排序方式： 共有71条查询结果，搜索用时 15 毫秒
61.
Gemma Corbalan Liesbeth Kester Jeroen J.G. van Merriënboer 《Learning and Instruction》2009,19(6):455-465
Structural features of learning tasks are relevant for problem solving but not salient for novice learners. Feedback in the form of Knowledge of Correct Response (KCR) during practice is expected to help learners recognize the structural features and to profit from learner control over the selection of learning tasks. A 2 × 2 factorial experiment (N = 118) was conducted to study the effects of the KCR feedback (present and absent) and control over the selection of learning tasks (learner control and program control). The presence of the KCR feedback yielded higher efficiency on a near-transfer test as well as higher learner motivation. An interaction between feedback and control, indicating extra beneficial effects of feedback when learners control the selection of learning tasks, was not found. Theoretical and practical implications are discussed. 相似文献
62.
This paper explores whether analysis of school library borrowing records can reveal any insights into the reading habits of junior age children. Data in the form of computerised library‐borrowing records were collected from a cohort of 90 Year 6 (age 10–11 years) children over the full course of the academic year. Two‐thirds of the cohort were boys. The paper will consider what light these data can throw on children's reading preferences as they evolve over time in specific social settings. The data stem from a project that combined both qualitative and quantitative research methods in innovative ways. 相似文献
63.
Gemma Moss 《Journal of Research in Reading》2001,24(3):279-292
This article examines the issues raised by photographs children took of reading in the home as part of a funded research project exploring the gendering of reading in the 7–9 age group. The main focus is on the dilemmas the images pose for analysis, and what the images, considered in themselves, can be taken as evidence for. This discussion is linked to current concerns about the nature of the support that homes could and should offer to the process of learning to read. 相似文献
64.
This study describes the evaluation results of PORO; a three level occupational guidance programme designed to improve offender's job finding possibilities and to reduce reoffending after imprisonment. The programme is carried out at a Catalan prison, and the evaluation approach used is Stufflebeam's CIPP model, considering the efficiency, effectiveness and impact of the programme. Evaluation outcomes and practical suggestions for career development applications addressed to prison populations are reported. 相似文献
65.
Gemma Tur Victoria I. Marín Juan Moreno Antonio Gallardo Santos Urbina 《Educational Media International》2016,53(2):139-152
This paper presents a study on the reflections on their PLEs by student teachers in an ICT subject of the fourth degree course in Teacher Education (Early Childhood Teacher Training) at the University of the Balearic Islands (UIB). There were four student teacher groups (n = 117) participating in this project, from the three Balearic Islands’ campuses (Mallorca, Menorca and Ibiza). The main research issues focused on in this study are: the topics highlighted from the reflections on the students’ PLEs and the reflection level achieved. To explore these issues, a content analysis technique has been used to interpret their final assignment of the students’ eportfolios, in which they had to carry out their reflections on their PLEs. For that purpose, two instruments have been designed: a system of categories and a rubric of assessment. Results show that the topics on which students reflect most are the conception of the PLE, its explicitness and its purpose. Although some improvement in students’ reflective skills was observed, conclusions lead us to the necessity of working further on the depth of reflections in order to adequately support self-regulated learning. 相似文献
66.
Leslie J. Francis Tania ap Siôn Ursula McKenna Gemma Penny 《British Journal of Religious Education》2017,39(3):303-316
This study begins by examining the way in which, in both England and Wales, Religious Education has become implicated in political discussion regarding the role of education in promoting community cohesion. The relationship between taking Religious Education as an examination subject and attitude towards religious diversity (as an affective indicator of community cohesion) is then explored among 3052 14- to 15-year-old students. After controlling for contextual factors (school type and geographical location), personal factors (sex and age), psychological factors (psychoticism, neuroticism and extraversion) and religious factors (Christian affiliation, worship attendance, personal prayer and belief in God), a small but significant positive association was found between taking Religious Education as an examination subject and attitude towards religious diversity. This finding may be interpreted as supporting the view that Religious Education works to promote community cohesion, although the wider debate that the community cohesion agenda has generated among religious educators needs further exploration. 相似文献
67.
Celia Harding Gemma Lindsay Aoife O'Brien Lucy Dipper Julie Wright 《Journal of Research in Special Educational Needs》2011,11(2):120-129
There is a developing research base to support the rationale underpinning augmentative and alternative communication (AAC) for people with learning disabilities. However, there is a paucity of research examining the process involved in implementing AAC support for people who have profound disabilities. This paper seeks to explore the processes involved in planning and implementing AAC systems to support the communication of two 6 year olds with profound and multiple learning disabilities. Following assessment, a plan of intervention involving specific implementation of objects of reference, gestures and signs was implemented to enhance communication opportunities for both children. Both children improved their communication skills through use of specific AAC supports. Results suggest that important aspects to include when planning intervention are understanding the level of each child's cognition in relation to their receptive abilities and a consistent, collaborative approach where strategies are agreed between team members. Specific challenges are discussed. 相似文献
68.
Gemma Moss 《比较教育学》2014,50(3):357-373
This article examines the construction and design of literacy attainment data in the English school system in two different historical periods: the 1860s and the 1950s. These periods represent contrasting moments in the history of education in the UK when school structures and the governance of education varied, as did the design and interpretation of literacy attainment data, their relationship to pedagogy and the curriculum, and the administrative purposes for which they were deployed. By paying attention to the relationship between the form the data took and their mobilisation in administrative, professional and public discourse, this article will challenge current assumptions about the primacy of numerical data and the certainty accorded the information they encode. Studying the role numerical data played in shaping education in the past reveals tension points between data, discourse and social contexts that highlight the peculiarities of contemporary uses of literacy attainment data and their current role in bringing policy and pedagogy into the same space. 相似文献
69.
Video is one way to promote, and help families understand, the transition to kindergarten. The present study explored the experiences of parents with transition-to-kindergarten videos. Four videos, in English and Spanish with accompanying information sheets in English and Spanish, targeted parents for transitioning to kindergarten. There were a total of 141 parents in the six classrooms that could have received the videos and information sheets. Findings indicate that the quality of the videos was rated positively and that parents had positive experiences viewing the videos. Parents reported that the videos provided general information about the transition to kindergarten, provided examples of activities they could do to help their child transition to kindergarten, and promoted parents’ understanding of child development. Findings are discussed in light of implications for researchers advancing technology tools and family involvement. 相似文献
70.
Gaining insight into interdisciplinary research and education programmes: A framework for evaluation
Greater understanding of how interdisciplinary research and education evolves is critical for identifying and implementing appropriate programme management strategies. In this paper a programme evaluation framework is presented. It is based on social learning processes (individual learning, interdisciplinary research practices, and interaction between researchers with different backgrounds); social capital outcomes (ability to interact, interpersonal connectivity, and shared understanding); and knowledge and human capital outcomes (new knowledge that integrates multiple research fields). The framework is illustrated on an established case study doctoral programme. Data are collected via mixed qualitative/quantitative methods to reveal several interesting findings about how interdisciplinary research evolves and can be supported. Firstly, different aspects of individual learning seem to contribute to a researcher's ability to interact with researchers from other research fields and work collaboratively. These include learning new material from different research fields, learning how to learn new material and learning how to integrate different material. Secondly, shared interdisciplinary research practices can be identified that may be common to other programmes and support interaction and shared understanding between different researchers. They include clarification and questioning, harnessing differences and setting defensible research boundaries. Thirdly, intensive interaction between researchers from different backgrounds support connectivity between the researchers, further enabling collaborative work. The case study data suggest that social learning processes and social capital outcomes precede new interdisciplinary research findings and are therefore a critical aspect to consider in interdisciplinary programme management. 相似文献