Effects of Web-based Support for the Construction of Competence Maps     

Angela Stoof  Rob L. Martens  Jeroen J. G. van Merriënboer 《Instructional Science》2006,34(3):189-211

Educationalists experience difficulties with the construction of competence maps that describe final attainment levels of educational programs. Web-based support was developed with three supportive aids: A construction kit, a phenomenarium, and an information bank. Each supportive aid was expected to improve perceived process and product quality as well as learning. In a full factorial experiment, 266 educational science students constructed a competence map, whether or not supported by different combinations of the three supportive aids. The availability of the construction kit and the phenomenarium had positive effects on perceived process quality and learning. Furthermore, if there was no phenomenarium with example materials, the absence of the construction kit greatly diminished experienced support (i.e., one aspect of process quality); if a phenomenarium was present, the availability of the construction kit had relatively little effect on perceived support. In general, this study indicates that well-designed Web-based support helps to construct competence maps. in final form: 2 February 2006  相似文献   

What Teachers Think     

Angela Thomas 《Assessment & Evaluation in Higher Education》1989,14(3):149-157

The present study examined Further Education Teachers’ opinions on the introduction of a formal appraisal system into their colleges. Data were obtained from two sources: (a) a one‐day workshop (N = 72), and (b) a survey questionnaire (N = 60). Findings showed that generally teachers did not welcome a formal appraisal system but felt that any system should offer encouragement and help to improve performance in the classroom, though most felt that time and money would need to be spent to enable Colleges to do the job properly.  相似文献   

Multigrade teaching: towards an international research and policy agenda   总被引：2，自引：0，他引：2  

Angela W. Little   《International Journal of Educational Development》2001,21(6):121

Despite its prevalence in many educational systems, multigrade teaching remains invisible. In the global effort to achieve education for all in the post-Dakar decade the needs of multigrade teachers, classes and schools must be addressed. The paper (i) explores the meaning of the term multigrade teaching in developing and industrialised countries and identifies a range of conditions under which it arises; (ii) synthesises knowledge of the practice of and research on multigrade teaching; and (iii) proposes an international agenda for future research on and dissemination of policy and practice. The agenda underlines the need for context-specific questions and comparisons, more awareness of the prevalence and challenges of multigrade teaching, more research on the practices and training needs of multigrade teaching and the exploration of synergies between teachers, curriculum, assessment and classroom organisation. It is suggested that knowledge of multigrade teaching strategies is needed by all teachers and not simply those in classes designated as ‘multigrade’.  相似文献   

Childhood adversity, educational trajectories, and self-reported health in later life among U.S. women and men at the turn of the century     

Prof. Angela M. O’Rand Ph.D.  Prof. Jenifer Hamil-Luker Ph.D.  Prof. Cheryl Elman Ph.D. 《Zeitschrift für Erziehungswissenschaft》2009,12(3):409-436

A major objective of current life course research is to specify the processes linking early childhood conditions to subsequent life course statuses that span educational, occupational, familial, and health domains across the life span. This study confronts at least two persistent challenges to the rigorous specification of the relationships among these variables. The first is that the point-in-time measurement of education as “years of schooling” masks considerable heterogeneity in the timing and curricular tracks of schooling and obscures our understanding of how and when education matters for life-course inequality. The second challenge involves interdependencies between aspects of life-course inequality, including educational achievement and health. The intertwining of these variables across the life course, and their usual conceptualization and measurement, limit the interpretation of their relationship and its generalizability across studies. We use data from three waves of the National Survey of Families and Households between 1987–1988 and 2001–2002 to explore trajectories of self-reported health, applying latent class cluster analysis (finite mixture models) to deal directly with these measurement and specification issues. Generally, we find mediating effects of education in mid- to late-life health demonstrating the pivotal role of education in life course processes. Women’s childhood backgrounds are more heterogeneous and temporally complex educational careers affect their self-assessed health more than men’s. Late degrees are linked to poor health trajectories among women, but not men. Also, marital history, number of births and health behaviors are associated in expected ways with women’s and men’s health trajectories at midlife.  相似文献   

Developing a framework for critical science agency through case study in a conceptual physics context     

Sreyashi Jhumki Basu  Angela Calabrese Barton  Neil Clairmont  Donya Locke 《Cultural Studies of Science Education》2009,4(2):345-371

  相似文献   

Critical physics agency: further unraveling the intersections of subject matter knowledge, learning, and taking action     

Sreyashi Jhumki Basu  Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392

In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality to understand science learning.

Angela Calabrese BartonEmail:

  相似文献   

Interindividual Differences in Neonatal Imitation and the Development of Action Chains in Rhesus Macaques   总被引：1，自引：0，他引：1  

Pier Francesco Ferrari  Annika Paukner  Angela Ruggiero  Lisa Darcey  Sarah Unbehagen  Stephen J. Suomi 《Child development》2009,80(4):1057-1068

The capacity to imitate facial gestures is highly variable in rhesus macaques and this variability may be related to differences in specific neurobehavioral patterns of development. This study evaluated the differential neonatal imitative response of 41 macaques in relation to the development of sensory, motor, and cognitive skills throughout the 1st month of life. The results show that infants who imitate facial gestures display more developed skills in goal-directed movements (reaching–grasping and fine hand motor control) than nonimitators. These differences might reflect, at least in part, the differential maturation of motor chains in the parietal and motor cortices, which partly overlap with those of the mirror neuron system. Thus, neonatal imitation appears to be a predictor of future neurobehavioral development.  相似文献   

Cognitive ability and the instructional efficacy of collaborative concept mapping     

Marion Haugwitz  John C. Nesbit  Angela Sandmann 《Learning and individual differences》2010,20(5):536-543

Data were gathered from 248 secondary students (14 years old, 56% female) who learned about the circulatory system in 77 self-selected collaborative groups. The learning outcomes of biology students who summarised by collaborative concept mapping were compared with those of students who summarised by collaborative writing. Learning groups randomly assigned to construct concept maps instead of conventional summaries generated more relations in the summary task and their members obtained higher individual scores on a post-test. The concept mapping strategy was found to be advantageous only for students whose cognitive ability was below the median for the sample and who were placed in groups with other students having low cognitive ability.  相似文献   

Searching the Web to learn about a controversial topic: are students epistemically active?   总被引：1，自引：0，他引：1  

Lucia Mason  Angela Boldrin  Nicola Ariasi 《Instructional Science》2010,38(6):607-633

Students are making an increased use of the Web as a source for solving information problems for academic assignments. To extend current research about search behavior during navigation on the Web, this study examined whether students are able to spontaneously reflect, from an epistemic perspective, on the information accessed, and whether their epistemic metacognition is related to individual characteristics, such as prior knowledge of the topic and the need for cognition. In addition, we investigated whether Internet-based learning is influenced by the activation of spontaneous epistemic metacognition in the search context. Forty-six psychology and engineering university students were asked to research information about a controversial subject in order to write an essay. They were also asked to think aloud during their research. Both qualitative and quantitative analyses were performed. As revealed by their spontaneous reflections, all participants were epistemically active, although to different extents and levels. As expected, there was evidence that students activated beliefs about the four epistemic dimensions identified in the literature, especially about the credibility of an electronic source and the criteria for justification of knowledge. Prior knowledge was not related to activation of epistemic beliefs in the search context, while the need for cognition significantly associated with aspects of source and its content evaluation. Two patterns of epistemic metacognition were identified and they significantly influenced Internet-based learning. Students who spontaneously generated more sophisticated reflections about the sources as well as the information provided, outperformed students who were active only at the first epistemic level. Educational implications are drawn.  相似文献   

Schools in the shadow of terrorism: Psychosocial adjustment and interest in interventions following terror attacks     

Erika Felix  Eric M. Vernberg  Rose L. Pfefferbaum  Dodie C. Gill  John Schorr  Angela Boudreaux  Robin H. Gurwitch  Sandro Galea  Betty Pfefferbaum 《Psychology in the schools》2010,47(6):592-605

Following terrorist events, teachers and nonteaching school personnel are important in helping children recover, yet little is known about their willingness to assist with this. We surveyed 399 employees from a Washington, D.C.‐area school district following terror attacks (September 11, 2001, attacks; sniper shootings) about their exposure, adjustment, interest, and involvement in psychosocial interventions. Between 10% and 27% experienced one or more symptoms of posttraumatic stress (depending on category of symptom) in the month prior to the survey. Regression analyses revealed that peritraumatic distress, behavior change, and posttraumatic growth predicted interest in information on psychosocial interventions. Feeling prepared, adaptively managing work responsibilities, and perceiving an increase in student problems were related to intervening with students. Implications for school preparedness are discussed. © 2010 Wiley Periodicals, Inc.  相似文献