An empirical examination of the construct validity of goal commitment in the persistence process     

David Allen Ph.D.  Amaury Nora Ph.D. 《Research in higher education》1995,36(5):509-533

This study represents the first published investigation into the construct validity of goal commitment as it affects the persistence process. Confirmatory factor analyses revealed that goal commitment could be decomposed into multiple indicators of the same latent construct: a special factor called goal commitment that groups items related to goal importance, specificity of goals, and situational influence; a second factor represented by items indicating certainty of purpose; and a third factor consisting of items related to goals in general. The predictive validity of each subcomponent on different outcomes related to student persistence was established. While goal commitment was found to have a significant direct effect on both students' intents to persist and actual persistence behavior, neither of the other two factors were as equally predictive as measures of student retention.  相似文献   

Developmental relationship between declarative metacognitive knowledge and reading comprehension during secondary school     

Edossa  Ashenafi Kassahun  Neuenhaus  Nora  Artelt  Cordula  Lingel  Klaus  Schneider  Wolfgang 《European Journal of Psychology of Education - EJPE》2019,34(2):397-416

European Journal of Psychology of Education - Knowledge about one’s own cognitive processes is the basis for the monitoring and regulation of learning processes for effective reading...  相似文献   

Peer tutoring in reading in Scotland: thinking big     

Keith Topping  David Miller  Allan Thurston  Karen McGavock  Nora Conlin 《Literacy》2011,45(1):3-9

A large‐scale randomised‐controlled trial of reading tutoring in 80 schools in Scotland used the Paired Reading (PR) technique. On long‐term evaluation, cross‐age PR was significantly better than regular teaching, but same‐age was not. On short‐term evaluation, PR pupils did significantly better than control pupils in both years, and cross‐age and same‐age were similarly effective. Low socio‐economic pupils, lower reading ability pupils, girls and reading with maths tutoring groups did significantly better. Implementation was good in parts, but some important aspects of technique were rare. Reading gains were significantly greater for those with mistakes about every 2 minutes and those who stopped reading to talk every 5 to 7 minutes. Significant gains in self‐esteem were seen in same‐age and cross‐age groups, and for tutees and tutors, but not for controls. The relationship of achievement gain to quality of technique and socio‐emotional gains is discussed, with implications for practice.  相似文献   

The peer review process as an opportunity for learning / La evaluación por pares como oportunidad para el aprendizaje     

Alfredo Bautista  Carles Monereo  Nora Scheuer 《Infancia y Aprendizaje》2014,37(4):665-686

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Understanding the written number system: 6 Year-olds in Argentina and Switzerland     

Anne Sinclair  Nora Scheuer 《Educational Studies in Mathematics》1993,24(2):199-221

Thirty children in Geneva, Switzerland, 15 middle-class children in Bariloche and 15 lower-class children from a semi-literate or illiterate milieu in Bariloche, Argentina, were tested. All children were aged 6 and attending public schools. Tasks were: (1) judging which of two bi- or tri-digit written numerals was the biggest, and explaining why; and (2) explaining the role played by the different digits in numerals such as 11, 12, 16, 17. Results show that children at these ages use various strategies in task 1: they compare number of digits; read aloud the numerals and refer to number-string knowledge; treat bi- and tri-digits as the sum of their face value parts; and lastly, quite often take both face value and position of digits into account in a correct way. They, however, were not able to explain place-value. Most subjects gave face value interpretations, while a few children account for the whole collection of chips and make part of the chips correspond to one digit, and the other part to the other digit. Differences in performance between the three types of children emerge.  相似文献   

Media education with the monetization of YouTube: the loss of truth as an exchange value / Educación mediática frente a la monetización en YouTube: la pérdida de la verdad como valor de cambio     

Alfonso Gutiérrez-Martín  Alba Torrego-González  Miguel Vicente-Mariño 《Cultura y Educación》2019,31(2):267-295

Abstract

The digital age of post-truth is the ideal breeding ground for fake news and misinformation. In the world of social networks and the Internet in general, commercial interests hold primacy over the importance of the veracity of the information provided. In this study, we have carried out a quantitative and qualitative content analysis of the messages published as comments on the most popular videos about Pokémon Go published in Spanish on YouTube. The main objective of the study is to analyse not only the content of the videos but, above all, users’ reactions to the misinformation provided. The results confirm the hypothesis that misinformation is promoted by the crisis of truth as a journalistic and social value, by economic interest and by the lack of suitable media education. We conclude by advocating the need to recover truth as a journalistic and social value in the digital context, and to accept that media literacy is an essential task to be assumed by all educational agents: schools, media and social groups.  相似文献   

Committed to learn: student engagement and care in higher education     

Robyn Barnacle  Gloria Dall’Alba 《高等教育研究与发展》2017,36(7):1326-1338

Efforts to evaluate and improve student engagement have been pervasive in higher education over recent years. Critics argue, however, that troubling affinities are evident between student engagement efforts and a neoliberal agenda which emphasises accountability through performativity. Neoliberalism manifests in policies that focus on the economic benefit to individuals of higher education, rather than the broader social or intrinsic benefits. In this conceptual article, we draw on the work of Martin Heidegger and Nel Noddings in arguing that efforts aimed at promoting engagement and commitment to learn by students should include developing a capacity to care about others and things. Through the lens of care, our aim is to extend current notions of what engagement of students in their learning might look like. Challenging and supporting students entail encouraging them to take a stand on what they are learning and who they are becoming. This enriched conceptualisation has the potential to re-orient student engagement away from a narrow neoliberal agenda, while enabling students to realise the full benefits a higher education can provide.  相似文献   

Embodying skilful performance: Co-constituting body and world in biotechnology     

Gloria Dall’Alba  Jörgen Sandberg  Ravinder Kaur Sidhu 《Educational Philosophy and Theory》2018,50(3):270-286

This article offers a philosophical-empirical account of embodied skilful performance in the practice of plant biotechnology. Drawing on the work of Merleau-Ponty and others, we elaborate how skilful performance emerges from and through reciprocal relations encompassing the body-in-the-world and the world-in-the-body. The contribution of this article lies in offering an account of skilful performance that is attentive to a perceiving, motile, feeling body entwined with world. In genetically modifying plants, scientists direct their senses of touch and vision to manipulating plant materials and matter, ‘reading’ subtle changes in tissue cultures, plantlets and so on. In rhythmic movements, they extend their bodies through skilful use of complex equipment, while calling on ‘intuition’ to guide their work. Skilful performance, then, relies on our lived body that is not merely a physical object among other objects, nor a passive instrument for the mind, but dynamic and inescapably entwined with people and things in a world in flux. Bringing to the fore how perceiving, motile, feeling bodies are implicated in skilful performance has significant implications for education and workplace training.  相似文献   

‘A strategy of distinction’ unfolds: unsettling the undergraduate outbound mobility experience     

Ravinder Sidhu  Gloria Dall’Alba 《British Journal of Sociology of Education》2017,38(4):468-484

Although short-term mobility programmes are increasingly promoted to university students as sources of competitive advantage, there is little research on academic learnings arising from these initiatives. A ‘field analysis’ of outbound mobility is undertaken to identify convergences and disjunctures between institutional discourses, staff perceptions and student experiences at one Australian university where outbound mobility is actively promoted as a ‘strategy of distinction’. Self-reported ‘personal transformations’ commonly associated with the mobility experience are interrogated in favour of alternative constructions of self–other relationships. An argument is made for greater institutional effort to enable students to make critical connections with ‘other-ness’ both in and out of place.  相似文献   

I. SPATIAL SKILLS,THEIR DEVELOPMENT,AND THEIR LINKS TO MATHEMATICS     

Brian N. Verdine  Roberta Michnick Golinkoff  Kathy Hirsh-Pasek  Nora S. Newcombe 《Monographs of the Society for Research in Child Development》2017,82(1):7-30

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