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Anne Roth Sabine Ogrin Bernhard Schmitz 《Educational Assessment, Evaluation and Accountability》2016,28(3):225-250
The growing interest in the field of learning strategies has led to an increasing number of studies and, with that, the development of numerous instruments to measure the use of self-regulated learning (SRL) strategies. Due to the complexity of this research field, the types of assessment methods are diverse. For this reason, we conducted a systematic review of self-report instruments that measure SRL in higher education and highlight their main characteristics. In doing so, we applied the general principles of systematic reviewing—we conducted a systematic search of established psychological and educational databases with previously defined inclusion criteria and applied a multistage filtering process. In an additional step, we examined a subsample of nine established instruments in terms of their implementation characteristics, psychometric properties, and additional characteristics. The results illustrate the distribution of self-report instruments used in higher education and point to a growing use of course- or domain-specific questionnaires over the past decades as well as a lack of emotional and motivational regulation scales. 相似文献
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Amidst increased research on mergers in higher education, studies addressing micro level processes are scarce and fragmented across disciplines: our aim is to systematically review existing studies, providing implications for research and practice. We grouped 21 studies from different countries under four themes: academic identity and self-image; cultural integration; staff reaction; teaching and research. Timing, status of institutions and staff, and disciplinary cultures apparently affect post-merger micro-level processes. Policy reforms might indirectly address micro-level processes following a merger, for example in a change of academic identities. Few studies investigated the impact of mergers on teaching and research activities. Studying merger consequences for academic core activities is complex, requiring a longer perspective involving students, staff and quantitative indicators. Longitudinal design in further studies might investigate changes from different angles and for different staff groups and students, exploring country differences in micro-level processes, applying a comparative design. Despite limitations, our review might inform the planning of merger processes regarding reactions at micro level.
相似文献56.
In order to examine and explain differences in self-regulated (SR) deep learning of successful immigrant and non-immigrant
students we investigated a population of 650 high track 10th grade students in Amsterdam, of which 39% had an immigrant background.
By means of a questionnaire based on the MSLQ of Pintrich and De Groot (1990) the students reported their use of learning
and resource management strategies, and their motivational values and attitudes. Two tests measured vocabulary and mathematical
reasoning. Background characteristics, grades, track position and school composition (i.e., proportions of immigrant students)
were registered as well.
A factor analysis yielded two learning patterns: self-regulated deep learning and self-regulated surface learning. Subsequent
analyses of variance showed that, compared to boys, girls prefer SR surface learning. However, immigrant girls fit best in
the SR deep learning pattem. The contrast between immigrant and non-immigrant girls is substantial. Explanations for this
particular group difference, and for variance in SR deep learning in general, were explored. Of the achievement measures,
only average grade explains variance in SR deep learning. Motivational values and resource management strategies do so as
well. Track position does not, but school composition does affect the way immigrant students learn. Schools with more than
60% immigrant students enhance more SR deep learning than schools with less than 20% immigrant students. As the difference
in SR deep learning between immigrant and non-immigrant girls is not explained by any of the covariates, we suggest alternative
explanations in the discussion section. 相似文献
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In diesem Beitrag wird dargestellt, dass in Schulentwicklungsprozessen Potentiale für eine weitere Professionalisierung des Lehrerberufs liegen. Schulentwicklung generiert einen bestimmten Handlungstyp im Sinne einer Disposition für die kooperative L?sung unvorhersehbare Problem-und Krisenlagen auf der Ebene der einzelnen Schule. Die Autoren beschreiben auf der Grundlage mehrerer von ihnen durchgeführter hermeneutischfallrekonstruktiv vorgehender Begleitforschungsprojekte zur Schulentwicklung, welche Ver?nderungen sich in Schulentwicklungs-als Unterrichtsentwicklungsprozessen für die T?tigkeit der Lehrerinnen und Lehrer ergeben, um zukunftsoffen mit Unsicherheit umgehen zu k?nnen: 1. Es findet mehr Arbeit in sogenannten Praxisgemeinschaften und Entwicklungsgruppen statt. Dieses ist eine Verst?rkung der Kommunikation über Unterricht und Lernprozesse. 2. Die prozessorientierte ziel-und inhaltsbezogene Differenzierung und Variation von Unterrichtsformen wird gesteigert. 3. Schülerrückmeldungen über eigenes Lernen und den Unterricht werden in diesen integriert. Hier bilden sich neue Kompetenzen zur Diagnose heterogener Lernst?nde und zur Differenzierung von Lernformen und Lernwegen heraus, und es kommt dabei zu einer Ausdifferenzierung von Funktionsbereichen in der Lehrert?tigkeit. 相似文献
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ABSTRACTMale students with immigrant backgrounds are disproportionally referred for special educational support outside regular classrooms or schools, which may reflect differential teachers’ expectations concerning the academic achievement of students based on sociodemographic characteristics. Although research has indicated differential teachers’ expectations for students based on immigrant background or special educational needs (SEN), less is known about a possible double vulnerability associated with combined stereotypes. Therefore, in the current study, both SEN and immigrant background were systematically varied and teachers were asked to rate the students’ academic achievement. Results showed that teachers’ expectations of students with SEN and immigrant background were lower than for students without immigrant background, especially in regards to language proficiency. These results may help to explain the overrepresentation of students with immigrant background in special education programmes. The educational and theoretical implications of these findings are discussed. 相似文献