Taking critical thinking,creativity and grit online     

Nussbaum  Miguel  Barahona  Camila  Rodriguez  Fernanda  Guentulle  Victoria  Lopez  Felipe  Vazquez-Uscanga  Enrique  Cabezas  Veronica 《Educational technology research and development : ETR & D》2021,69(1):201-206

Technology has the potential to facilitate the development of higher-order thinking skills in learning. There has been a rush towards online learning by education systems during COVID-19; this can therefore be seen as an opportunity to develop students’ higher-order thinking skills. In this short report we show how critical thinking and creativity can be developed in an online context, as well as highlighting the importance of grit. We also suggest the importance of heuristic evaluation in the design of online systems to support twenty-first century learning.

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Learning in the mother tongue: Examining the learning outcomes of the South African Kha Ri Gude literacy campaign     

Hanemann  Ulrike  McKay  Veronica 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):351-387

International Review of Education - The aim of this article is to examine literacy and numeracy scores of learners who participated in the South African Kha Ri Gude Literacy Campaign. Analysing the...  相似文献   

A Note on the Use of Mixture Models for Individual Prediction     

Veronica T. Cole  Daniel J. Bauer 《Structural equation modeling》2016,23(4):615-631

Mixture models capture heterogeneity in data by decomposing the population into latent subgroups, each of which is governed by its own subgroup-specific set of parameters. Despite the flexibility and widespread use of these models, most applications have focused solely on making inferences for whole or subpopulations, rather than individual cases. This article presents a general framework for computing marginal and conditional predicted values for individuals using mixture model results. These predicted values can be used to characterize covariate effects, examine the fit of the model for specific individuals, or forecast future observations from previous ones. Two empirical examples are provided to demonstrate the usefulness of individual predicted values in applications of mixture models. The first example examines the relative timing of initiation of substance use using a multiple event process survival mixture model, whereas the second example evaluates changes in depressive symptoms over adolescence using a growth mixture model.  相似文献   

Adult learning and education as a tool to contain pandemics: The COVID-19 experience     

Lopes  Henrique  McKay  Veronica 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2020,66(4):575-602

International Review of Education - In combating pandemics, more can be gained by changing citizens’ behaviours than by relying solely on the medical route. In the current COVID-19 pandemic,...  相似文献   

Learning about literacy: Children’s versions of the Literacy Hour     

Veronica Hanke 《Journal of Research in Reading》2000,23(3):287-298

This article reports on an enquiry into the responses of a class of Year 1 children, aged 5‐6 years, to the first eight months of the National Literacy Strategy (NLS). Children were given incomplete drawings to represent the four parts of the Literacy Hour. In completing the drawings the children made their own interpretations of the Literacy Hour. They could choose to write thought or speech bubbles, draw faces and expressions, make written or dictated comments about the teacher and the children portrayed. The methodology enabled these young children to articulate detailed responses to their experience of a particular style of teaching. Each child documented a range of attitudes to and feelings about whole class teaching, group work and the plenary session. These insights, which were often challenging, put the emotional dimension of learning at the centre of their experiences of the NLS.  相似文献   

Nonword recall and phonemic discrimination in four‐ to six‐year‐old children     

Jackie Masterson  Veronica Laxon  Emma Carnegie  Sheila Wright  Janice Horslen 《Journal of Research in Reading》2005,28(2):183-201

Previous research has established that the degree of ‘wordlikeness’ of nonwords affects young children's nonword repetition performance. Experiment 1 examined the possibility that output processes are responsible for the wordlikeness effect by using a probed recall procedure. Wordlikeness was defined in terms of phonological neighbourhood density, although this measure was found to be related to the traditional measure of wordlikeness involving adult ratings. A significant effect of number of phonological neighbours/wordlikeness was observed in favour of nonwords with many neighbours. In Experiments 2 and 3 the wordlikeness effect was qualified by a significant interaction with nonword repetition ability. Children with poorer repetition ability were affected by number of neighbours/wordlikeness, while children with better repetition ability were not. Children with poorer repetition ability were significantly poorer than the better repeaters with nonwords with few neighbours. The results were interpreted in terms of theories of phonological development that suggest progressive segmentation of lexical representations. In Experiment 4 the relationship of children's nonword repetition ability to phonemic discrimination ability was investigated. The results demonstrated that children with better nonword repetition ability had superior phonemic discrimination performance than children with poorer nonword repetition ability.  相似文献   

Do Differential Grading Standards Across Fields Matter for Major Choice? Evidence from a Policy Change in Florida     

Minaya  Veronica 《Research in higher education》2020,61(8):943-965

Research in Higher Education - Grading standards in college vary substantially across fields, especially among STEM fields that tend to give lower grades than non-STEM fields. Prior research has...  相似文献   

University students’ perceptions of a fair learning environment: a social justice perspective     

Alf Lizzio  Keithia Wilson  Veronica Hadaway 《Assessment & Evaluation in Higher Education》2007,32(2):195-213

This study aimed to identify the manner in which university students construe ‘fair treatment’ and how justice related processes are perceived to influence students’ psychological identification with their academic department. In the first study, 342 undergraduate psychology students completed two questionnaires: one measured various aspects of interpersonal, procedural and outcome fairness in their department, and the other measured their level of psychological identification with the department. Students construed the fairness of their learning environment in terms of two conceptually distinct justice factors: respectful partnership between staff and students reflecting primarily interpersonal justice considerations; and systemic fairness reflecting a concern for accessible information and effective problem‐solving procedures. Hierarchical regression analyses indicated that although both justice factors significantly influenced students’ psychological identification with their department, interactional justice concerns (i.e., respectful staff–student partnership) were most strongly predictive. In the second study (n = 87), students’ perceptions of fairness were found to share substantial variance with their ratings on the good teaching and clear goals scales of the Course Experience Questionnaire.  相似文献   

Guiding Readers ‐ Layers of Meaning: A handbook for teaching reading comprehension to 7–11‐year‐olds Wayne Tennent,David Reedy,Angela Hobsbaum and Nikki Gamble (2016) UCL IOE Press. ISBN: 9781782771821; £24.99 (paperback)          下载免费PDF全文

Veronica Hanke 《Literacy》2018,52(1):55-55

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A cross-sectional examination of the physical fitness and selected health attributes of recreational all-terrain vehicle riders and off-road motorcyclists     

Jamie F. Burr  Veronica Jamnik  Norman Gledhill 《Journal of sports sciences》2013,31(13):1423-1433

Abstract

The aims of this study were: (1) to characterize selected fitness and health attributes of two types of habitual recreational off-road vehicle riders – off-road motorcyclists and all-terrain vehicle riders; (2) to explore differences among riders in terms of vehicle type, age, and gender; and (3) to compare the fitness and health of riders to population norms and clinical health standards. Canadian off-road riders (n = 141) of both sexes aged 16 years and over were recruited through local and national off-road riding organizations. Anthropometry, fitness, and health measures of off-road motorcycle and all-terrain vehicle riders were compared with population norms, health standards, and physical activity guidelines. Off-road motorcycle riders had above average aerobic fitness (79th percentile), while all-terrain vehicle riders were lower than average (40th percentile). All riders had a healthy blood lipid profile and a low incidence of the metabolic syndrome (12.9%) compared with members of the general population. Off-road motorcycle riders had healthier body composition and fitness than all-terrain vehicle riders; however, the body composition of off-road motorcycle riders was no healthier than that of the general population and all-terrain vehicle riders were worse than the general population. Off-road motorcycle riders had healthier anthropometry and fitness than all-terrain vehicle riders and thus fewer health risk factors for future disease, demonstrating that the physiological profiles of off-road riders are dependent on vehicle type.  相似文献