The effects of an educational video game on mathematical engagement     

Mido Chang  Michael A. Evans  Sunha Kim  Anderson Norton  Kirby Deater-Deckard  Yavuz Samur 《Education and Information Technologies》2016,21(5):1283-1297

In an effort to maximizing success in mathematics, our research team implemented an educational video game in fifth grade mathematics classrooms in five schools in the Eastern US. The educational game was developed by our multi-disciplinary research team to achieve a hypothetical learning trajectory of mathematical thinking of 5th grade students. In this study, we examined overall engagement and three sub-domains of engagement as outcome variables after ten sessions of treatment with fifth grade students. The results showed that both male and female the video game group had slight increases in all engagement levels while students, particularly male, in the paper-and-pencil drill group displayed large decreases in all engagement levels. Implications of the study are 1) more fine-grained evidence of engagement in three sub-domains after implementing an educational video game, and 2) a consideration of gender differences in engagement levels in mathematics in the adoption of a video games.  相似文献   

Pathways to understanding mind: construct validity and predictive validity of maternal mind-mindedness   总被引：6，自引：0，他引：6  

Meins E  Fernyhough C  Wainwright R  Clark-Carter D  Das Gupta M  Fradley E  Tuckey M 《Child development》2003,74(4):1194-1211

The construct validity of maternal mind-mindedness (MM) was investigated in the context of its relations with children's later understanding of mind. MM measures were obtained from infant-mother (N = 52) interactions at 6 months, and from maternal interviews at 48 months. Children's understanding of mind was assessed using theory of mind (ToM) tasks at 45 and 48 months, and a stream of consciousness (SoC) task at 55 months. One of the early MM measures--mothers' appropriate mind-related comments--was a positive independent predictor of: (a) MM at 48 months, and (b) ToM and SoC performance at 45 to 55 months. Path analyses suggested direct links between mothers' use of appropriate mind-related comments and children's later understanding of mind.  相似文献   

Can the LCFF Improve Teaching and Learning for EL Students? A Review of the Emerging Research in California and Directions for Future Implementation     

Maria Estela Zarate  Patricia Gàndara 《Peabody Journal of Education》2019,94(2):157-175

Unlike previous school finance policies, California’s new Local Control Funding Formula (LCFF) has the potential to more equitably distribute funding to public schools. Having only recently been implemented, the impact of this policy is still under examination. However, emerging research points to the shortcomings of the policy, including the lack of explicit focus on English learners (EL). Many of the limitations of the LCFF can be attributed to the lack of spending accountability and specific measurable outcomes in the Local Control Accountability Plan (LCAP). This article discusses remedies and recommendations for increased attention and accountability for EL students in future implementations of the LCFF and LCAP.  相似文献   

Application of functional principal component analysis in race walking: An emerging methodology     

Giulia Donà  Ezio Preatoni  Claudio Cobelli  Renato Rodano  Andrew J. Harrison 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):284-301

This study considered the problem of identifying and evaluating the factors of individual performance during race walking. In particular, the study explored the use of functional principal component analysis (f-PCA), a multivariate data analysis, for assessing and classifying the kinematics and kinetics of the knee joint in competitive race walkers. Seven race walkers of international and national level participated to the study. An optoelectronic system and a force platform were used to capture three-dimensional kinematics and kinetics of lower limbs during the race walking cycle. Functional principal component analysis was applied bilaterally to the sagittal knee angle and net moment data, because knee joint motion is fundamental to race walking technique. Scatterplots of principal component scores provided evidence of athletes' technical differences and asymmetries even when traditional analysis (mean ± s curves) was not effective. Principal components provided indications for race walkers' classification and identified potentially important technical differences between higher and lower skilled athletes. Therefore, f-PCA might represent a future aid for the fine analysis of sports movements, if consistently applied to performance monitoring.  相似文献   

Cross-Border Higher Education: The Expansion of International Branch Campuses     

Paniagua  Jordi  Villó  Cristina  Escrivà-Beltran  Maria 《Research in higher education》2022,63(6):1037-1057

Research in Higher Education - The international expansion of higher education has intensified in recent decades with a rapidly growing number of international branch campuses appearing on the...  相似文献   

Tracing the evolution of education through street maps and town plans: educational institutions in the maps of Edinburgh during the seventeenth,eighteenth and nineteenth centuries     

Eulàlia Collelldemont 《Paedagogica Historica: International Journal of the History of Education》2014,50(5):651-667

In recent years, visual records have come to be seen as important sources of information in the study of education and its history. However, most of the images used in this way simply provide a glimpse – though admittedly a precise one – of only one moment in the educational process. Graphic verisimilitude is not only to be found in these images; it might also be found in iconographic and symbolic representations that indicate not just the existence of the facts and phenomena represented, but also their significance. An example of this might be the study of the graphic and textual references to educational institutions that appear in maps. It is with the aim of discovering what these primary sources – maps and street plans – can teach us that we have carried out this study of the cartography of the city of Edinburgh in the seventeenth, eighteenth and nineteenth centuries, a period that saw great changes in both the urban geography of the city and in education. This article describes the rationale, processes and results of this study.  相似文献   

Students’ Approaches to Summarisation     

John R. Kirby  Denise Pedwell 《教育心理学》1991,11(3-4):297-307

This paper considers the role that students’ approaches to learning play in summarising text, and in learning from summarisation. Students’ approaches to learning are characterised in terms of their relative reliance upon deep and surface processing. Two forms of summarisation are studied: the familiar text present summarisation, in which students have access to the text while summarising, and the less familiar text absent summarisation, in which students are warned that the text will be removed after they read it, but before they summarise it. It is predicted that text absent summarisation will facilitate deeper processing for students who normally adopt a deep approach and who are able to write competent summaries, and that these effects will be more apparent for the more difficult text. The results confirm the hypotheses and indicate that the two types of summarisation encourage different processes. Discussion focuses upon the relative merits of the approaches to learning and of the two forms of summarisation. It is concluded that the effects of students’ approaches to learning play a powerful role in summarisation, and need to be studied with respect to other learning activities.  相似文献   

Organising research on university student plagiarism: a process approach     

Maria del Mar Pàmies  Christine Cross 《Assessment & Evaluation in Higher Education》2020,45(3):401-418

Abstract

This article examines the management of the seemingly ubiquitous problem of plagiarism by students in higher education. An integrated review of the conceptual and empirical literature to date is undertaken in the pursuit of two objectives. First, to provide structure to the scattered knowledge about the topic, which is achieved by developing a process framework of plagiarism management. Second, to identify, group and locate the determinants of each of the major events of the plagiarism management process: the occurrence of a plagiarism instance, its detection and the subsequent actions undertaken in response. Moreover, the framework incorporates the roles of the different actors involved (students, professors and the university) and the importance of the cultural, legal and technological context in which the instances of plagiarism may take place. This process approach aids in the identification of more integrated avenues for further research.  相似文献   

Instructional systems design and the learning sciences: A citation analysis   总被引：1，自引：0，他引：1  

Joshuo A. Kirby  Christopher M. Hoadley  Alison A. Carr-Chellman 《Educational technology research and development : ETR & D》2005,53(1):37-47

  相似文献   

Comprehension Training and Reading Performance     

Phillip J. Moore  John R. Kirby 《Literacy》1988,22(2):126-136

  相似文献