Giving or receiving feedback: which is more beneficial to students’ learning?     

Georgeta Ion  Angelina Sánchez Martí  Ingrid Agud Morell 《Assessment & Evaluation in Higher Education》2019,44(1):124-138

Assessment is a key component of the education process and strategies involving peer-feedback are considered beneficial to student learning. This study aims to analyse the benefits giving and receiving feedback have for students’ development of cognitive and metacognitive, affective and professional competences. One-hundred and eighty-eight students enrolled in teacher education answered a survey. Results indicate that, after providing feedback, the students perceived a better learning experience and an increased sense of commitment to their own learning and their colleagues’ progress. A key finding from this study was the role of students in their own learning. As most participants recognised, providing feedback helped them improve their learning, which is a clear indicator that students want to adopt an active role in their own learning and consider their involvement critical in the design of teaching and learning experiences. To achieve the greatest advantages, feedback must be accompanied by tutoring and mentoring to ensure positive connections with the task, address doubts and clarify the comments received.  相似文献   

A comprehensive approach to managing school safety: case studies in Catalonia,Spain     

Anna Díaz-Vicario  Joaquín Gairín Sallán 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):89-106

Background: Schools should be safe spaces for students, teaching staff and non-teaching staff. For the concept of ‘safety’ to be meaningful, it must be interpreted broadly to encompass well-being in its widest sense. A common challenge for schools and educational authorities is, therefore, to manage school safety appropriately not only to prevent physical accidents and incidents, but also with the purpose of creating an environment that promotes physical, emotional and social well-being, both individually and collectively.

Purpose: The aim of this research paper is twofold: (a) to explore the concept of safety as it is interpreted by schools and analyse the extent to which schools are committed to the goal of creating safe and healthy school environments; and (b) to identify organisational and management practices that promote the safety of school staff and users.

Design, sample and methods: The research was carried out from a qualitative perspective, based on a study of multiple cases carried out in Catalonia, Spain. The case studies (N = 9 schools) were selected by means of a purposive sampling process in order to obtain a selection of schools covering different education stages and under different types of ownership. The data collection process involved carrying out semistructured interviews (N = 39) with school principals, health and safety officers, teaching staff and non-teaching staff; focus groups with families (N = 2) and a review of general documentation and specific safety documents (N = 58). The data collected were completed and verified by means of interviews with experts (N = 3). The interviews, focus groups and notes arising from the document review were transcribed literally and analysed thematically, following a cross-case analysis structure.

Results: The data analysis indicated that creating safe and healthy environments was not always an explicitly endorsed principle or goal for schools. However, all members of the educational community were involved in ensuring adequate levels of school safety; and diverse management and organisational actions and measures were implemented to ensure physical, emotional and social safety.

Conclusions: We conclude that according to a broad interpretation of safety, which encompasses well-being in its widest sense, a comprehensive school safety management approach had not been fully adopted by schools in the studied sample. Whilst involvement in safety practices was evident, many actions appeared to be carried out without full consideration of the wider promotion of school safety. The study suggests the importance of training and awareness activities for education professionals in order to build and promote safety culture and to facilitate the introduction of a comprehensive school safety approach in the day-to-day management of schools.  相似文献   

Preservice elementary science teachers’ argumentation competence: impact of a training programme     

Daniel Cebrián-Robles  Antonio-Joaquín Franco-Mariscal  Ángel Blanco-López 《Instructional Science》2018,46(5):789-817

The recent literature has shown the importance of preservice elementary science teachers (PESTs) having a deep understanding of argumentation, as this factor may affect the nature of the class activities that are taught and what students learn. A lack of understanding of this factor may represent an obstacle in the development of science education programmes in line with the development of scientific competences. This paper presents the results of the design and implementation of a training programme of 6 sessions (12 h of class participation plus 8 h of personal homework) on argumentation. The programme was carried out by 57 Spanish PESTs from Malaga, Spain. The training programme incorporates the innovative use of certain strategies to improve competence in argumentation, such as teaching PESTs to identify the elements of arguments in order to design assessment rubrics or by including peer assessment during evaluation with and without rubrics. The results obtained on implementing the training programme were evaluated based on the development of PESTs’ argumentation competence using Toulmin’s argumentative model. Data collection methods involved two tasks carried out at the beginning and the end of the programme, i.e., pre- and post-test, respectively. The conclusion of the study is that students made significant progress in their argumentation competence on completing the course. In addition, PESTs who followed the training programme achieved statistically better results at the end than those in the control group (n = 41), who followed a traditional teaching programme. A 6-month transfer task showed a slight improvement for the PESTs of the experimental group in relation to the control group in their ability to transfer argumentation to practice.  相似文献   

Career education needs of secondary school graduates from Asturias, Spain     

Marisa Pereira González 《Journal of Career Development》1997,23(3):215-229

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Peer groups,power and pedagogy: The limits of an educational paradigm of separation     

Christopher Hickey  Amanda Keddie 《The Australian Educational Researcher》2004,31(1):57-77

In contrast to the plethora of literature that suggests that the increasing gulf between teachers and young people is due to the shifting interests and expectations of young people, the focus of this paper is on the roles teachers play in this relationship. Provoking our interest is a concern that some of the assumptions that underpin ‘mainstream’ pedagogic theory and practice might actually contribute, albeit unwittingly, to hardening rather than softening the communication divide. Drawing on an incident that took place between a group of 7–8 year old males in a primary school setting, we reveal the limits of a teaching paradigm that encourages teachers to adopt authoritative positions from which to separate and individualise student behaviour. In theoretical terms, we argue that the application of this paradigm asserts an exaggerated notion of agency to individuals in the construction of identity. In practical terms it promotes processes that individualise behaviour as a way of dealing with miscreance. Together these manifest themselves as a ‘pedagogy of separation’. The process of building more productive pedagogic relationships, we conclude, needs to begin with teachers better recognising and engaging with the collective investments of young people.  相似文献   

Ethics in educational technology research: Informing participants on data sharing risks     

Marc Beardsley  Patricia Santos  Davinia Hernández-Leo  Konstantinos Michos 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1019-1034

Participants in educational technology research regularly share personal data which carries with it risks. Informing participants of these data sharing risks is often only done so through text contained within a consent form. However, conceptualizations of data sharing risks and knowledge of responsible data management practices among teachers and learners may be impoverished—limiting the effectiveness of a consent form in communicating such risks in a manner that adequately supports participants in making informed decisions about sharing their data. At two high schools participating in an educational research project involving the use of technology in the classroom, we investigate teacher and student conceptions of data sharing risks and knowledge of responsible data management practices; and introduce a communication approach that attempts to better inform educational technology research participants of such risks. Results of this study suggest that most teachers have not received formal training related to responsibly managing data; and both teachers and students see the need for such training as they come to realize that their understanding of responsible data management is underdeveloped. Thus, efforts beyond solely explaining data sharing risks in an informed consent form may be needed in educational technology research to facilitate ethical self-determination.  相似文献   

Foreign Languages in the Engineering Programmes in Spain: The State of the Art     

Marinela García Fernández 《European Journal of Engineering Education》1995,20(1):5-18

Following a brief introduction, the extension of engineering education in Spain is described. A scheme of the national education system is given. We consider the impact of the current implementation of new university curricula as a way of improving the quality of the programmes. Attention is paid to the fact of including foreign languages in the engineering programmes of the Spanish universities. Throughout the article, the question of the need of communication for engineers both during their undergraduate and postgraduate studies in engineering as well as in their practical training in industry is emphasized. The core of the paper is devoted to the fact of considering English as the lingua franca for new technologies. A programme called English for Engineering Environments is presented as a way of improving not only the training and understanding of students while at university, but also as future professionals for industry.  相似文献   

TYPES OF HIGH ABILITY: HIGHLY ABLE CHILDREN WITH AN UNBALANCED INTELLIGENCE STRUCTURE     

Mária Herskovits  Eva Gyarmathy 《High Ability Studies》1995,6(1):38-48

The present study focused on children (N=55) with a 12 point or greater difference between verbal IQ (VIQ) and performance IQ (PIQ) on the Wechsler Adult Intelligence Scale (WAIS), with either value being higher than 120. There was a particular focus on those with 24 points or more difference. The control group included children with IQ over 110, but with less than 9 points difference between VIQ and PIQ (N=33). Relatively low VIQs were found in the group with very large discrepancies, and their school performance was in accordance with this result. The problem with the VIQ of this group seemed to be one of maturity. The findings also showed that the subscales are important in diagnosis; the Object Assembly subscale of the WAIS, for instance, has a particular function in the characterisation of hemispheric connections. It was concluded that the group of gifted children displayed right hemispheric dominance, and that differences in the direction of intelligence might influence cognitive style, field of interest and choice of profession. Caution is needed when using VIQ‐PIQ differences for diagnostic purposes, particularly in the case of children with high intelligence.

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Developmental antecedents of young adults’ solidarity during the Covid-19 pandemic: The role of sympathy,social trust,and peer exclusion from early to late adolescence     

Jeanine Grütter  Marlis Buchmann 《Child development》2021,92(5):e832-e850

This study explored characteristics of young adults’ solidarity during the Covid-19 pandemic by identifying three different profiles, characterized by low (23%), average (54%), and high solidarity (23%). Based on longitudinal Swiss panel data (N_T1 = 797, M_{age T1} = 12.15 years, 51% female; 28% migration background representing diverse ethnicities; N_T2 = 707, M_{age T2} = 15.33 years; N_T3 = 596, M_{age T3} = 18.31 years), the study combined person- and variable-centered approaches to examine whether sympathy, social trust, and peer exclusion at earlier phases in development predicted membership in pandemic-related solidarity profiles (N_T4 = 300, M_{age T4} = 20.33 years). All developmental predictors were significantly associated with the likelihood of expressing solidarity during the pandemic as young adults.  相似文献   

Logfile analyses of successful and unsuccessful strategy use in complex problem-solving: a cross-national comparison study     

Wu  Hao  Molnár  Gyöngyvér 《European Journal of Psychology of Education - EJPE》2021,36(4):1009-1032

European Journal of Psychology of Education - The purpose of this study is to examine cross-national differences in students’ exploration strategies in a computer-simulated CPS (complex...  相似文献