Promoting discussion in peer instruction: Discussion partner assignment and accountability scoring mechanisms          下载免费PDF全文

Chih‐Yueh Chou  Pin‐Hsun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):839-847

Peer instruction (PI) involves students answering questions and peer discussion learning activities. PI can enhance student performance and engagement in classroom instruction. However, some students do not engage in the discussions. This study proposes two mechanisms, discussion partner assignment and accountability scoring mechanisms, to form positive interdependence among students and individual accountability for each student to promote student discussions in PI. The evaluation results show that the student discussion rate with the promoting mechanisms is significantly higher than the rate without the mechanisms. The results from the questionnaire reveal that the mechanisms form positive interdependence and individual accountability to promote students to engage in the discussions.  相似文献   

Papier‐mach(in)e: Thinking with “sticky” paper in the cloud          下载免费PDF全文

Judith Enriquez‐Gibson 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1354-1366

There is nothing less about paper and its use when it comes to academic study as we experience increasingly converging media spaces and functionalities of online applications within the screens of our laptops, mobile phones and tablet devices. The paper persists, and the paperless office, classroom and pedagogy become nothing but pure rhetoric. Hence, it is most pertinent to focus on paper and its “stickiness” in maintaining educational structures and practices. Usually hidden from view or neglected in educational technology studies is a consideration on how we think and interact not only with our mind but also with our heads and limbs. This paper will argue that paper has a composite place or bearing, a kind of stickiness to our technologised bodies, digital mobilities and hybrid practices in what I have coined here as papier‐mach(in)e. This claim will be supported by evidence that demonstrates how we simply think both practically and pathically and that our mobilities in media and physical spaces are in one form or another meshed with paper. In fact, a drive towards a paperless classroom or pedagogy is without much foundation when it comes to mobilising a sustainable agenda for technology‐enhanced learning.  相似文献   

The Effects of Parental Behavior on Infants' Neural Processing of Emotion Expressions          下载免费PDF全文

Samantha Taylor‐Colls  R. M. Pasco Fearon 《Child development》2015,86(3):877-888

Infants become sensitive to emotion expressions early in the 1st year and such sensitivity is likely crucial for social development and adaptation. Social interactions with primary caregivers may play a key role in the development of this complex ability. This study aimed to investigate how variations in parenting behavior affect infants' neural responses to emotional faces. Event‐related potentials (ERPs) to emotional faces were recorded from 40 healthy 7‐month‐old infants (24 males). Parental behavior was assessed and coded using the Emotional Availability Scales during free‐play interaction. Sensitive parenting was associated with increased amplitudes to positive facial expressions on the face‐sensitive ERP component, the negative central. Findings are discussed in relation to the interactive mechanisms influencing how infants neurally encode positive emotions.  相似文献   

Relationship Reciprocation Modulates Resource Allocation in Adolescent Social Networks: Developmental Effects          下载免费PDF全文

Stephanie Burnett Heyes  Yeou‐Rong Jih  Per Block  Chii‐Fen Hiu  Emily A. Holmes  Jennifer Y. F. Lau 《Child development》2015,86(5):1489-1506

Adolescence is characterized as a period of social reorientation toward peer relationships, entailing the emergence of sophisticated social abilities. Two studies (Study 1: N = 42, ages 13–17; Study 2: N = 81, ages 13–16) investigated age group differences in the impact of relationship reciprocation within school‐based social networks on an experimental measure of cooperation behavior. Results suggest development between mid‐ and late adolescence in the extent to which reciprocation of social ties predicted resource allocation. With increasing age group, investment decisions increasingly reflected the degree to which peers reciprocated feelings of friendship. This result may reflect social‐cognitive development, which could facilitate the ability to navigate an increasingly complex social world in adolescence and promote positive and enduring relationships into adulthood.  相似文献   

Validation of the Instructional Materials Motivation Survey (IMMS) in a self‐directed instructional setting aimed at working with technology          下载免费PDF全文

Nicole Loorbach  Oscar Peters  Joyce Karreman  Michaël Steehouder 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):204-218

The ARCS Model of Motivational Design has been used myriad times to design motivational instructions that focus on attention, relevance, confidence and satisfaction in order to motivate students. The Instructional Materials Motivation Survey (IMMS) is a 36‐item situational measure of people's reactions to instructional materials in the light of the ARCS model. Although the IMMS has been used often, both as a pretest and a posttest tool serving as either a motivational needs assessment prior to instruction or a measure of people's reactions to instructional materials afterward, the IMMS so far has not been validated extensively, taking statistical and theoretical aspects of the survey into account. This paper describes such an extensive validation study, for which the IMMS was used in a self‐directed instructional setting aimed at working with technology (a cellular telephone). Results of structural equation modeling show that the IMMS can be reduced to 12 items. This Reduced Instructional Materials Motivation Survey IMMS (RIMMS) is preferred over the original IMMS. The parsimonious RIMMS measures the four constructs attention, relevance, confidence and satisfaction of the ARCS model well, and reflects its conditional nature.  相似文献   

CORRELATES OF CONDUCT PROBLEMS AND DEPRESSION COMORBIDITY IN ELEMENTARY SCHOOL BOYS AND GIRLS RECEIVING SPECIAL EDUCATIONAL SERVICES     

Martine Poirier  Michle Dry  Jean Toupin  Pierrette Verlaan  Jean‐Pascal Lemelin  Jadzia Jagiellowicz 《Psychology in the schools》2015,52(4):403-418

There is limited empirical research on the correlates of conduct problems (CP) and depression comorbidity during childhood. This study investigated 479 elementary school children (48.2% girls). It compared children with comorbidity to children with CP only, depression only, and control children on individual, academic, social, and family characteristics. The study also analyzed gender differences in the associations between correlates and comorbidity. Multinomial logistic regression results revealed that children with CP and depression had higher levels of anxiety and more school difficulties than children with CP only, more social difficulties and more severe attention deficit and hyperactivity disorder (ADHD) symptoms than children with depression only, and more difficulties in all domains than control children. Girls with CP and depression presented a particularly negative profile, including lower school abilities than CP and control girls, and lower social skills and more severe ADHD symptoms than control girls.  Implications for evaluation and intervention planning are discussed.  相似文献   

Iraqi,Syrian, and Palestinian Refugee Adolescents' Beliefs About Parental Authority Legitimacy and Its Correlates          下载免费PDF全文

Judith G. Smetana  Ikhlas Ahmad  Laura Wray‐Lake 《Child development》2015,86(6):2017-2033

This study examined intra‐ and interindividual variations in parental legitimacy beliefs in a sample of 883 Arab refugee adolescents (M_age = 15.01 years, SD = 1.60), 277 Iraqis, 275 Syrians, and 331 Palestinians in Amman, Jordan. Confirmatory factor analyses showed distinct latent factors for moral–conventional, prudential, and personal legitimacy items. Older adolescents rated legitimacy lower for personal issues, but higher for prudential issues. Beliefs were associated with socioeconomic status (fathers' education, family size), particularly for personal issues, but were more pervasively associated with displacement‐related experiences. Greater war trauma was associated with less prudential legitimacy for all youth and more authority legitimacy over moral–conventional issues for Syrian youth. Greater hopefulness was associated with more authority legitimacy over all but personal issues.  相似文献   

A framework for analyzing cognitive demand and content‐practices integration: Task analysis guide in science     

Miray Tekkumru‐Kisa  Mary Kay Stein  Christian Schunn 《科学教学研究杂志》2015,52(5):659-685

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A structure‐agency perspective on young children's engagement in school science: Carlos's performance and narrative     

Maria Varelas  Eli Tucker‐Raymond  Kimberly Richards 《科学教学研究杂志》2015,52(4):516-529

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VI. MARITAL CONFLICT,VAGAL REGULATION,AND CHILDREN'S SLEEP: A LONGITUDINAL INVESTIGATION          下载免费PDF全文

Mona El‐Sheikh  J. Benjamin Hinnant  Stephen A. Erath 《Monographs of the Society for Research in Child Development》2015,80(1):89-106

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