Peer feedback on academic writing: undergraduate students’ peer feedback role,peer feedback perceptions and essay performance     

Bart Huisman  Nadira Saab  Jan van Driel  Paul van den Broek 《Assessment & Evaluation in Higher Education》2018,43(6):955-968

Within the higher education context, peer feedback is frequently applied as an instructional method. Research on the learning mechanisms involved in the peer feedback process has covered aspects of both providing and receiving feedback. However, a direct comparison of the impact that providing and receiving peer feedback has on students’ writing performance is still lacking. The current study compared the writing performance of undergraduate students (N = 83) who either provided or received anonymous written peer feedback in the context of an authentic academic writing task. In addition, we investigated whether students’ peer feedback perceptions were related to the nature of the peer feedback they received and to writing performance. Results showed that both providing and receiving feedback led to similar improvements of writing performance. The presence of explanatory comments positively related both to how adequate students perceived the peer feedback to be, as well as to students’ willingness to improve based upon it. However, no direct relation was found between these peer feedback perceptions and students’ writing performance increase.  相似文献   

“You Can Do It Baby”: Non-Task Talk with an In-Car Speech Enabled System     

Elizabeth Molina-Markham  Brion van Over  Sunny Lie  Donal Carbaugh 《Communication quarterly》2016,64(3):324-347

Natural language speech enabled systems are an attractive option for in-car infotainment. Differences in cultural expectations in communication, however, can pose difficulties for interface developers and cause frustration for users. We adopt the perspective of cultural discourse theory to analyze 26 drivers interacting with an in-car speech interface. We focus here on directive sequences and the phenomenon of participants using non-task talk. The analysis of these sequences reveals a norm that one ought to engage in non-task talk with the system. We suggest that this norm is grounded in a user premise that the system’s interactional status involves the ability to speak. We find that this norm lacks crystallization among participants, and we formulate a competing norm that helps to account for this. The second norm reveals an underlying belief that the system’s status as a machine is the basis for how it should be treated.  相似文献   

Evolution of human parenting: Canalization,new types of learning,and mother-infant conflict     

Frans X. Plooij  Hedwig H. C. van de Rijt-Plooij 《European Journal of Psychology of Education - EJPE》1989,4(2):177-192

Human infancy is the mammalian extreme of an evolutionary trend towards a long, drawn-out life history. An extreme form of parental care and investment co-evolved. This is a drain on the mother’s resources and, consequently, a conflict results between the interests of the mother and the infant. It is in the interest of the mother to reduce her care as soon as possible. This is not done all at once, but in steps. The timing of these steps is dictated by the highly canalized infant development. Every time a new type of learning (preadapted responsiveness to certain learning opportunities) emerges in the infant, the mother withholds a related type of privilege/care. Consequently, mother-infant conflict results, until the infant gives in and reaches a new level of independence. Mother’s behaviour in a conflict period is of paramount importance: on the one hand it is mother’s role to sense the infant’s new educability and to (force) teach it how to use the newly emerged abilities it might not, or not fully, have used otherwise. On the other hand, mother-infant conflict may escalate and become pathogenic. Mother is bound to stay within limits dictated by the canalized abilities and interests of the infant. A deepened knowledge of the new types of learning is helpful in education during infancy. Control Systems Theory (CST) is useful in understanding the new types of learning and in bringing order in many new infant developments in various functional domains.  相似文献   

Competence Development and Appraisal in Organizations     

J. I. Stoker  B. I. J. M. Van der Heijden 《Journal of Career Development》2001,28(2):97-113

This contribution focuses on the way in which employees and managers perceive themselves and each other. Based on two PhD-projects, one in which differences between self-ratings and supervisor ratings have been studied, and one in which the focus was the differences between team leaders' self-perception and the team members' perception, it was concluded that supervisors and employees have a different view on the competencies and behavior of one another. Some explanations for these results are given. Also, implications for competence development and appraisal of employees and managers will be described.  相似文献   

Microdevelopment of peer interactions and scientific reasoning in young children / Microdesarrollo de la interacción entre pares y el razonamiento científico en niños pequeños     

Marlenny Guevara  Marijn van Dijk  Paul van Geert 《Infancia y Aprendizaje》2016,39(4):727-771

  相似文献   

Assessing reading skills by means of paper-and-pencil lexical decision: Issues of reliability,repetition, and word-pseudoword ratio     

Gijsel  Martine A.R.  van Bon  Wim H.J.  Bosman  Anna M.T. 《Reading and writing》2004,17(5):517-536

This study focused on the feasibility of agroup-administered paper-and-pencil lexical-decisiontest as a plausible alternative or supplementary tool for the assessment of readingskills. Lexical-decision tests and oral-readingtests were administered to 130 Dutch studentsfrom primary grades 1, 2, 3, 5, and 6. Correlations were moderate to high in low grades, butdeclined in the high grades. The reliability ofthe lexical-decision test assessed by means ofa test--retest procedure was generally good. Asecond presentation of the lexical-decisiontest caused repetition effects (i.e., betterperformance on the second test), but generallyremained within reasonable limits. The presenceof different numbers of pseudowords (25%vs. 75%) in both lexical decision and oralreading, indicated that a large number ofpseudowords made oral reading harder, butlexical decision easier. Educational andclinical implications are discussed.  相似文献   

Convention highlights     

Andrew Walker  Darren B. Brown  Gary C. Powell  Jan Visser  Yusra Laila Visser 《TechTrends》2000,44(3):13-21

  相似文献   

Research on cognitive load theory and its design implications for e-learning   总被引：8，自引：0，他引：8  

Jeroen J. G. van Merriënboer  Paul Ayres 《Educational technology research and development : ETR & D》2005,53(3):5-13

  相似文献   

IDEA and collaboration: a Bakhtinian perspective on parent and professional discourse     

Valle JW  Aponte E 《Journal of learning disabilities》2002,35(5):469-479

In accordance with the Bakhtinian framework of this article, the text represents a dialogue between practices documented in the literature; the first author's perspective as a teacher, evaluator, and consultant; Bakhtin's theories of language; and the lived experiences of the second author, a parent whose child has been labeled as having a language learning disability. Although the Individuals with Disabilities Education Act (IDEA) grants parents the right to be involved in educational decisions about their children, we argue that the routine disqualification of parents' voices by school professionals is a major obstacle to authentic collaboration. Bakhtin's theories of language serve to illuminate the discourse between parents and professionals in special education committee meetings. We conclude with our vision for a mutual dialogic exchange between parents and professionals.  相似文献   

The idealism of education policies and the realities in schools: the implementation of inclusive education in South Africa     

Petra Engelbrecht  Mirna Nel  Suegnet Smit  Marichelle van Deventer 《International Journal of Inclusive Education》2016,20(5):520-535

Inclusive education as a global movement emerged over the past 30 years to ensure quality mainstream education for all learners. Since 1994 the newly democratic South Africa also had expectations as well as the political will to change education by adjusting legislation and policies. However, the vision of a truly inclusive education system in South Africa has been difficult to achieve and results regarding the implementation of inclusive education remain questionable. There has been a growing realisation that the advent of democracy was not in itself a sufficient condition for the elimination of historical and structural inequalities in education with as recurring theme the dissonance between the government's socio-political imperative for change and economic realities. This article focuses on the development of policy and guidelines on inclusive education in dynamic interaction with the complexity of realities in South African schools with a special focus on the policy recommendations regarding the development of full-service schools. The constant comparative analysis of the two phased case study of a full-service school in a rural town revealed interesting results illustrating the complexities regarding the implementation of inclusive education and the challenges and opportunities in bridging the gap between the idealism of policies and the realities in schools.  相似文献