In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional “rationalist” views of education. Furthermore, research findings in this area have been inconsistent at best. In this article we discuss the following key questions relating to this important debate. What do we mean by emotional “intelligence”? What impact would improved emotional intelligence have on learners’ emotional health and well‐being, academic achievement, and other adaptive outcomes? Can emotional intelligence be taught? It is felt that these are the key issues for consideration in developing policy, practice, and further research in this area. 相似文献
Theory-of-mind (ToM) abilities were studied in 176 deaf children aged 3 years 11 months to 8 years 3 months who use either American Sign Language (ASL) or oral English, with hearing parents or deaf parents. A battery of tasks tapping understanding of false belief and knowledge state and language skills, ASL or English, was given to each child. There was a significant delay on ToM tasks in deaf children of hearing parents, who typically demonstrate language delays, regardless of whether they used spoken English or ASL. In contrast, deaf children from deaf families performed identically to same-aged hearing controls (N=42). Both vocabulary and understanding syntactic complements were significant independent predictors of success on verbal and low-verbal ToM tasks. 相似文献
Variables that address student enrollment patterns (e.g., persistence, enrollment inconsistency, completed credit hours, course
credit load, course completion rate, procrastination) constitute a longstanding fixture of analytical strategies in educational
research, particularly research that focuses on explaining variation in academic outcomes. However, nearly all measures of
enrollment patterns are handicapped by untested assumptions about a more fundamental measure, namely students’ rate of progress.
In this paper, I first explain how a variety of widely used measures of enrollment patterns are inextricably linked to students’
rate of progress. I then describe a method of modeling mathematically students’ rate of progress that employs hierarchical
(multilevel) discrete-time event history analysis of repeated events. I conclude with an empirical example of the application
of this method in which I test several hypotheses concerning students’ rate of progress through the remedial math sequence
toward the outcome of college-level math competency. In addition to the utility of the method that is proposed here, the issues
discussed in this paper have important practical implications for institutional research, particularly with respect to the
use of the various measures of enrollment patterns to explain variation in students’ attainment.
Guidance policies are often formulated in general terms. The recent European Union Resolution on Lifelong Guidance, for example, runs along two main lines. One line pursues the policy goal of creating a more inclusive society with active citizens. The other line pursues global competitiveness. These two pursuits may seem to present conflicting policy goals. The dilemmas that guidance practitioners encounter in this context are typically for individual guidance practitioners to resolve on their own. This article points to some of the issues at stake in terms of policy-making against social exclusion, and it suggests three possible guidance strategies: solving, preventing and coping.
Résumé. Politiques d’orientation: le cheval de Troie Les politiques d’orientation sont souvent formulées en termes généraux. La récente Résolution de l’Union Européenne des syndicats concernant l’orientation tout au long de la vie, par exemple, trace deux axes principaux. L’un de ces axes correspond à un but politique de création d’une société qui comprenne davantage de citoyens actifs. L’autre axe correspond à un objectif de compétitivité globale. Ces deux axes peuvent sembler correspondre à des buts politiques contradictoires. La résolution des dilemmes que rencontrent les praticiens de l’orientation dans ce contexte est en général laissée à leur libre appréciation. Cet article pointe certains des problèmes en jeu en termes de définition d’une politique contre l’exclusion sociale et suggère trois stratégies possibles d’orientation: résolution, prévention et adaptation.Zusammenfassung. Berufsberatungs-Politiken: Das Trojanische Pferd Berufsberatungpolitiken sind häufig auf der Grundlage allgemeiner Leitlinien formuliert. Die aktuelle Europäische Resolution zur lebenslangen Berufsberatung beispielsweise orientiert sich an zwei Hauptlinien. Eine Linie verfolgt das politische Ziel, mit aktiven Bürgern eine Gesellschaft zu entwickeln, die stärkere Beteiligung ermöglicht. Die andere Linie betont die globale Konkurrenzfähigkeit. Diese beiden Zielsetzungen könnten auf den ersten Blick als konkurrierende politische Ziele aufgefasst werden. Die Dilemmata, denen Berufsberaterinnen in diesem Zusammenhang ausgesetzt sind, sind typischerweise für das Feld der Berufsberatung von den BeraterInnen alleine aufzulösen. Dieser Artikel weist im Sinne einer Politik gegen sozialen Ausschluss auf einige Aspekte hin, die auf dem Spiel stehen, und er schlägt drei mögliche Beratungsstrategien vor: Lösung, Vermeidung und Anpassung.Resumen. Políticas de Orientación: el Caballo de Troya Las políticas de orientación se suelen formular en términos generales. La reciente Resolución de la Unión Europea sobre el Aprendizaje a lo Largo de la Vida, por ejemplo, se plantea en torno a dos ejes o líneas principales. La primera tiene como objetivo la política de crear una sociedad más inclusiva con ciudadanos activos. La otra línea promueve la competitividad global. Parece que estas dos finalidades podrían llevar a metas políticas contradictorias. Los dilemas que se les presenta a los orientadores en este contexto normalmente tienen que resolverlos por su cuenta. Este artículo pone de manifiesto algunas cuestiones que están en juego en relación a las políticas contra la exclusión social, y sugiere tres estrategias de orientación posibles: resolución, prevención, y manejo de la situación.
Conceptual conflict has long been recognized as a factor that could facilitate student learning. Due, however, to the lack of a convincing explanation of why it occurs, and how it can be resolved, it has seldom been used in instructional design. Its potential use in instruction is particularly relevant in the light of the recent, well-documented finding that students' existing conceptions frequently constitute a barrier to effective learning. This article examines conceptual conflict in the light of an epistemological model of learning as conceptual change. This analysis shows that the conceptual change model provides an explanation of conceptual conflict which is sufficiently detailed to allow it to be used in the design of instruction. The results of two studies, the first of which addressed the concepts of mass, volume, and density, and the second, the concept of speed, show that instruction, designed in this way, is effective in changing students' existing conceptions. 相似文献
Educational technology research and development - Between 2010 and 2019, ETR&D experienced increased publication of a specific type of research that does not provide useful knowledge to the... 相似文献
Educational technology research and development - This paper provides a theory-based critique and response to the Giannakas et al. [Educational Technology Research and Development, 66,... 相似文献
This study investigated how peer comments made using a video annotation tool (VAT) through an online learning community improved student-teachers’ level of reflective thinking and communication competence throughout the simulated (i.e., role-play) context of consultation practice. Eighty student-teachers from two classes of the course “Comprehensive School Guidance” participated in this study, and all recorded two videos for their tripartite practice on parent consultation for self-evaluation and peer comment. Forty student-teachers were in the comparison class and provided general comments to their peers on the learning platform, while those in the experimental class used the VAT on the learning platform to provide specific comments to their peers. Two post-practice online questionnaires and reflective journal entries, which aimed to measure communication competence and reflective thinking ability, were administered to the student-teachers after the first and second consultation practice. The reflective journal entries were segmented into units of analysis that were scored using a 4-level model of reflective thinking (from 1 to 4), with a higher score indicating demonstration of a higher level of reflective thinking for that particular segment. Both the number of reflective notes made and the average level of reflective thinking in student-teachers’ journal entries were indicators of reflective thinking ability. Two mixed ANOVAs were conducted to examine whether student-teachers in the experimental (VAT) class improved their reflective thinking ability and communication competence more significantly than those in the comparison (non-VAT) class. The results showed that student-teachers in both the VAT and non-VAT classes had statistically higher scores for communication competence and reflective thinking in the second role-play practice. Student-teachers with the support of VAT, in comparison to those without, significantly improved their average reflective thinking ability. Focus group interviews were also conducted to investigate how VAT could support student-teachers’ learning process and to learn their perceptions of the strengths and limitations of the VAT. The results indicated that the VAT could enhance student-teachers’ learning by reducing communication barriers created by the tendency to avoid direct observations of peers’ weaknesses, enhancing reflection-in-action during practice, and contextualizing written comments by referring to specific video segments. However, student-teachers felt that the VAT should also allow users to draw on the video screens.
