Helping students understand their learning styles: Effects on study self‐efficacy,preference for group work,and group climate     

Graham D. Hendry  Paul Heinrich  Patricia M. Lyon  Alexandra L. Barratt  Judy M. Simpson  Sarah J. Hyde 《教育心理学》2005,25(4):395-407

Small tutorial groups in higher education are often composed without regard to students’ gender or broad knowledge background, for example, yet research indicates that composing groups on the basis of gender and prior qualifications may have significant effects on assessment outcomes. Previous studies have also investigated the effects of composing groups on the basis of learning style preference and found no effects. The effect of combining group composition with training in learning styles is unclear, however. In this study we report on the effects of workshop training in learning styles on balanced group members’ study self‐efficacy, preference for group work, group climate, and assessment performance. Although we found no effects, students reported greater self‐awareness of their own learning and acceptance of others’ styles. We conclude that in collaborative learning environments, training may need to go beyond facilitating growth in students’ self‐awareness to include a focus on how to apply this understanding to improving group function and helping others to learn.  相似文献   

Sleep,Classroom Behavior,and Achievement Among Children of Color in Historically Disinvested Neighborhoods     

Alexandra Ursache  Rebecca Robbins  Alicia Chung  Spring Dawson-McClure  Dimitra Kamboukos  Esther J. Calzada  Girardin Jean-Louis  Laurie Miller Brotman 《Child development》2021,92(5):1932-1950

Children of color are more likely to have poor sleep health than White children, placing them at risk for behavioral problems in the classroom and lower academic performance. Few studies, however, have utilized standardized measures of both classroom behavior and achievement. This study examined whether children’s sleep (parent and teacher report) in first grade concurrently related to independent observations of classroom behavior and longitudinally predicted achievement test scores in second grade in a sample of primarily Black (86%) children (n = 572; age = 6.8) living in historically disinvested neighborhoods. Higher teacher-reported child sleepiness was associated with lower adaptive behaviors and higher problem behaviors in the classroom, and predicted lower achievement. Parent-reported bedtime resistance and disordered breathing also predicted lower achievement.  相似文献   

A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms     

Oliveira  Sofia  Roberto  Magda Sofia  Veiga-Simão  Ana Margarida  Marques-Pinto  Alexandra 《Educational Psychology Review》2021,33(4):1779-1808

Educational Psychology Review - Over the last decades, extensive research has given considerable attention to teachers’ burnout. Owing to its negative personal, organizational, and social...  相似文献   

Representational guidance and student engagement: examining designs for collaboration in online synchronous environments     

Florence R. Sullivan  Claire E. Hamilton  Danielle A. Allessio  Rachel J. Boit  Alexandra D. Deschamps  Tony Sindelar  German E. Vargas Ramos  Anthony Randall  Nicholas Wilson  Yan Zhu 《Educational technology research and development : ETR & D》2011,59(5):619-644

In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs) for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study of the effect of varying representational and interactional design features on a collaborative design activity in three online synchronous environments. We compared environments featuring multiple modes of interaction (MUVEs), shared representations (text chat and 2D still images) and text-only features. Sixty-one students enrolled in an undergraduate course on Child Development participated in the study. Participants were asked to design a theoretically-based, developmentally appropriate, preschool classroom setting. Students were randomly assigned to one of three online learning environments that provided varying levels of representation and interaction. Significant differences in collaborative problem solving interactions were found. Participants in the shared representations + text condition evidenced stronger learning outcomes as regards substantive discussion and integration of child development concepts; while participants in the MUVE condition reported the most enjoyment with the experience. These findings are explained by the concepts of representational guidance, representational bias, educational affordances and interface design metaphors. Suggestions for the design of MUVEs for collaborative learning are provided.  相似文献   

Potenziale schulstatistischer Individualdaten für die Bildungsforschung und Bildungspolitik – Das Beispiel Bremen     

Anna M. Makles  Kerstin Schneider  Alexandra Schwarz 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1229-1259

Education policy and educational practitioners have increased their demand for evidence-based knowledge. In 2003, the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) decided to establish a core dataset for individual-level administrative school statistics, the ?Kerndatensatz für schulstatistische Individualdaten“, to close the gaps in education statistics and to support evidence-based policy. In the federal state of Bremen, individual-level student data has been collected since 1997/98. These data are of great value for educational planning and policy, educational reporting, as well as educational research, as the analysis of individual educational trajectories depends on the availability of individual-level longitudinal data. Using the Bremen data, this paper demonstrates that highly relevant issues regarding the education system can indeed be analyzed with individual-level student data. Examples include: the effects of age at school entry, educational trajectories and graduation certificates. The results show that demographic information and critical events during early years of education are good predictors for educational success. These findings highlight the potential for student-level data in establishing education policy.  相似文献   

Was hindert Lehrkräfte an Fortbildungen teilzunehmen?     

Eric Richter  Dirk Richter  Alexandra Marx 《Zeitschrift für Erziehungswissenschaft》2018,21(5):1021-1043

  相似文献   

Bright and Beautiful: High achieving girls,ambivalent femininities,and the feminization of success in the primary school   总被引：3，自引：0，他引：3  

Emma Renold  Alexandra Allan 《Discourse: Studies in the Cultural Politics of Education》2006,27(4):457-473

This paper refocuses attention on and problematizes girls’ experiences of school achievement and the construction of schoolgirl femininities. In particular, it centres on the relatively neglected experiences and identity work of high achieving primary school girls. Drawing upon ethnographic data (observations, interviews, and pupil diaries) from a broader study of girls’ and boys’ perceptions and experiences of schoolwork and achievement from two contrasting primary schools in a city in South Wales (UK), the paper will explore the gendered subjectivities of high achieving girls from diverse social and cultural backgrounds. Three narrative case studies are re-presented and analysed to explore the feminization of success and thus the tensions and contradictions as girls negotiate the pushes and pulls to be both “bright” (i.e. succeeding academically) and “beautiful” (succeeding in “doing girl”). Of key interest are the possibilities, costs, and consequences of girls producing ambivalent femininities and the rearticulation and transgression of normative ways of “doing clever” and “doing girl” in 21st century primary schools.  相似文献   

Consulting stakeholders in the development of an environmental policy implementation plan: a Delphi study at Dalhousie University     

Tarah Sharon Alexandra Wright 《Environmental Education Research》2004,10(2):179-194

This paper reports on a Delphi Study undertaken at Dalhousie University in which a multi‐stakeholder panel was consulted in order to generate ideas that could be incorporated into an Implementation Plan for the University Environmental Policy (UEP). The objectives of the study were twofold. First, the study endeavored to develop ideas as to the most desirable and feasible ways in which to incorporate the UEP into the activities and structure of the university. Second, the study sought to assess the applicability of the Delphi Technique for consulting with stakeholders in the development of an implementation plan. The final analyses confirm the literature on the challenges, barriers and opportunities encountered for institutional environmental change in higher education. The study also confirms the findings of existing research that promotes the Delphi Technique as an excellent tool to inform the creation of educational and social policy. Specifically, this study illustrates the benefits of applying the Policy Delphi Technique to the development of an Environmental Policy Implementation Plan in higher education.  相似文献   

Preventing radicalisation to extreme positions in children and young people. What does the literature tell us and should educational psychology respond?     

Alexandra Sewell  Halit Hulusi 《Educational Psychology in Practice》2016,32(4):343-354

Over the last five years the radicalisation of children and young people to extreme ideologies is fast developing as a new and important safeguarding issue for Local Authorities. Despite many high profile cases, there has yet to be a response from the educational psychology profession. This article seeks to explore the possible role for educational psychologists (EPs) in this area. This article sets out the findings of a recent literature review in which the authors propose Reactive Approach Motivation theory as a possible way in which EPs might formulate their understanding and response to this issue. Insights derived from the review are then discussed in light of the EP role in this new domain. Particular attention is paid to the PREVENT Agenda and some of the ethical considerations facing EPs seeking to undertake work in this area.  相似文献   

Reading in multilingual learners of Urdu (L1), English (L2) and Arabic (L3)     

Amna Mirza  Alexandra Gottardo  Xi Chen 《Reading and writing》2017,30(1):187-207

The present study examined the language and literacy skills and their relations to each other in multilingual children, who have a broad range of oral and written language proficiency in each language that they “know”. Reading and vocabulary skills were tested in 50 Canadian children (ages 6–10 years) who were Urdu–English speakers, learning Arabic. Reading skills were related to within-language oral proficiency and across languages with similar and different orthographies. The results suggest the need for hybrid models of language acquisition that combine language-general and language-specific components. The results also are discussed in terms of the need to consider the language and literacy skills of multilingual individuals in current theories of language and literacy acquisition.  相似文献