摘要:

Summary.Measures of formal and informal authority structure were employed in order to assess academic and non‐academic outcomes of individualised instruction. A sample of 386 fourth and fifth‐grade elementary school children studying in nine individualised and 10 traditional classes was employed. This academic outcomes of either method of instruction were found to be contingent on the congruence between formal and informal authority structure: higher achievement scores were obtained when individualistion as school policy was accompanied by teacher sharing of authority with pupils at the informal classroom level. Achievement in less individualised classes was higher when teacher did not extend decision‐making opportunities to pupils. Non‐academic pupil outcomes were generally unrelated to either formal or informal authority structure. Similarities and differences between these results and former findings are discussed in light of cross‐cultural differences in classroom individu

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00917.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.Stability of cognitive performance in assessment situations was investigated in a group of 18 children with Down's Syndrome (DS) aged 6 months to 4 years. Two widely used tests of early cognitive development were presented: the Mental Scale of the Bayley Scales of Infant Development and a series of Piagetian object concept tasks. Both sets of tasks were presented in the same testing session, with testing repeated one to two weeks later. Both qualitative and quantitative aspects of performance were recorded. Even when overall scores were similar, patterns of pass/fails were very different in the two testing sessions. Successes showed poor stability over sessions with fails often occurring by default, the result of a refusal to engage fully in a particular task. This pattern of results suggests: (1) that single‐session testing may not adequately assess cognitive status in DS children; (2) that the relationship between performance and competence may be unstable in such children, and (3) that “slow development” theories may not adequately describe cognitive development in young children wi

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00918.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.This paper presents some findings of a study into early adult outcomes of truancy, which was based on the National Child Development Study, a longitudinal survey of all people in Great Britain born in the week 3rd‐9th March 1958. It was found that truancy is associated with lower status occupations, less stable career patterns and more unemployment. Among those who were working, former truants' incomes were not lower, but they were considerably less well off once their family situation was taken into account. Differences remained after controlling for the effects of social background, educational ability, poor attendance due to other reasons, and end‐of‐school qualifications. The authors conclude that truancy is a predictor of employment problems, and of a more severe kind than will be experienced by others who share the disadvantaged background and low attainment which typify the t

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00919.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.A total of 750 teachers from 16 government and non‐government schools from areas of contrasted socio‐economic status (SES) responded to a questionnaire designed to investigate associations between selected aspects of burnout among teachers working in secondary schools in Victoria, Australia. By comparing high and low burnout groups on biographic, psychological and work pattern variables, differences between teachers experiencing high and low levels of burnout were identified. Multiple regression analyses assessed the relative importance of these variables in accounting for the variance in each of the three burnout subscales. School type was related to perceptions of stress and burnout. Higher levels of burnout were associated with poorer physical health, higher rates of absenteeism, lower self‐confidence and more frequent use of regressive coping strategies. Teachers classified as experiencing high levels of burnout attributed most of the stress in their lives to teaching and reported low levels of career commitment and satisfaction. Further, teachers who recorded high levels of burnout were characterised by lower levels of the personality disposition of hardiness, lower levels of social support, higher levels of role stress and more custodial pupil control ideologies than their low‐burnout counterparts. Psychological variables were found to be more significant predictors of burnout than biographical va

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00920.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.In the first study a class of 10‐year‐olds was observed for the first and last five weeks of the autumn term. On both a class and individual child basis there was considerable difference between teacher‐believed and child‐actual timetables, and this increased over the term. In the second study, 53 children were classified into “frontrunners” or “backmarkers”, depending on success in pacing the taught curriculum. For backmarkers, strategies for maintaining contact were mainly child‐determined, though for frontrunners mainly teacher‐determined. Although the teachers, who proved to be traditionally directive, believed their paper timetable closely represented children's true classroom experience, a picture emerged of most children correctly perceiving themselves as backmarkers, and as having responsibility for instigating their own, largely passive, coping strategies with subsequent negative feelings about themselves

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00921.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.Both dispositional and attributional perspectives on perceptions of control assume that people have some idea of outcome determinants. This, however, may not always be so. This study tested the hypothesis that pupils do not always understand the determinants of their learning outcomes, and that such a sense of unknown control will be associated with poor achievement in school. The study was unusual in that it tapped both dispositional control perceptions, using the new MMPCC, and causal attributions for success and failure in a school examination. Subjects were 186 10‐year‐old Israeli pupils of heterogeneous SES. Results confirmed that unknown control emerged as a distinct dimension of perceived control in both dispositional and attributional measures, and was consistently associated with poor achievement in school. Attributions of test outcomes to unknown causes were strongly related to dispositional unknown control, and were not affected by success or failure. In contrast, dispositional and attributional internality were unrelated, and did not predict achievement. It is argued that internal beliefs reflect internalised social‐educational norms, and as a result have less impact on motivation than perceptions of unknown control. The implications of these findings for educational practice and motivational interventions are disc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00922.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.Research has shown that the effect of illustrations on children's learning of science is related to ability. This study examines the hypothesis that children who show different levels of success in a learning task will employ different strategies in their picture‐text processing. One hundred and eighty 14 year‐old children were required to learn three illustrated science topics of different levels of difficulty which were presented to them on a BBC micro‐computer. The computer was programmed to record the time spent on each sentence and each picture, as well as the point in the text at which the picture was accessed. Post hoc testing enabled the children to be divided into six groups according to their success rates on the learning tasks. Significantly longer times were spent looking at the pictures as the topics increased in difficulty; also the amount of time spent looking at pictures increased as the learning of the children decreased. For every second the least successful children spent accessing pictures, they spent about four seconds reading the text; for the most successful children this ratio was about one‐to‐six. The least successful children also accessed the pictures significantly more frequently than the most successful. The different strategies used by the children are discussed in terms of what is known about their differential learning gains from illustra

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00923.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.OPTIC (Observation of Pupils and Teachers in Classrooms) was used to study Hongkong secondary school teachers' use of approval and disapproval and pupils' on‐task behaviour. Despite great individual differences, the sample of teachers was found overall to focus upon pupils' academic behaviour and to emphasise the use of approval. However, disapproval was emphasised as a means of responding to pupils' social behaviour. Positive correlations were found between approval (particularly to academic behaviour) and on‐task behaviour. Negative correlations were found between disapproval (particularly to social behaviour) and on‐task behaviour. In all these respects the findings were similar to those of a recent UK

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00924.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.One hundred and eight children from 11 to 14 years were given instruction on shears and rotations, and how these transformations could be used to show the truth of Pythagoras's Theorem. The experimental group, which saw a computer‐presented animated display of the transformations, scored more highly on a subsequent test than either of two control groups, the first of which saw no computer at all, but only a diagram sheet which was in the possession of all the children. The second control group saw a computer‐presented display which showed only the same ten discrete stages of the transformations as the diagram sheet. It was concluded that animation per se can facilitate the understanding of a mathematical t

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00925.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Summary.The investigation compares the effectiveness of four methods of teaching students how to perform two practical scientific skills. The methods comprise commonly used combinations of four different modes of communication. Method W uses written instructions only. Method WG has these written instructions supplemented with graphics. Method WGS adds spoken instructions to the combination used in Method WG, and Method WGSD also includes a video‐recorded demonstration of the practical task. After teaching random groups (N = 20) of students aged 14–15 years with one of the methods, their effectiveness was assessed in terms of the students' performance on test exercises which required the students to carry out these tasks. The results showed that the methods involving the use of spoken instructions (i.e. WGS and WGSD) were significantly worse than those that did not use spoken instructions. The use of graphics also had no significant beneficial effect, and the demonstration had a significant positive effect only in one t

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1990.tb00926.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY