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Working approach: A new look at the ...

Masur, Ann L.

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Working approach: A new look at the process of learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Working approach: A new look at the process of learning./
作者:	Masur, Ann L.
面頁冊數:	239 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0825.
Contained By:	Dissertation Abstracts International65-03A.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3126038
ISBN:	0496733257

Working approach: A new look at the process of learning.
Masur, Ann L.

Working approach: A new look at the process of learning. - 239 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0825.

Thesis (Ph.D.)--Loyola University of Chicago, 2004.

This study explores the process of learning, or how children learn. It proposes a theory to specify the kinds of individual differences seen when children approach academic tasks. It develops a methodology for capturing the variability within and between children. It also inquires into the relationship between the process of learning and a child's achievement.

ISBN: 0496733257Subjects--Topical Terms:

1017530
Education, Early Childhood.

Working approach: A new look at the process of learning.
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100 1 $a Masur, Ann L. $3 1934481
245 1 0 $a Working approach: A new look at the process of learning.
300 $a 239 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0825.
500 $a Director: Gillian McNamee.
502 $a Thesis (Ph.D.)--Loyola University of Chicago, 2004.
520 $a This study explores the process of learning, or how children learn. It proposes a theory to specify the kinds of individual differences seen when children approach academic tasks. It develops a methodology for capturing the variability within and between children. It also inquires into the relationship between the process of learning and a child's achievement.
520 $a Subjects were 61 low-income African-American children attending the same public school in a large metropolitan area. They were drawn from three classes: pre-kindergarten, kindergarten, and 2nd grade. Subjects were 60% girls and 40% boys.
520 $a Children in each class engaged in three different activities conducted in two conditions: individually and in a group setting. Their achievement level and process of learning were assessed using rubrics and working approach measures taken from Bridging: A diagnostic assessment for teaching and learning in early childhood classrooms. Working approach variables are divided into two categories. Evaluative variables are hypothesized to enhance or hinder learning, and descriptive variables are hypothesized to be interesting individual differences that do not have an effect on learning.
520 $a Data show that working approach is not a stable trait located within an individual child. In addition, working approach is positively related to achievement level. Working approach varies by grade, gender, activity, and social structure (all p < .01). Grade accounts for 26% of the variance in working approach mean scores; activity 12%; social structure 3%; gender 1%. Working approach is not, however, just another way to measure age. A child's goal orientation, planfulness, and focus contribute to achievement level beyond the contribution of age (p < .01). Data indicate that the distinction between evaluative and descriptive working approach variables is generally apt, with one exception. Pace of work is related to achievement level (p < .01). Moderate and slow pace are associated with higher mean achievement scores than fast pace.
520 $a Assessing a child's working approach yields important information for teachers. It permits teachers to see strengths of organization and approach in all children, regardless of achievement level. Data concerning the importance of goal orientation, planfulness, and focus underscore the need for teachers to clearly explain goals and strategies for all classroom activities.
590 $a School code: 0112.
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790 $a 0112
791 $a Ph.D.
792 $a 2004
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