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1.
This study examines Finnish apprenticeship training stakeholders’ perceptions of vocational expertise and experiences of workplace learning and guidance. The semi-structured interview data was collected in 2015 in two vocational fields: the social and health care services sector (five workplaces) and the technology sector (five workplaces). The sample (N = 40) consisted of apprentices (n = 10), their co-workers (n = 10), workplace trainers (n = 10) and employers (n = 10). The study applies the classifications of natural abilities and self-regulation to identify the most important individual characteristics related to vocational expertise. The socio-cultural approach to workplace learning and guidance illustrate that vocational expertise also develops from external support through participation and guidance in everyday interactions in the contexts of education and work. The data was analysed using qualitative content analysis. The findings indicate that individuals with fluent cognitive skills (e.g., problem solving skills) combined to advanced social skills, self-awareness and self-regulation are perceived as vocational experts. The apprenticeship training was considered to draw upon an extensive learning environment to facilitate an apprentice’s vocational development by offering access to authentic work tasks and collective support by experienced workers. Yet, the lack of time, resources and pedagogical approaches were found to hinder individual guidance and reciprocal workplace learning between apprentices and experienced workers. The workplaces were shown to provide fruitful learning possibilities for those apprentices with strong self-regulatory skills. 相似文献
2.
Hilde Hofslundsengen Bente Eriksen Hagtvet Jan-Eric Gustafsson 《Reading and writing》2016,29(7):1473-1495
This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls) from 12 preschools in Norway. The preschools were randomly assigned to the experimental group with the invented writing program, or the control group with the ordinary program offered to preschoolers. The classroom-based programs (40 sessions) were conducted by the children’s regular teachers. The children’s emergent literacy skills were evaluated using a pre-test, a post-test and a follow-up test 6 months later, and the data were analyzed using latent autoregressive models. The results showed that the invented writing group performed significantly better than the control group on the post-test for the measures of phoneme awareness (d = .54), spelling (d = .65) and word reading (d = .36). Additionally, indirect effects were observed on the delayed follow-up tests on phoneme awareness (d = .45), spelling (d = .48) and word reading (d = .26). In conclusion, we argue that invented writing appeared to smooth the progress of emergent literacy skills in preschool, including the subsequent reading development in school. Contextualized in a semi-consistent orthography and a preschool tradition that does not encourage the learning of written language skills, the findings add to our knowledge of how children learn to write and read. 相似文献
3.
The current intervention study investigated the sustained effectiveness of phonological awareness training on the reading development of 16 children in French immersion who were identified as at-risk readers based on grade 1 English measures. The intervention program provided children from three cohorts with supplemental reading in small groups on a withdrawal basis. Children in the experimental group (n = 5) received English phonological awareness training in combination with letter-sound correspondence instruction twice per week for 18 consecutive weeks, while those in the control condition (n = 7) engaged in English vocabulary-building activities. Significant gains were made after the training and maintained for 2 years on both French phonological awareness and French word reading skills for the experimental group. Results suggest that a phonologically based intervention in English can effectively address phonological awareness deficits and facilitate reading acquisition for French immersion children who may be at-risk for later reading difficulties. 相似文献
4.
Irina Rosa Kumschick Valentina Piwowar Diemut Ophardt Victoria Barth Katharina Krysmanski Felicitas Thiel 《Zeitschrift für Erziehungswissenschaft》2017,20(1):93-113
The following study aims to explore whether a video- and problem-based learning (PBL) environment can be improved using cognitive tools. Our hypothesis is that direct instructions in a PBL setting enhance pre-service teachers’ learning outcomes in classroom management. To answer this research question, we implemented a pre-post-design within which we assigned 237 master students to two learning environments: Classic problem-based learning (PBL), where students acquired central theoretical concepts and empirical findings on dealing with disruptions in groups (n = 113) or instructed problem-based learning (I-PBL), where students received extensive theoretical instructions (n = 124) during the first two seminar sessions. In the framework of a longitudinal self-report assessment we found that (1) teacher self-efficacy in the subscales “student engagement”, “instruction” and “classroom management competencies” increased in students of both groups. The highest increase was found in classroom management competencies. (2) In the evaluation with an objective measure students participating in the I?PBL group showed greater knowledge than students in the PBL group (multiple-choice test), and (3) regarding motivational processes students in the PBL group reported a higher degree of identification than students in the I?PBL group. 相似文献
5.
Siriporn Mikum Surachai Suksakulchai Settachai Chaisanit Elizabeth Murphy 《Education and Information Technologies》2018,23(2):659-679
Social media (SM) support new approaches to learning that rely on voluntary, peer-to-peer communication using devices and software provided and managed by students rather than on institutional course management systems. We present one case of such an approach with first-year university students (n = 86) in Thailand using SM for asking and answering questions between peers in a face-to-face computer-programming course. Encouraging students to ask questions about course content can result in improved performance. In general, understanding how students participate and what drives them to participate can provide insights into how universities and instructors can be socially ready. Students used SM during 10 weeks of an 18-week course. Each of four sections selected one form of SM as follows: Facebook [n = 33], Instagram [n = 21], Twitter [n = 21], and Line [n = 11]. The mixed-methods case study involved quantitative measures of how students participated and quantitative and qualitative measures of students’ perceptions of what drives or discourages their participation. Results revealed patterns in participation as follows: participation and motivation; passive and active participation; participation and sample size; participation and type of SM and; participation and student demographics. Implications for practice relate to the value of instructors’ understanding of the social incentives for student participation such as social recognition, gratification of needs and convenience. Implications for research focus on the value of investigating new forms of participation available to read-only participants and ‘lurkers’ using features of SM such as ‘liking’ and sharing. 相似文献
6.
Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word’s orthography, phonology, and semantics based on the word’s characteristics. In addition, a learner’s overall literacy skills should relate to whether they attempt to use words. In the present study, sixth graders (n = 66), seventh graders (n = 60), and eighth graders (n = 41) learned 25 academic vocabulary words in a supplementary academic vocabulary intervention and were then asked to use those words in short persuasive essay drafts. We measured whether these students attempted to use a word (a binary uses outcome) and the number of times a student used a word (a continuous attempts outcome) and used cross-classified random effects models to examine how (a) the orthographic, phonological, and semantic characteristics of words and (b) the students’ literacy-related characteristics related to their uses and attempts. For word characteristics, students were more likely to use and attempt high frequency than low frequency words. For student characteristics, students proficient on the state exam were more likely to use and attempt the words, and students learning English were less likely to attempt the words. Implications for vocabulary intervention and writing instruction are discussed. 相似文献
7.
The present educational design research involved analysing Finnish upper secondary school students’ participation in the improvement of their psychosocial and technology-enhanced physical learning environment (LE). It examined which LE characteristics students considered important when redesigning their LE, and whether they felt that their ideas for improvement had been taken into account in the LE change process and if there was an improvement in these characteristics. A Learning Environment Design (LED) framework balancing the various LE dimensions, namely, communality and individuality, comfort and health, novelty and conventionality, was utilised in the analysis for four sets of data collected for four cycles: (a) co-design activities (students, n = 11) and (b) student feedback (n = 175); (c) professional design evaluation (students, n = 2); and (d) student satisfaction survey (n = 83). Students considered all LE dimensions important. In addition, they felt that their wishes were generally taken into account in the redesign and also they perceived an improvement in most of the LE characteristics. Student involvement helped to avoid overly radical changes, fostered a participatory culture, and contributed to understanding what students view as important to their learning and wellbeing. The study demonstrated the usefulness of the LED-framework for LE design and suggests content-related design principles to serve as a starting point in LE improvement projects involving learners. 相似文献
8.
Lois R. Harris Gavin T. L. Brown Joanne Dargusch 《The Australian Educational Researcher》2018,45(1):125-140
Within self-regulated learning, learners exercise agency by setting targets, formatively monitoring progress, and evaluating results in ways which inform their own goal attainment. However, in real-world classroom situations, assessment processes can elicit behaviours that are more ego-protective than growth-oriented. Resistance to teacher expectations in assessment can arise from the individual’s need to protect his or her own identity or ego within the psychosocial context of the classroom. In addition, resistance can arise from strategic choices learners make to cope with competing demands on their time and resources. Thus, students may exercise their agency by not following assessment expectations or protocols (e.g. lying, cheating, or failing to give their best effort). These choices seem to undermine assessment validity. This paper shares student voice data from the Measuring Teachers’ Assessment Practices (MTAP) project (n = 46 students in seven focus groups) in New Zealand and the Supporting Student-assessment Success (SSAS) Project (n = 108 first-year university students) in Australia. Both highlight the different ways students resist, subvert, or act in contention with assessment. These data show that students in both sectors do not always act in the growth-oriented ways that educators envision. Students reported exercising potentially maladaptive assessment agency via Assessment dishonesty, Purposeful underperformance, and Doing it alone. These categories were underpinned by three differing rationales: Protection, Strategic prioritisation, and Mini-max. Educators must be mindful of these potential student actions and motives, working to establish psychological safety within the learning environment, and making sure links between learning and assessment are clear. 相似文献
9.
Markus H. Hefter Kirsten Berthold Alexander Renkl Werner Riess Sebastian Schmid Stefan Fries 《Instructional Science》2014,42(6):929-947
Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are beneficial for developing deep understanding and well-grounded conclusions. We developed a 50-min training intervention to foster argumentation skills in the domain of ecology on topics related to sustainable development and analyzed its effects in a control-group design: (a) training intervention to foster argumentation skills (n = 41), (b) no such training intervention (n = 42). Results showed that this short-term training intervention successfully fostered three components of argumentation skills (i.e., evaluative knowledge, generative knowledge, and argument quality) and declarative knowledge about argumentation. The positive effect on declarative knowledge was stable 1 week after the training and it was mediated by learning processes during the training intervention: self-explaining the principles of argumentation underlying the video-based examples mediated the effect on declarative knowledge 1 week after the training. In short, the training intervention is an effective instructional method to enhance argumentation skills as well as declarative knowledge about argumentation. 相似文献
10.
Most middle and high school students struggle with reading and writing in science. This may be because science teachers are reluctant to teach literacy in science class. New standards now require a shift in the way science teachers develop students’ literacy in science. This survey study examined the extent to which science teachers report implementing science literacy practices from the Common Core Literacy in Science and Technical Subjects and the Next Generation Science Standards with their students. A survey detailing these practices was emailed to all secondary science teachers (N = 2519) in one northeastern state and 14% of them (n = 343) responded. Practices that aligned more closely with disciplinary literacy skills and strategies were implemented more often when compared to the practices aligned with intermediate literacy skills and strategies. Since the development and intermediate skills are important to support students’ literacy progression from foundational to disciplinary, secondary science teachers may not be providing enough support for their students to be competently literate in science, in a fundamental literacy sense. This, in turn, impacts students’ ability to use fundamental literacy skills toward knowledge-building in science, achieving a derived sense of science literacy. 相似文献
11.
Studies have shown that children benefit from a spelling pronunciation strategy in remembering the spellings of words. The current study determined whether this strategy also helps adults learn to spell commonly misspelled words. Participants were native English speaking college students (N = 42), mean age 22.5 years (SD = 7.87). An experimental design with random assignment, pretests, training, and posttests assessed effects of the pronunciation strategy on memory for the spellings of 20 hard to spell words. Half of the participants were trained to read the words by assigning spelling pronunciations during learning (n = 21). The comparison group (n = 21) practiced reading the words normally without the strategy. Strategy trained adults recalled significantly more words, total letters, silent letters, and schwa vowel letters correctly than controls. Poor spellers benefited as much if not more from this strategy as good spellers. Results support orthographic mapping theories. Optimizing the match between spelling units and sound units, including graphemes and phonemes, syllables, and morphemes, to create spelling pronunciations when words are read enhances memory for spellings of the words. As a result, higher quality lexical representations are retained in memory. Results suggest the value of teaching college students this strategy to improve their ability to spell words correctly in their written work. 相似文献
12.
Teaching systematic phonics effectively to beginning readers requires specialized knowledge and training which many primary grade teachers lack. The current study examined effects of a year-long mentoring program to improve teachers’ knowledge and effectiveness in teaching phonics and the extent that it improved students’ achievement in reading and spelling. Teachers in urban, lower SES schools completed a 45 h course followed by 90 h of in-school training. Mentors (N = 29) worked with kindergarten, 1st, 2nd, and 3rd grade teachers (N = 69) twice a week for 30 weeks during the year. Each visit included a 45 min prep period plus 45 min of modeling and feedback in the classroom. Mentors taught teachers how to provide systematic phonics instruction to their students (N = 1,336). Monthly ratings by mentors revealed that teachers improved their phonics teaching skills with many reaching the highest ratings by May. Teachers who were non-native speakers of English took a bit longer to learn the English sound system for letters, mainly because they lacked sufficient knowledge of English sounds and had to learn them. Given the increasing diversity of the teacher work force, future research is needed to study this difficulty, its solution, and impact on students. Teachers’ agreement with principles of phonics instruction remained strong or increased from fall to spring. Students’ reading and spelling skills showed large gains during the year and far exceeded effect sizes from comparable data sources. Students met grade-level expectations at the end of kindergarten and first grade but fell short in second and third grades. General education students outperformed bilingual/ELL and special needs students although all subgroups made large gains. Findings reveal the effectiveness of an intensive mentoring model of professional development applied to a subject that is difficult to teach and to a student population known for lower reading achievement. Findings point to the need for better pre-service teacher preparation coupled with appropriate curricula and PD from districts in order to improve students’ reading achievement. 相似文献
13.
Barley S. Y. Mak Alan C. K. Cheung Xin Guo Philip C. Abrami Anne Wade 《Education and Information Technologies》2017,22(6):2671-2691
The current paper examined the effects of A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All (ABRA), a web-based literacy programme developed by the the Centre for the Study of Learning and Performance (CSLP) at Concordia University, on primary school children in Hong Kong. The participants were 249 Primary 1 students from two low social economic status schools in Hong Kong and the two schools were well-matched on many demographic characteristics. All participating students were pre-tested in the fall and post-tested in the following spring. After adjusting for pretest differences, the treatment school scored significantly higher than the controls on three of the six outcome measures at post-tests: phoneme-grapheme correspondence (ES = +0.22, p < 0.05), phoneme segmentation (ES = +0.46, p < 0.00), and nonsense word fluency (ES = +0.22, p < 0.06). Both treatment and control students scored similarly on word reading, listening comprehension, and initial sound fluency. The outcomes of the study provides some promising evidence of the effects of ABRA on Chinese primary students in Hong Kong, especially on the enhancement of phonological skills, thus leading to early success in the formative years of learning English as a Second Language (ESL). Practical implications are discussed. 相似文献
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15.
While haptics (simulated touch) represents a potential breakthrough technology for science teaching and learning, there is relatively little research into its differential impact in the context of teaching and learning. This paper describes the testing of a haptically enhanced simulation (HES) for learning about buoyancy. Despite a lifetime of everyday experiences, a scientifically sound explanation of buoyancy remains difficult to construct for many. It requires the integration of domain-specific knowledge regarding density, fluid, force, gravity, mass, weight, and buoyancy. Prior studies suggest that novices often focus on only one dimension of the sinking and floating phenomenon. Our HES was designed to promote the integration of the subconcepts of density and buoyant forces and stresses the relationship between the object itself and the surrounding fluid. The study employed a randomized pretest–posttest control group research design and a suite of measures including an open-ended prompt and objective content questions to provide insights into the influence of haptic feedback on undergraduate students’ thinking about buoyancy. A convenience sample (n = 40) was drawn from a university’s population of undergraduate elementary education majors. Two groups were formed from haptic feedback (n = 22) and no haptic feedback (n = 18). Through content analysis, discernible differences were seen in the posttest explanations sinking and floating across treatment groups. Learners that experienced the haptic feedback made more frequent use of “haptically grounded” terms (e.g., mass, gravity, buoyant force, pushing), leading us to begin to build a local theory of language-mediated haptic cognition. 相似文献
16.
Formative assessment is considered to be a promising teaching practice for promoting teaching and learning processes. The implementation of teaching practices into instruction involves intervening with a learning environment that is characterised by certain features of instructional quality. Our study aims to contribute to the understanding of formative assessment by analysing the interplay between a formative assessment intervention and aspects of general instructional quality. In a quasi-experimental study design, 15 teachers participated in a control group (n = 361 students) and 20 teachers in the intervention classes (n = 498 students) implemented a curriculum-embedded formative assessment tool in their ninth-grade mathematics classes. No effects were found for the intervention on the assessed aspects of general instructional quality (process-oriented instruction, teacher–student relationship, effective use of instructional time). However, multilevel regression analyses revealed an interaction effect between the intervention and process-orientation and the effective use of instruction time. Our findings suggest that implementing formative assessment tools do not seem to suffice regarding changes in general instructional quality, but that an intervention with detailed material and guidelines can counterbalance effects of instructional quality, fostering students’ achievement in classes with lower degrees of process orientation and a less effective use of instructional time. 相似文献
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Muhammet Mustafa Alpaslan Bugrahan Yalvac Cathleen C. Loving Victor Willson 《International Journal of Science and Mathematics Education》2016,14(2):297-317
This article reports on an empirical exploration of the relations and strengths among Turkish grades 9–11 students’ (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation), and achievement in physics (course grades). Established instruments were used to collect data on these students’ beliefs about knowledge and components of self-regulated learning (SRL) such as goal orientations (extrinsic and intrinsic motivation) and learning strategies, critical thinking, and metacognitive regulation. Results from structural equation modeling revealed that students’ personal epistemologies directly influenced their motivation (extrinsic and intrinsic goal orientations), rehearsal and organization strategies, and metacognitive self-regulation to learn physics. Furthermore, students’ personal epistemologies indirectly (mediated through motivation beliefs) influenced rehearsal, elaboration and organization strategies, critical thinking, and metacognitive self-regulation to learn physics. Students’ ideas about knowledge and knowing about the source and development of knowledge significantly contributed to students’ self-regulatory skills and physics course grade. Implications and future directions are discussed. 相似文献
19.
Christopher A. Rates Bridget K. Mulvey David F. Feldon 《Journal of Science Education and Technology》2016,25(4):610-627
Components of complex systems apply across multiple subject areas, and teaching these components may help students build unifying conceptual links. Students, however, often have difficulty learning these components, and limited research exists to understand what types of interventions may best help improve understanding. We investigated 32 high school students’ understandings of complex systems components and whether an agent-based simulation could improve their understandings. Pretest and posttest essays were coded for changes in six components to determine whether students showed more expert thinking about the complex system of the Chesapeake Bay watershed. Results showed significant improvement for the components Emergence (r = .26, p = .03), Order (r = .37, p = .002), and Tradeoffs (r = .44, p = .001). Implications include that the experiential nature of the simulation has the potential to support conceptual change for some complex systems components, presenting a promising option for complex systems instruction. 相似文献