Do socio-motivational relationships predict achievement motivation in adolescents with high and low school self-concepts?     

Olga Bakadorova 《The Journal of educational research》2016,109(3):219-231

Considering the essential role that socio-motivational relationships at school play with respect to achievement motivation, this study examined the differences between students with a low school self-concept and students with a high school self-concept in a large sample of 7th and 8th grade students (N= 1088; MAge= 13.7) in secondary schools in Brandenburg, Germany. Multi-group structural equation modelling was used to estimate the associations between the variables of socio-motivational support and achievement motivation. The results showed that students with a high school self-concept report higher levels of socio-motivational support than students with a low school self-concept, whereas a teacher plays a more important role in motivating low self-concept students. Furthermore, the results underline the importance of adjusting the teacher's support to the level of the student's school self-concept as one of the possible prevention and intervention strategies aimed at boosting adolescents' achievement motivation after the transition to secondary school.  相似文献   

On document relevance and lexical cohesion between query terms     

Olga Vechtomova  Murat Karamuftuoglu  Stephen E. Robertson 《Information processing & management》2006

Lexical cohesion is a property of text, achieved through lexical-semantic relations between words in text. Most information retrieval systems make use of lexical relations in text only to a limited extent. In this paper we empirically investigate whether the degree of lexical cohesion between the contexts of query terms’ occurrences in a document is related to its relevance to the query. Lexical cohesion between distinct query terms in a document is estimated on the basis of the lexical-semantic relations (repetition, synonymy, hyponymy and sibling) that exist between there collocates – words that co-occur with them in the same windows of text. Experiments suggest significant differences between the lexical cohesion in relevant and non-relevant document sets exist. A document ranking method based on lexical cohesion shows some performance improvements.  相似文献   

Developing Learning Strategies Based on Research Projects     

Olga Ampuero-Canellas  Jimena Gonzalez-Del-Rio  Jose Ignacio Rojas-Sola 《美中教育评论》2011,(2):162-169

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Exploring students’ expectations of learning analytics: A person-centered approach     

Viberg  Olga  Engström  Linda  Saqr  Mohammed  Hrastinski  Stefan 《Education and Information Technologies》2022,27(6):8561-8581

Education and Information Technologies - In order to successfully implement learning analytics (LA), we need a better understanding of student expectations of such services. Yet, there is still a...  相似文献   

Transprofessional competences of school teachers in the digital environment: education employers’ perspective     

Yurinova  Evgenia A.  Byrdina  Olga G.  Dolzhenko  Svetlana G. 《Education and Information Technologies》2022,27(2):1841-1863

Education and Information Technologies - The shift towards digitalization in education, intensified by the COVID-19 pandemic-related issues, has led to the emergence of a need to expand the borders...  相似文献   

Impact of digital game-based learning on the social competence and behavior of preschoolers     

Fang  Menglin  Tapalova  Olga  Zhiyenbayeva  Nadezhda  Kozlovskaya  Svetlana 《Education and Information Technologies》2022,27(3):3065-3078

Education and Information Technologies - Digital gaming has become a regular part of life for today’s pre-schoolers. Hence, there is a need to look at the integration of digital technology...  相似文献   

Evaluating the efficacy of a teacher-guided comprehension-oriented learning strategy intervention among students in Grade 4     

Kikas  Eve  Mädamürk  Kaja  Hennok  Liis  Sigus  Hardi  Talpsep  Teri  Luptova  Olga  Kivi  Valentina 《European Journal of Psychology of Education - EJPE》2022,37(2):509-530

This study examined the effects of a teacher-led learning-strategy intervention program on fourth-grade students’ reported use and perceived effectiveness of rehearsal and comprehension-oriented learning strategies. During 18 program units, teachers taught about learning and various learning strategies, including visualisation, elaboration and categorisation. Strategies were practised in math, language and science classes. Participants were comprised of 82 fourth-grade students in the intervention group and 387 fourth-grade students in the control group. Students’ reported use and perceived effectiveness of learning strategies were assessed before and at least 4 months after intervention using a web-based word-memorisation task and associated reflection questions. The intervention group tended to use more comprehension-oriented learning strategies in post-tests, and the intervention group also showed an increase in perceived effectiveness of comprehension-oriented learning strategies. Still, rehearsal was evaluated as the most effective strategy in both the control group and the intervention group. Explanations for these findings and possible future directions are discussed.

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Teaching root cause analysis in healthcare management with Grey's Anatomy     

Natallia Gray  Olga Petrova 《Decision Sciences Journal of Innovative Education》2023,21(4):224-236

Over the past 20 years, root cause analysis (RCA) has become one of the most widely used retrospective methods for detecting safety hazards in medicine and healthcare. Despite its wide use in management practice and growing popularity in academic research, there is currently a dearth of coverage of RCA in popular healthcare management textbooks and pedagogical publications. This paper addresses this gap by presenting innovative instructional materials and recommendations for teaching RCA in healthcare management. Using an episode of Grey's Anatomy TV show, this experiential learning exercise takes students through the steps of RCA and makes use of a range of RCA tools, including high-level flowchart, fishbone diagram, “five whys”, corrective action plan, and others. The exercise, which was classroom tested and received positive student feedback, can be adapted to a range of healthcare management classes. Because RCA can have widespread, lifesaving consequences, healthcare management courses can significantly benefit from integrating this exercise into classroom pedagogies.  相似文献   

The role of family literacy classes in demystifying school literacies and developing closer parent–school relations     

Jon Swain  Olga Cara 《Cambridge Journal of Education》2019,49(1):111-131

This paper is based on a large study of family literacy provision in England, which was carried out between July 2013 and May 2015. It explored the impact of classes on parents’ relations with the school and their children, and their ability to support their children’s literacy development. The study involved 27 school-based programmes for pupils aged between five and seven, and their parents. It used mixed methods, which involved surveys of 118 parents and 20 family literacy tutors, telephone interviews with a sub-sample of 28 parents, analysis of teaching plans and observations of classes. Findings showed that parents wanted to learn the ways the school was teaching their child to read and write, and by demystifying school literacy pedagogies and processes the programmes developed greater connectivity between home and the school, and parents felt more able to support their children’s literacy development at home.  相似文献   

A Comparative Analysis of the Function of Coordination of Early Childhood Education and Care in France and Italy     

Olga Baudelot  Sylvie Rayna  Susanna Mayer  Tullia Musatti 《International Journal of Early Years Education》2003,11(2):105-116

In several European countries professionals are in charge of the coordination of Early Childhood Education and Care provision at local community level. For the past 20 years the number of this personnel has grown considerably in Italy and in France. This study provides a comparative analysis of the function of coordinating Early Childhood Education and Care services in these two countries as emerges from two surveys carried out in French and Italian municipalities on the status, training, and tasks of early childhood coordinators. The implications of the coordination function in the promotion of the quality of Early Childhood Education and Care are discussed. Dans plusieurs pays europe´ens, il existe des professionnels charge´s de la coordination de la petite enfance au niveau des communes. Au cours de ces vingt dernie ¤ res anne´es, le nombre de ces personnels a conside´rablement augmente´ en Italie et en France. Cette e´tude fournit une analyse comparative de la fonction de coordination des services de la petite enfance dans ces deux pays a ¤ partir de deux enquetes mene´es dans des municipalite´s italiennes et franc¸aises sur le statut, la formation et les taches des coordinateurs de la petite enfance. Les implications de la fonction de coordination dans la promotion de la qualite´ des soins et de l'e´ducation dans les services de la petite enfance seront discute´es. En varios pa L ´ses europeos, hay profesionales responsables de la coordinacio´n de la educacio´n de la primera infancia y de la provisio´n del cuidado de nin ¨ os a nivel de la comunidad local. Durante los u´ltimos veinte an ¨ os el nu´mero de este personal ha crecido considerablemente en Italia y en Francia. Este estudio proporciona un ana´lisis comparativo de la funcio´n de coordinacio´n de los servicios de la educacio´n de la primera infancia y del cuidado de nin ¨ os en estos dos pa L ´ses como ha sido presentado en dos estudios realizados en municipios franceses e italianos sobre el estado, entrenamiento, y tareas de los coordinadores de la primera nin ¨ ez. Las implicaciones de la funcio´n de coordinacio´n en la promocio´n de la calidad de coordinacio´n de la educacio´n de la primera infancia y del cuidado de nin ¨ os sera´n discutidas.  相似文献