Modelling and coaching of relevant metacognitive strategies for enhancing university students' learning     

Simone E. Volet   《Learning and Instruction》1991,1(4)

Recent developments in strategy instruction research suggest that learning in a particular discipline is enhanced by guiding students through the development of content-relevant metacognitive strategies. The potential of such an instructional approach for university settings is discussed in this paper, and is supported with evidence from an experimental field study. The study, conducted with 28 experimental and 28 matched control students over 13 weeks of an introductory computer science course, involved (a) students' development of a metacognitive strategy relevant for computer programming, (b) modelling and coaching procedures with complete explanations about strategy use, and (c) a socially supportive learning context. The instructional method had significant short-term and long-term effects on students' cognitive and affective learning outcomes.  相似文献   

Sources of variance in end-of-course student evaluations     

Timothy Curby  Patrick McKnight  Lisa Alexander  Simone Erchov 《Assessment & Evaluation in Higher Education》2020,45(1):44-53

Abstract

Evaluation of college instructors often centers on course ratings; however, there is little evidence that these ratings only reflect teaching. The purpose of this study was to assess the relative importance of three facets of course ratings: instructor, course and occasion. We sampled 2,459 fully-crossed dyads from a large university where two instructors taught the same two courses at least twice in a 3-year period. Generalizability theory was used to estimate unconfounded variance components for instructor, course and occasion, as well as their interactions. Meta-analysis was used to summarize those estimates. Results indicated that a three-way interaction between instructor, course and occasion that includes measurement error accounted for the most variance in student ratings (24%), with instructor accounting for the second largest amount (22%). While instructor - and presumably teaching - accounted for substantial variance in student course ratings, factors other than instructor quality had a larger influence on student ratings.  相似文献   

Interrupting the Pathway From Discrimination to Black Adolescents’ Psychosocial Outcomes: The Contribution of Parental Racial Worries and Racial Socialization Competency     

Riana E. Anderson  Shawn C.T. Jones  Farzana T. Saleem  Isha Metzger  Nkemka Anyiwo  Kyle Simone Nisbeth  Kiana D. Bess  Kenneth Resnicow  Howard C. Stevenson 《Child development》2021,92(6):2375-2394

Racial discrimination can lead to psychosocial problems for Black adolescents, including internalization (e.g., depression) and externalization (e.g., conduct problems). Black parents (N = 186; M_age = 42.9) of adolescents (ages 10–18) were assessed to investigate how parental worries and racial socialization competency (i.e., confidence, skills, and stress) contribute to the association between parental discrimination experiences and their adolescents’ psychosocial problems. Mediation analyses indicated that the total direct models with discrimination, worries, and problems had good fit, and that the addition of worry mediated the discrimination-problems association. Furthermore, racial socialization competency moderated the association between worry and problems, wherein greater competency was associated with less impact of worry on problems. Findings illuminate potential intervention targets for buffering discrimination’s influence on adolescents’ psychosocial functioning.  相似文献   

Inoculation against Wonder: Finding an antidote in Camus,pragmatism and the community of inquiry     

Gilbert Burgh  Simone Thornton 《Educational Philosophy and Theory》2016,48(9):884-898

In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry that begins with genuinely felt doubt, pointing to a problematic to which the inquirer seeks a solution or resolution. We argue that the central purpose of education is to develop lucid individuals. To this end, we concentrate on Dewey and the pragmatist tradition, starting from Peirce, leading to Lipman’s development of Dewey’s educational guidelines into classroom practice. We show where Camus and the pragmatists are congruent in their thinking, insofar as they can inform the educative process of the community of inquiry. What we conclude is that the role of the teacher is to develop lucid individuals facilitated in a classroom that is transformed into a community of inquiry embedded in contemporary historical moments.  相似文献   

On cross-lingual retrieval with multilingual text encoders     

Litschko  Robert  Vulić  Ivan  Ponzetto  Simone Paolo  Glavaš  Goran 《Information Retrieval》2022,25(2):149-183

Information Retrieval Journal - Pretrained multilingual text encoders based on neural transformer architectures, such as multilingual BERT (mBERT) and XLM, have recently become a default paradigm...  相似文献   

Multicultural education through child-constructed games     

Alter Muri  Simone 《Early Childhood Education Journal》1996,23(4):211-214

Children all over the world enjoy learning and playing games. Involving children in the process of creating games from other cultures can increase an authentic interest in learning about other cultures. It also increases cognitive, social, and interpersonal skills. Activities that stress multicultural awareness seem to work best when they are part of the daily routine. Many board games, matching games, and sidewalk games are played in several cultures with slight variations. Stressing commonalities by making games rather than differences can foster sensitivity and a greater understanding of others.  相似文献   

Exploration of experimental design and statistical methods using the stick‐on‐the‐wall spaghetti rule          下载免费PDF全文

Simone Montangero  Francesca Vittone  Sally Olderbak  Oliver Wilhelm 《Teaching Statistics》2018,40(2):40-45

We present a versatile scenario to introduce students to statistics: the test that spaghetti sticks only if sufficiently done. The statistical analyses can be performed at different levels of complexity and formal correctness, adapting it to the students' age.  相似文献   

The Recent Past is (also) a Foreign Country     

Simone Turchetti 《Metascience》2008,17(3):431-434

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In Tribute to Alexander M. Dushkin     

Simone A. Schweber 《Journal of Jewish Education》2013,79(1-2):42-59

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Editorial introduction: Motivation and learning in multiple contexts     

Simone Volet  Karen Kimmel 《European Journal of Psychology of Education - EJPE》2012,27(2):155-160

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