자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think—research that could aid in the development of finely tuned interventions

https://www.jstor.org/stable/pdfplus/3516061.pdf

School Engagement: Potential of the Concept, State of the Evidence

A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed. Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the classroom context (Corno & Mandinach, 1983; Corno & Rohrkemper, 1985). There are a variety of definitions of selfregulated learning, but three components seem especially important for classroom performance. First, self-regulated learning includes students' metacognitive strategies for planning, monitoring, and modifying their cognition (e.g., Brown, Bransford, Campione, & Ferrara, 1983; Corno, 1986; Zim

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Motivational and self-regulated learning components of classroom academic performance.

Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Contents: Preface. An Introduction to Protocol Analysis of Reading. Methods Employed to Construct a Summary of Conscious Processes During Skilled Reading. What Readers Can Do When They Read: A Summary of the Results from the On-Line Self-Report Studies of Reading. Text Processing in Light of Think-Aloud Analyses of Reading: Constructively Responsive Reading. The Future of Reading Protocol Analyses: Addressing Methodological Concerns in Order to Advance Conceptual Understanding.

Verbal Protocols of Reading: The Nature of Constructively Responsive Reading

Many important variables in behavioral development are presumed to be unrelated because of repeated failures to obtain substantial correlations. In this article, we explore the possibility that such null findings have often been due to failures to aggregate. The principle of aggregation states that the sum of a set of multiple measurements is a more stable and representative estimator than any single measurement. This greater representation occurs because there is inevitably some error associated with measurement. By combining numerous exemplars, such errors of measurement are averaged out, leaving a clearer view of underlying relationships. We illustrate the usefulness of this principle in 12 major areas of developmental research in which the issue of negligible correlations figures prominently: (a) the validity of judges' ratings, (b) the cross-situational consistency of moral character and personality, (c) the longitudinal stability of personality, (d) the coherence of stages of cognitive development, (e) metacognition, (f) the attitude—behavior relationship, (g) the personality—behavior relationship, (h) the role-taking/altruism relationship, (i) the moral-judgment/altruism relationship, (j) the legitimacy of the construct of attachment, (k) the existence of sex differences, and (1) the assessment of emotionality in animals. In a final section, we also discuss the implications of the principle of aggregation for conducting experimental research.

/pdf/behavioral-development-and-construct-validity-the-principle-4rpxe3ao6b.pdf

Behavioral Development and Construct Validity: The Principle of Aggregation

Introduction to the Fourth Edition, Richard L. Allington Introduction to the Third Edition, Michael Pressley 1. Skills Emphasis, Meaning Emphasis, and Balanced Reading Instruction: A Short History 2. Skilled Reading 3. Children Who Experience Problems in Learning to Read 4. Before Reading Words Begins 5. Learning to Recognize Words 6. Fluency 7. Vocabulary 8. Expert Literacy Teaching in the Primary Grades, with Ruth Wharton-McDonald 9. The Need for Increased Comprehension Instruction 10. Motivation and Literacy 11. Concluding Reflections Appendix: Landmarks in Development of Literacy Competence (or, What Happens When) Author Index Subject Index

Michael Pressley

Papers

Verbal Protocols of Reading: The Nature of Constructively Responsive Reading

Verbal Protocols of Reading: The Nature of Constructively Responsive Reading

Behavioral Development and Construct Validity: The Principle of Aggregation

Reading instruction that works: The case for balanced teaching, 3rd ed.

What should comprehension instruction be the instruction of