Editorial: Publishing in the JAEE     

Martin Mulder 《The Journal of Agricultural Education and Extension》2016,22(1):3-6

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Challenging teacher beliefs about student engagement in mathematics     

Janette Bobis  Jennifer Way  Judy Anderson  Andrew J. Martin 《Journal of Mathematics Teacher Education》2016,19(1):33-55

This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers’ classrooms reveal variations in their reactions to the professional learning experiences. Teacher responses were mediated by personal and contextual elements including teacher efficacy beliefs, teacher confidence in mathematics and their conceptions of student engagement. Theories of teacher conceptual change are used to account for variations to teacher beliefs.  相似文献   

Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups     

Liesje De Backer  Hilde Van Keer  Beatrijs Moerkerke  Martin Valcke 《Metacognition and Learning》2016,11(2):187-213

We aimed to investigate how metacognitive regulation is characterised during collaborative learning in a higher education reciprocal peer tutoring (RPT) setting. Sixty-four Educational Sciences students participated in a semester-long RPT-intervention and tutored one another in small groups of six. All sessions of five randomly selected RPT-groups were videotaped (70 h of video recordings). Analyses were focussed on identifying time-bound evolutions with regard to (a) the frequency of occurrence of metacognitive regulation, (b) the low-/deep-level approach to regulation, and (c) the initiative (by tutors/tutees) for metacognitive regulation. Logistic regression models allowing change points were adopted to study evolutions over time. The results indicated that RPT-groups increasingly adopt metacognitive regulation (i.e. orientation and evaluation) as the RPT-intervention progressed. Regarding RPT-groups’ regulative approach, the results revealed a significant evolution towards deep-level metacognitive regulation (i.e. orientation and monitoring), despite a dominant adoption of low-level regulation strategies. With regard to the initiative, the results demonstrated that tutees started to initiate RPT-groups’ monitoring significantly more frequently as they became familiar with the RPT-setting. Orientation, planning, and evaluation remained tutor-centred responsibilities.  相似文献   

Primary Grades Teachers’ Instructional Decisions During Online Mathematics Professional Development Activities     

Drew Polly  Christie S. Martin  Chuang Wang  Richard G. Lambert  David K. Pugalee 《Early Childhood Education Journal》2016,44(3):275-287

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Use of rich-media resources by engineering undergraduates     

Martin Gillie  Ranim Dahli  Fiona C Saunders  Andrew Gibson 《European Journal of Engineering Education》2017,42(6):1496-1511

The ability to develop and distribute digital teaching resources in higher education has developed rapidly over the last decade but research into how students use such resources has received limited attention. This study uses questionnaire results, Internet analytic data and semi-structured interviews to examine the use of three types of rich-media teaching resources – lecture podcasts, key-concept videos and tutorial solution videos – by engineering undergraduates. It is found that students value all three types of resource, especially for revision and as a supplement to lectures. Students find short, focused resources more useful than longer ones. Non-native English speakers and those with disabilities derive particular benefits from the resources. The effect of rich-media resources on lecture attendance is found to be small, and two-way.  相似文献   

The effects of autonomy gap in personnel policy,principal leadership and teachers’ self-efficacy on their organizational commitment     

Diya Dou  Geert Devos  Martin Valcke 《Asia Pacific Education Review》2016,17(2):339-353

School autonomy in personnel policy is important to effective personnel management. With increased autonomy in personnel policy, principals could wield their leadership to improve teachers’ organizational commitment. However, little is known about whether the given autonomy in personnel policy meets principals’ expectation and whether and how the gap in between has an effect on teachers’ organizational commitment. This research explores the effects of autonomy gap in personnel policy, principal leadership, teachers’ self-efficacy and school contextual factors on teachers’ organizational commitment. Multilevel analysis was used. The results show the effects of autonomy gap in personnel policy differ among areas. In particular, the autonomy gap in salary was found to be a significant antecedent of teachers’ organizational commitment. The results also highlight the importance of principal leadership in this process. Principals with a stronger leadership tend to perceive generally a larger autonomy gap in personnel policy. In addition, when transformational leadership increased, its positive influence on teachers’ organizational commitment became even stronger. Implications for developing efficacious leadership and autonomy policy in personnel management were discussed.  相似文献   

An exploration of Outward Bound New Zealand’s organisational culture     

Andrew J. Martin  Stephanie Dench  Levinia Paku 《Journal of Adventure Education & Outdoor Learning》2016,16(3):206-221

This article examines the key factors of organisational culture (artefacts, values and beliefs, and core assumptions) that have led to the development of Outward Bound New Zealand (OBNZ) over the past 50 years. Primary data for this case study were obtained through the use of semi-structured, in-depth interviews with past and present school and executive directors. A key finding is that OBNZ, founded on the beliefs of the German educator Kurt Hahn, has reviewed its values and formalised these into the ‘fundamentals’ of greatness, compassion, responsibility and integrity. Important visible symbols of the OBNZ brand are the badge, the logo with ‘to serve, to strive and not to yield’ and the cutter. The core assumption is still focused on self-discovery and the Outward Bound motto ‘there’s more to you than you think’. Internationally, Outward Bound course length has declined to just 4 days compared with OBNZ’s average of 14 days. In contrast, OBNZ has remained true to Hahn’s original belief, the ‘fundamental’ values, core assumptions and the Standard/Classic (three-week) course. These findings have implications for the development of outdoor adventure education and business organisations’ culture and leadership.  相似文献   

The use of the Infant Index/Baseline-PLUS as a baseline assessment measure of literacy     

Geoff Lindsay  Martin Desforges 《Journal of Research in Reading》1999,22(1):55-66

The Infant Index was initially developed as a baseline assessment instrument for children at school entry, with literacy as a key component. A later version, Baseline-PLUS, was developed to meet the accreditation criteria of the Qualifications and Curriculum Authority. The paper reports the results of a study of 5915 children, which comprised the 1996–97 cohort for one local education authority. The results indicate that the instrument is reliable (Cronbach’s alpha 0.92), that girls are rated as more advanced than boys in literacy and other domains, and that there are significant differences with respect to both children’s ethnic status and home language. Results for pre-school experience are also reported, but these are confounded by the LEA’s policy of provision. The implications for the use of the Infant Index/Baseline-PLUS and for the national scheme are explored.  相似文献   

Children at play: the role of peers in understanding the effects of child care     

Fabes RA  Hanish LD  Martin CL 《Child development》2003,74(4):1039-1043

Although the studies of the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network (this issue) and of Watamura, Donzella, Alwin, and Gunnar (this issue) identify the potential of child care to affect children's adjustment, how these effects are produced remains unclear. In this commentary, it is argued that there is a need to expand child care research by considering one of the most important, but unrecognized, contributors to child care effects-peers. Research is reviewed that suggests that children's interactions in same-sex peer groups at child care affect their short- and long-term adjustment. We consider how research on early peer influences can inform the findings of the NICHD Early Child Care Research Network and Watamura et al. studies, aswell as contribute to the next generation of child care research.  相似文献   

Learning and engagement through natural history museums*     

Tamjid Mujtaba  Martin Lawrence  Mary Oliver  Michael J. Reiss 《Studies in Science Education》2018,54(1):41-67

This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students’ learning and engagement.  相似文献