These population level results provide strong evidence to indicate that all children who present with an SLP in kindergarten face further academic challenges, even if their SLP resolves over time. Findings have implications for early intervention and treatment for children with early SLPs.
In the current study, the researchers examine the validity of a questionnaire assessing students’ perceptions of their self-directed learning and collaborative learning with and without technology with a group of Canadian middle school students. Lee and colleagues (2014) developed an 18-item questionnaire for use in assessing high school students’ perceptions of their learning in Singapore. Three hundred and twenty middle school students from across Alberta, Canada completed the questionnaire. The results of a confirmatory factor analysis revealed that the questionnaire did not have sufficient model fit. The researchers used a jackknifing procedure to systematically remove four items in order to achieve a psychometrically sound questionnaire. The results suggest that the reduced questionnaire is a useful self-report instrument for assessing Canadian middle school students’ perceptions of their learning.
Dans la présente étude, les chercheurs examinent la validité d’un questionnaire évaluant les perceptions qu’ont les élèves de leur apprentissage autonome et collaboratif, avec et sans technologie, au sein d’un groupe d’élèves d’écoles intermédiaires canadiennes. Lee et ses collègues (2014) ont développé un questionnaire de 18 items pour évaluer les perceptions qu’ont des élèves d’écoles secondaires quant à leur apprentissage. Trois cent vingt élèves d’écoles intermédiaires à travers l’Alberta, au Canada, ont rempli le questionnaire. Les résultats d’une analyse factorielle confirmatoire ont révélé que le questionnaire avait été insuffisamment ajusté au modèle. Les chercheurs se sont servis d’une procédure de jackknife afin de supprimer systématiquement quatre items afin d’obtenir un questionnaire solide sur le plan psychométrique. Les résultats suggèrent que le questionnaire raccourci est un instrument utile pour l’auto-évaluation des perceptions qu’ont des élèves d’écoles intermédiaires quant à leur apprentissage.
In the present study, students’ perceptions of their self-directed and collaborative learning with and without technology were examined in ICT-supported middle school classrooms. Three hundred and twenty middle school students from eight schools across Alberta, Canada participated in the study by completing a questionnaire. Descriptive statistics, independent sample t-test, one-way ANOVA and correlational analysis were used to analyse the questionnaire responses. Descriptive statistics revealed that middle school students perceive themselves as readily engaging in self-directed and collaborative learning within their classrooms. Students’ self-directed learning with and without technology was significantly related to the instructional quality in their classroom with lower instructional quality classrooms having a significant small effect on self-directed learning. Gender was also found to have a small effect, with girls more readily engaging in self-directed learning, although this difference was not sustained when using technology. When learning with technology, while indicating that they engage in self-directed learning within their classrooms, students reported less engagement in collaborative activities with their peers, particularly in earlier middle school grades. Students may benefit from additional support to engage in collaborative activities while using technology. Likewise, teachers may benefit from professional development to support their facilitation of self-directed learning and collaborative learning as well as implementation of technology within the classroom.
This study explores the implementation of technology to facilitate students’ persuasive writing skills within elementary school classrooms. Five teachers were interviewed regarding their experiences teaching persuasive writing to students using technology-mediated feedback. Teachers perceived the influence of technology on students’ persuasive writing, on their own teaching practice, and on students’ experiences as valuable for skill development for both themselves and for their students. However, students’ unfamiliarity with technology was at times a hindrance.
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