The relation between tools used in action research and the zone of proximal development     

Ann‐Christine Wennergren  Karin Rönnerman 《Educational Action Research》2013,21(4):547-568

This article describes a national school improvement project involving five compulsory schools for hard‐of‐hearing pupils, located in different parts of Sweden. Using action research, the teachers tried to change the communication patterns among the pupils by changing their own classroom practices, In this process the teachers tested and used different tools, such as writing, shadowing and facilitating each other, over a three‐year period. The purpose of this article is to examine how tools used in action research can be used to promote learning in relation to the concept of the zone of proximal development. The theoretical framework of the study is based on action research, as a collaborative way of creating knowledge, and on sociocultural learning theories. The basic assumption is that teachers, by using different tools, also challenge each other’s learning. The results show the importance of internalising tools that become owned by individuals or communities of practise. To be able to assume an active role in the zone of proximal development, and to produce knowledge collaboratively, a meaning‐making process was needed. It was found that this could be realised if the participants had an awareness of how to function as a critical friend among colleagues. Furthermore, the results revealed that, by using different tools, different voices can be heard. Three categories of voices were identified.  相似文献   

Learning motivation from a cross-cultural perspective: a moving target?     

Karin Täht  Olev Must  Kätlin Peets  Rainer Kattel 《Educational Research and Evaluation》2013,19(4):255-274

This paper investigates the relationship between educational achievement and the motivation to learn. We used the 2006 Programme for International Student Assessment (PISA) that contains representative samples from 55 nations. A strong negative correlation between educational achievement and motivation toward science learning emerged at the national level. We found that differences in the socioeconomic levels of nations are associated with this unexpected negative correlation. Children from developed societies achieve higher educational results but may tend to be rather critical in describing their learning motivation, and vice versa, students from developing countries do not attain very high educational outcomes, but their motivation, as stated on the self-report questionnaires, is high. We offer different explanations for this phenomenon. The motivation to learn in relation to the level of development of countries is a moving target, and this should be taken into account at all levels of education policymaking, from schools to national governments.  相似文献   

Zooming in on infinitesimal 1–.9.. in a post-triumvirate era     

Karin Usadi Katz  Mikhail G. Katz 《Educational Studies in Mathematics》2010,74(3):259-273

The view of infinity as a metaphor, a basic premise of modern cognitive theory of embodied knowledge, suggests in particular that there may be alternative ways in which one could formalize mathematical ideas about infinity. We discuss the key ideas about infinitesimals via a proceptual analysis of the meaning of the ellipsis “...” in the real formula \(\hbox{.999\ldots = 1}\). Infinitesimal-enriched number systems accommodate quantities in the half-open interval [0,1) whose extended decimal expansion starts with an unlimited number of repeated digits 9. Do such quantities pose a challenge to the unital evaluation of the symbol “.999...”? We present some non-standard thoughts on the ambiguity of the ellipsis in the context of the cognitive concept of generic limit of B. Cornu and D. Tall. We analyze the vigorous debates among mathematicians concerning the idea of infinitesimals.  相似文献   

Digital Age Document Delivery Librarianship     

Karin Medin 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(4):271-274

This paper points out some significant areas in which document delivery librarians may contribute to the current academic climate in which disintermediation has impacted our usual roles.  相似文献   

Methods of Teaching and Class Participation in Relation to Perceived Social Support and Stress: Modifiable factors for improving health and wellbeing among students     

Gerd Karin Natvig  Grethe Albrektsen  Ulla Qvarnstr⊘m 《教育心理学》2003,23(3):261-274

Social support and stress have previously been found to be predictors of health among students. In this study, we investigated whether methods of teaching and class participation were related to social support and stress via questionnaire responses from 947 Norwegian adolescents aged 13-15. Linear associations between the variables were assessed in univariate and multivariate analyses of covariance. Highly significant overall effects were found with the amounts of group work, class discussions, and verbal activity. Borderline significant effect was also seen in relation to the amount of independent work. An increasing amount of group work increased the perception of social support from teachers and peers, but showed no significant association with stress. Increasing amounts of class discussions were significantly related to increasing perception of social support, in particular among boys. Class discussions also seemed to reduce the experience of stress, although somewhat inconsistently. Increasing amounts of independent work increased stress, but also increased the perception of social support from peers among boys. No significant associations with traditional teacher instruction were found. Verbal activity was strongly related both to increasing perception of social support and decreasing experiences of stress. In view of the present results, participatory learning activities may promote health by preventing stress experience and promoting social relationships.  相似文献   

Educational psychology as an evolving discipline: trends and synthesis in Asia Pacific Education Review     

Dong-il Kim  Hye-jung Koh  Su-yeon Jo  JeeEun Karin Nam  Myeung-chan Kim 《Asia Pacific Education Review》2014,15(3):409-416

Educational psychology has seen rapid growth as an academic discipline in recent years. The current study reviewed research articles published in Asia Pacific Education Review (APER), a journal that has been gaining greater international recognition, to reveal recent trends in educational psychology research in Asia Pacific. Specifically, the study reviewed general (country, research methods and academic subject) and topical trends among 84 articles published in APER from 2005 to 2013. Findings of the study revealed that studies on diverse age groups were conducted in various countries. Although quantitative research greatly outnumbered qualitative research, qualitative research appeared to be increasingly accepted. Topics from special education and counseling were actively studied, with the greatest focus on learner characteristics highlighting individual differences. Outlined research trends and related discussions in this study may be useful for educational psychology researchers in East Asia.  相似文献   

Development of Rapid Temporal Processing and Its Impact on Literacy Skills in Primary School Children     

Claudia Steinbrink  Karin Zimmer  Thomas Lachmann  Martin Dirichs  Thomas Kammer 《Child development》2014,85(4):1711-1726

In a longitudinal study, auditory and visual temporal order thresholds (TOTs) were investigated in primary school children (N = 236; mean age at first data point = 6;7) at the beginning of Grade 1 and the end of Grade 2 to test whether rapid temporal processing abilities predict reading and spelling at the end of Grades 1 and 2. Auditory and visual TOTs differed but showed comparable developmental trajectories over 20 months. Visual TOTs were not predictive of literacy measures; auditory TOTs in Grade 1 were the best predictor. Interestingly, they were related to spelling in Grade 2 while auditory TOTs in Grade 2 were not, suggesting that rapid auditory processing abilities have a causal influence on literacy development.  相似文献   

Factors behind low reading literacy achievement   总被引：1，自引：1，他引：0  

Pirjo Linnakyla¨  Antero Malin  Karin Taube 《Scandinavian Journal of Educational Research》2013,57(3):231-249

The initial results of the Programme for International Student Assessment (PISA) indicated that Finnish and Swedish students' are among the best readers in all OECD countries. However, the literacy performance of 7% of Finnish and 12% of Swedish students' remains at a level which is not sufficient for further studies or active citizenship. This article reports a further comparative study which explores, compares and contrasts, by means of two‐level logistic regression models, students' personal, socio‐economic and cultural factors and their effects on low as opposed to average reading literacy achievement in Finland and Sweden. The results indicate that the risk of being a low achiever is strongly determined by gender and by several sociocultural factors as well as by students' personal characteristics, attitudes and activities both at and outside school. The constructed model was relatively similar and predicted with approximately equal degrees of probability membership in the risk group in both countries. This lays a solid foundation for joint pedagogic developmental efforts.  相似文献   

Reflexive deliberation in international research collaboration: minimising risk and maximising opportunity     

Angela Brew  David Boud  Lisa Lucas  Karin Crawford 《Higher Education》2013,66(1):93-104

International research collaboration raises questions about how groups from different national and institutional contexts can work together for common ends. This paper uses issues that have arisen in carrying out the first stage of an international research project to discuss a framework designed to map different kinds of multi-national research collaboration in terms of increasing complexity and increasing time to research outputs. The paper explores factors that enable and that constrain progress in carrying out collaborative research. The paper highlights the complex interplay within research practice of factors that derive from institutional structures and those that appertain to individuals as agents. It uses the personal and collective reflexive deliberations of the authors, to demonstrate that as the complexity of the research interface increases, and as the time to research outputs increases, so structural risk increasingly develops into agentic risk, and that structural risk becomes increasingly required to be managed through agentic action.  相似文献   

Five Values of Giftedness     

Karin M. Besjes-de Bock & Doret J. de Ruyter 《Roeper Review》2013,35(3):198-207

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