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   

Children seek help based on how others learn     

Sophie Bridgers  Costanza De Simone  Hyowon Gweon  Azzurra Ruggeri 《Child development》2023,94(5):1259-1280

Do children consider how others learned when seeking help? Across three experiments, German children (N = 536 3-to-8 year olds, 49% female, majority White, tested 2017–2019) preferred to learn from successful active learners selectively by context: They sought help solving a problem from a learner who had independently discovered the solution to a previous problem over those who had learned through instruction or observation, but only when the current problem was novel, yet related, to the learners' problem (Experiment 1). Older, but not younger, children preferred the active learner even when she was offered help (Experiment 2), though only when her discovery was deliberate (Experiment 3). Although a preference to learn from successful active learners emerges early, a genuine appreciation for process beyond outcome increases across childhood.  相似文献   

The post-war shaping of general relativity and gravitation studies     

Turchetti  Simone 《Metascience》2020,29(1):59-61

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Gender and career optimism—The effects of gender‐specific perceptions of lecturer support,career barriers and self‐efficacy on career optimism     

Stephanie C. Aymans  Timo Kortsch  Simone Kauffeld 《Higher Education Quarterly》2020,74(3):273-289

Female university graduates tend to have less career success than their male counterparts. Career optimism is considered a crucial predictor of future career success, but little is known about predictors of career optimism. Based on Social Cognitive Career Theory (SCCT), we hypothesised that both perceived lecturer support and perceived career barriers impact career optimism via students’ self‐efficacy, and differentiated the model along gender lines using a subgroup path analysis. Two hundred and thirty‐two undergraduate psychology students from German universities answered an online questionnaire. Results revealed that the expected indirect effect of perceived lecturer support and perceived career barriers on career optimism via self‐efficacy was only identifiable in women. For men, we found a direct connection between perceived lecturer support and career optimism, as well as that an increase in perceived career barriers reduced males’ self‐efficacy. We were unable to identify any sex differences in career optimism.  相似文献   

Reflecting on the work of preparing teachers     

Anne McMaugh  David Saltmarsh  Simone White  Jo‐Anne Reid  Ninetta Santoro  Nan Bahr 《Asia-Pacific Journal of Teacher Education》2009,37(1):1-4

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Long-Term Relations Between Children’s Language,the Home Literacy Environment,and Socioemotional Development From Ages 3 to 8     

Elisabeth Rose  Simone Lehrl  Susanne Ebert  Sabine Weinert 《Early education and development》2018,29(3):342-356

Research Findings: This study investigated the long-term interrelations among children’s language competencies, their home literacy environment (HLE), and 3 aspects of socioemotional development from ages 3 to 8, controlling for characteristics of the child and family. For this sample of 547 typically developing German children, parents and teachers reported on cooperative behavior, physical aggression, and emotional self-regulation. Language was assessed using established test instruments. HLE was operationalized by the number of books in the household, the frequency of shared book reading, and an observation during shared book reading. Path analyses supported effects of language and HLE at age 3 on all 3 indicators of socioemotional development over the 5-year period. An additional mediational analysis revealed different patterns of results depending on the aspect of socioemotional competency under study. Although the effect of early language and HLE at age 3 on cooperative and (low) aggressive behavior at age 8 was partially mediated by language at age 5, children’s early language at age 3 was the best predictor of the development of emotional self-regulation. Practice or Policy: Findings identify a rich HLE and proper language skills as protective factors for socioemotional development in not-at-risk children; these factors should be further established in social skills training.  相似文献