课堂教学的情感目标分类

课堂教学的情感测评一直是教学心理学和教学实践亟待解决的问题,本文借鉴布鲁姆情感目标分类思想,从情感教学心理学原理出发,并在我国大量教学实践经验的基础上,尝试构建较为符合我国教学实际情况的三维度四层次的课堂教学情感目标分类框架,以冀为进一步编制有关的课堂教学的情感测评工具提供理论基础。     

Bayesian Hierarchical Multivariate Formulation with Factor Analysis for Nested Ordinal Data

This article devises a Bayesian multivariate formulation for analysis of ordinal data that records teacher classroom performance along multiple dimensions to assess aspects characterizing good instruction. Study designs for scoring teachers seek to measure instructional performance over multiple classroom measurement event sessions at varied occasions using disjoint intervals within each session and employment of multiple ratings on intervals scored by different raters; a design which instantiates a nesting structure with each level contributing a source of variation in recorded scores. We generally possess little a priori knowledge of the existence or form of a sparse generating structure for the multivariate dimensions at any level in the nesting that would permit collapsing over dimensions as is done under univariate modeling. Our approach composes a Bayesian data augmentation scheme that introduces a latent continuous multivariate response linked to the observed ordinal scores with the latent response mean constructed as an additive multivariate decomposition of nested level means that permits the extraction of de-noised continuous teacher-level scores and the associated correlation matrix. A semi-parametric extension facilitates inference for teacher-level dependence among the dimensions of classroom performance under multi-modality induced by sub-groupings of rater perspectives. We next replace an inverse Wishart prior specified for the teacher covariance matrix over dimensions of instruction with a factor analytic structure to allow the simultaneous assessment of an underlying sparse generating structure. Our formulation for Bayesian factor analysis employs parameter expansion with an accompanying post-processing sign re-labeling step of factor loadings that together reduce posterior correlations among sampled parameters to improve parameter mixing in our Markov chain Monte Carlo (MCMC) scheme. We evaluate the performance of our formulation on simulated data and make an application for the assessment of the teacher covariance structure with a dataset derived from a study of middle and high school algebra teachers.     

THE EFFECTS OF INSTRUCTIONAL MATCH AND CONTENT OVERLAP ON GENERALIZED READING PERFORMANCE

This study examined the effects of instructional match and content overlap on students' ability to generalize from passage reading instruction. Four students with mild disabilities served as participants. Using a multielement design, students were instructed with passages at two levels of text difficulty (instructionally matched vs. instructionally mismatched), and generalization was assessed with passages at two levels of similarity to those instructed (low vs. high content overlap). Results indicated that students' oral reading accuracy and fluency showed the greatest degree of generalization when instructional materials were matched to the students' skill level and assessment materials were similar to those used during instruction. Moreover, these results were maintained at 1-month follow-up. The implications of these findings for classroom reading instruction and the assessment of students' reading skills are discussed.     

课堂教学的情感目标测评

构建课堂教学的情感目标评价系统是教学心理学和教学实践亟待解决的一个难题,也是当前新课程改革的急迫需要。本研究在我们已提出的三维度四层次课堂教学的情感目标分类的基础上,采用情绪形容词检表方法尝试编制课堂教学的情感目标测评问卷,以测量由课堂教学引发的学生情绪状态或情感体验,评价该课堂教学在朝向情感目标上的促进效果。经检验,该问卷具有较好的信效度,并在7所中学的20个情感教学模式的现场教学实验中被用于对实验班和对照班进行促情效果的检验,证实其具有较好的鉴别度和可行性。     

Embedding a functional analysis of compliance in small group instruction

Research on adaptations to standard functional analyses for use in classroom settings has increased in recent years. However, few studies have focused on procedural variations specific to assessing noncompliance in the context of academic instruction. In the current study, we trained a special education teacher to embed a functional analysis of compliance in small group instruction. The goal of the functional analysis was to identify an effective reinforcement contingency for compliance for a second grade student with an intellectual disability. Results suggested a combined escape + tangible contingency increased compliance to instructional prompts relative to other conditions. The functional analysis of compliance represents a variation on previous functional analyses of noncompliance with potential to increase ecological and social validity of assessment procedures for classroom settings.     

HISTORICAL TITLES IN READING RESEARCH AND INSTRUCTION

This paper describes an informal spelling assessment that teachers can use to understand students' level of orthographic knowledge at the beginning of the school year. The results of this informal testing allow primary grade teachers to group students in September for word study and directed literacy instruction. The results of a year-long study in a lst-3rd grade classroom demonstrate that the initial placements of students were appropriate for instruction throughout the year. The initial spelling measures predicted reading achievement at various levels.     

Rate as a Measure of Academic Success for Mildly Handicapped Students

In large numbers, students variously categorized as learning disabled, behavior disordered, or mentally retarded, are being educated in the "least restrictive environment" (LRE). The article examines the relationship between carrying out instruction in the LRE and traditional versus contemporary assessment practices. It is shown that the selection of performance measures, i.e., measures of frequency, percent, or rate of academic responding, should be linked ot the learning stage of the student(s), i.e., acquisition to proficiency. An argument is made for wider use of rate measures and establish peer-referenced standards for guiding decisions regarding functional performance criteria. Impliactions for the increased use of rate standards within and across special and mainstream classroom settings are discussed.     

Ecobehavioral analysis in the classroom: Review and implications

A rapidly developing area within applied behavior analysis that has implications for classroom instruction and behavior management is ecobehavioral analysis. Ecobehavioral analysis adds to behavior analysis the assessment of situational or contextual factors, such as classroom physical arrangements, instructional materials used by students, and teacher's behavior. Its eventual importance and contribution to behavior analysis and to education, however, has yet to be realized. In fact, it is difficult to find adequate accounts of exactly what ecobehavioral analysis entails (Morris & Midgley, 1990). To date, it has led to a number of interesting contributions. These include the development and validation of specific classroom instructional procedures, the development of a number of approaches to the reduction of challenging behaviors, an improved understanding of the components of effective instruction including the identification of instructional risk factors within regular and special education, as well as providing a better understanding of how the quality of implementation functions as a mediating variable for student outcomes. In this paper, we discuss the theory and principles that support ecobehavioral analysis, review research literature concerning its use in educational settings, describe emerging applications by school personnel (e.g., teachers, school psychologists), and examine a number of future research directions and their implications.     

HyperCourseware for interactive instruction in the electronic classroom

An electronic classroom with computer workstations and multimedia offers tremendous potential for interactive instruction. To support such instruction, HyperCourseware was developed as an environment and authoring system that recreates on a computer network familiar objects of instruction, such as the syllabus, lecture notes, class rolls, seating charts, exams, and grade lists. In addition, it provides interactive and collaborative tools for group discussion, anonymous feedback, student polling, and shared collaborative workspaces. Applications in statistics and cognitive psychology are discussed along with the specific advantages due to hypermedia links, structure of course materials, integration of parts, and classroom interactivity. Student and faculty evaluations have supported the positive educational benefits of both the electronic classroom and HyperCourseware in general.     

Classroom discourse and the distribution of student engagement

Research in the social psychology of achievement motivation stresses the contribution of the classroom motivational context to problems of student engagement among low achieving students. This analysis contributes to that literature through a focused analysis of English and language arts instruction during the middle school years. Using data from the Partnership for Literacy Study the author investigates the relationship between classroom evaluation during question and answer sessions and two forms of student engagement, participation in classroom discourse, and student effort on classroom and homework assignments. When teachers focus on provoking student thought and analysis, and postpone evaluation during question and answer sessions by engaging in dialogic instruction, levels of student effort are more evenly distributed among students. Moreover, the relationship between levels of initial achievement and student effort is weaker in classrooms where teachers incorporate elements of dialogic instruction into question and answer sessions. However, dialogic instruction had no effect on the distribution of participation in classroom discourse itself.     

The DIAGNOSER project: Combining assessment and learning

DIAGNOSER is an Internet-based tool for classroom instruction. It delivers continuous formative assessment and feedback to high school physics students and their teachers about the correct and incorrect concepts and ideas the students may hold regarding physical situations. That is, it diagnoses misconceptions that underlie wrong answers of students, such as a confusion of velocity with acceleration. We use data about patterns of student responses, particularly consistency of errors from question to question, to improve the system’s understanding of student concepts.     

A Family Literacy Intervention to Support Parents in Children's Early Literacy Learning

This study examines a family literacy intervention conducted in two first-grade classrooms with culturally diverse student populations. In the treatment and control classrooms, six parents and a classroom teacher learned practices for building home-school partnerships. Data were analyzed to determine changes in home-literacy practices, increases in parents' knowledge literacy instruction, and changes in children's literacy achievement. Data analyses demonstrated that participating parents showed significantly greater usage of effective storybook reading strategies before and after reading. Parental and teacher participation resulted in statistically significant differences in students' scores on the Concepts of Print assessment, compared to students in the control classroom.     

STRATEGY INSTRUCTION FROM A SOCIOCOGNITIVE PERSPECTIVE

One of the characteristics of proficient readers and writers is their flexible use of reading and writing strategies. Students experiencing difficulties with reading and writing frequently do not use as many strategies as they read and write. Strategies are the cognitive tools that readers use as they construct meaning from text and that writers use as they produce texts. Many of the strategies that proficient readers and writers use are acquired and some are learned. Reading and writing strategies are frequently learned by purposeful instruction in meaningful social situations. This paper describes the nature of strategy use and instruction from a sociocognitive perspective, discusses the need for purposeful strategy instruction for struggling readers and writers, discusses factors that influence strategy instruction, describes current classroom practices that are congruent with sociocognitive theory, and suggests that strategy instruction should be grounded in classroom routines and situated within beliefs about teaching and learning.     

From the Laboratory to the Classroom: The Effects of Equivalence-Based Instruction on Neuroanatomy Competencies

Equivalence-based instruction (EBI) has been used to successfully teach college-level concepts in research laboratories, but few studies have examined the results of such instruction on classroom performance. The current study answered a basic question about the ordering of training stimuli as well as an applied question regarding the effects of EBI on classroom performance. Students recruited from a Behavioral Neuroscience course learned neuroanatomy concepts using EBI. Outcomes revealed that the ordering of stimuli did not differentially affect performance and that students who completed the tutorial scored significantly higher on the course’s final examination than did students who had not completed the tutorial. Implications for future classroom applications are discussed.     

COMPARING TYPES OF COMPREHENSION QUESTIONS FOUND IN FOURTH GRADE READERS

Abstract

This article examines the implications of Dr. Dolores Durkin's recent research on Reading comprehension. The author takes the seminal findings of Dr. Durkin's study and applies these to improving classroom reading instruction.     

Academic engagement of elementary school children with learning disabilities

Variability of attention-to-task and its relation to instructional contexts for children with learning disabilities was investigated. Twenty-four mainstreamed children were observed in both the regular class and the resource room. Student behaviors relating to academic engagement and the situational contexts in which they occurred were coded. Significant differences in rate of engagement were found for classroom setting, type of instruction, and level of peer involvement, indicating that degree of attending is not stable but a function of the context in which it occurs. Implications for the assessment of attentional problems and instructional practices, especially as related to the resource room program, are discussed.     

A Study of Whole Classroom Mathematical Discourse and Teacher Change

This article presents a comparison of the first 2 years of an experienced middle school mathematics teacher's efforts to change her classroom practice as a result of an intervening professional development program. The teacher's intention was for her teaching to better reflect her vision of reform-based mathematics instruction. We compared events from the 1st and 2nd year's whole class discussions within a multilevel framework that considered the flow of information and the nature of peer- and teacher-directed scaffolding. Discourse analyses of classroom videos served both as an analytic tool for our study of whole classroom interactions, as well as a resource for promoting discussion and reflection during professional development meetings. The results show that there was little change in the teacher's specific goals and beliefs in light of a self-evaluation of her Year 1 practices, but substantial changes in how she set out to enact those goals. In Year 2, the teacher maintained a central, social scaffolding role, but removed herself as the analytic center to invite greater student participation. Consequently, student-led discussion increased manifold, but lacked the mathematical precision offered previously by the teacher. The analyses lead to insights about how classroom interactions can be shaped by a teacher's beliefs and interpretations of educational reform recommendations.     

Training Special Education Personnel for Effective Use of Microcomputer Technology:

Special educators have been quick to embrace microcomputer instruction; both special education and microcomputer instruction share the promise of developing individualized instructional programs matched to student needs. From this viewpoint, microcomputers have the potential for operationally defining what is "special" about education. Despite this promise, however, there is a limited data base from which to make empirical decision on effective microcomputer use in the classroom and on teacher training needs. A model for assessing teacher training needs is discussed in which microcomputer skills are viewed within the context of other teacher-effectiveness variables. A two-tiered appeaoch to teacher training in microcomputer instruction is developed, based on the promise of microcomputer instruction and upon pragmatic classroom considerations.     

Brief Experimental Analysis: A Decision Tool for Bridging the Gap Between Research and Practice

This special issue illustrates how brief experimental analysis (BEA) is gaining recognition as a valuable tool for making treatment decisions about children who are unresponsive to regular classroom instruction. This commentary article provides evidence for why BEA has grown in popularity, briefly summarizes each of the studies included in the series, and discusses issues that are critical to conducting and interpreting data from a BEA. The articles in the issue exemplify how BEA is flexible enough to evaluate diverse intervention options, is time and cost efficient, and is uniquely suited for use in a problem-solving approach to school-based service delivery.