Teacher Scaffolding: An Exploration of Exemplary Practice     

Jennifer Masters  Nicola Yelland 《Education and Information Technologies》2002,7(4):313-321

While computers have increasingly been used in classroom over the last twenty years, their application has often been mundane; being merely used to reinforce existing educational practices rather than as a catalyst for educational innovation. An effective way to bring about change may be to identify instances of best practice and then study associated strategies that may be useful for teachers trying to use computers in new and meaningful ways. This study investigates strategies used by a teacher deemed to be exemplary at using computers and associated technology in her classroom. It involved observing and recording teaching sessions conducted by the teacher. This paper discusses the learning task, the children's progression through the task and the teaching strategies used. In particular, it looks for instances of teacher scaffolding as a strategy for supporting children working with computers.  相似文献   

Can typical game features have unintended consequences? A study of players’ learning and reactions to challenge and failure in an educational programming game     

Catherine C. Chase  Laura J. Malkiewich  Alison Lee  Stefan Slater  Ahram Choi  Chenmu Xing 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):57-74

It is difficult to motivate learners to seek out and persist at challenging learning tasks where failure is likely. However, in game environments, people seem highly motivated to engage with challenges and respond productively to failure. Many typical game features purportedly enhance intrinsic motivation and self-efficacy, which should improve students’ reactions to challenge and failure, which should in turn enhance learning. An experimental study with early middle school students tested these assumptions by comparing a “Full” version of a typical, commercial programming game to a “Minimal” version of the same game where common game features such as narrative, performance metrics, high-quality graphics, and sound were removed. In contrast to our hypotheses, players of the Full Game were less likely to choose coding challenges, were less tolerant of coding failures and gained less coding knowledge. Intrinsic motivation and self-efficacy did not differ between conditions. Correlational analyses showed that failure tolerance and challenge seeking may critically affect learning from educational games. The current study offers an existence proof that some common game features can hinder players' failure tolerance, challenge-seeking and learning, in certain game contexts. Future research should isolate the effects of individual game features, test generalizability and explore which contextual variables influence the findings.  相似文献   

Reconsidering data in learning analytics: opportunities for critical research using a documentation studies framework     

Kyle M. L. Jones  Chase McCoy 《Learning, Media and Technology》2019,44(1):52-63

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Resisting coherence: trans men’s experiences and the use of grounded theory methods     

D. Chase J. Catalano 《International journal of qualitative studies in education》2017,30(3):234-244

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Textbook treatments and students' understanding of acceleration     

Gloria Dall'Alba  Eleanor Walsh  John Bowden  Elaine Martin  Geofferey Masters  Paul Ramsden  Andrew Stephanou 《科学教学研究杂志》1993,30(7):621-635

A single science textbook often provides the syllabus for courses at upper secondary and tertiary levels, and may be used as a principal source of information or explanation. The research reported in this article challenges such practices. The ways in which the concept, acceleration, is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (Year 12) and first-year university students. Some students' understandings are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatments of the concept. In addition to misleading or inaccurate statements, the limitations of some textbook treatments of acceleration were found to include: lack of attempts to make explicit relationships with other concepts, failure to point out when it is appropriate to use particular definitions or that an alternative definition might be more appropriate in specific situations, inclusion of operational definitions without conceptual explanations, and a focus on quantitative treatments while overlooking the development of qualitative understanding. Two principal aspects that distinguished the ways in which the students understood acceleration were identified: (a) the relation between acceleration and velocity; and (b) the relation between acceleration and force(s). The results of the study have implications for teaching and, in particular, for the use of textbooks in teaching. These implications are discussed in the article.  相似文献   

Partnership development of the COVID-19 Front Door: a best evidence resource     

Nancy J. Allee  Charles P. Friedman  Allen J. Flynn  Chase Masters  Kai Donovan  Jane Ferraro  Roma Patel  Joshua C. Rubin 《Journal of the Medical Library Association》2021,109(4):680

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A comparative analysis of nature kindergarten programmes in Australia and New Zealand     

Jennifer Masters  Leanne Grogan 《International Journal of Early Years Education》2018,26(3):233-248

This paper highlights the similarities and differences of seven nature kindergarten programmes in Australia and New Zealand. The study targeted three programmes from New Zealand and four from Australia. Participant observations and semi-structured interviews were used to build a profile of each site. The profiles were compared on factors such as philosophical influences, curriculum design, site location, safety requirements and programme activity. In many ways, the programmes were quite similar, and this was attributed to synergies between the respective curriculum frameworks and the influence of the European Forest School movement. There were, however, some unique features at each site and differences attributed to national perspectives. It is anticipated that the profiling of philosophical and logistical dimensions of nature programmes implemented in exemplar settings can help to inspire other early childhood educators and encourage them to reposition nature pedagogy as part of their own early childhood programmes.  相似文献   

A Report of the STEM Education Track of the 2017 Assessment Institute          下载免费PDF全文

Anthony Chase 《Assessment Update》2018,30(3):6-7

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Coaching competency and satisfaction with the coach: A multi-level structural equation model     

Nicholas D. Myers  Mark R. Beauchamp  Melissa A. Chase 《Journal of sports sciences》2013,31(4):411-422

Abstract

The purpose of this initial predictive validity study was to determine the ability of measures derived from the Athletes' Perceptions of Coaching Competency Scale II – High School Teams (APCCS II-HST) to predict satisfaction with the head coach. Specification of the statistical model was informed by the mediational model of coach–athlete interactions. The technical quality of the satisfaction measure was evaluated before testing the predictive validity of the coaching competency measures. Data were collected from athletes of seven sports. Athlete observations (N = 748) were clustered within teams (G = 74). Multi-group confirmatory factor analyses (CFA) provided evidence for factorial invariance of a reduced version of the satisfaction measure by athlete gender. Multi-level CFA provided evidence of model–data consistency for a reduced version of the satisfaction measure. Multi-level structural equation modelling provided evidence for the ability of latent coaching competency to positively predict latent satisfaction at both the athlete level (technique competency and motivation competency) and the team level (coaching competency) and for close model–data fit. Implications of this study include: that the APCCS II-HST should be viewed as a replacement for the Coaching Competency Scale when the intended population is appropriate; a preliminary multi-level measurement model for satisfaction with one's coach that should be considered as a potential starting point in subsequent studies; and empirical support for a key relationship proposed in the mediational model of coach–athlete interactions.  相似文献   

An Intergenerational E-mail Pal Project on Attitudes of College Students Toward Older Adults     

Carla A. Chase 《Educational gerontology》2013,39(1):27-37

Intergenerational interactions have demonstrated some success at improving attitudes of college students toward older adults. This quasiexperimental study involved undergraduate college students paired with older adults for a six-week e-mail exchange. Student attitudes toward older adults were measured pre- and posttest with Polizzi's revised version of the Aging Semantic Differential (ASD). Students were assigned to an intervention group (n = 23) or a control group (n = 20). The intervention group demonstrated significant improvement in attitude toward older adults as compared to the control group (F 14.694, p < .05). This educational approach holds promise for using readily accessible technology to connect the generations.  相似文献