Rubric formats for the formative assessment of oral presentation skills acquisition in secondary education     

Nadolski  Rob J.  Hummel  Hans G. K.  Rusman  Ellen  Ackermans  Kevin 《Educational technology research and development : ETR & D》2021,69(5):2663-2682

Educational technology research and development - Acquiring complex oral presentation skills is cognitively demanding for students and demands intensive teacher guidance. The aim of this study was...  相似文献   

Encouraging student engagement in a blended learning environment: the use of contemporary learning spaces   总被引：1，自引：0，他引：1  

Debbie Holley  Caroline Dobson 《Learning, Media and Technology》2008,33(2):139-150

Research shows that some non‐traditional students find the university environment alienating, impersonal and unsupportive. The ‘Quickstart’ project combines traditional lectures and seminars with a sequence of carefully designed online tasks, aimed at lessening the impact of the start of year uncertainties for new students. One thousand students across two geographic locations participated in the programme. The project was evaluated by considering three sources of data: data generated by server statistics of 40,358 successful requests for pages in the first four weeks of teaching; student anonymous responses to an online end of course questionnaire as well as extracts from their reflective journals; and the student experience as viewed through the eyes of a researcher in the classroom. Findings offer insights into how the students blend classroom time with their own time; and student perceptions of their own learning experiences. A collaborative learning experience involving travel to a contemporary learning space (the Tate Modern Art Gallery) mitigated the possible isolating effect of the use of technology; instead the technology enhanced the discussion and participation in activities. The students visited the Tate Modern and then facilitated their discussions by sending each other SMS text messages; they bonded very quickly in the seminar groups, where weekly online tasks that had been prepared individually ‘outside’ the classroom were the focus of group discussion and debate ‘inside the classroom’; their end of semester reflective writing showed very clearly how valuable the early ‘friendship’ groups had been for them settling into university life.  相似文献   

The Girls of Central High: How a Progressive Era Book Series for Girls Furthered the Cause of Female Interschool Sport     

Ellen Singleton 《Children‘s Literature in Education》2006,37(3):211-227

An increased awareness of the gendered traditions of physical activity portrayed in vintage book series for girls and boys may provide teachers with a deeper understanding of (still) current ideological assumptions affecting female and male participation in sport and recreational activity. This article explores a unique girls’ fiction series about competitive high school sport for females during the Progressive Era. These stories are significant in that they enabled young women to explore conventional and resistant viewpoints about competitive sport, usually a strictly masculine preserve. While these struggles occurred nearly one hundred years ago, echoes of these issues reverberate today in contemporary high school physical education and competitive sport programs.  相似文献   

The influence of student problems on student withdrawal decisions: An autopsy on “autopsy” studies     

John M. Braxton  Ellen M. Brier  Donald Hossler 《Research in higher education》1988,28(3):241-253

The influence of student problems, which are often cited by students as reasons for withdrawal, is compared with the influence of constructs derived from Tinto's student attrition model. The findings suggest that data from post-hoc attrition studies should be used cautiously.The authors are listed in alphabetical order. Each author contributed equally to the article.  相似文献   

Conceptualising play-based learning from kindergarten teachers’ perspectives   总被引：1，自引：0，他引：1  

Ellen Fesseha  Angela Pyle 《International Journal of Early Years Education》2016,24(3):361-377

This study sought to gain insight into how Ontario teachers define play-based learning, and how their perspectives affect its implementation in kindergarten classrooms. Using survey data from kindergarten teachers from around the province of Ontario, two definitions of play were developed: one focused on social development through play and the other on academic and social development in play. Results revealed inconsistencies in participants’ definitions and implementations of play-based learning in kindergarten classrooms. Several participants described the enactment of play that was entirely separate from learning, yet still indicated some belief in the ability to learn through play. While all participants described positive perspectives of play-based learning, more than half described the implementation of kindergarten programmes that did not fully integrate play-based learning as it is described in the Ontario curriculum. Participants were also asked to identify challenges they experienced in their implementation of play-based pedagogy. Participants in all enactment groups indicated experiencing challenges to their play implementation. These results support the need for a clear and consistent definition of play-based learning that will help determine how best to integrate play and the learning of academic skills.  相似文献   

University teachers’ learning paths during technological innovation in education     

Roeland van der Rijst  Yvette Baggen  Ellen Sjoer 《International Journal for Academic Development》2019,24(1):7-20

Curriculum development initiatives, especially those involving educational technologies, provide a rich learning space for university teachers. In-depth interviews with teaching staff (n = 11) were qualitatively analysed to gain insight into the variety of individual learning paths and to identify potential relationships between learning paths, motivation, and conceptions of teaching and learning through educational technology. Three distinct learning paths relating to teachers’ learning preferences and activities were identified: learning by performing daily teaching activities; deliberately experimenting with new teaching approaches; and reflecting on teaching experiences. The relationships between learning paths and relevant factors are described and implications for professional development practices are discussed.  相似文献   

Strategies by Norwegian universities to meet diversified market demands for continuing education     

Ellen Brandt 《Higher Education》2002,44(3-4):393-411

In the 1990s, universities received morediversified demands for continuing education.Market demands may contribute to createinnovative courses and introducing newperspectives. A critical question is, however,if universities should respond to all marketdemands, or base continuing education onresearch-oriented teaching and learning. Casestudies of Norwegian universities show thesecond understanding to be universal there.Strategic plans are quite general, so differentstrategies for continuing education areinferred from course offers and interviews. Sixstrategies are presented and discussed:Research news for professionals; Same contentwith flexible delivery; Adapted specialisation;Interdisciplinary Master's degrees;Interdisciplinary courses for new markets;Tailor-made on commission.  相似文献   

Biological Inquiry: A New Course and Assessment Plan in Response to the Call to Transform Undergraduate Biology     

Ellen S. Goldey  Clarence L. Abercrombie  Tracie M. Ivy  Dave I. Kusher  John F. Moeller  Doug A. Rayner  Charles F. Smith  Natalie W. Spivey 《CBE life sciences education》2012,11(4):353-363

We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which >50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in class and in labs, which are devoted to building authentic research skills through open-ended experiments. Students develop core biological knowledge, from the ecosystem to molecular level, and core skills through regular practice in hypothesis testing, reading primary literature, analyzing data, interpreting results, writing in disciplinary style, and working in teams. Assignments and exams require higher-order cognitive processes, and students build new knowledge and skills through investigation of real-world problems (e.g., malaria), which engages students’ interest. Evidence from direct and indirect assessment has guided continuous course revision and has revealed that compared with the course it replaced, Biological Inquiry produces significant learning gains in all targeted areas. It also retains 94% of students (both BA and BS track) compared with 79% in the majors-only course it replaced. The project has had broad impact across the entire college and reflects the input of numerous constituencies and close collaboration among biology professors and students.  相似文献   

Why do adults learn? Developing a motivational typology across 12 European countries     

Ellen Boeren  John Holford  Ides Nicaise  Herman Baert 《Globalisation, Societies & Education》2012,10(2):247-269

Participation in adult education is today generally considered an individual responsibility. However, participation is the result of a complex bounded agency between individuals, educational institutions and regulating governments. This paper explores the motives of 12,000 European adult learners in formal adult education in 12 European countries. Analysis shows consistent patterns comparable to welfare state typologies. Further exploration demonstrates that motives to participate in adult education courses can be interpreted in relation to the labour market, education and social policy in the country of participation.  相似文献   

The relative difficulty of signed arithmetic story problems for primary level deaf and hard-of-hearing students     

Ansell E  Pagliaro CM 《Journal of deaf studies and deaf education》2006,11(2):153-170

This study determines the relative difficulty and associated strategy use of arithmetic (addition and subtraction) story problems when presented in American Sign Language to primary level (K-3) deaf and hard-of-hearing students. Results showed that deaf and hard-of-hearing students may consider and respond to arithmetic story problems differently than their hearing peers, with the critical dimension in problem difficulty being based on the operation typically used to solve the problem, not the story within the problem. The types of strategies used by the students supported the order of problem difficulty. The visual-spatial nature of the problem presentation appeared not to assist the deaf and hard-of-hearing students in solving the problems. Factors that may have contributed to this pattern of problem difficulty are discussed so that educators can better align mathematics instruction to the thinking of the deaf child.  相似文献