British Journal of Educational Psychology最新文献_第10页

Verbalized arithmetic principles correlate with mathematics achievement 口算原则与数学成绩相关。

IF 3.7 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2023-08-13 DOI: 10.1111/bjep.12632

Jiaxin Cui, Li Wang, Dawei Li, Xinlin Zhou

Background

When mathematical knowledge is expressed in general language, it is called verbalized mathematics. Previous studies on verbalized mathematics typically paid attention to mathematical vocabulary or educational practice. However, these studies did not exclude the role of symbolic mathematics ability, and almost no research has focused on verbalized mathematical principles.

Aims

This study is aimed to investigate whether verbalized mathematics ability independently predicts mathematics achievement. The current study hypothesized that verbalized mathematics ability supports mathematics achievement independent of general language, related cognitive abilities and even symbolic mathematical ability.

Sample

A sample of 241 undergraduates (136 males, 105 females, mean age = 21.95, SD = 2.38) in Beijing, China.

Methods

A total of 12 tests were used, including a verbalized arithmetic principle test, a mathematics achievement test, and tests on general language (sentence completion test), symbolic mathematical ability (including symbolic arithmetic principles test, simple arithmetic computation and complex arithmetic computation), approximate number sense ability (numerosity comparison test) and several related cognitive covariates (including the non-verbal matrix reasoning, the syllogism reasoning, mental rotation, figure matching and choice reaction time).

Results

Results showed that the processing of verbalized arithmetic principles displayed a significant role in mathematics achievement after controlling for general language, related cognitive abilities, approximate number sense ability and symbolic mathematics ability.

Conclusions

The results suggest that verbalized mathematics ability was an independent predictor and provided empirical evidence supporting the verbalized mathematics role on achievement as an independent component in three-component mathematics model.

背景：当数学知识用一般语言表达时，就被称为口头数学。以往关于数学语言化的研究通常关注数学词汇或教育实践。然而，这些研究并不排除符号数学能力的作用，而且几乎没有研究关注言语化数学原理。本研究假设，口头数学能力对数学成绩的支持独立于一般语言、相关认知能力甚至符号数学能力：样本：241 名中国北京的本科生（136 名男生，105 名女生，平均年龄 = 21.95 岁，SD = 2.38）：共使用了12个测验，包括口算原理测验、数学成就测验、一般语言（句子完成测验）、符号数学能力（包括符号数学原理测验、简单算术计算和复杂算术计算）、近似数感能力（数字比较测验）和几个相关的认知协变量（包括非语言矩阵推理、对偶推理、心理旋转、图形匹配和选择反应时间）：结果表明，在控制了一般语言、相关认知能力、近似数感能力和符号数学能力之后，口算原则的处理对数学成绩有显著影响：结果表明，口算能力是一个独立的预测因素，并为口算能力作为三要素数学模型中的一个独立要素对数学成绩的影响提供了实证支持。

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引用次数: 0

Drivers of the socio-economic disadvantage gap in England: Sequential pathways that include the home learning environment and self-regulation as mediators 英格兰社会经济弱势差距的驱动因素：以家庭学习环境和自我调节为中介的连续路径。

IF 3.7 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2023-08-01 DOI: 10.1111/bjep.12629

Allen Joseph, Kathy Sylva, Pam Sammons, Iram Siraj

Background

Socio-economic status (SES) is a powerful predictor of attainment. Research has identified multiple mechanisms that underpin the effect of SES on attainment. For example, self-regulation (processes through which individuals direct and control their attention, emotion and behaviour) has been identified as one mechanism mediating the SES attainment gap. However, previous studies have not directly tested the statistical pathways by which children from lower SES backgrounds develop low self-regulation skills and subsequently poor attainment at the end of primary school. Adding the home learning environment, which is associated with both SES and self-regulation, further fleshes out the longitudinal pathways.

Aims

We propose and test a new model where the relationship between SES and school attainment is sequentially mediated by the family home learning environment and the child's self-regulation.

Sample

This study uses the Effective Pre-school, Primary and Secondary Education data set to study 2311 English children.

Methods

We measured SES (via socio-economic disadvantage) based on an index of low parental education, occupation and income at age 3+. The home learning environment was measured by the Home Learning Environment Index at age 3+; self-regulation was a teacher report on the Child Social Behaviour Questionnaire at age 4+ and attainment was measured via scores on national assessments of English and Maths at age 11.

Results

Our measure of disadvantage predicted attainment. The home learning environment predicted children's self-regulation skills. The relationship between disadvantage and attainment was sequentially mediated by the home learning environment and self-regulation.

Conclusions

These findings suggest that home learning environment and self-regulation may play a sequential role in perpetuating socio-economic disparities in education.

背景：社会经济地位（SES）是预测学业成绩的有力指标。研究发现，社会经济地位对学习成绩的影响有多种机制。例如，自我调节（个人引导和控制其注意力、情绪和行为的过程）被认为是调节社会经济地位对学业成绩影响的机制之一。然而，以往的研究并没有直接检测出较低社会经济地位背景的儿童在小学毕业时自我调节能力较低，进而导致学业成绩较差的统计途径。目标：我们提出并检验了一个新模型，在该模型中，社会经济地位与学业成绩之间的关系依次由家庭学习环境和儿童的自我调节能力中介：本研究使用有效学前、小学和中学教育数据集研究了 2311 名英国儿童：我们根据 3 岁以上儿童父母的低教育程度、职业和收入指数来衡量 SES（通过社会经济劣势）。家庭学习环境由 3 岁以上儿童的家庭学习环境指数来衡量；自我调节由 4 岁以上儿童的儿童社会行为问卷的教师报告来衡量；学业成绩由 11 岁儿童的全国英语和数学评估分数来衡量：我们的不利条件测量结果预测了学业成绩。家庭学习环境可以预测儿童的自我调节能力。弱势与学业成绩之间的关系依次通过家庭学习环境和自我调节能力来调节：这些研究结果表明，家庭学习环境和自我调节能力可能在社会经济教育差距的长期存在中发挥着相继作用。

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引用次数: 0

Math attitudes and math anxiety predict students' perception of teacher support in primary school, but not vice versa 数学态度和数学焦虑会影响学生对小学教师支持的看法，反之亦然。

IF 3.7 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2023-07-26 DOI: 10.1111/bjep.12628

Ruifan Luo, Aoxue Zhang, Yangyang Wang, Hongxia Li, Yanli Xu, Kaiyue Guo, Jiwei Si

Background

Both teacher support and math attitudes have been identified as associated with math anxiety in primary school children. However, little is known about how they are interrelated longitudinally.

Aims

The study was designed to examine the associations among perceived teacher support, math attitudes, and math anxiety in Chinese primary school students.

Sample

The sample included 1802 students (56.16% boys) initially in the third and fourth grades in two public schools in China.

Methods

A three-year cross-lagged panel design was conducted to examine the associations among perceived teacher support, math attitudes, and math anxiety. Moreover, a multigroup analysis was used to examine whether the associations varied by gender.

Results

There were reciprocal associations over time between math attitudes and math anxiety. Meanwhile, both math attitudes and math anxiety significantly predicted perceived teacher support one year later, but not vice versa. Further, the association between T1 math anxiety and T3 perceived teacher support was mediated by T2 math attitudes; the association between T1 math attitudes and T3 perceived teacher support, on the other hand, was mediated by T2 math anxiety. Moreover, there were no significant gender differences in these associations.

Conclusions

Math anxiety and math attitudes objectively affected each other, and both of them significantly predicted later perceived teacher support, but not vice versa. This study demonstrates that children are not merely passive recipients of environmental influences and offers theoretical guidance for intervention practices that aim to reduce the risk of math anxiety.

背景：教师支持和数学态度都被认为与小学生的数学焦虑有关。目的：本研究旨在探讨中国小学生感知到的教师支持、数学态度和数学焦虑之间的关联：样本包括中国两所公立学校三年级和四年级的1802名学生（56.16%为男生）：方法：采用三年交叉滞后面板设计，研究感知到的教师支持、数学态度和数学焦虑之间的关联。此外，我们还采用了多组分析法来研究这些关联是否因性别而异：结果：随着时间的推移，数学态度和数学焦虑之间存在相互关联。同时，数学态度和数学焦虑都能显著预测一年后感知到的教师支持，但反之亦然。此外，T1数学焦虑与T3感知到的教师支持之间的关联被T2数学态度所中介；而T1数学态度与T3感知到的教师支持之间的关联则被T2数学焦虑所中介。此外，这些关联没有明显的性别差异：结论：数学焦虑和数学态度客观上相互影响，两者都能显著预测后来感知到的教师支持，但反之亦然。这项研究表明，儿童不仅仅是环境影响的被动接受者，并为旨在降低数学焦虑风险的干预措施提供了理论指导。

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引用次数: 0

International comparisons of the home mathematics environment and relations with children's mathematical achievement 家庭数学环境与儿童数学成绩关系的国际比较

IF 3.7 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2023-07-15 DOI: 10.1111/bjep.12625

Alexa Ellis, Jimena Cosso, Robert J. Duncan, María Inés Susperreguy, Victoria Simms, David J. Purpura

Background

Home mathematics environment (HME) research has focused on parent–child interactions surrounding numerical activities as measured by the frequency of engaging in such activities. However, HME survey questions have been developed from limited perspectives (e.g., Early Childhood Research Quarterly, 27, 2012, 231; Journal of Social Issues, 64, 2008, 95; Early childhood mathematics education research: Learning trajectories for young children, Routledge, New York, 2009), by researchers from a small subset of countries (15; Psychological Bulletin, 147, 2020, 565), which may skew our interpretations.

Aims and Sample

This study broadened international representation by leveraging secondary data from the 2019 TIMSS to examine the variation of the frequency and reliability of the HME scale and its relation to children's mathematical achievement. Across 54 countries, 231,138 parents and children (M_age = 10.22 years; 51% male) participated in the larger study.

Methods

Parents completed a retrospective home environment survey and children were assessed on mathematics skills. Basic frequency descriptive statistics, Cronbach's alpha reliability coefficients, and Pearson's r correlation coefficients were used to assess variability across countries.

Results

Findings suggested that families in certain countries engaged in home mathematics activities more frequently than families in other countries; however, the HME scale demonstrated acceptable internal consistency across families in all countries (M α = .79; range = [.73, .89]). Further, the average relation between HME and mathematical achievement was r = .15 with a range between r = .02 to r = .41.

Conclusion

Our results indicate substantial variation across countries in the HME-mathematical achievement association. These findings underscore the importance of international representation in advancing research on the diversity of a child's home environment.

家庭数学环境(HME)研究的重点是围绕数字活动的亲子互动，通过参与此类活动的频率来衡量。然而，家庭家庭评估调查的问题是从有限的角度发展而来的(例如，《幼儿研究季刊》，27,2012,231;社会问题学报，64,2008,95;幼儿数学教育研究:幼儿的学习轨迹，劳特利奇，纽约，2009年)，来自少数国家的研究人员(15;心理学通报，147,2020,565)，这可能会扭曲我们的解释。本研究通过利用2019年TIMSS的二手数据来扩大国际代表性，以检验家庭家庭教育量表的频率和可靠性的变化及其与儿童数学成绩的关系。来自54个国家的231138名家长和儿童(年龄10.22岁;51%的男性)参与了更大的研究。方法对家长进行回顾性家庭环境调查，对儿童进行数学能力评估。基本频率描述性统计、Cronbach’s alpha信度系数和Pearson’s r相关系数用于评估各国之间的可变性。结果发现，某些国家的家庭参与家庭数学活动的频率高于其他国家的家庭;然而，在所有国家的家庭中，家庭效能量表显示出可接受的内部一致性(M α = 0.79;range =[。]73 .89])。HME与数学成绩的平均关系为r =。15，取值范围为r =。从02到r = 0.41。结论:我们的研究结果表明，不同国家的家庭教育与数学成绩之间存在着很大的差异。这些发现强调了国际代表性在推进儿童家庭环境多样性研究中的重要性。

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引用次数: 1

Are curiosity and situational interest different? Exploring distinct antecedents and consequences 好奇心和情境兴趣不同吗?探索不同的前因后果

IF 3.7 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2023-07-10 DOI: 10.1111/bjep.12627

Dajung Diane Shin, Yoonah Park, Minhye Lee, Sung-il Kim, Mimi Bong

Background

A controversy over the distinction between curiosity and situational interest has recently resurfaced. Nonetheless, empirical research comparing the two is noticeably lacking.

Aims

We attempted to fill this gap and provide much-needed evidence of the distinction between curiosity and situational interest by examining the antecedents and consequences of the two constructs.

Methods

We assessed enjoyment, novelty, uncertainty and surprise as potential antecedents and information seeking, individual interest, career intention and achievement as potential outcomes of curiosity and situational interest among 219 Korean sixth graders in the domain of science.

Results

Of the hypothesized antecedents, enjoyment during science class related most strongly to students' situational interest in science, whereas novelty in science class related most strongly to students' science curiosity. Uncertainty and surprise in science class related to only science curiosity and not situational interest in science. Among the outcomes considered, situational interest in science related to only students' individual interest in science. In comparison, science curiosity related significantly to all science outcomes measured in this study. Science curiosity also significantly mediated the relationships between the antecedents and outcomes in science.

Conclusions

Together, these results support the distinction between curiosity and situational interest and suggest different ways to promote each motivation construct depending on desired outcomes in the science classroom.

关于好奇心和情境兴趣之间区别的争论最近重新浮出水面。然而，比较两者的实证研究明显缺乏。我们试图填补这一空白，并通过检查好奇心和情境兴趣这两个构式的前因和结果，为好奇心和情境兴趣之间的区别提供急需的证据。方法以219名韩国六年级学生为研究对象，评估好奇心和情境兴趣的潜在前因为享受、新奇、不确定性和惊奇，信息寻求为个人兴趣、职业意向和成就为潜在结果。结果在假设前因中，科学课堂上的愉悦感与学生情境性的科学兴趣关系最为密切，而科学课堂上的新奇感与学生的科学好奇心关系最为密切。科学课堂中的不确定性和惊奇感只与科学好奇心有关，与情境性科学兴趣无关。在所考虑的结果中，情境科学兴趣仅与学生的个人科学兴趣相关。相比之下，科学好奇心与本研究中测量的所有科学成果显著相关。科学好奇心也显著地中介了科学的前因缘和结果之间的关系。总之，这些结果支持好奇心和情境兴趣之间的区别，并建议根据科学课堂的期望结果来促进每种动机结构的不同方法。

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引用次数: 0

Boarding versus day-students: A mixed-methods analysis of sleep and its relationship with psychological distress 寄宿学生与走读学生:睡眠及其与心理困扰关系的混合方法分析

IF 3.7 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2023-07-06 DOI: 10.1111/bjep.12624

Alexander Reardon, Kurt Lushington, Andrew Junge, Jonathan Crichton, Alex Agostini

Background

Boarding students face unique challenges when entering school, including: adapting to a novel environment, where they are separated from family, friends and culture, for up to 40 weeks per year. A particular challenge is sleep. A further challenge is coping with the demands of boarding with its potential impact on psychological well-being.

Aims

To explore how boarders' sleep differs from that of their day-student peers, and how this relates to psychological well-being.

Sample and Methods

309 students (59 boarding students and 250 day-students, at one Adelaide school) completed the School Sleep Habits Survey, Depression-Anxiety-Stress-Scale-21 (DASS-21), and Flourishing Scale. Boarding students additionally completed the Utrecht Homesickness Scale. Thirteen boarding students described experiences of sleeping in boarding through focus groups.

Results

Boarding students, compared to day-students reported 40 minutes more sleep per weeknight (p < .001), with earlier sleep onset (p = .026), and later wake-up (p = .008) times. No significant differences were observed between boarding' and day-students' DASS-21 scores. Hierarchical regression revealed longer total weekday sleep time predicted higher psychological well-being in both boarding and day-students. Additionally, in boarding students, low homesickness-loneliness and homesickness-ruminations further predicted psychological well-being. Thematic analysis of boarding students' focus group responses revealed that night-time routine, and restricting technology use at night facilitated sleep.

Conclusions

This study supports – in both boarding and day-students – the importance of sleep for adolescent well-being. Sleep hygiene can play an important role in boarding student sleep, especially: regular night-time routine and restricting technology use at night. Finally, these findings suggest that poor sleep and homesickness have an adverse effect on boarding student psychological well-being. This study highlights the importance of strategies which promote sleep hygiene and minimize homesickness, in boarding school students.

寄宿学生在入学时面临着独特的挑战，包括:适应一个新的环境，在那里他们每年要与家人、朋友和文化分开长达40周。一个特别的挑战是睡眠。另一个挑战是应对登机的需求及其对心理健康的潜在影响。目的探讨寄宿生的睡眠与走读学生的睡眠有何不同，以及这与心理健康的关系。样本与方法来自阿德莱德一所学校的309名学生(59名寄宿生和250名走读生)完成了学校睡眠习惯调查、抑郁-焦虑-压力量表-21 (das -21)和繁荣量表。寄宿学生还完成了乌得勒支乡愁量表。13名寄宿学生通过焦点小组描述了在寄宿期间睡觉的经历。与走读学生相比，寄宿学生每个工作日晚上的睡眠时间多40分钟(p < .001)，睡眠开始时间早(p = .026)，起床时间晚(p = .008)。寄宿学生和走读学生的DASS-21分数没有显著差异。分层回归显示，寄宿学生和走读学生的工作日总睡眠时间越长，心理健康状况越好。此外，在寄宿学生中，低乡愁-孤独和乡愁-沉思进一步预测心理健康。对寄宿学生焦点小组反应的专题分析显示，夜间常规活动和限制夜间使用科技产品有助于睡眠。结论:这项研究支持——无论是寄宿学生还是走读学生——睡眠对青少年健康的重要性。睡眠卫生在寄宿学生的睡眠中起着重要的作用，特别是:有规律的夜间作息和限制夜间使用科技产品。最后，这些研究结果表明，睡眠不足和思乡对寄宿生的心理健康有不利影响。这项研究强调了促进寄宿学校学生睡眠卫生和减少乡愁的策略的重要性。

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引用次数: 0

Undergraduate students' motivational profiles before and during the COVID-19 pandemic: The role of educational climate and trait self-control 新冠肺炎大流行前后大学生动机特征:教育氛围与自我控制特质的作用

IF 3.7 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2023-07-05 DOI: 10.1111/bjep.12626

William Gilbert, Julien S. Bureau, Abdoul Diallo, Alexandre J. S. Morin, Frédéric Guay

BACKGROUNDUniversities faced important and sudden changes following the lockdown measures imposed during the COVID-19 pandemic. Traditional educational practices were disrupted as campuses were closed while distance learning was hastily adopted.AIMSThis study documents the evolution of university students' autonomous and controlled motivation for their studies following campus closures by relying on a person-centred perspective. More specifically, it examines motivation profiles and their temporal stability across two time points taken before and during the pandemic, while also considering the role of educational climate, trait self-control and control variables (sex and age) as predictors of profile membership.SAMPLEA total of 1940 university students participated in this study by responding to online questionnaires at two time points, before (Time 1) and after (Time 2) the pandemic.METHODSWe relied on latent profile and latent transition analyses to estimate motivation profiles, their temporal stability and their predictors.RESULTSA four-profile solution (Self-Determined, Moderately Motivated, Extrinsically Motivated, Amotivated) was selected and replicated at both time points. We observed a low degree of variability in profile membership over time, especially for the Amotivated profile. A need-supportive educational climate and trait self-control consistently predicted a greater likelihood of membership into more adaptative profiles (Self-Determined, Moderately Motivated).CONCLUSIONSThe COVID-19 pandemic did not drastically change the motivational profiles of university students. Nevertheless, educational climate and self-control appeared to 'protect' students against the endorsement of more problematic motivation profiles both before and during the pandemic, making them important targets for intervention.

在2019冠状病毒病大流行期间实施封锁措施后，大学面临着重大而突然的变化。由于校园关闭，远程教育被匆忙采用，传统的教育实践被打乱。本研究基于以人为本的视角，记录了校园关闭后大学生自主和受控学习动机的演变。更具体地说，它检查了在大流行之前和期间的两个时间点上的动机概况及其时间稳定性，同时还考虑了教育氛围、特征自我控制和控制变量(性别和年龄)作为概况成员预测因素的作用。在大流行之前(时间1)和之后(时间2)两个时间点，共有1940名大学生通过回答在线问卷参与了这项研究。方法利用潜在特征和潜在转变分析来估计动机特征及其时间稳定性和预测因子。结果选择了四种方案(自我决定、适度激励、外在激励、激励)，并在两个时间点进行了复制。我们观察到，随着时间的推移，剖面成员的变化程度很低，特别是对于激励剖面。支持需求的教育氛围和自我控制的特质一致地预示着更有可能成为更具适应性的成员(自我决定，适度动机)。结论新冠肺炎大流行并未显著改变大学生的动机特征。然而，教育氛围和自我控制似乎“保护”了学生，使他们在大流行之前和期间都不受更多有问题的动机档案的支持，使他们成为干预的重要目标。

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引用次数: 1

Advances in Noncanonical Amino Acid Incorporation for Enzyme Engineering Applications. 非规范氨基酸掺入酶工程研究进展。

IF 1.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2023-06-28 DOI: 10.2533/chimia.2023.395

Sandro Giger, Rebecca Buller

Incorporation of noncanonical amino acids (ncAAs) via genetic code expansion (GCE) opens up new possibilities for chemical biology. The technology has led to the development of novel xenobiotic enzymes with tailored properties which can serve as entry points into a multitude of applications, including protein conjugation, immobilization, or labeling. In this review, we discuss recent progress in the use of GCE to create biocatalysts possessing reaction repertoires that lie beyond what is achievable with canonical amino acids (cAAs). Furthermore, we highlight how GCE enables to gain mechanistic insights into protein function by the incorporation of judiciously selected ncAAs. As the amino acid alphabet continues to grow and improved tools for ncAA incorporation are being developed, we anticipate the creation of additional powerful biological catalysts for synthetic application which merge the chemical versatility of anthropogenic building blocks with the exquisite selectivities of enzymes.

通过遗传密码扩展(GCE)引入非规范氨基酸(ncAAs)为化学生物学开辟了新的可能性。该技术导致了具有定制特性的新型异种酶的开发，这些酶可以作为进入多种应用的切入点，包括蛋白质偶联，固定化或标记。在这篇综述中，我们讨论了使用GCE来制造生物催化剂的最新进展，这些生物催化剂具有超越典型氨基酸(cAAs)所能达到的反应谱。此外，我们强调了GCE如何通过结合明智选择的ncaa来获得对蛋白质功能的机制见解。随着氨基酸序列的持续增长和ncAA整合的改进工具的开发，我们预计将有更多强大的生物催化剂用于合成应用，这些催化剂将人类构建模块的化学多功能性与酶的精致选择性相结合。

引用次数: 0

Comparing the effectiveness of two reciprocal reading comprehension interventions for primary school pupils in disadvantaged schools 比较两种互惠阅读理解干预对弱势学校小学生的效果

IF 3.7 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2023-06-22 DOI: 10.1111/bjep.12623

Liam O'Hare, Patrick Stark, Maria Cockerill, Katrina Lloyd, Sheila McConnellogue, Aideen Gildea, Andy Biggart, Christine Bower, Paul Connolly

Background

Effective reading comprehension teaching is an aspiration of education systems across the world. Teaching incorporating reciprocal reading theory and evidence is an internationally popular approach for improving comprehension.

Aims

This paper uses two large cluster randomized controlled trials of similar reciprocal reading interventions implemented in different ways to compare their effectiveness.

Sample

The two interventions had the same teacher professional development, reciprocal reading activities and dosage/exposure, but varied in their implementation, with one delivered as a whole-class (‘universal’) version for pupils aged 8–9 years and the other a small group (‘targeted’) version for pupils aged 9–11 years with specific comprehension difficulties.

Methods

Two large-scale cluster RCTs were conducted in 98 schools with N = 3699 pupils in the universal trial and N = 1523 in the targeted trial.

Results

Multi-level models showed significant effects for the targeted version of the intervention on pupil reading comprehension (g = .18) and overall reading (g = .14). No significant effects were found for the whole class version. A sub-group analyses of disadvantaged pupils showed the targeted intervention's effects were even larger on reading comprehension (g = .25).

Conclusions

The evidence suggested that this reciprocal reading intervention worked best when implemented in small groups and targeted for pupils with specific comprehension difficulties and particularly for pupils in disadvantaged circumstances.

Comments

This evaluation shows that even if a reading comprehension intervention is underpinned by strong theory and evidence-based practice, its effectiveness can still depend on implementation choices.

有效的阅读理解教学是世界各国教育体系的共同愿望。结合互惠阅读理论和证据的教学是一种国际上流行的提高理解能力的方法。目的本文采用两个大型随机对照试验，比较不同方式实施的类似互惠阅读干预措施的有效性。这两种干预措施具有相同的教师专业发展、相互阅读活动和剂量/暴露，但在实施上有所不同，一种是为8-9岁的学生提供全班(“普遍”)版本，另一种是为9-11岁有特殊理解困难的学生提供小组(“目标”)版本。方法采用两组大规模随机对照试验(rct)，在98所学校进行随机对照试验，通用试验N = 3699名学生，定向试验N = 1523名学生。结果多层次模型显示，针对性干预对小学生阅读理解(g = 0.18)和整体阅读(g = 0.14)有显著影响。整个班级的版本没有发现显著的影响。对弱势学生的亚组分析显示，有针对性的干预对阅读理解的影响甚至更大(g = 0.25)。有证据表明，这种互惠阅读干预在小团体中实施效果最好，并针对有特定理解困难的学生，特别是处于不利环境的学生。这项评估表明，即使阅读理解干预有强有力的理论和基于证据的实践支持，其有效性仍然取决于实施选择。

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引用次数: 0

‘It feels like I'm back to being a teacher’: A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID-19 in England “感觉我又回到了老师的位置”:对英国新冠肺炎疫情前8个月教师经历的纵向轨迹分析

IF 3.7 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2023-06-20 DOI: 10.1111/bjep.12622

Lisa E. Kim, Diana Fields, Kathryn Asbury

Background

Understanding teachers' experiences throughout the school closures and reopenings that have characterized large periods of the COVID-19 pandemic provides us with unique insights into what it means to be a teacher during a global public health crisis.

Aim and Method

To investigate teachers' narratives of their experiences, we conducted 95 semi-structured interviews with 24 teachers in England across four time points between April and November 2020. We used a longitudinal qualitative trajectory analysis of participants' stories of their high-, low- and turning-points.

Results

We derived four themes that were evident at each time point and developed over time. The themes were: (1) growing frustration at uncertainties caused by poor government leadership, (2) expanding concern for pupil learning and well-being, (3) an increasingly labour-intensive and exhausting job and (4) declining pleasure and pride in being a teacher.

Conclusions

The findings shed light on the impact of COVID-19 on the professional identity of these teachers and we propose ways in which teachers can be supported now and in the future.

背景:了解2019冠状病毒病大流行期间教师在学校关闭和重新开放期间的经历，可以让我们对在全球公共卫生危机期间成为一名教师意味着什么有独特的见解。为了调查教师对其经历的叙述，我们在2020年4月至11月的四个时间点对英国的24名教师进行了95次半结构化访谈。我们使用纵向定性轨迹分析参与者的故事，他们的高点，低点和转折点。我们得出了四个主题，这些主题在每个时间点都很明显，并随着时间的推移而发展。主题是:(1)对政府领导不力造成的不确定性日益感到沮丧;(2)对学生学习和福祉的关注日益增加;(3)劳动密集型和累人的工作日益增加;(4)作为一名教师的乐趣和自豪感日益下降。调查结果揭示了COVID-19对这些教师职业认同的影响，我们提出了现在和未来支持教师的方法。

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引用次数: 1