A Study of Long and Short Term Teacher Planning Procedures and Implications for Teacher Education     

Harry Thomson  John Braithwaite  Harry Kensell  Jan Mottram 《Asia-Pacific Journal of Teacher Education》1988,16(1):1-11

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Teachers with LD: Ongoing negotiations with discourses of disability     

Ferri BA  Connor DJ  Solis S  Valle J  Volpitta D 《Journal of learning disabilities》2005,38(1):62-78

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Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning   总被引：1，自引：0，他引：1  

Phil Hodkinson  Gert Biesta  David James 《Vocations and Learning》2008,1(1):27-47

This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu’s concepts of habitus and field are used to achieve this purpose, together with the use of ‘becoming’ as a metaphor to help understand learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better questions about learning and its improvement and has high practical significance.

Phil HodkinsonEmail:

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Peer feedback on college students’ writing: exploring the relation between students’ ability match,feedback quality and essay performance     

Bart Huisman  Nadira Saab  Jan van Driel  Paul van den Broek 《高等教育研究与发展》2017,36(7):1433-1447

There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. The current study addressed this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students were matched in 47 homogeneous or heterogeneous reciprocal dyads, and provided anonymous, formative peer feedback on each other’s draft essays. The relations between students’ individual ability or dyad composition, feedback quality and writing performance were investigated. Neither individual ability nor dyad composition directly related to writing performance. Also, feedback quality did not depend on students’ individual ability or dyad composition, although trends in the data suggest that high-ability reviewers provided more content-related feedback. Finally, peer feedback quality was not related to writing performance, and authors of varying ability levels benefited to a similar extent from peer feedback on different aspects of the text. The results are discussed in relation to their implications for the instructional design of academic writing assignments that incorporate peer feedback.  相似文献   

Long-term effects of primary schools on educational positions of students 2 and 4 years after the start of secondary education     

Griet Vanwynsberghe  Gudrun Vanlaar  Jan Van Damme  Bieke De Fraine 《School Effectiveness & School Improvement》2017,28(2):167-190

Although the importance of primary schools in the long term is of interest in educational effectiveness research, few studies have examined the long-term effects of schools over the past decades. In the present study, long-term effects of primary schools on the educational positions of students 2 and 4 years after starting secondary education are investigated. Moreover, it is examined which school factors play a role in this process. We specifically investigated whether effective primary schools make a difference in the long term. This study uses data from the longitudinal SiBO project, which followed 6,000 pupils in primary education in Flanders, Belgium, and has follow-up data during secondary education. Two-level models and cross-classified multilevel models show that primary schools have long-term effects on the educational positions of students in secondary education.  相似文献   

Process-Oriented Worked Examples: Improving Transfer Performance Through Enhanced Understanding     

van Gog  Tamara  Paas  Fred  van Merriënboer  Jeroen J.G. 《Instructional Science》2004,32(1-2):83-98

The research on worked examples has shown thatfor novices, studying worked examples is oftena more effective and efficient way of learningthan solving conventional problems. Thistheoretical paper argues that addingprocess-oriented information to worked examplescan further enhance transfer performance,especially for complex cognitive skills withmultiple possible solution paths.Process-oriented information refers to theprincipled (``why'') and strategic (``how'')information that experts use when solvingproblems. From a cognitive load perspective,studying the expert's ``why'' and ``how''information can be seen as constituting agermane cognitive load, which can fosterstudents' understanding of the principles of adomain and the rationale behind the selectedoperators, and their knowledge about howexperts select a strategy, respectively. Issueswith regard to the design, implementation, andassessment of effects of process-orientedworked examples are discussed, as well as thequestions they raise for future research.  相似文献   

我国大学生应对研究述评     

任俊  陈寒 《绵阳师范学院学报》2007,26(4):84-88

研究者以我国大学生应对研究的文献为基础,就大学生对学习与生活问题的应对、应对与其他心理现象的相关、应对方式的维度结构及应对理论、研究方法四个方面进行了回顾。在反思我国大学生应对研究存在的问题基础上,从研究内容、方法、价值体现几个角度提出了自己的研究建议。  相似文献   

A review of the characteristics of intermediate assessment and their relationship with student grades     

Indira N. Z. Day  Floris M. van Blankenstein  Michiel Westenberg  Wilfried Admiraal 《Assessment & Evaluation in Higher Education》2018,43(6):908-929

In-course assessment, such as midterms, quizzes or presentations, is often an integral part of higher education courses. These so-called intermediate assessments influence students’ final grades. The current review investigates which characteristics of intermediate assessment relate to these grades. In total, 88 articles were reviewed that examined the relationship between intermediate assessment and student grades. Four main characteristics were identified: the use of feedback, whether the assessment is mandatory, who is the assessor, and the reward students get for participating. Results indicate that corrective feedback leads to the most positive results, but elaborate feedback may benefit lower achieving groups. No difference in results was found for mandatory versus voluntary intermediate assessments. Peer assessment seemed to be beneficial, and rewarding students with course credit improves grades more than other rewards. Three scenarios are presented on how teachers can combine the different characteristics to optimise their intermediate assessment.  相似文献   

After postmodernism … let’s talk about education     

Gert Biesta 《Educational Philosophy and Theory》2018,50(14):1557-1558

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The influence of prior knowledge on experiment design guidance in a science inquiry context     

Siswa A. N. van Riesen  Hannie Gijlers  Anjo Anjewierden  Ton de Jong 《International Journal of Science Education》2018,40(11):1327-1344

Designing and conducting sound and informative experiments is an important aspect of inquiry learning. Students, however, often design experiments that do not allow them to reach conclusions. Considering the difficulties students experience with the process of designing experiments, additional guidance in the form of an Experiment Design Tool (EDT) was developed, together with reflection questions. In this study, 147 pre-university students worked in an online inquiry learning environment on buoyancy and Archimedes’ principle. Students were randomly assigned to one of three conditions, each of which contained a different version of the EDT. Since students’ prior knowledge has been found to influence the amount and type of guidance they need, the versions of the tool differed with respect to the level of guidance provided. A pre- and post-test were administered to assess students’ conceptual knowledge. No overall differences between conditions were found. In a subsequent analysis, students were classified as either low, low-intermediate-, high-intermediate, or high prior knowledge students. For Archimedes’ principle we found that low-intermediate prior knowledge students gained significantly more conceptual knowledge than low prior knowledge students in the fully guided condition. It is hypothesised that students need at least some prior knowledge in order to fully benefit from the guidance offered.  相似文献