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1.
An innovative learning environment is the current outcome of the constructivist approach, the essence of which is co-construction of knowledge in an Information and Communication Technology (ICT) environment. We examined how Israeli students perceived 10 characteristics of their classroom learning environment—student cohesiveness, teacher support, involvement, task orientation, investigation, cooperation, equity, differentiation, computer usage and young adult ethos. Particular foci were students’ perceptions of the actual state of their learning environment compared with the preferred state, and which characteristics predicted students’ cooperation. Participants were 1022 students in 33 classes from 12 computerised elementary and middle schools in Israel. Data were collected using the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI). Results indicated a gap between the actual and the preferred states for all characteristics, although the scope of these gaps differed between elementary-schools students and middle-school students for certain characteristics. Structural equation modelling (SEM) analysis indicated that nine characteristics of the innovative environment in both actual and preferred states were related to cooperation, with these relations being primarily direct with the exception of teacher support and differentiation which had an indirect influence. Teacher support was mediated through student cohesiveness, involvement, equity and young adult ethos, whereas differentiation was mediated through investigation. Evaluation of the innovative learning environment might lead to better insights regarding the behaviours and needs of twenty-first century students in Israel’s education system. These insights could advance constructivist processes and teaching methods and bring the students to effective cooperative learning in an innovative learning environment. 相似文献
2.
《The Journal of educational research》2012,105(5):399-402
ABSTRACT In the learning environment, teacher–student interaction plays a major role in influencing the cognitive and affective development of students. Teacher–student interaction is also an important parameter of educational quality. Teachers’ and students’ preferences of teacher interpersonal behavior are linked to their individual characteristics and styles. The author examined students’ and teachers’ thinking styles and their preferences for teacher–student interpersonal behaviors. A total of 325 students and 146 teachers from 2 secondary schools were involved in this study. The results show that there were divergences between students’ and teachers’ thinking styles and their preferences of teacher interpersonal behavior. Convergences between students and teachers were also found, as both had preferences for cooperative teacher interpersonal behavior. 相似文献
3.
Marlies Baeten Filip Dochy Katrien Struyven Emmeline Parmentier Anne Vanderbruggen 《Learning Environments Research》2016,19(1):43-62
The use of student-centred learning environments in education has increased. This study investigated student teachers’ instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and approaches to learning were measured by means of questionnaires. Results showed that most students preferred teacher direction, cooperative learning and knowledge construction, and adopted a deep approach. Moreover, significant correlations were found between approaches to learning and instructional preferences. Students adopting a deep approach preferred knowledge construction and cooperative learning, while students adopting a surface approach had a preference for teacher direction and passive learning. 相似文献
4.
Modern cooperative learning began in the mid- 1960s (D. W. Johnson & R. Johnson, 1999a). Its use, however, was resisted by
advocates of social Darwinism (who believed that students must be taught to survive in a “dog-eat-dog” world) and individualism
(who believed in the myth of the “rugged individualist”). Despite the resistance, cooperative learning is now an accepted,
and often the preferred, instructional procedures at all levels of education. Cooperative learning is being used in postsecondary
education in every part of the world. It is difficult to find a text on instructional methods, a journal on teaching, or instructional
guidelines that do not discuss cooperative learning. Materials on cooperative learning have been translated into dozens of
languages. Cooperative learning is one of the success stories of both psychology and education. One of the most distinctive
characteristics of cooperative learning, and perhaps the reason for its success, is the close relationship between theory,
research, and practice. In this article, social interdependence theory will be reviewed, the research validating the theory
will be summarized, and the five basic elements needed to understand the dynamics of cooperation and operationalize the validated
theory will be discussed. Finally the controversies in the research and the remaining questions that need to be answered by
future research will be noted. 相似文献
5.
6.
《The Journal of educational research》2012,105(6):442-448
ABSTRACT The authors examined the nature of dominant students in Grades 3–5 in a midwestern school system in the United States. Previous research has indicated 2 ways a student may gain dominance—through bullying and prosocial behaviors. A cluster analysis for dominant children was conducted using social interdependence attitude scores, children's self-reports of bullying and prosocial behaviors, and teacher reports of bullying and prosocial behaviors. Dominant children were clustered into cooperative-prosocial, competitive-aggressive, and individualistic groups. Competitive-aggressive children received higher teacher ratings of dominance than did cooperative-prosocial children, there was no significant among the clusters on perceived leadership by peers, and cooperative-prosocial children tended to have teachers who used more cooperative learning in their classroom. 相似文献
7.
This study evaluated a professional learning approach using a core team (CT) model to assist primary (elementary) schools to develop whole-school collaborative conflict resolution processes. Thirteen schools were matched and randomly assigned to the enhancing relationships in school communities programme (n?=?10) or a non-programme control group (n?=?3). Programme schools provided a core (professional learning) team, who attended professional learning days, and disseminated programme content throughout their schools. Programme schools also received one full school staff workshop. After one year, CT participants were more likely to apply a collaborative conflict resolution model to problem scenarios and report greater knowledge and skills compared to non-programme-school control participants. Compared to the non-programme control group, non-core team programme school staff described using more cooperative approaches to handling conflict, especially when they had received more professional development from their CT. Programme school teachers taught more hours conflict resolution curriculum, and increases in hours taught by programme (but not control) teachers were associated with teacher reported increases in student understanding and use of cooperative methods. Patterns also supported a role of self-efficacy in implementation. The potential usefulness of a CT professional learning model for assisting schools to develop cooperative conflict resolution approaches was supported. 相似文献
8.
Inne Vandyck Rick de Graaff Albert Pilot Jos Beishuizen 《Learning Environments Research》2012,15(3):299-318
School?Cuniversity partnerships (SUPs) are considered a way of improving teacher education. For the successful implementation of such partnerships, cooperation between the different stakeholders is of crucial importance. Therefore, most partnerships are organised in short- and long-term teams, which are usually composed of teachers, student teachers and representatives of the university faculty. This study focused on the collaboration process of a team of modern language teachers who work and learn together in a teacher community. The aim of this study was to investigate how to design a learning environment that stimulates community development in these teams, applying the cooperative learning model of Johnson and Johnson in Learning together and alone: cooperative, competitive, and individualistic learning. Allyn and Bacon, Boston, (1999). Based on this model, design principles were developed to stimulate community development in this group. Community development was measured through observations of the meetings of the group, using the community model of Admiraal, Lockhorst and van der Pol described in this issue. The five principles found relevant in this SUP team were profiling the group as an identity, equivalent cooperation, rotating the chairperson, reflecting on the collaboration and giving feedback on the products made in the group. 相似文献
9.
Educational researchers have suggested that the tension between the learner‐centred and teacher‐centred pedagogies represents a real classroom issue that influences teaching and learning. This issue may be particularly significant in East‐Asian countries such as Taiwan due to some cultural influences. For example, teacher authority is highly valued in the culture. Accordingly, the present study aims to develop a questionnaire—the Teacher Authority Survey (TAS), with actual and preferred versions—to explore students’ perceptions/preferences regarding teacher authority in the earth science course. The relationships among students’ perceptions/preferences for teacher authority, learning attitudes, and learning achievements were investigated. Six hundred and seventeen Taiwanese high school students were administered the TAS, the earth science attitudinal questionnaire, and achievement assessment. Both exploratory and confirmatory factor analyses indicated that the TAS developed in this study has satisfactory validity and reliability measures. Correlation analysis indicated that the classrooms more oriented to learner‐centredness were correlated with more favourable attitudes toward learning. Moreover, three clusters of preferred teacher authority—namely, teacher‐centred authority, uncertain authority, and sharing authority—were identified. Students who preferred sharing authority tended to have more favourable learning attitudes, whereas students in the uncertain authority group seemed to have lower earth science attitudes and achievements. 相似文献
10.
This study investigated the predictiveness of preferred learning styles (competitive and cooperative) and classroom climate (teacher support and disciplinary climate) on learning strategy use in mathematics. The student survey part of the Programme for International Student Assessment 2003 comprising of 4633 US observations was used in a weighted ordinary least squares multiple regression framework to predict learning strategy from preferred learning styles and classroom climate while controlling for self-efficacy and demographic variables. The results showed that preferred learning styles were the most important predictors of learning strategies used in mathematics. Educational implications were discussed. 相似文献
11.
Paul J. White Ian Larson Kim Styles Elizabeth Yuriev Darrell R. Evans P.K. Rangachari 《高等教育研究与发展》2016,35(3):619-633
The conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1000 students. A phased approach was used, involving nine staff in a pilot phase during which a common vision and principles were developed. In short, our approach was to mandate a move away from didactic lectures to classes that involved students interacting with content, with each other and with instructors in order to attain domain-specific learning outcomes and generic skills. After refinement, an implementation phase commenced within all first-year subjects, involving 12 staff including three from the pilot group. The staff use of active learning methods in classes increased by sixfold and sevenfold in the pilot and implementation phases, respectively. An analysis of implementation phase exam questions indicated that staff increased their use of questions addressing higher order cognitive skills by 51%. Results of a staff survey indicated that this change in practice was caused by the involvement of staff in the active learning approach. Fifty-six percent of staff respondents indicated that they had maintained constructive alignment as they introduced active learning. After the pilot, only three out of nine staff agreed that they understood what makes for an effective active learning exercise. This rose to seven out of nine staff at the completion of the implementation phase. The development of a common approach with explicit vision and principles and the evaluation and refinement of active learning were effective elements of our transformational change management strategy. Future efforts will focus on ensuring that all staff have the time, skills and pedagogical understanding required to embed constructively aligned active learning within the approach. 相似文献
12.
Joe D. Nichols 《Educational Research and Evaluation》2013,19(3):246-260
ABSTRACT The effects of cooperative group learning on students’ persistence, self‐regulation, and efforts to please teachers and parents were examined. Eighty‐one high school geometry students were randomly assigned to either a cooperative learning or traditional lecture group. Twenty‐seven students received cooperative group instruction for nine weeks and then received traditional classroom instruction for nine weeks. Twenty‐five students received traditional instruction for nine weeks and then received cooperative group instruction for nine weeks. Twenty nine students received traditional classroom instruction for 18 weeks. Participants completed pre, post, and post‐posttest motivation questionnaires at each phase of the project. Students in the cooperative group classrooms exhibited significantly greater gains in persistence, self‐regulation, and efforts to please their parents and teacher. The implications of these findings for motivation theory and cooperative group structures are discussed. 相似文献
13.
Yi-Ping Huang 《高等教育研究与发展》2019,38(6):1183-1196
ABSTRACTRecent research on English-medium instruction (EMI) has examined university instructors’ professional identities in science and social science rather than in the humanities. To fill the gap, this qualitative case study explores the ways in which 13 university instructors in law and the humanities in Taiwan perceived their identity and exercised their agency as teachers. The findings indicated that these instructors had three ideal teacher identities, including educators in global and local contexts, subject matter instructors, and EMI instructors. Each determined teachers’ choice, design, and enactment of EMI practices, as well as their notions of language use and objectives. This study highlights the primacy of preferred teacher identities in the manifestation of teacher agency, identifies enabling and constraining effects of teacher agency, and emphasizes the significant roles of discipline-specific communities and ethnicity and nationality in EMI practices. As such, teacher identities should be taken into consideration in professional development to empower instructors to take actions that maintain their commitments to EMI. 相似文献
14.
Ying Guo Laura M. Justice Brook Sawyer Virginia Tompkins 《Teaching and Teacher Education》2011,27(5):961-968
This study examined how teacher (teaching experience, perceptions of teacher collaboration and teacher influence) and classroom (children’s engagement) characteristics predicted teacher self-efficacy for 48 preschool teachers in the U.S. Results showed a significant interaction effect between teachers’ perceptions of collaboration and children’s engagement in predicting teachers’ reported self-efficacy. Specifically, a higher level of children’s engagement was associated with a higher level of teacher self-efficacy when teachers worked in preschool with high levels of staff collaboration. Teacher experience and influence in decision-making were not related to teacher self-efficacy. Implications for early childhood teacher education and professional development are discussed. 相似文献
15.
Theresa E. Egan Frances A. Wymbs Julie Sarno Owens Steven W. Evans Chelsea Hustus Darcey M. Allan 《Psychology in the schools》2019,56(10):1633-1653
Teachers’ adoption and implementation of evidence‐based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers (N = 230), we examined (a) preference for attributes of school‐based interventions, (b) relative preference for three intervention packages with experimentally manipulated characteristics, and (c) teacher characteristics related to the above preference profiles. Intervention outcomes were the most important characteristics in teachers’ intervention decisions. Most teachers’ responses suggested preference for a social and emotional learning program (57.9%) or school‐based consultation for behavioral interventions (35.8%); a small group of teachers preferred a general support intervention (5.8%). Teachers preferring the general support intervention reported greater mental health symptoms, lower mental health literacy and lower confidence in program effectiveness than peers preferring other interventions. Implications for intervention development and future directions are discussed. 相似文献
16.
张智 《云南师范大学学报(哲学社会科学版)》2004,36(5):108-112
社会互依性理论是理论、研究和实践良好结合的范例 ,主要研究人们在合作性或竞争性互依时的行动效率、内在心理过程、互动方式及其结局。本文分析了社会互依性理论的发展脉络与框架内涵。讨论了戴维·约翰逊提出的团队背景下的积极互依、个体职责、促进式互动、社交技能、组进程、竞争与努力条件等合作学习的关键要素。提出学校教育应从知情意行入手 ,通过开展合作性学习、倡导学习型团队 ,教会学生建构性地管理和解决冲突 ,减少消极互动和不良行为 ,促进心身健康。 相似文献
17.
Susana Padeliadu 《欧洲特需教育杂志》2013,28(3):210-226
ABSTRACT This study investigates the preferences of students with learning disabilities regarding the location in which they receive help and the person from whom to get help. The attitudes of students with learning disabilities towards school as a function of the time they spend in the mainstream and their characteristics were also investigated. Results of the structured interviews and survey statements of 150 students indicated that they preferred receiving extra help in the special education class from the special education teacher. Students’ preferences for setting or teacher were not related to age, sex, IQ or academic achievement level, nor to the time students spent in the mainstream. The students expressed a positive attitude towards school in general, and towards their teachers, their classmates and the schoolwork in particular. 相似文献
18.
教师学习是教师专业发展的核心路径.对教师学习的本质、影响因素与路径特征等三个根本性问题的探究,是实现高质量教师专业发展与教师队伍建设的逻辑起点.采用文献分析法,对最近十年的93篇相关文献进行编码分析后发现,教师学习是"系统中的"和"交互下的",其本质是个体与系统多重互动中教师整体变化的过程,它受到教师所在整个系统的复杂影响,呈现出"三个面向"与"三重取向"的路径特征:面向复杂教育教学实践,实践取向的教师学习成为趋势;面向差异化教师,个性化教师学习正在发育;面向多变环境,线上线下混合式学习或将成为教师学习新常态.复杂性、整体性、系统性、交互性、实践性、差异性等是当前理解教师学习的关键词,日常化、校本化、团队化、高科技化等成为教师学习实践的发展趋势. 相似文献
19.
A Model for Staff Development in Information Technology within Initial Teacher Training Institutions
Shiona McDonald 《Technology, Pedagogy and Education》2013,22(1):65-75
ABSTRACT This paper reflects on the uptake of information technology (IT) as a delivery strategy in the learning and teaching processes and suggests that it is no longer satisfactory from the pupils' perspective to leave this to informal staff development strategies. The ability to use IT appropriately and effectively in the classroom must be thoroughly embedded in the pedagogy of teacher training institutions. For this to happen, these institutions need to adopt interventionist strategies for staff development so that learning through IT is a process that all student teachers experience, evaluate and learn to manage in the classroom situation. This paper examines a project for staff development in IT in a particular college and, following on the project's success, offers it as a possible model for successful staff development in IT. 相似文献
20.
This study, involving the modification, validation and use of a learning environment questionnaire for both kindergarten students and their parents, is significant because prior learning environment research has normally involved neither parents nor such young students. A questionnaire, which was based on the What Is Happening In this Class? and assessed actual and preferred teacher support, involvement, cooperation and equity, exhibited sound factorial validity, internal consistency reliability and the ability to differentiate between classrooms. Parents perceived a more favourable actual classroom environment than students, but students preferred a more favourable environment than parents. Associations were found between kindergarten students’ achievement and attitudes and the nature of the learning environment. 相似文献