排序方式： 共有32条查询结果，搜索用时 15 毫秒
1.
Lucille B. Niklason 《Psychology in the schools》1984,21(4):485-499
The practice of retaining or holding students back a grade is gaining in popularity. A comprehensive review of the literature over the past 16 years supports that view and uncovers great discrepancies between educators' beliefs and confirmable evidence regarding retentions. This article describes actual retention practices in two Utah school districts and compares the children recommended for retention with a control group. These two groups were found to be significantly different in intellectual ability, academic achievement, and adjustment characteristics. In order to measure the effects of nonpromotion, the retained children's growth was compared to the growth of academically similar-functioning children who were recommended for retention but were promoted. These recommended-for-retention children were retested one year after the retention decision was made. Retention was not found to benefit the children academically or in personal or social adjustment. 相似文献
2.
3.
4.
Diane Marcotte Thierno M. O. Diallo Marie-Laurence Paré 《European Journal of Psychology of Education - EJPE》2018,33(4):727-748
Many studies have reported an increase in mental health problems during post-secondary transition, often originating from high school years. The present study examined how depressive symptoms during the 2 years following the post-secondary transition could be predicted by, on the one hand, school performance, externalized and learning difficulties, and depressive symptoms before the post-secondary transition, and on the other hand, personal factors, family functioning, and adjustment to college after the transition. From a sample of 438 participants (M = 16.20, SD = 0.87) at time point 1, an integrated model was elaborated using structural equation modeling. The statistical analyses showed that the five constructs fit the data well. The path coefficients showed a negative relationship between externalized and learning problems as perceived by the teacher (ELPT) before the transition and academic performance (AP). Personal characteristics (PC) negatively predicted academic adjustment (AC) over time, whereas the path coefficients between the family factor (FF) and AC were not significant over time. ELPT and AP negatively predicted depression at time point 1. At time points 2 and 3, PC positively predicted depression, and depressive symptoms were positively related over time. The percentage of variance accounted for by the depressive symptoms increased over time. 相似文献
5.
MS. Christine Chin DRS. Ngoh-Khang Goh Lian-Sai Chia Kam-Wah Lucille Lee DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50
The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information
to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science
curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service
primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting
their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes
part of the science curriculum, as teaching behaviour influences student learning outcomes.
Specializations: science eeducation
Specializations: educational measurement, research methodology. 相似文献
6.
7.
A test for the measurement of pulmonary diffusion capacity during high-intensity exercise. 总被引：1，自引：0，他引：1
The most commonly used technique for the measurement of pulmonary diffusing capacity (DL) is the single-breath hold technique requiring a 10-s breath-hold after the maximal inspiration of carbon monoxide (0.3% CO) and helium (10% He). To measure pulmonary diffusing capacity in our experiments, we had the added advantage of the use of the Gould Pulmonary Function Laboratory that automates the collection and recording of data and the calibration of equipment for each test. However, this technique, DL(CO), is difficult to use during exercise of moderate or elevated intensity because of the lengthy breath-hold. Thus, the purpose of the present study was to compare DL(CO) with 3-s and 5-s breath-holds to a 10-s breath-hold at rest and during moderate and intense exercise in 14 subjects. As expected, an increase in the DL(CO) was observed during moderate and intense exercise when compared to resting values (45.7 +/- 10.0 and 53.0 +/- 7.6 vs 32.1 +/- 7.7 ml CO min-1 mmHg-1). No difference was observed between values for DL(CO) measured at varying breath-hold times at rest (3 s: 32.9 +/- 7.4; 5 s: 32.0 +/- 7.5; 10 s: 31.4 +/- 8.2 ml CO min-1 mmHg-1) or during moderate exercise (3 s: 45.9 +/- 10.1; 5 s: 45.9 +/- 10.6; 10 s: 45.2 +/- 10.4 ml CO min-1 mmHg-1) or intense exercise (3 s: 52.1 +/- 8.3; 5 s: 54.3 +/- 9.3; 10 s: 52.6 +/- 5.2 ml CO min-1 mmHg-1). Reliability coefficients indicated that the use of a 3-s breath-hold was appropriate.(ABSTRACT TRUNCATED AT 250 WORDS) 相似文献
8.
Typology of students at risk of dropping out of school: Description by personal, family and school factors 总被引：1，自引：0，他引：1
Laurier Fortin Diane Marcotte Pierre Potvin Ph.D. ps.éd Égide Royer Jacques Joly 《European Journal of Psychology of Education - EJPE》2006,21(4):363-383
The purpose of this study was to identify the different subgroups of students at risk of dropping out of school. The typology
was developed based on the three main contexts associated with school dropout risk, namely, the personal, family and school
contexts. On the basis of these factors, the clustering results enabled us to categorize at-risk students into four subgroups:
(1) the Anti-Social Covert behavior type, (2) the Uninterested in school type, (3) the School and Social Adjustment Difficulties
type, and (4) the Depressive type. Moreover, considering all the contexts involved in school dropout, the clustering technique
confirms the importance of behavior problems and learning difficulties, while emphasizing the significance of both depression
and the family and classroom environments in the development of dropout risk. Students at risk of dropping out of school report
many family organisational problems and that they obtain little emotional support from their parents. They also perceive little
order or organisation in the classroom. 相似文献
9.
Tamara Lemerise Claude Dessurealt Lucille Marcotte 《Educational Studies in Mathematics》1992,23(4):351-382
Résumé Un environnement pédagogique propice à l'acquisition et à l'expression des habiletés procédurales en Logo est mis au point et accueille des enfants de 10–12 ans dans un projet d'une durée de 8 mois. Dans des phases successives de familiarisation et d'évaluation des compétences, on propose aux 10 participants une série de mises en situation requérant la manipulation de procédures en programmation Logo. Une analyse des comportements des enfants en termes de leurs habiletés fines et distinctes permet d'observer leur compétence et intérêt à manipuler des procédures. La discussion met en perspective l'importance des habiletés acquises et retrace les conditions environnementales qui en favorisent et supportent l'expression. Les limites dans les compétences observées sont aussi soulignées, ceci dans une perspective d'identification des étapes encore à parcourir dans la poursuite de l'acquisition et de la maîtrise des habiletés procédurales.
A learning environment that facilitated the acquisition and expression of procedural skills in LOGO was set up for children in the 10 to 12 year range. In successive phases of familiarization and evaluation of competence over an eight month period, ten participants were placed in a series of situations that required them to manipulate programming procedures in LOGO. A fine-grained analysis of each of the children's behavior revealed their competence and interest in manipulating procedures. The importance of the acquired skills and the environmental conditions that favor and support their expression are discussed. Limits in the competencies observed are highlighted in order to identify the further steps to be taken in the acquisition and mastery of procedural skills.相似文献
10.
Lucille B. Niklason 《Psychology in the schools》1987,24(4):339-345
As more children are being held back a grade as a result of tougher academic standards, the practice of retention and its effects was studied in two Utah school districts. Retention was not found to benefit the children academically or in personal or social adjustment. The purpose of this article is to further analyze the data in order to study retention effects for subgroups of children commonly believed to profit from being retained. In this reanalysis, three independent variables were added in order to address the following questions: (a) Is retention beneficial for children if supplementary academic instruction is provided? (b) Is retention beneficial if the children are average or above in intelligence? (c) Also, is retention beneficial if it occurs in kindergarten or 1st grade? Retention was not found to benefit these subgroups of children. 相似文献