Gaining and Losing Voice: A Longitudinal Study of Students' Continuing Impulse to Learn Across Elementary and Middle Level Contexts

Oldfather, Penny; McLaughlin, Hugh

doi:10.1080/10825541.1993.11670018

Cited by 49 publications

(40 citation statements)

References 23 publications

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“…On the other hand, Oldfather and McLaughlin (1993) held peer influence, Among other factors, as a predictor of academic achievement. One explanation for the divergent findings could be the perception of teacher's education, especially, in Nigeria.…”

Section: Summary and Discussion Of Findingsmentioning

confidence: 99%

“…Oldfather and McLaughlin (1993) in their study found that students are motivated to learn in classrooms where teachers impress the students that they can make it, where teachers praise and encourage students for efforts made and where teachers encourage students not only to compete with others but also to compete with themselves. They confirmed that when students are taught in this manner, they are always motivated to learn to fulfil their teachers' prophecy that they can make it.…”

Section: Students' Interestmentioning

confidence: 99%

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Personal factors as predictors of students academic achievement in colleges of education in South Western Nigeria

Adeyemi¹,

Adeyemi²

2014

Educ. Res. Rev.

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Educational stakeholders have continued to express concerns over the poor academic performance of Nigerian students at virtually all levels of academic engagements. This paper investigated personal factors as predictors of students' academic performance in the South-Western Nigeria. The study employed the ex post facto design using a survey design and a multiple regression model. The samples used for the study consisted of 1,100 (200 and 300) National Certificate of Education (NCE) students in Federal, State and Private NCE-awarding institutions in South Western Nigeria, using stratified sampling techniques. The validated research instruments used for the study had the following psychometric properties: Cronbach alpha (α) [0.79 (students) and 0.73 (lecturers); Guttman split-half 0.78 (students) and 0.71 (lecturers; and Spearman-Brown equal length results were 0.69 (students) and 0.70 (lecturers)]. The study found that a number of personal factors like students' interests, home environment, parental support and study habits were significant predictors of students' academic achievement in the Colleges of Education sampled. On the other hand, students' perception of course and self-concept were not found to be significant predictors of academic achievement. The study proffered a number of recommendations to improve the quality of educational policy outcomes geared towards improving students' educational performance and hence enhance the achievement of national economic goals.

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Section: Summary and Discussion Of Findingsmentioning

confidence: 99%

Section: Students' Interestmentioning

confidence: 99%

Personal factors as predictors of students academic achievement in colleges of education in South Western Nigeria

Adeyemi¹,

Adeyemi²

2014

Educ. Res. Rev.

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“…The research is less clear, however, on the shifts that occur in students' motivation to read over time. Although decreases in intrinsic reading motivation have been noted as children move from the elementary grades to middle school, explanations vary as to the cause, with a number of researchers attributing the decline to differences in instructional practices (Eccles, Wigfield, & Schiefele, 1998;Oldfather & McLaughlin, 1993).…”

Section: Self-efficacy and Engagementmentioning

confidence: 99%

Effective Literacy Instruction for Adolescents

Alvermann¹

2002

Journal of Literacy Research

239

187

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More often than not in the United States, newspaper headlines and feature stories on national television networks focus on early literacy instruction and the socalled reading wars between advocates of direct skills instruction and those who favor more holistic approaches to teaching young children to read print text. As a result, adolescents and their specialized needs for literacy instruction at the middle and high school level often go unnoticed by policy makers and the general public. This is indeed unfortunate. Although the neglect of older readers might signal that all is well in the area of adolescent literacy instruction, such is not the case. Despite the work of conscientious teachers, reading supervisors, curriculum coordinators, and principals in middle schools and high schools across the country, young people's literacy skills are not keeping pace with societal demands of living in an information age that changes rapidly and shows no sign of slowing.

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“…Teachers must provide ample time for students to think, plan, write, and revise (Oldfather & McLaughlin, 1993). Instruction affords writing in a wide range of alternative genres and topics.…”

Section: Self-expressionmentioning

confidence: 99%

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

Guthrie

Meter²,

Hancock

et al. 1998

Journal of Educational Psychology

103

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The authors define reading engagement as the mutual support of motivations, strategies, and conceptual knowledge during reading. To increase reading engagement, a collaborative team designed a year-long integration of reading/language arts and science instruction (Concept-Oriented Reading Instruction, CORI). The authors compared students who received this instruction to similar students who received traditionally organized instruction aimed toward the same objectives. A path analysis showed that CORI had a positive effect on strategy use and text comprehension for students at Grades 3 and 5 when accounting for past achievement and prior knowledge. CORI also had a positive, indirect effect on conceptual knowledge mediated by strategy use, and this instruction facilitated conceptual transfer indirectly through several paths simultaneously. The findings are discussed in relation to a growing literature on instructional contexts for motivated strategy use and conceptual learning from text. The term engagement in reading refers to the motivated use of strategies and conceptual knowledge during reading. These processes operate dynamically, increasing over time. The engaged reader is in a continual process of activating and extending his or her conceptual understanding. As the individual reads, he or she acquires core knowledge that lies at the heart of the domain (Alexander, Schallert, & Hare, 1991; Chi, DeLeeuw, Chiu, & Lavancher, 1994). For example, conceptual knowledge of a topic such as adaptation includes information about species, habitats, life cycles, and evolutionary change. Particular propositions about a species and its habitat are related to each other, and broad principles form a network of understanding (Alexander, Jetton, & Kulikowich, 1996; Chi et al., 1994). From our perspective, conceptual transfer occurs when the student uses conceptual knowledge to address a new question or to solve a problem. Engaged readers use and regulate strategies to enhance their conceptual understanding. Using prior knowledge (Anderson & Pearson, 1984), and posing questions as they explore their environment, engaged readers are involved in a process of searching (Singer & Donlan, 1982). They read multiple texts, examine a variety of documents, and extract critical details (Guthrie, Weber, & Kimmerly, 1993). As engaged readers succeed in searching, they use strategies for integrating information (Dole, Duffy, Roehler, & Pearson, 1991) from expository and narrative texts (Graesser, Gold

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Gaining and Losing Voice: A Longitudinal Study of Students' Continuing Impulse to Learn Across Elementary and Middle Level Contexts

Cited by 49 publications

References 23 publications

Personal factors as predictors of students academic achievement in colleges of education in South Western Nigeria

Personal factors as predictors of students academic achievement in colleges of education in South Western Nigeria

Effective Literacy Instruction for Adolescents

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

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