the program. We conclude by discussing the contextual factors that may have contributed to these results. 相似文献