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ABSTRACTProblem solving has been characterized as one of the ‘employability skills’ due to the high demand for such abilities in a modern workplace. Most universities do not monitor progress of the generic problem-solving skills (PSS) of their students due to a lack of available assessment tools. We used previously reported 15-min tests to measure the generic PSS of students over the first three years of university. More than 600 students participated in this study, including 144 who wrote PSS tests in Year 1 and then again in Year 3 of their studies. Two versions of the PSS test were administered in September and December of both years. We observed a non-linear increase in PSS test scores with a significant growth during the first three months of Year 1, a similar increase over the next 21 months, then no change during the first three months of Year 3. Further studies are necessary to pinpoint the instructional techniques and situational factors facilitating the PSS development of students over the first three years of studies. Moreover, the plateau we observe in the third year indicates that proactive steps by universities and individual instructors are required to advance this important skill set in upper-year students. 相似文献
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Aimee Code Laura Fox Kathryn Asbury Umar Toseeb 《British Journal of Special Education》2022,49(2):168-189
Due to the Covid-19 pandemic, the start of the academic year in September 2020 was a unique time for those transitioning to a new school. This study aimed to explore the experiences of parents who supported autistic children making a range of different school transitions in 2020. Semi-structured interviews were carried out with 13 parents of autistic children in the UK, and data were analyzed with reflexive thematic analysis. For some parents, the Covid-19 pandemic negatively impacted on aspects of school transitions. However, other parents expressed the view that these same circumstances created opportunities to approach the school transition in a unique, improved manner. This article sheds light on the heterogeneity of experiences and perceptions of parents of autistic children, and highlights the need to examine the impact of Covid-19 on school transitions, including practices that it may be advantageous to retain. 相似文献
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Allyson F. Hadwin John C. Nesbit Dianne Jamieson-Noel Jillianne Code Philip H. Winne 《Metacognition and Learning》2007,2(2-3):107-124
This exploratory case study examined in depth the studying activities of eight students across two studying episodes, and
compared traces of actual studying activities to self-reports of self-regulated learning. Students participated in a 2-hour
activity using our gStudy software to complete a course assignment. We used log file data to construct profiles of self-regulated
learning activity in four ways: (a) frequency of studying events, (b) patterns of studying activity, (c) timing and sequencing
of events, and (d) content analyses of students’ notes and summaries. Findings indicate that students’ self-reports may not
calibrate to actual studying activity. Analyses of log file traces of studying activities provide important information for
defining strategies and sequences of fine-grained studying actions. We contrast these analytic methods and illustrate how
trace-based profiles of students’ self-regulated studying inform models of metacognitive monitoring, evaluation, and self-regulated
adaptation. 相似文献
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ABSTRACTUsing researched perspectives of bodies and embodiment, alongside dramatic structures, where bodies are foregrounded, this article looks closely at bodies and embodiment inside of school settings. Specifically, it investigates a community in Southern Ontario and the perceived, affective, relational, and critical ways that study participants story their identities about their bodies. Findings suggest that body image itself (i.e. how youth perceive their bodies) and embodiment (i.e. how youth use their bodies for communication and learning) are vital but sometimes invisible topics in today’s school settings, where bodies are continually interpreted, admired, shamed, moved, rejected, and positioned. Though drama and other subjects like the arts focus on embodied ways of knowing and offer unique opportunities for learning, they can also hold unique challenges in school settings. 相似文献
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