Student' Strategic Actions in Computer-Supported Collaborative Learning     

Salovaara  Hanna  Järvelä  Sanna 《Learning Environments Research》2003,6(3):267-284

Computer-Supported Collaborative Learning (CSCL) can be a powerful tool in creating learning communities in which students have a chance to construct knowledge collaboratively and to develop explanations of the subject to be studied. It is obvious, however, that collaborative inquiry is a cognitively-challenging task for an individual student. More evidence on the nature and quality of students' actions and strategic processes in CSCL is needed to make these models more applicable in different domains of classroom learning. The aim of this study was to analyse students' strategic actions in Computer-Supported Collaborative Learning. Eighteen secondary school students, ages 13–14 years, participated in CSCL inquiries in their literature class. The networked technology environment used was CSILE. The students had three inquiry-based CSCL projects, each lasting for six weeks. The data-collection procedures used were questionnaires, students' written computer notes and repeated process-oriented interviews. The results show the dominance of a superficial approach toward inquiry. This is evidenced by the students' fact-oriented computer notes and their self-reported, surface-level strategic actions. However, the results show a growing amount of collaborative discussion in the networked database. Collaborative networked discussions manifest an increase in deeper-level cognitive strategies and progressive student inquiries. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Parental Mediation of Children's Viewing in a Changing Television Environment     

Chava E. Tidhar  Hanna Levinsohn 《Learning, Media and Technology》1997,23(2-3):141-155

For 25 years, Israeli television operated as a virtual monopoly, with one single channel shared by Educational TV and the Public Broadcasting Authority. Young viewers were exposed to non‐commercial quality programs primarily geared for children. The introduction of cable television challenges the ways parents control their children's viewing and fills the role of mediators between television and the child. This study is based on two surveys among parents of Israeli children aged 2‐8. The first was conducted with 537 parents in 1989, prior to the introduction of cable TV, and the second with 552 parents who had cable in 1993, when cable TV penetrated half of all Israeli homes. The results indicate that the introduction of cable TV changed strategies of parental control and mediation and parents’ assessment of television's influence on children. Active parental mediation was closely related to the attribution of learning values to children's viewing and to gratifications attributed to educational television broadcasts. Loosening of control and allowance for independent children's viewing was closely related to the attribution of entertainment value to children's viewing and to viewing of cable television.  相似文献   

A University Program with “The Whole World as a Focus”: An Icelandic Response to Globalization     

Sue Books  Hanna Ragnarsdóttir  ólafur Páll Jónsson  Allyson Macdonald 《Innovative Higher Education》2011,36(2):125-139

The International Studies in Education program at the University of Iceland illustrates how one university is responding to global trends in higher education. Through a case study we examined the significance of an innovative B.A. program, which is taught in English, aligned with values affirmed in critical multiculturalist scholarship, and designed to respond to demographic changes including a sharp increase in Iceland’s immigrant population. The experience of students, teachers, and administrators raises important questions about institutional responsibilities, both local and global; about the role of English in an international studies program; about de facto segregation of students; and about the significance of local context in global trends in higher education.  相似文献   

HUMANITIES     

B. M. Hanna 《The Educational forum》2013,77(4)

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Pupil perceptions of national tests in science: perceived importance, invested effort, and test anxiety     

Hanna Eklöf  Mikaela Nyroos 《European Journal of Psychology of Education - EJPE》2013,28(2):497-510

Although large-scale national tests have been used for many years in Swedish compulsory schools, very little is known about how pupils actually react to these tests. The question is relevant, however, as pupil reactions in the test situation may affect test performance as well as future attitudes towards assessment. The question is relevant also in light of the changing assessment culture in Sweden and other European countries. The main purpose of the present study was to explore how a sample of grade 9 pupils perceived their first encounter with national tests in science, mainly in terms of perceived importance of the test, reported invested effort, and feelings of test anxiety, and how these aspects were related to test performance. Results show that a majority of the pupils seemed to perceive the test as rather important and claimed that they spent effort on the test. There was, however, also a fair group of students who did not perceive the test as very important. Ratings of perceived importance and invested effort and motivation were positively related to performance, particularly for the boys. Many students also reported that they felt anxious before and during the test, but the relationship between test anxiety and test performance was rather weak. Findings illuminate how pupils may perceive and behave in the assessment situation, and point to the need of further studies investigating the psychology of test-taking.  相似文献   

Cultural Differences in the Role of Perceived Descriptive Norms in Behavioral Intentions     

Hee Sun Park  Soe Yoon Choi  Hanna Joo 《Communication Research Reports》2013,30(1):14-22

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Racial Disproportionality in Child Welfare,by Marian S. Harris     

Michelle D. Hanna 《Journal of Teaching in Social Work》2013,33(4):454-456

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THE DIMENSIONS OF EXPRESSION INHIBITION: PERCEPTIONS OF OBSTACLES TO FREE SPEECH IN THREE CULTURES   总被引：1，自引：0，他引：1  

Wyatt  Robert O.; Katz  Elihu; Levinsohn  Hanna; Al-Haj  Majid 《Int. Journal of Public Opinion Research》1996,8(3):229-247

As part of a comparative study of attitudes toward freedom ofexpression, Americans, Israeli Jews, and Israeli Arabs wereasked about the social contexts in which they feel unfree tospeak and about the reasons that inhibit them. Home was theleast inhibiting locus in all three cultures and, for the U.S.respondents, the workplace was most inhibiting. Responding toa battery of 33 reasons for not speaking out, all three culturesgave highest ratings to items related to the fear of hurtingothers. Questions measuring fear of being disapproved or hurtby others—including fear of isolation from the majorityand fear of legal restraint—were ranked lower. An overallindex of inhibition items proved highly reliable cross-culturally.Americans claimed least inhibition and Israeli Arabs most. Malesand those with higher education levels and incomes were alsoless inhibited across the three cultures. Expression inhibitionwas negatively, through weakly, related to support for expressiverights among both Israeli groups and American whites but notAmerican blacks, where the relation was positive. Expressioninhibition was negatively related to political activity amongAmericans and Israeli Jews but not among Arabs.  相似文献   

Effects of stimulant medication on learning in children with ADHD   总被引：4，自引：0，他引：4  

J M Swanson  D Cantwell  M Lerner  K McBurnett  G Hanna 《Journal of learning disabilities》1991,24(4):219-30, 255

It is well established that stimulant medication improves classroom manageability and attention in terms of time on task, but does stimulant medication improve learning or long-term academic achievement in children with ADHD? There is no clear evidence that it does, but there are at least two reasons why beneficial effects may be obscured in research studies and clinical practice: (1) Higher-than-optimal doses may be prescribed if behavioral response (rather than cognitive response) is used to titrate the dose, and (2) treatment may be overinclusive if diagnostic groups are targeted in which a significant proportion of cases do not have favorable cognitive responses to medication. This article addresses these two issues and describes a large clinical series of patients who were evaluated using a double-blind medication assessment protocol designed to overcome some of the theoretical deficiencies suggested by these issues.  相似文献   

A Reggio-Inspired Music Atelier: Opening the Door Between Visual Arts and Music     

Wendell Hanna 《Early Childhood Education Journal》2014,42(4):287-294

The Reggio Emilia approach is based on the idea that every child has at least, “one hundred languages” available for expressing perspectives of the world, and one of those languages is music. While all of the arts (visual, music, dance, drama) are considered equally important in Reggio schools, the visual arts have been particularly central in the development of the approach. This article explores how a Reggio-inspired atelier (art studio) can be expanded to include music. Commonalities between visual art and music are discussed, as well as the use of music learning techniques, materials, and documentation for the music atelier.  相似文献