学生参与评估模型研究的回顾与评论_1.docx

学生参与评估模型研究的回顾与评论 (三)综合各种测量模型的优势，利用各种数据收集方法，进行本土化测量模型建构学生参与概念的发展，研究取向的转型导致学生参与测量模型的转变当聚焦于学生参与的时间维度时，我们可以看到参与时间的概念已经从简单到复杂，发展出学术学习时间的概念站在多维学生参与测量模型的视角，我们可以看出学生参与是一种包括行为、认知和情感的多维建构，它不是学生的一个特征，而是一个受多种情境因素影响的过程性概念芬恩的测量模型最大的贡献也在于此，它用学生参与是一个漫长过程的视角解释了学生辍学、退学的深层原因，而弗雷德里克用“情境—个人需求—参与—结果”这种复杂的视角来理解学生参与的整个过程，相对于芬恩的观点来说，又是一个巨大的转型生态学视角下的系统互动学生参与模型将弗雷德里克所得出的幕后背景变量(如学校因素、课堂因素等)提到幕前，揭示出参与条件、参与倾向、参与状态、参与结果的深层互动关系，使学生参与的研究更加贴近自然情境下的教育研究从学生参与测量模型的不断发展来看，我们需要依据复杂的模型发展出大规模调查问卷，用教师和学生自陈报告相结合的方式来获得比较全面的数据但同时，还需要注意的是，仅仅针对学生参与的时间维度中的“学术学习时间”的测量，我们已经无法用大规模问卷调查的方式进行准确收集信息，学生参与的测量需要借助课堂观察单、访谈提纲等多种工具来收集相应数据。

国外学生参与的测量模型确实为我们提供了良好的理论基础，但我国也需要进行本土化信息收集，对国外的理论模型在中国的适切性进行验证，并建构适合于我国当下学校教育过程监测的学生参与测量模型参考文献：[1]Mosher, R., & MacGowan, B. Assessing Student Engagement in Secondary Schools: Alternative Conceptions, Strategies of Assessing, and Instruments. A Resource Paper for The University of Wisconsin Research and Development Center[EB/OL]. [2]Natriello, G. Problems in the Evaluation of Students and Atudent Disengagement from Secondary Schools[J]. Journal of Research and Development in Education, 1984,17：14～24.[3]Fisher, C. W., & Berliner, D. C.. Perspectives on Instructional Time[M]. New York: Longman, 1985.[4]Kuh, G. D. The National Survey of Student Engagement: Conceptual and Empirical Foundations[J]. New Directions for Institutional Research, 2009, 141：5～20.[5]Yazzie-Mintz, E. Voices of Students on Engagement: A Report on the 2006 High School Survey of Student Engagement[R]. Bloomington, IN: Center for Evaluation & Educational Policy. 2007：120～130.[6]Skinner, E. A., & Pitzer, J. R. Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience. In: S. L. Christenson, A. L. Reschly, & C. Wylie (ed), Handbook of Research on Student Engagement. New York: Springer. 2012,21～44.[7]Angell, L. R. Construct Validity of the Community College Survey of Student Engagement (CCSSE)[J]. Community College Journal of Research and Practice, 2009,33(7)：564～570.[8]Carroll, J. B. A Model of School Learning[J]. Teachers College Record, 1963,64：723～733.[9]Karweit, N. L. & Slavin, R. E. Measurement and Modeling Choices in Studies of Time and Learning[J].American Educational Research Journal, 1981, 18：157～171.[10]Nancy Karweit. Should We Lengthen the School Term?[J].Educational Researcher, 1985,14(6)：9～15.[11]Finn, J. D.,& Zimmer, K. Student Engagement: What is It? Why Does It Matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (ed), Handbook of Research on Student Engagement. New York: Springer, 2012,97～132.[12]Jennifer A. Fredricks, Phyllis C. Blumenfeld, Alison H .Paris. School Engagement: Potential of the Concept, State of the Evidence[J]. Review of Educational Research, 2004,74(1)：59～109.[13]Appleton. J. J., Christenson. S. L., & Furlong. M. J. Student Engagement with School: Critical Conceptual and Methodological Issues of the Construct[J]. Psychology in the Schools, 2008,45(5),371～372.[14]Ainley, M. Students Interest and Engagement in Classroom Activities. In: S. L. Christenson, A. L. Reschly, & C. Wylie(ed),Handbook of Research on Student Engagement. New York: Springer, 2012,283～302.[15]Lawson. M. A.,& Lawson. H. A. New Conceptual Frameworks for Student Engagement Research, Policy and Practice[J]. Review of Educational Research, 2013,83(3): 432～479.[16]Wylie, C., & Hodgen, E. Trajectories and Patterns of Student Engagement: Evidence from a In: S. L. Christenson, A. L. Reschly,& C. Wylie (ed),Handbook of Research on Student Engagement. New York: Springer, 2012,585～600.[17]Carroll, J. B. The Carroll Model: A 25-Year Retrospective and Prospective View[J]. Educational Researcher, 1989,18(1)：26～31.[18]Aronson, J., Zimmerman, J.,& Carlos, L. (1998). Improving Student Achievement by Extending School Time: Is it just a matter of time?[EB/OL]. 1998/2013-09-28.[19]Rumberger, R. W. High School Dropouts: A Review of Issues and Evidence[J]. Review of Educational Research, 1987,57(2)：101～121.[20]Finn, J. D. Withdrawing from School. Review of Educational Research, 1989,59(2)：117～142.[21]Reschly, A. L. & Christenson, S. L. Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct. In: S. L. Christenson, A. L. Reschly,& C. Wylie (ed),Handbook of Research on Student Engagement. New York: Springer, 2012,3.[22]Christenson, L. S. Families, Educators, and the Family-School Partnership: Issues or Opportunity for Promoting Childrens Learning Competence?[EB/OL]. 2003/2014-11-10.[23]Connell, J. P., & Wellborn, J. G. Competence, Autonomy, and Relatedness: A Motivational Analysis of Self-system Processes. In: M. R. Gunnar & L. A. Sroule (ed),Self Processes in Development: Minnesota S。