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1.
Chit-Kwong Kong 《Learning Environments Research》2008,11(2):111-129
It is generally believed that classroom learning experiences very much influence students’ academic development. However,
relatively little is known about whether classroom learning experiences have much effect on students’ affective and social
development. In this study, we argued for the importance of learning experiences on students’ affective and social development.
From research on Accelerated Schools Project and active learning, we conceptualised Positive Learning Experiences, Teacher
Support in Learning, and Active Learning Experiences as three components of learning experiences and developed relevant measures
to tap these learning experiences. Using research data from a large-scale student survey in Hong Kong (N = 19,477), we examined the construct validity of learning experiences and quality of school life. Confirmatory factor analysis
provided very strong support for the measures and the underlying constructs that they tap. In two-way analysis of variance,
the effects of gender and school level (secondary versus primary) on learning experiences and quality of school life were
examined. Significant gender and school-level main effects, as well as gender by school-level interaction effects, were found
for students’ ratings of their learning experiences and quality of school life. Female students gave more favourable ratings
than male students, and primary students gave more favourable ratings than secondary students. In addition, gender differences
in these ratings in secondary schools were relatively smaller than in primary schools. In subsequent multilevel modelling,
learning experiences were strong predictors of quality of school life after controlling for the effects of gender, school
level and average school achievement. These findings provide strong empirical support for the significance of classroom learning
experiences for students’ social and affective development.
相似文献
Chit-Kwong KongEmail: |
2.
Robin H. Kay Liesel Knaack 《Educational technology research and development : ETR & D》2009,57(2):147-168
Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying,
and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects
is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation tools are scarce, particularly
in the K-12 environment. The purpose of the following study was to investigate a Learning Object Evaluation Scale for Students
(LOES-S) based on three key constructs gleaned from 10 years of learning object research: learning, quality or instructional
design, and engagement. Tested on over 1100 middle and secondary school students, the data generated using the LOES-S showed
acceptable internal reliability, face validity, construct validity, convergent validity and predictive validity.
相似文献
Robin H. KayEmail: |
3.
A study on classroom based training of self-regulated learning was conducted with fourth grade pupils attending German public
schools. The participating classes were assigned randomly to either a training group or a control group. The pupils in the
training group received 5 weeks of training, as depicted by Zimmerman, Bonner, & Kovach (American Educational Research Journal
31:845-862 1996), during normal classroom instruction and homework activities. Training effects were confirmed for various skills associated
with self-regulation, motivation and performance. By reviewing the solution rates to daily assignments with the help of hierarchical
linear models, a linear growth in the solution rates over the course of the 5 weeks was proven, which weakened towards the
end of the training. Significant differences in the growth rates among the students were also confirmed. Skills in time management,
learning goal orientation and self-efficacy that were evidenced by the students prior to the training proved to be able to
explain variances among the growth curves.
相似文献
Heidrun StoegerEmail: |
4.
Sze Yin Shirley Yeung 《Asia Pacific Education Review》2009,10(3):377-386
Hong Kong has been actively promoting a student-centered approach to teaching since the 1980s. Despite this effort, students
in Hong Kong still tend to be traditional learners who rarely experience and gain from real student-centered learning. While
teachers hold a “quantitative” concept of learning and focus on transmitting declarative knowledge to students (Biggs and
Watkins, Classroom learning: Educational psychology for the Asian teacher, 1995), students generally practise “rote learning.” Constructive learning models such as inquiry remain little used by students
in most Hong Kong classrooms. This article reports a study that examines the feasibility of implementing inquiry method in
Kong Kong’s primary classrooms. It analyses the implementation and some outcomes of an inquiry-based project conducted in
two local primary schools—a traditional elite Catholic school and a progressive, less-privileged school. Finally, it discusses
the contextual factors as well as cultural issues on teachers’ perception and implementation of inquiry in teaching. These
factors include the following: impacts of prevailing ideology in the community of Hong Kong, and the top-down policy-making
and management by the government.
相似文献
Sze Yin Shirley YeungEmail: |
5.
William Medina-Jerez 《Research in Science Education》2008,38(2):189-212
A lack of congruency between the teaching and learning of science and the student’s personal worlds has long been recognised
by the international science education community as an issue deserving space in the research agenda. The purpose of this study
was to explore the diversity of student reactions when subcultures such as family, community peers, and personal worldviews
are considered along side the subculture of school science. Two-hundred and fifty students from urban and provincial schools
in the northeastern region of Colombia (South America) participated. From this group, 18 students were interviewed. It was
observed that students adopt a compartmentalisation of knowledge that is evident as both an avoiding strategy in the classroom
and as a mechanism to differentiate between the natural world of their everyday situations and the one portrayed by a Westernised
science instruction in the classroom. The findings reflect how multiple worldviews correlate with student frameworks as implanted
by school science.
相似文献
William Medina-JerezEmail: |
6.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
Soung BaeEmail: |
7.
Science educators have yet to identify ways to enable inner city African American high school students to experience success
in science. In this paper, we argue that understanding the ways in which cultural practices from fields outside of school
mediate what happens inside classrooms and contribute to the learning of students is crucial to addressing current disparities
in science performance. Specifically, we explore the significance of movement expressiveness dispositions to the lives and
the learning of economically disadvantaged African American youth. These particular dispositions have been repeatedly observed
in our research, and they can be important resources for the creation of individual emotional energy, collective solidarity,
and heightened engagement in learning activities since they provide resources for the (re)shaping of identity. Thus movement
expressiveness dispositions hold potential for transforming the teaching and learning of these students.
相似文献
Gale SeilerEmail: |
8.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering
a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted
in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative
to the live condition, with students also responding more positively to personalized video presentation.
相似文献
Eric L. DeyEmail: |
9.
Alison Taylor 《Vocations and Learning》2009,2(2):127-151
This paper looks critically at partnerships in education and training by presenting a case study of a community-level partnership
aimed at promoting high school apprenticeships in Ontario Canada. The analysis maps the field of social relations within this
partnership in order to reveal institutionally-based struggles and their implications for youth training and employment. The
assumptions within policy that employers are actively engaged as partners and that they and other stakeholders share a unitary
vision for education and training are challenged. Rather, partnerships reflect tensions among partners that must be addressed
in order to improve the learning affordances for youth.
Alison Taylor is a Professor in the Department of Educational Policy Studies at the University of Alberta. Her current research focuses on school-to-work transition and high school apprenticeship programs. 相似文献
Alison TaylorEmail: |
Alison Taylor is a Professor in the Department of Educational Policy Studies at the University of Alberta. Her current research focuses on school-to-work transition and high school apprenticeship programs. 相似文献
10.
Emerging from the Pipeline: African American Students,Socioeconomic Status,and College Experiences and Outcomes 总被引:1,自引:0,他引:1
MaryBeth Walpole 《Research in higher education》2008,49(3):237-255
This study focuses on how social class affects the college experiences and outcomes for African American students in 4-year
colleges and universities. Using a national, longitudinal data base, the findings indicate that low SES African American students
have less contact with faculty, study less, are less involved with student organizations, work more, and have lower grades
than do their high SES peers or all African American students. Furthermore, 9 years after entering college, low SES students
report lower incomes, lower rates of degree attainment and lower aspirations than their high SES peers, and were less likely
to have attended graduate school. Logistic regression results indicate that sex, college GPA, and plans following college
significantly affect the likelihood that a student will attend graduate school.
相似文献
MaryBeth WalpoleEmail: |
11.
Elizabeth Meadows 《Learning Inquiry》2007,1(2):115-123
This article relates how an English teacher in an urban high school described his efforts to listen and to perceive a seemingly
disaffected student in his efforts to support her learning. He observed her responding to his efforts in positive and unexpected
ways that involved her increased involvement in learning in his class. This teacher described how this student had presented
many challenges to his teaching and how difficult attending to her overt anger and sullenness in his class was for him. However,
by doing so, he said that his perceptions and understandings of her and subsequently, another student, shifted profoundly
in ways that he believed helped him help these two students learn more meaningfully in his classes. This example of open listening
on the part of a teacher toward his two students opened up new possibilities for learning for all three and may indicate a
cycle of transformative listening which will be defined and discussed in this article. Stuart’s experiences in a professional
development seminar, facilitated by the author, where teachers’ interpretive and evaluative ideas were listened to openly
by colleagues and the facilitator may have influenced Stuart in his responses to his students. His involvement in this study
group may have contributed to his learning to see his students in new, unique, and fuller ways, which he said he thought helped
him help these students learn better in his classes.
相似文献
Elizabeth MeadowsEmail: |
12.
This article aims to explore how democratic community is manifest in schools in Korea. It also tries to examine how leadership,
specifically transformational leadership, functions in shaping a democratic community within a school. Toward this aim, we
have conducted a case study of two religious high schools in Korea. Based on the findings from the schools, we have discussed
five aspects related to democratic community and transformational leadership. When school principals’ leadership has transformational
characteristics and consistency over the years, the leaders’ mission and vision become shared values among the school members.
The shared vision and cultural values make democratic systems work effectively. This article includes implications for educational
policy and practice.
相似文献
Susan PrintyEmail: |
13.
Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of
the learning process (Winne and Hadwin in Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser
(Eds.), Metacognition in educational theory and practice (pp. 227–304). Mahwah, NJ: Erlbaum, 1998). In this investigation, we examined the impact of teaching 5th grade students how to self-monitor their comprehension and
make confidence judgments. One treatment class (N = 21) engaged in process-oriented comprehension monitoring training while the other (N = 24) engaged in both comprehension monitoring training and response-oriented monitoring accuracy training. Findings revealed
that students in both treatment classes improved their calibration accuracy and showed higher confidence on test performance
than students in two comparison classes (N = 47, N = 26) after 2 weeks of instruction. However, students in the monitoring accuracy training class also showed significant gains
in overconfidence in comparison to those in the other three classes. Implications for integrating comprehension-monitoring
training at the elementary school level are discussed.
相似文献
Jessica D. HuffEmail: |
14.
This paper reports a part of a study on the construction of mathematical meanings in terms of development of semiotic systems
(gestures, speech in oral and written form, drawings) in a Vygotskian framework, where artefacts are used as tools of semiotic
mediation. It describes a teaching experiment on perspective drawing at primary school (fourth to fifth grade classes), starting
from a concrete experience with a Dürer’s glass to the interpretation of a new artefact. We analyse the long term process
of appropriation of the mathematical model of perspective drawing (visual pyramid) through the development of gestures, speech
and drawings under the teacher’s guidance.
相似文献
Michela MaschiettoEmail: |
15.
Univ. Prof. Dr. Tina Seidel 《Zeitschrift für Erziehungswissenschaft》2008,11(3):348-367
This review summarizes international empirical studies on criteria for school effectiveness between 1995-2004. The data comes
from a special study on this topic for the Dutch school inspectorate and has been re-analyzed for this contribution. In the
first section of the paper, effectiveness criteria are reviewed with regard to their role in theoretical models of school
effectiveness research. In the second section, empirical studies concerned with school and classroom effectiveness are reviewed
with a focus on the effectiveness criteria, which are applied. The results show that the range of criteria is small. Especially
regarding school effectiveness there is a tendency towards using pupils’ achievement in school subjects as effectiveness criteria.
School factors were mainly investigated using national or regional survey data. The third section of the paper deals with
perspectives for future research on school effectiveness, suggesting a broader set of effectiveness criteria.
相似文献
Tina SeidelEmail: |
16.
17.
This paper aims to determine the factors affecting the decisions of both male and female secondary school pupils whether or
not to pursue undergraduate studies in Computing. It is based on research conducted in Greece, on a sample of 248 pupils,
135 of whom were female. All were aged 17 and about to decide on their future undergraduate studies. Questionnaires were used,
addressing issues in the following four main categories: a) the reasons pupils chose/rejected Computing, b) how family and
friends, the media and the school environment contribute to their decision, c) how pupils perceived their future after studying
Computing and d) how pupils perceived the profile of a computer professional in terms of gender.
相似文献
Maria KordakiEmail: |
18.
Increasing numbers of Spanish-speaking preschool children require attention to improve the likelihood of success in school.
This study, part of a larger 2-year ethnographic study of a Head Start classroom, elaborates the role of teachers’ interactions
with students who were learning English. Using an interactional ethnography approach, the authors focus on the social nature
of these interactions. The study illuminates the kinds of teacher interactions with students that support and hinder the students’
language learning. It reinforces the importance of student engagement in social interactions with teachers and with English
other than codes of obedience and authority. Finally, it recommends actions teachers can take to provide optimal circumstances
for English learning interactions for students.
相似文献
Lesley A. RexEmail: URL: http://www.umich.edu/~rex/ |
19.
More than a conversation: using cogenerative dialogues in the professional development of high school chemistry teachers 总被引:1,自引:0,他引:1
Sonya N. Martin Kathryn Scantlebury 《Educational Assessment, Evaluation and Accountability》2009,21(2):119-136
This paper focuses on content-based and pedagogical instructors’ use of cogenerative dialogues to improve instructional practice
and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our
research findings from using cogenerative dialogues as an evaluative tool for general assessment of various program-related
issues. We discuss how engaging students in cogenerative dialogues improved teaching and learning in chemistry and chemistry
education courses. This research provides insights and direction for improving content-based professional development programs
for science teachers and the learning experiences of high school science students. Cogenerative dialogue has the potential
to expand evaluation methodologies that will position participants more centrally in not only the collection of data, but
also the analysis of these data to catalyze transformative practices in educational programs.
相似文献
Sonya N. MartinEmail: |
20.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning
(ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central
Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’
special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results
suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers
perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications
for science teacher preservice and inservice education in regard to working with language minority students.
相似文献
Jacqueline T. McDonnoughEmail: |