Individual differences in negative group work experiences in collaborative student learning   总被引：2，自引：0，他引：2  

Regina Pauli  Changiz Mohiyeddini  Diane Bray  Fran Michie  Becky Street 《教育心理学》2008,28(1):47-58

This paper reports the development of the Negative Group Work Experiences questionnaire (NGWE), an assessment tool for measuring negative experiences of group work. Study 1 involved two samples of undergraduate psychology students (second‐year sample n = 425; first‐year sample n = 443), who completed research modules incorporating substantial elements of assessed group work. Participants completed a 39‐item inventory designed to measure their negative experiences of group work as part of their general module evaluation. Exploratory and confirmatory factor analysis of the second‐year sample indicated four interpretable and reliable factors: lack of group commitment, group fractionation, task disorganisation, and storming. Confirmatory factor analysis of the first‐year data set confirmed and cross‐validated the factor structure of the second‐year sample. Study 2 (n > 254) confirmed the criterion validity of the NGWE. The NGWE is proposed as a useful tool for evaluating group processes, especially in large group teaching which involves collaborative group work.  相似文献   

The coming of the new distance educators in the United States: the telecommunications generation takes off     

Becky Duning 《Distance Education》1990,11(1):24-49

The progress of video telconferencing in American education offers striking evidence of some of the wider effects that telecommunications promises to have on distance education. The term ‘distance education’ itself is taking on broad new meanings that separate it from traditional correspondence study. The growing acceptance of video telecommunications foreshadows the coming of a new generation of distance educators who see themselves as having less in common with correspondence study professionals than with each other.

Video applications to education are galvanizing educational structures in the United States, bringing profound change to every level. The impetus for this proliferating activity and the transformation that it is bringing lies neither with traditional distance educators nor, for the most pan, with higher education as a whole. The forces driving these developments are highly fluid but can be traced to an array of societal demands and an emerging perception of learners' needs that is ushering the users of technology into roles formerly held by distance educators. Above all, these forces give every indication of insuring that the new image of distance education will not only be pervasive but will be reflected on a video screen.  相似文献   

Secondary school educational practitioners’ experiences of school attendance problems and interventions to address them: a qualitative study     

Katie Finning  Kate Harvey  Darren Moore  Tamsin Ford  Becky Davis  Polly Waite 《Emotional and Behavioural Difficulties》2018,23(2):213-225

School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems.  相似文献   

Differential effectiveness of alternative middle-school science sequences for students of different ethnicities     

Long  Christopher S.  Fraser  Barry J.  Sinclair  Becky 《Learning Environments Research》2020,23(1):87-99

Learning Environments Research - For a sample of 367 middle-school students in the USA, learning environment criteria were used to evaluate two alternative science curriculum sequences...  相似文献   

Socio-cultural change and the perception of children as burdens     

Richard D. Logan 《Child abuse & neglect》1979,3(3-4)

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Interactions at a distance     

Judi Repman  Suzanne Logan 《TechTrends》1996,41(6):35-38

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Students’ Perceptions of the Value of Using Videos as a Pre-class Learning Experience in the Flipped Classroom     

Taotao Long  Joanne Logan  Michael Waugh 《TechTrends》2016,60(3):245-252

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Tennessee Promise: A Response to Organizational Change     

Ben Littlepage  Teresa Clark  Randal Wilson  Logan Stout 《Community College Journal of Research & Practice》2018,42(6):379-388

Community colleges in Tennessee, either directly or indirectly, experienced unprecedented change as a result of Tennessee Promise. The present study explored how student support service administrators at three community colleges responded to organizational change as a result of the Tennessee Promise legislation. Investigators selected community colleges for the multi-site case study because the legislative impact would be actualized by the preparations made to serve incoming Promise recipients. The delivery of orientation services framed organizational change because the service staff facilitate connections and provide information to incoming students. Challenges like a shifting population, ill-equipped infrastructure, inadequate remediation support, heightened interest for social engagement opportunities, misinformation, and unmet fiscal needs left administrators seeking coherence through the change process. Investigators found community college administrators react to change similarly. Administrators acknowledged change as continuous, created a culture of innovation among stakeholders, and were not afraid to fail as responses to the organizational change phenomenon.  相似文献   

Science Career-Related Possible Selves of Adolescent Girls: A Longitudinal Study     

Becky Wai-Ling Packard  Dam Nguyen 《Journal of Career Development》2003,29(4):251-263

This paper uses a possible selves theoretical framework to examine whether and how adolescent girls' images of themselves as future scientists change during their transition from high school to college. Forty-one female high school graduates from diverse ethnic and socioeconomic backgrounds, who had enrolled in an intensive math and science program while in high school, participated in interviews focused on their perceptions of factors that influenced their career plans over time. Participants suggested that career-related internships and intensive academic programs, especially those that yielded important mentoring relationships, were contexts in which they negotiated career-related possible selves and subsequent career plans.  相似文献   

Modernist Reductionism or Post-structuralist Relativism: Can we move on? An Evaluation of the Arguments in Relation to Feminist Educational Research     

Becky Francis 《Gender and education》1999,11(4):381-393

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