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   

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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Group work does not necessarily equal collaborative learning: evidence from observations and self-reports     

Mark Summers  Simone Volet 《European Journal of Psychology of Education - EJPE》2010,25(4):473-492

Situative and sociocognitive analyses were combined to examine engagement in high-level collaborative learning and its relationship with individuals’ cognitions. Video footage of 53 science university students’ (nine groups) collaborative learning interactions as they worked through a case-based project was analysed in combination with students’ appraisals and reflections on the activity. Sizeable group differences in amount of high-level discussion of learning content were revealed. Individual high-level contributions were positively correlated with overall unit performance. Motivation at task onset predicted amount but not depth of content-related group discussion. Interviews with participants suggested that groups’ divergent patterns of engagement with content could be related to different perceptions of the notion of collaborative learning. Results are discussed in terms of implications for collaborative learning research and educational practice.  相似文献   

Developing beliefs about classroom motivation: Journeys of preservice teachers     

Caroline F. Mansfield  Simone E. Volet 《Teaching and Teacher Education》2010

This paper examines the developing beliefs about classroom motivation of eight preservice teachers during teacher education. The framework conceptualises the contexts in which preservice teachers participate and the filtering effect of prior beliefs. Qualitative analyses of multiple data sources reveal two distinct trajectories in the development of beliefs about classroom motivation. The findings highlight the importance of filtering prior beliefs, alignment and conflict of ideas, significance of self-motivating factors and power of emotions in developing beliefs about classroom motivation. Implications emphasize the importance of enabling preservice teachers examining existing beliefs and integrating these with learning during teacher education.  相似文献   

Introduction to “Implementing Performance Interventions”     

Simone G. Symonette 《Performance Improvement》2015,54(10):41-42

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High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?     

Simone Volet  Mark Summers  Joanne Thurman 《Learning and Instruction》2009,19(2):128-143

This article examines the nature and process of collaborative learning in student-led group activities at university. A situative framework combining the constructs of social regulation and content processing was developed to identify instances of productive high-level co-regulation. Data involves video footage of groups of science students working on a case-based project. Striking group differences in types of interactions were revealed. Regularities in the emergence of high-level co-regulation and features of interactions that contributed to the maintenance of productive collaboration were also identified. The importance of fostering students' development as co-learners is highlighted.  相似文献   

Foreign and International Media     

Mildred L.B. Feldman  William H. Read  Simone Courteix  Mervyn Jones  Lennart H. Grenholm  John H. Clippinger 《Communication Booknotes Quarterly》2013,44(8):101-103

Allan M. Winkler's The Politics of Propaganda: The Office of War Information, 1942-1945 (New Haven: Yale University Press, 1978—$11.95)

46. Mass News Media and the Third World Challenge by Leonard R. Sussman (80 pp.)

49. International News and the American Media by Barry Rubin (71 pp.)

Kees Van Der Haak and Joanna Spicer's Broadcasting in the Netherlands (London and Boston: Routledge &; Kegan Paul, 1977—$7.95, paper)

Tomo Martelanc, et al. External Radio Broadcasting and International Understanding: Broadcasting to Yugoslavia (Paris: Unesco/ New York: Unipub, 1977—$2.75, paper)

John A. Lent's Asian Mass Communications: A Comprehensive Bibliography-1977 Supplement (School of Communications, Temple University, Philadelphia, Pa. 19122—$25.00 1 paper)  相似文献