摘要:

Summary.The article reports a study of group work in the school context aimed at solving the everyday problem of establishing the postage rate for a letter using a letter‐scale and a postage table. The participants, pupils aged 12–13 years in the sixth form of the Swedish comprehensive school, co‐operated in groups of three that were homogenised with respect to academic ability. The results reveal that all groups draw on school knowledge when solving the task, but that this does not necessarily lead to success in finding the correct postage rate. Furthermore, the higher the academic ability of students, the longer and more roundabout the problem‐solving procedures are. Inappropriate solutions and procedures for handling the table appear just as frequently in all groups as suggestions at some stage of the work, but they are generally rejected during the longer and more elaborate interpretative work among the pupils of high academic ability. It is argued that the relationship between knowledge acquired in the formal setting and the handling of this everyday problem is diffuse. Successful solution of the problem cannot be described as the application of a standardised algorithm but seems more to rely on extensive interpretative work involving the comparison of alternative models of re

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00942.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.Four secondary school teachers were systematically observed teaching four different classes. Measures of class on‐task behaviour and teacher use of praise and reprimand were made during each observation session. Following baseline observations, two teachers were asked first to decrease their use of reprimands and to make them more private and then to increase their use of private praise. The other two teachers were asked first to increase their use of private praise and then to add limited use of private reprimands. A multiple baseline design was employed so that one teacher in each pair introduced the intervention one week after the other teacher. Observations of teacher behaviour confirmed that all four teachers were able to comply with these instructions. The results showed clearly that both minimal use of private reprimands and use of private praise statements were effective in increasing the on‐task behaviour of secondary aged pupils in all classes, by an average of over 20 per cent. Follow‐up observations after two months on three classes showed that improved on‐task behaviour was still a

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00943.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.The purpose of this study was to test a model of children's acquisition of concepts about written language in the early school grades. The relationships of a wide range of written language concepts that previous studies suggested are related to children's reading acquisition were examined and developmental trends were assessed in a cross‐sectional study of 189 children from kindergarten, grade one and grade two. Factorial analyses were applied to test a three‐component model of 14 distinguishable, logical constructs underlying young children's concepts about written language. The three components were concepts about the functions and purposes of written language, concepts about the technical features and conventions of written language, and concepts about the processes and strategies of reading. Results suggest that the three subtests used are valid and reliable measures of the constructs underlying the children's developing understanding about written language as they learn to r

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00944.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.The attainments in reading, number and writing skills, of 117 children with Down's syndrome, aged 6 to 14 years, were assessed using checklists completed by teachers. In a study of child and family functioning a wide range of variables was measured and the relationships of these to academic attainments were investigated using multivariable analysis. The children's mental age scores were most strongly related to academic attainments scores, but, in addition, type of school attended, gender, chronological age and fathers' scores on a measure of locus of control were significantly related. The results are discussed in terms of their implications for educational placement and curriculum, and the role of fathers in their children's education.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00945.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.The effectiveness of two brief remedial programmes on freshmen's academic performance was investigated. In the first study, a programme was developed to increase students' motivation for their study by using attribution change techniques. Participants (N=43) watched video‐taped interviews with senior students relating the causes of their failures at the beginning of the first year, and how they had managed to improve their exam scores at the end of the year. The results showed that this attribution video manipulation significantly increased the number of students (18 per cent) who passed the final examinations at the end of the first year relative to control students who did not participate. In a second study, this attributional intervention was contrasted with another programme designed to enhance students' ability to remedy their learning difficulties by teaching appropriate study strategies. Participants (N=57) in this programme learned conventional rules of study strategy use, and applied these during short practice trials on existing course material. The attribution change programme again produced a significant increase (20 per cent) in the number of students who passed the final exams. In contrast, the learning strategy course had no effect on academic performanc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00946.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.The aims of this study were to investigate (1) a repeated measures procedure for assessing behaviour intention and learning behaviour in the field of secondary school science learning, and (2) the relationship of perceived preventive factors to other affective variables in a modified version of the Ajzen‐Fishbein theory of reasoned action. Eighty‐two boys and girls, aged 12–15, in a large inner city comprehensive school were assessed over seven successive science lessons in terms of: attitude, subjective norm, perceived preventive factors, overall prior learning behaviour, behaviour intention and past lesson learning behaviour. It was found that there was some correspondence between repeated classroom observation data and self and teacher reports of learning behaviour. Attitude and past learning behaviour, but not subjective norm, had a significant correlation with behaviour intention, as behaviour intention did with subsequent learning behaviour. Perceived preventive factors, however, had the strongest correlation with subsequent behaviour intention and learning behaviour and this persisted even when the contribution of other variables was partialled out. The findings are discussed in terms of the classroom assessment of these affective variables and possible modifications to a theory of reasoned a

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00947.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.Using a self‐report questionnaire, we examined the perceptions of 616 primary and secondary school students of permissiveness and disciplinary strategies. Acceptability ratings formed the dependent variable. The most acceptable strategy was individual student‐teacher discussion, followed by exclusionary time out, then physical punishment, and least acceptable was permissiveness. Also examined was the influence of the misbehaviour situation and evaluator characteristics (age and gender). Several methodological limitations are discussed including the range of disciplinary strategies that were assessed, and focus on an individual rather than group of stude

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00948.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.This paper reports on the amount of time 6‐year‐olds in inner London engage in educational activities at home, and links these results with earlier research on the association between parental help with reading and children's reading progress. The activities data were collected using a time budget approach. The median child in this sample read aloud at home about 20 minutes per week, and received about 40 minutes per week total “teaching” in reading, writing and maths outside school. Black (Afro‐Caribbean) children read aloud more than white children, girls read on their own more than boys, and the more educational qualifications the mother had, the more time the children spent on all the measured educational activities. Associations between reading activities at home and reading attainment at the end of year 1 ranged from 0.13 to 0.27 but associations with progress were small. However, children who spent more time with books at home did make greater reading progress during year 1. Implications for understanding social class differences in educational attainment and for designing intervention studies are

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00949.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.A descriptive tool is proposed for the evaluation of the process of the child's spontaneous drawing (i.e., without a model to copy). The process of drawing displays characteristics not visible when the drawing is finished, and so it has a major capacity for discrimination. This method relies on a system for coding the set of lines in the drawing, using an ordinal scale that allows the study of the effects of age throughout the primary school period. This classification may be applied to the drawing of either the human figure or the dog, and allows a comparison between different themes. This method was explored on a sample of 48 primary school children.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00950.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.The parents of 40 children in two grade 1 classrooms were randomly assigned to receive brief training in one of four instructional methods for helping their child to read or to hear their children read at home. The tutoring methods were Hearing Reading, Paired Reading, Pause, Prompt, Praise, and Direct Instruction. The results showed that the use of the additional instructional strategies included in the Direct Instruction and Paired Reading tutoring methods led to faster progress by the children receiving them than by children whose parents simply heard them read. Some theoretical and practical implications of the study are discussed.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00951.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY