The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses     

Linda Bol  Karen D. Y. Campbell  Tony Perez  Cherng-Jyh Yen 《Community College Journal of Research & Practice》2016,40(6):480-495

The effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses. Students enrolled in 16 classrooms were randomly assigned to the treatment and control groups. Participants in the treatment group completed four self-regulated learning (SRL) exercises based on Zimmerman’s (2002) cyclical model. The exercises were completed weekly and repeated for a total of 3 weeks. During the last week of class, participants completed a final exam to measure math achievement as well as the metacognitive self-regulation and time/study environment management scales on the Motivated Strategies for Learning Questionnaire ([MSLQ], Pintrich, Smith, Garcia, & McKeachie, 1991). There were significant differences between the two groups, indicating that training in SRL improved math achievement and metacognitive skills assessed on both MSLQ scales. The findings suggested that training in SRL improves math achievement, metacognitive self-regulation and time/study environmental management skills of students enrolled in developmental math courses.  相似文献   

An Examination of English Teachers' Opinions About the Ontario Grade 9 Reading and Writing Test   总被引：1，自引：1，他引：1  

Tony C.M. Lam  Catherine Bordignon 《Interchange》2001,32(2):131-145

Interest in the use of large-scale achievement testing for accountability purposes and to drive instructional reform has been increasing in Canada. In the 1995 publications in Interchange, several researchers debated the merits and demerits of standardized achievement testing, including among the latter a tendency to reduce the curriculum and overemphasize routine learning (i.e., "teaching to the test"). Almost no studies have found empirical evidence for such testing's purported benefits. We set out to investigate these issues in Ontario: We present findings from a mail survey designed to find out, from Grade 9 and Grade 10 English teachers in Ontario, their perception of the quality of the Ontario Grade 9 literacy testing program and the effects it has had on the teaching and learning processes. Based on the responses of 107 teachers, our results paint a negative picture of teachers' opinions of the Grade 9 test in terms of its quality and its impact on teaching and learning. Three years after the Grade 9 test was first introduced, Grade 9 and 10 English teachers are still not convinced of its value. Our findings (and those from two other similar surveys) appear to suggest, at least based on teachers' self-reporting, that the purposes of the test — improving the quality of education and learning — as envisioned by the Ontario Ministry of Education and Training have not been met. These findings support those of other assessment impact studies in Canada, namely British Columbia and Alberta, regarding the adverse consequences of large-scale standardized testing (either multiple-choice test or performance-based assessment), and the lack of evidence for its purported positive educational influences. We recommend future research to investigate further the validity and the educational impact of the provincial tests and the reasons responsible for the observed impact or lack of it, and to determine resources, such as teacher training and materials, that are necessary to supplement the provincial testing program's effort to improve teaching and learning.  相似文献   

From immersion to establishment. The challenges facing new school heads and the role of ‘New Visions’ in resolving them     

Ann R. J. Briggs  Tony Bush  David Middlewood 《Cambridge Journal of Education》2006,36(2):257-276

New heads taking up their appointments in English schools in recent years have had supportive programmes to help them, both prior to headship and on taking up the role. This study examines the experience of heads new to their role in primary and secondary schools over the period 2002–2004. All were participants in the National College for School Leadership ‘New Visions’ programme for new heads. The study analyses the early experiences of these heads, following the framework offered by O'Mahony and Matthews, and considers what influence the New Visions programme had on the way they addressed issues and problems encountered in their role.  相似文献   

The applicability of social network analysis to the study of networked learning     

Johanna Bluemink  Raija Hämäläinen  Tony Manninen  Sanna Järvelä 《Interactive Learning Environments》2013,21(4):365-383

In this study, the aim was to examine how small-group collaboration is shaped by individuals interacting in a virtual multiplayer game. The data were collected from a design experiment in which six randomly divided groups of four university students played a voice-enhanced game lasting about 1 h. The ‘eScape’ game was a social action adventure developed as a part of the study. In the analysis of the video data, students' discourse functions during the game were analysed with content analytic methods for studying the nature of their interaction. An effort was made to analyse the data on both group and individual levels, and therefore the participants' prior social ties and experience in gaming were studied as well. The results showed that the students' main discourse functions in their conversation were Question, Content Statement, Instruction or Order and Response. It was found that individual students, especially those with prior knowledge of gaming or prior social ties, can have a major impact on the social interaction and the outcome of collaboration. It can be concluded that the eScape game allowed the students to engage in true and constructive collaborative activity, and in the future multiplayer games could be used, for example, to promote group cohesion and development, when employed in a pedagogically meaningful manner.  相似文献   

Criminal Justice Interns’ Observations of Misconduct: An Exploratory Study     

W. T. Jordan  Ronald G. Burns  Laura E. Bedard  Tony A. Barringer 《Journal of Criminal Justice Education》2013,24(2):298-310

In an effort to explore criminal justice interns’ observations of misconduct and reporting patterns of their observations, a survey of criminal justice interns was conducted after their internships were completed. Students from four universities in the South (n = 463) were asked to participate. While only 2 percent of respondents reported observing illegal behavior by criminal justice agency personnel, over half of the respondents reported observing behavior they suspected was illegal; knew to be violations of department policy; or recognized as generally unprofessional behavior.  相似文献   

Moving Towards Problem‐based Learning     

Tony Harland 《Teaching in Higher Education》2013,18(2):219-230

Abstract

This paper is based upon the reflections of teachers and students as they experience problem‐based learning (PBL) for the first time. A PBL exercise was integrated into a curriculum‐based Biology field course to meet specific learning requirements of students. The exercise created a new learning environment for both students and teachers, and PBL was evaluated as an educative strategy. The exercise could have been improved through more effective student support. Our experiences of PBL have encouraged us to look for other areas of the curriculum where problem‐based approaches could be incorporated to enrich student learning.  相似文献   

Vygotsky's Zone of Proximal Development and Problem-based Learning: Linking a theoretical concept with practice through action research     

Tony Harland 《Teaching in Higher Education》2013,18(2):263-272

This paper describes how an influential theory of cognitive development informed teaching on a problem-based learning (PBL) course in Zoology. Vygotsky's zone of proximal development (ZPD) was introduced to the course tutors as a set of 'common sense' ideas with the potential to enhance professional practice and improve teaching in PBL. Through collaborative action-research, a reflexive critique of experiences was systematically documented over 3 years and the present account focuses on three areas of practice influenced by the ZPD. These were a new emphasis on diagnostic teaching and learning, creating and maintaining instructional environments centred on authentic activities and supporting students as peer-teachers to help develop student autonomy in the context of collaborative learning.  相似文献   

Strategic Teaching Frameworks: an Australian perspective     

Tony Brown  Bruce Allen Knight  Calvin B. Durrant 《Technology, Pedagogy and Education》2013,22(3):219-232

ABSTRACT

This paper addresses the concern that much educational multimedia is currently based upon technology rather than sound educational principles. The Strategic Teaching Frameworks (STFs) is a constructivist instructional strategy informed by two theories: anchored instruction and cognitive flexibility. This was deployed in the development of a CD‐ROM in an Australian University. The paper describes the development of a STF prototype and provides the reasoning behind decisions that had to be made. The authors outline some of the problems involved in their study and suggest implications for the use of STFs for teacher education and in the production of multimedia.  相似文献   

Working with children in college: an evaluation of an exploratory it module with undergraduate primary student teachers     

Richard Bennett  Carole Naylor  Tony Pickford 《Technology, Pedagogy and Education》2013,22(3):285-303

Abstract

Since 1991 all undergraduate primary student teachers at Chester have followed a Technology course. The distinctive pattern of our approach to Design & Technology has been acknowledged to be successful, but classroom use of Information Technology (IT) has not been as evident. This paper describes a small scale project which set out to replicate the essential elements of our approaches to Design & Technology and to apply them to Information Technology elements of the course. The outcome of the qualitative and quantitative research methods to monitor the effectiveness of the approaches are evaluated and discussed. Our tentative findings highlight the importance of students working with children using computers. Until the students had gained first hand experience of working with children in the classroom with IT, their concerns were more equipment-related than pedagogical. It would appear that students perceive issues of teaching and learning to be more important than concerns with their own IT capability after working with children. The integration of IT into students' professional coursework is identified as being influential in the development of their appreciation of the contribution IT can make to children's learning.  相似文献   

The Depiction of Native Americans in Recent (1991–2004) Secondary American History Textbooks: How Far Have We Come?     

Tony R. Sanchez 《Equity & Excellence in Education》2013,46(4):311-320

This study examined 15 secondary American history textbooks to evaluate their accuracy in depicting Native Americans as a follow-up to studies by Costo and Henry (1970) Costo, R. and Henry, J., eds. 1970. Textbooks and the American Indian, The Indian Historian Press.  [Google Scholar] and Loewen (1995) Loewen, J. 1995. Lies my teacher told me: Everything your American history textbook got wrong, New York: The New York Press.  [Google Scholar]. The criteria embodied an authenticity guideline based upon the Five Great Values with a rating scale between 1 (lowest) and 5 (highest). The results indicate that only three of the textbooks rated above average. Though generally the textbooks have improved in quantity of cultural information, better treatments must be pursued that reflect more accurate and comprehensive accounts. The challenge lies in assisting educators' acquisition of knowledge and familiarity with Native cultures as they are depicted in textbooks, an endeavor that will further assist these teachers in adopting and utilizing proper textbooks.  相似文献