Giving Feedback on Peers’ Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria     

Dmoshinskaia  Natasha  Gijlers  Hannie  de Jong  Ton 《Journal of Science Education and Technology》2021,30(3):420-430

Journal of Science Education and Technology - Giving and receiving peer feedback is seen as an important vehicle for deep learning. Defining assessment criteria is a first step in giving feedback...  相似文献   

What role do students’ enjoyment and perception of ability play in social disparities in subject choices at university?     

Natasha Codiroli Mcmaster 《British Journal of Sociology of Education》2019,40(3):357-377

Prior research has shown that students from less educated families are less likely to study both science, technology, engineering and mathematics (STEM) subjects and arts and humanities subjects. This article used a large representative sample of university students in England to explore the relationship between students’ enjoyment, perception of ability and socio-economic disparities in subject choices. Although these attitudes differed by students’ parents’ education level, and were associated with subject choices, disparities in choices persisted when accounting for these differences. Students with less educated parents were less likely to choose arts and humanities and more likely to study social sciences, law and business, over STEM, even when their enjoyment and perception of ability in subjects were similar. Students whose parents had higher levels of education were more likely to choose STEM over arts and humanities as their enjoyment of STEM increased, suggesting different underlying processes informing student choices by social background.  相似文献   

Giving feedback on peers’ concept maps as a learning experience: does quality of reviewed concept maps matter?     

Dmoshinskaia  Natasha  Gijlers  Hannie  de Jong  Ton 《Learning Environments Research》2022,25(3):823-840

Learning Environments Research - Giving feedback to peers can be a powerful learning tool because of the feedback provider’s active cognitive involvement with the products to be reviewed. The...  相似文献   

Low-income minority mothers’ and fathers’ reading and children's interest: Longitudinal contributions to children's receptive vocabulary skills     

Jenessa L. Malin  Natasha J. CabreraMeredith L. Rowe 《Early childhood research quarterly》2014

Using data from a diverse sample of low-income African American and Latino mothers, fathers, and their young children who participated in Early Head Start (n = 61), the current study explored the association between parents’ reading quality (i.e. metalingual talk) while reading with their 2-year-old children and their children's receptive vocabulary skills at pre-kindergarten. It further examined whether children's interest in reading mediated this association. There were three main findings. First, most mothers and fathers in our sample read relatively often to their children (a few times a week) and used some metalingual talk; fathers used more than mothers. Second, controlling for parental education, mothers’ and fathers’ early reading quality significantly predicted children's receptive vocabulary skills at pre-kindergarten. Third, children's interest in reading mediated the association between mothers’ and fathers’ reading quality and children's receptive vocabulary scores. These findings have important implications for programs aimed at fostering low-income children's vocabularies and suggest that both mothers and fathers need to be included in programs.  相似文献   

Extinction of enhanced latent inhibition     

Phil Reed  Pany Petrochilos  Natasha Upal  Martin Baum 《Learning & behavior》1997,25(3):283-290

Hungry rats were used in a classical conditioning procedure in which visual stimuli were paired with food. Conditions in which nonreinforced exposure to a nontarget stimulus was followed by exposure to a simultaneous compound nontarget/target stimulus (a blocking procedure) resulted in enhanced latent inhibition to the target relative to exposure to the nontarget, followed by exposure to the target stimulus alone. A third phase of nonreinforced exposure training, in which the target was exposed alone following the compound, reduced levels of latent inhibition relative to results obtained with the blocking procedure. Experiments also suggested that this was not the result of restoration of associability by the omission of an expected presentation of the nontarget stimulus in the final preexposure phase. These results suggest that enhanced latent inhibition is due to summation of a direct-target-no-event association and a second-order association of these elements via target-nontarget and nontarget-no-event association. Exposure to the target after compound exposure extinguished the target-nontarget association and reduced the sources of no-event learning for the target.  相似文献   

‘I Am the Hate that Dare Not Speak its Name’: Dealing with homophobia in secondary schools     

Natasha Adams  Tamsin Cox  Laura Dunstan 《Educational Psychology in Practice》2004,20(3):259-269

This paper describes the outcomes of a small‐scale project involving 19 secondary schools. The project investigated how effectively issues of homophobic bullying and sexualities were addressed through secondary schools' formal policies and areas of the curriculum. Outcomes indicate that sexual orientation was mentioned in two‐thirds of Equal Opportunities policies but was not mentioned specifically in any Anti‐Bullying policies. Staff highlighted the need for training in issues surrounding sexualities, homophobic bullying and clarification of Section 28. Implications for the work of educational psychologists are discussed, including raising awareness and clarifying issues in schools as well as informing whole school development work.  相似文献   

Unpacking the career aspirations of Australian school students: towards an evidence base for university equity initiatives in schools     

Jennifer Gore  Kathryn Holmes  Max Smith  Leanne Fray  Patrick McElduff  Natasha Weaver 《高等教育研究与发展》2017,36(7):1383-1400

Demand for higher education in Australia has doubled since 1989, increasing the number of students from diverse social, economic and academic backgrounds. Equity targets have seen a proliferation of programs and interventions aimed at encouraging school students, particularly those from low socio-economic status backgrounds, to participate in higher education. However, little is known about the specific occupational interests of school students upon which targeted strategies might effectively be designed and implemented. This paper examines school students’ aspirations for specific careers that require a university education, in relation to student background and school-related variables. The analysis draws from a study of 6492 students from Years 3 to 12 in 64 New South Wales public schools. We found a complex array of factors relating to interest in different careers. Year level at school, gender and prior achievement were stronger predictors across many careers than factors such as SES, Indigenous status and school location. We argue that rather than taking a one-size-fits-all approach to encouraging participation in higher education, outreach activities should be targeted to take account of student diversity and inequalities that foster differing aspirations.  相似文献   

Dimensions of student success: a framework for defining and evaluating support for learning in higher education     

Murray Lane  Alison Moore  Louise Hooper  Victoria Menzies  Bernadine Cooper  Natasha Shaw 《高等教育研究与发展》2019,38(5):954-968

ABSTRACT

The capabilities students need for success during and beyond higher education extend far beyond specific discipline skills to include the development of productive mindsets, the management of life circumstances and the way they relate to others and identify with their profession. The provision of support for these capabilities at university can be both diverse in scope and diffuse in delivery. Consequently, the development of streamlined and integrated evaluation strategies to measure the extent to which these capabilities are being successfully delivered can be challenging. This paper describes how one Australian university used a collaborative process to design an evaluation framework for student learning services. The framework, a first for this university, represents the breadth of student support, including a typology of support for learning: connectedness, mindsets, self-management, professional identity and academic capabilities. These terms, coined as dimensions, form the scaffold of university-wide delivery of support for learning initiatives.  相似文献   

What do medical students learn from dissection?          下载免费PDF全文

Natasha A.M.S. Flack  Helen D. Nicholson 《Anatomical sciences education》2018,11(4):325-335

Dissection has long been the accepted method for teaching anatomy to medical students. More recently, some educators have suggested that easier, cheaper, alternative methods are just as effective. But what do the students think? This paper aimed to identify what undergraduate medical students learn, how they cope, and what effects participating in dissection has on them as individuals. A cohort of 267 second year medical students at Otago Medical School were invited to complete three online surveys; before their first dissection laboratory class, after their first musculoskeletal system dissection and following the last semester of studying anatomy. Open‐ended questions showcasing the attitudes, beliefs, and opinions on what dissection had taught the medical students over years two and three were analyzed. A general inductive approach was used and common emergent themes were identified. In total, 194 students completed the second, and 108 students completed the third questionnaire. Students commonly conveyed dissection as an appropriate and valuable educational tool, useful for teaching and learning anatomical knowledge and relationships, appreciating the body in three‐dimension, teamwork, and how to cope with death/dead bodies. The noted effects of personal growth while participating in dissection were highly varied, but in general, impacted positively on the majority of students. This study shows that at Otago Medical School the students also believe that dissection is not only a useful tool to learn anatomy but also that it fosters teamwork, assists professional development and helps them come to terms with death and dying. Anat Sci Educ 11: 325–335. © 2017 American Association of Anatomists.  相似文献   

Dyadic Curve-of-Factors Model: An Introduction and Illustration of a Model for Longitudinal Nonexchangeable Dyadic Data     

Tiffany A. Whittaker  S. Natasha Beretvas  Toni Falbo 《Structural equation modeling》2013,20(2):303-317

The analysis of longitudinal data collected from nonexchangeable dyads presents a challenge for applied researchers for various reasons. This article introduces the dyadic curve-of-factors model (D–COFM), which extends the curve-of-factors model (COFM) proposed by McArdle (1988) for use with nonexchangeable dyadic data. The D–COFM overcomes problems with modeling composite scores across time and instead permits examination of the growth in latent constructs over time. The D–COFM also appropriately models the interdependency among nonexchangeable dyads. Different parameterizations of the D–COFM are illustrated and discussed using a real data set to aid applied researchers when analyzing dyadic longitudinal data.  相似文献