Promoting Interest by Supporting Learner Autonomy: the Effects of Teaching Behaviour in Biology Lessons     

Großmann  Nadine  Wilde  Matthias 《Research in Science Education》2020,50(5):1763-1788

Research in Science Education - In self-determination theory, Ryan and Deci (2017) propose that psychological well-being is based on three innate psychological needs: relatedness, competence, and...  相似文献   

Encouraging Engagement with Students and Integrating Librarians into the Curriculum through a Personal Librarian Program     

Shalu Gillum  Natasha Williams  Pamela Herring  Deedra Walton  Nadine Dexter 《Medical reference services quarterly》2018,37(3):266-275

Five years ago, the Harriet F. Ginsburg Health Sciences Library created a Personal Librarian Program (PLP) to encourage librarian engagement with first- and second-year medical students and to promote awareness of library resources and services. Prior to the creation of the PLP, the library struggled with finding ways to connect with its medical students, especially because the library is 98% digital. The PLP was created to give students an individualized library experience and an easier way to interact with librarians. As a result, opportunities for librarian-student engagement increased, and Personal Librarian groups facilitated the integration of librarians into two first- and second-year medical school courses.  相似文献   

Multiple-pattern learning by rats on an eight-arm radial maze     

C. Nadine Wathen  William A. Roberts 《Learning & behavior》1994,22(2):155-164

Rats were trained over a number of sessions on an eight-arm radial maze with eight trials on each session. Each of four arms on the maze contained a different pattern formed by sequences of reward (two pellets) or nonreward (no pellets) over successive trials within sessions. The patterns were single alternation, double alternation, and two patterns in which four rewards or four nonrewards were preceded and followed by two nonrewards or two rewards, respectively. The other four arms on the maze served as control arms and always contained one pellet. It was found that rats tracked all of these patterns when they were required to climb over barriers to enter and leave arms. However, rats showed no ability to extrapolate patterns beyond the training trials. These findings, and a further analysis of arm-choice stereotypy, led to the conclusion that rats tracked by using a trial-number strategy.  相似文献   

Toddlers Help a Peer          下载免费PDF全文

Robert Hepach  Nadine Kante  Michael Tomasello 《Child development》2017,88(5):1642-1652

Toddlers are remarkably prosocial toward adults, yet little is known about their helping behavior toward peers. In the present study with 18‐ and 30‐month‐old toddlers (n = 192, 48 dyads per age group), one child needed help reaching an object to continue a task that was engaging for both children. The object was within reach of the second child who helped significantly more often compared to a no‐need control condition. The helper also fulfilled the peer's need when the task was engaging only for the child needing help. These findings suggest that toddlers’ skills and motivations of helping do not depend on having a competent and helpful recipient, such as an adult, but rather they are much more flexible and general.  相似文献   

Students embracing change towards more powerful learning environments in vocational education     

Inge Placklé  Karen D. Könings  Wolfgang Jacquet  Arno Libotton  Jeroen J. G. van Merriënboer  Nadine Engels 《Educational studies》2018,44(1):26-44

Students’ educational engagement is both an important predictor of study success and a key preventive factor for dropout. Vocational tracks in secondary education show high dropout rates. There is strong evidence that the solution to educational disengagement lies in student‐centred, powerful learning environments (PLEs). This study investigates characteristics of PLEs from the perspective of students in vocational secondary education. Students’ perspectives on a learning environment are crucial for their satisfaction and learning engagement. Therefore, we investigated whether the perceived learning environment meets the requirements of PLEs, and to what extent it meets students’ preferences. Additionally, it was investigated whether students who perceive their learning environment as more powerful, are also more engaged for school. Survey data of 532 students showed that student perceptions of their current learning environment were largely discrepant from the characteristics of PLEs. Students strongly asked for more challenging learning pathways, in combination with adaptive learning support. Students who perceived the characteristics of PLEs as being present, reported higher satisfaction and stronger engagement than students who perceived their education to be a less powerful environment. There is a need to redesign curricula in vocational education in such a way that these more intensely implement characteristics of PLEs.  相似文献   

Benchmarking in European Higher Education: A step beyond current quality models     

Burquel  Nadine  van Vught  Frans 《Tertiary Education and Management》2010,16(3):243-255

Tertiary Education and Management - This paper presents the findings of a two-year EU-funded project (DG Education and Culture) Benchmarking in European Higher Education, carried out from 2006 to...  相似文献   

Letter Names and Alphabet Book Reading by Senior Kindergarteners: An Eye Movement Study     

Mary Ann Evans  Jean Saint‐Aubin  Nadine Landry 《Child development》2009,80(6):1824-1841

The study monitored the eye movements of twenty 5‐year‐old children while reading an alphabet book to examine the manner in which the letters, words, and pictures were fixated and the relation of attention to print to alphabetic knowledge. Children attended little to the print, took longer to first fixate print than illustrations, and labeled fewer letters than when presented with letters in isolation. After controlling for receptive vocabulary, regressions revealed that children knowing more letters were quicker to look at the featured letter on a page and spent more time looking at the featured letter, the word, and its first letter. Thus, alphabet books along with letter knowledge may facilitate entrance into the partial alphabetic stage of word recognition.  相似文献   

Assessing pupils’ intelligence through self,parental, and teacher estimates     

Tomas Chamorro‐Premuzic  Adriane Arteche  Adrian Furnham  Nadine Trickot 《教育心理学》2009,29(1):83-97

This study examined the accuracy of self‐ and other‐estimated intelligence in relation to tested cognitive ability and gender. Three groups of raters were examined: 187 (102 male, 85 female; mean age 14.33 years, SD = .32) pupils of single‐sex comprehensive schools, 109 (55 mothers and 54 fathers) parents, and six teachers of the pupils. Pupils estimated their own overall IQ, while their parents and teachers estimated the pupils’ overall, mathematical, spatial, and verbal abilities. Self‐ and other‐estimates were compared to each other, and to the child’s psychometric test scores in verbal, quantitative, and figural/non‐verbal reasoning ability. Results suggested that participants were reasonably accurate at estimating pupils’ intelligence – teachers significantly more so than parents, and pupils significantly more so than fathers. Although both parents significantly overestimated their child’s IQ, this overestimation was more pronounced in fathers.  相似文献   

Validity and reliability of portfolio assessment in pre‐service teacher education   总被引：1，自引：1，他引：0  

Wil Meeus  Peter Van Petegem  Nadine Engels 《Assessment & Evaluation in Higher Education》2009,34(4):401-413

This article concentrates on the validity and reliability of portfolio assessment as used in pre‐service teacher education. It is not possible to make general pronouncements about the validity of portfolio assessment in pre‐service teacher education as there are multiple portfolio applications. The validity depends on the purpose, namely the divers competencies which the course organisers wish to assess with it. Therefore, three categories of competencies and consequently three types of portfolios were distinguished in order to determine the validity of portfolio assessment. For the assessment of teaching and partnership competencies, it is argued that the validity is low due to the roundabout nature of the assessment. On the contrary, the validity of portfolio assessment for learning competencies can be high. The execution of a self‐regulated learning process can be accurately assessed using portfolios. The reliability of portfolio assessment is problematic, since it is incapable of fulfilling the classic psychometric requirement of reliability. Nevertheless, provided that the necessary measures are taken, the reliability of portfolio assessment can still be brought to an acceptable level. Five measures are proposed.  相似文献   

What I Learned in Danielsen Hall: Faculty‐in‐Residence Programs and the Power to Shape Students’ Lives          下载免费PDF全文

Nadine Dolby 《About Campus》2014,19(1):29-32

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