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1.
A common problem in education is getting students to cooperate effectively in groups during learning. Because interdisciplinary research has established that cooperation is sensitive to specific contextual factors such as reciprocity, friendship and benefit, similar factors could be shaping student interactions in contemporary classroom environments. The present article reports an initial investigation of this idea by examining how student perceptions of their classroom environment relate to their willingness to expend energy and resources on classmates (through helping). This was accomplished through the structural equation modeling of survey data collected from 845 undergraduate life sciences students from 41 laboratory classrooms at a research-intensive university. Characteristics of the classroom social environment previously associated with benefits in other contexts also predicted (reciprocity β = 0.576; friendship β = 0.156) the educational benefit that students perceive as coming from their classmates. This perceived benefit in turn was highly associated (β = 0.605) with student willingness to expend resources on classmates (i.e. their prosocial disposition). Also both reciprocity (β = 0.298) and perceived benefit (β = 0.403) concurrently predict a student’s support for enforcing cooperation in the classroom. Potential insights into the contribution of classroom social environment to student dispositions towards cooperation are discussed.  相似文献   

2.
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3.
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   

4.
This literature review explored educational change trends as reflected in the first 15 years of the Journal of Educational Change (JEC), from 2000 to 2014. The examination of 52 articles accounting for 61% of the Journal’s historical citations indicated that the JEC has evolved through five periods, which relate to ‘waves of educational change’ beyond the Journal itself. At the center of this development there has been a process of de-centering of Anglo-American perspectives on educational reform, pushed both by an increasing pessimism among U.S. and U.K. scholars regarding their countries’ reforms and by systematic evidence that other educational systems are achieving better student learning outcomes. The aforementioned evolution also shows a shift from more conceptual works by the field’s historical leaders toward more empirical research conducted by emergent scholars. After discussing the predominant concept of educational change, the major silences in the reviewed literature, and what this evolution in the JEC says about the field of educational change at large, the paper ends reflecting on challenges as a new generation of scholars begins to enter the conversation.  相似文献   

5.
Chemistry knowledge can be represented at macro-, micro- and symbolic levels, and learning a chemistry topic requires students to engage in multiple representational activities. This study focused on scaffolding for inter-level connection-making in learning chemistry knowledge with graphical simulations. We also tested whether different sequences of representational activities produced different student learning outcomes in learning a chemistry topic. A sample of 129 seventh graders participated in this study. In a simulation-based environment, participants completed three representational activities to learn several ideal gas law concepts. We conducted a 2 × 3 factorial design experiment. We compared two scaffolding conditions: (1) the inter-level scaffolding condition in which participants received inter-level questions and experienced the dynamic link function in the simulation-based environment and (2) the intra-level scaffolding condition in which participants received intra-level questions and did not experience the dynamic link function. We also compared three different sequences of representational activities: macro-symbolic-micro, micro-symbolic-macro and symbolic-micro-macro. For the scaffolding variable, we found that the inter-level scaffolding condition produced significantly better performance in both knowledge comprehension and application, compared to the intra-level scaffolding condition. For the sequence variable, we found that the macro-symbolic-micro sequence produced significantly better knowledge comprehension performance than the other two sequences; however, it did not benefit knowledge application performance. There was a trend that the treatment group who experienced inter-level scaffolding and the micro-symbolic-macro sequence achieved the best knowledge application performance.  相似文献   

6.
To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill’s First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level (t(40) = ?1.432, p = 0.08, ES = 0.4) and at the Problem Solving level (U = 142.5, N1 = 21, N2 = 21, p = .02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level (t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (χ2 (2, N = 40) = 3.585, p = 0.09).  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.
This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.  相似文献   

9.
The purpose of the current study was to estimate reliability, internal consistency and construct validity of the Measure of Instruction for Creative Engagement (MICE) instrument. The MICE uses an iterative process of evidence collection and scoring through teacher observations to determine instructional domain ratings and overall scores. The results demonstrated the sound inter-observer reliability, teacher stability and score validity of the MICE. We found (a) a low proportion of rater variance (0.14–5.99%), (b) moderate to highly correlated within-teacher ratings ranging from r(17) = 0.663, p < 0.01 to r(17) = 1.000, p < 0.01 and (c) a statistically-significant difference between classroom teachers and teaching artists, t(56) = 7.37, p = 0.000. These results relate to the development of classroom environment instruments and the substantive development of pedagogy that supports creative thinking and behaviours, both of which are a priority for enhancing teacher accountability and student learning.  相似文献   

10.
The main purpose of the study is to develop a Facebook Effect Scale on Teacher Quality (FESTQ) based on the pedagogical content knowledge, technological pedagogical content knowledge and lifelong learning frameworks. Study participants comprised 556 teachers. Explanatory factor analysis and confirmatory factor analysis were conducted in the development and testing of the FESTQ. The results showed that the FESTQ is reliable and valid to measure Facebook effect on teacher quality. The FESTQ consists of 40 positive six-point Likert-type items along with six factors, instructional knowledge for in-class applications, general culture knowledge, individual characteristics, instructional knowledge related to student characteristics, instructional knowledge for preparing an assessment tool and special content area knowledge. The psychometric properties of the FESTQ, the study limitations and suggestions for future studies are discussed.  相似文献   

11.
This study examines gender differences of teachers on their mathematical knowledge for teaching in the context of single-sex classrooms in Saudi Arabia. A translated version of the Mathematical Knowledge for Teaching (MKT) instrument (Learning Mathematics for Teaching [LMT], 2008) in Number and Operation Content Knowledge (CK) and Knowledge of Content and Student (KCS) scales were administered to 197 teachers (146 male and 51 female). Two-sample t test and multiple regression were conducted to compare the two groups and test the effect of teacher background variables. Female teachers significantly scored better than their male counterpart. Gender, years of teaching experience, and specialization significantly predicted teachers’ content knowledge, F(3, 187) = 13.180, explaining 41.8 % of the variance. Only gender and specialization significantly predicted teachers’ knowledge of content and student, F(2, 191) = 6.335, explaining 24.9 % of the variance. Further comparing items in the MKT instrument where female teachers outperformed male teachers confirmed that female teachers were better in attending to the content knowledge in the context of student’s learning.  相似文献   

12.
A concept map is a node-link diagram in which each node represents a concept and each link identifies the relationship between the two concepts it connects. We investigated how using concept maps influences learning by synthesizing the results of 142 independent effect sizes (n = 11,814). A random-effects model meta-analysis revealed that learning with concept and knowledge maps produced a moderate, statistically significant effect (g = 0.58, p < 0.001). A moderator analysis revealed that creating concept maps (g = 0.72, p < 0.001) was associated with greater benefit relative to respective comparison conditions than studying concept maps (g = 0.43, p < 0.001). Additional moderator analyses indicated learning with concept maps was superior to other instructional comparison conditions, and was effective across science, technology, engineering, and math (STEM) and non-STEM knowledge domains. Further moderator analyses, as well as implications for theory and practice, are provided.  相似文献   

13.
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   

14.
Team teaching is becoming more common in undergraduate programmes of study although the relative merits to the more traditional individually taught courses have not been determined for best practice. For this study, 15 final-year undergraduate computer science students were interviewed to gain insight into their learning experiences. A thematic analysis of the interview data identified the perceived advantages and disadvantages of each mode of teaching. The advantages of individually taught courses included: consistency of content delivery and advice, familiarity with the lecturer’s teaching style and better continuity of the subject content. The disadvantage of individually taught modules included missing knowledge, compared to a team approach. Advantages of team-taught modules included: greater insight into a topic delivered by multiple team members. Disadvantages included: content overlap, conflicting messages relating to assessment, team members not taking ownership of their roles and responsibilities and a belief that overall team failure is worse than individual failure to deliver a module well. The results revealed that individually taught modules were generally preferred to team-taught modules. A set of best practice recommendations are proposed to address the challenges when delivering team-taught teaching and become more student focused.  相似文献   

15.
This paper presents the experience of going to scale of Escuela Nueva, an educational innovation that started in Colombia and has influenced educational policy in several countries around the world during the last 30 years. The paper is based on the experience of the leaders of the innovation and its expansion over time. As an insider´s perpective, it relies on the knowledge of senior staff of Fundación Escuela Nueva and on the published evidence and experience accumulated during the decades following the creation of the innovation. The paper describes the context where Escuela Nueva was created and the practices of participating students, teachers, schools administrators and parents when undergoing learning and teaching. It presents the conceptual underpinnings of the innovation, and discusses existing evidence of impact of Escuela Nueva on students, teachers and parents. It then examines the experience of bringing Escuela Nueva to scale, using a three-stage framework: learning to be effective, learning to be efficient and learning to expand. The paper then discusses key factors for success, and the challenges of scale, impact and sustainability, and advances the argument that good design, adequate implementation and sustained support are essential to take an innovation to scale. To conclude, the following four key lessons of Escuela Nueva to the educational change field are discussed : (1) Teachers and students need to be the key actors of the change; (2) the proposed improvements have to be easily replicable within existing conditions; (3) the attitudinal change of teachers is positively affected as a result of demonstrating that the model was feasible, a good fit for its beneficiaries and that they could do it; and (4) a systemic approach is necessary to impact simultaneously on the critical factors of success.  相似文献   

16.
The increasing calls for diversity research signal a need to explore contemporary learning and instruction strategies that respond to diversity in courses and curricula. The major objective of this research was to measure the level of openness to diversity and challenge (ODC) among college students as a function of their perceived constructivist learning environment in traditional lecture-based courses (LBE) and seminars (SM). The study included 243 undergraduate students. Data were gathered using the Constructivist Learning in Higher Education Settings scale (CLHES), which measures students’ perceptions of the occurrence of constructivist practices in learning environments along three dimensions of constructive activity, teacher–student interaction and social activity, and the Openness to Diversity and Challenge scale. Structural equation modelling (SEM) results indicated a positive connection between the general factor of CLHES and ODC over and above several pre-entry variables such as gender and culture. According to a further SEM analysis, the social activity variable mainly explained the ODC variable whereas the teacher–student interaction factor was mainly connected to the constructive activity variable. Multivariate analysis of variance results indicated that students enrolled in SM perceived this environment as more constructivist and reported having higher levels of feelings of ODC than LBE students. Interpretation of these findings, in conjunction with theory, applications, and implications for future research are discussed.  相似文献   

17.
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   

18.
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   

19.
Mobile serious educational games (SEGs) show promise for promoting scientific practices and high engagement. Researchers have quantified this engagement according to flow theory. This study investigated whether a mobile SEG promotes flow experience and scientific practices with eighth-grade urban students. Students playing the game (n = 59) were compared with students in a business-as-usual control activity (n = 120). In both scenarios, students worked in small teams. Data measures included an open-ended instrument designed to measure scientific practices, a self-report flow survey, and classroom observations. The game players had significantly higher levels of flow and scientific practices compared to the control group. Observations revealed that game teams received less whole-class instruction and review compared to the control teams. Game teachers had primarily a guide-on-the-side role when facilitating the game, while control teachers predominantly used didactic instruction when facilitating the control activity. Implications for these findings are discussed.  相似文献   

20.
To prepare Dutch students in education for critical situations in their professional life as a teacher, part of their training is to ask them to reflect upon their own experiences in their life as a child, a pupil and a student – experiences of crucial moments or with significant others which are still of the utmost importance to them. This article underlines the significance of so-called “experiential learning” in student career counselling. In this context, experiential learning is understood as an extension of in-depth reflection on critical incidents and critical persons in the biography of pre-service teachers. This reflection – customary and effective in Dutch teacher training – is a verbal process. However, this technique does not seem to be adequate for many students from other cultural backgrounds (e.g. second-generation descendants of migrant workers). By consequence, some of these students are not able to take newly offered information on board, but remain imprisoned in their own culture-related narrative, their own ethnic society of mind. Research has shown that for these students, psychodrama techniques, focusing on non-verbal and playful aspects of reflection, seem to be more suitable. The author of this article presents a sample case from a pilot study which used one of the psychodrama techniques called the empty chair. The findings of the pilot study are promising in the sense that experiencing different I-positions does seem to help students from other cultural backgrounds to develop agency in responding to hitherto unfamiliar and confusing situations.  相似文献   

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