Implementing the flipped classroom: an exploration of study behaviour and student performance

The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students’ study behaviour throughout a flipped course has not been investigated. This study explored students’ study behaviour throughout a flipped and a regular course by means of bi-weekly diaries. Furthermore, student references to their learning regulation were explored in course evaluations. Results from the diaries showed that students’ study behaviour in the flipped course did not appear to be very different from that of students in a regular course. Furthermore, study behaviour did not appear strongly related to student performance in both the flipped and the regular course. Exploration of student references to their learning regulation in the course evaluations showed that some students experienced the flipped course design as intended to support their learning process. Other students, however, demonstrated resistance to changing their study behaviour even though changing study behaviour is expected in order to benefit from the flipped classroom. Further research on the relationship between students’ learning regulation and actual study behaviour and course results is necessary to understand when and why implementing the flipped classroom is successful. Recommendations that may help more effective flipped classroom implementation include considering the prior history between students and instructor(s), the broader curriculum context, and frequent expectation communication especially with large numbers of students and non-mandatory lecture attendance.     

Criterion-related validity of the WRAT-R and K-TEA with teacher estimates of actual classroom academic performance

The validity of most psychological and educational tests is established using correlational procedures examining the linear relationship between performance on the two instruments. Concurrent validity developed in this manner is commonly viewed as verification of the acceptability of a test. Few studies exist examining the degree to which test performance covaries with real-life performance appraisals. This study examined the concurrent validity of the WRAT-R and the K-TEA with teacher estimates of actual classroom levels of performance in reading and mathematics. Participants were 134 third and fourth graders enrolled in a regular education setting. In addition, this study compared the test performance of average students on two widely used standardized educational achievement tests in order to determine whether the tests yielded significantly different performance estimates relative to grade level functioning.     

Increasing explanatory behaviour,problem-solving,and reasoning within classes using cooperative group work

The present study builds on research that indicates that teachers play a key role in promoting those interactional behaviours that challenge children’s thinking and scaffold their learning. It does this by seeking to determine whether teachers who implement cooperative learning and receive training in explicit strategic questioning strategies demonstrate more verbal behaviours that mediate children’s learning than teachers who implement cooperative learning only. The study also sought to determine whether students who receive training in explicit questioning strategies demonstrate more explanatory behaviour than their untrained peers, and, as a consequence, do these same students demonstrate more advanced reasoning and problem-solving skills on follow-up reasoning and problem-solving tasks. The study involved 31 teachers in two conditions, the cooperative + strategic questioning condition and the cooperative condition, and two groups of students from each teacher’s classroom. The results show that the teachers in the cooperative + strategic questioning condition used significantly more mediating behaviours than their peers in the cooperative condition. The study also showed that the children in these teachers’ classes engaged in more elaboration and obtained significantly higher scores on the follow-up reasoning and problem-solving tasks. The study demonstrates the importance of explicitly teaching strategic questioning strategies to children during cooperative learning.     

关于课堂教学评价与学生学业成绩评价的认识

课堂教学评价指对在课堂教学实施过程中出现的客体对象所进行的评价活动,其评价范围包括教与学两个方面,如何科学有效地进行课堂教学评价是现代教学的基本组成部分,它不仅是成功教学的基础,而且是进行各种教育决策的基础.     

Situational interest and academic achievement in the active-learning classroom

The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed that situational interest significantly increased after the problem stimulus was presented. Subsequently, situational interest gradually decreased but at the end of the day increased again. Testing a path model relating the situational interest measures showed strong (directional) interrelations. Moreover, situational interest was highly predictive for observed achievement-related classroom behaviors. The latter, in turn, proved to be a significant predictor of academic achievement. Aggregating situational interest over the day led to less accurate predictions of achievement-related classroom behaviors and academic achievement. Implications of these findings for situational interest research are discussed.     

Bullying behaviour, intentions and classroom ecology

Anti-bullying commitment across school communities is seen as crucial to the effectiveness of interventions. This exploratory study used a mixed-methods design to investigate bullying behaviour, intentions and aspects of the classroom ecology within the context of an anti-bullying initiative that was launched with a declaration of commitment. Across the sample of 14 primary school classes, containing 338 children aged 8–11 years, changes over time in peer-assessed and self-reported bullying and victimisation were found to be associated with changes in pupils’ sense of school belonging and perceptions of their classroom climate. Using a newly-developed theory of planned behaviour measure, changes in bullying were found to be associated with pupils’ intentions and perceived control with regard to engagement in bullying behaviour. No differences were found between intervention and comparison classes on any of the pupil outcome measures. However teachers of intervention classes reported a relative increase in perceived control over undertaking anti-bullying work with their class. The role of the class as a meaningful unit of analysis in the investigation of ecological-systemic bullying interventions in primary schools is highlighted.     

论学术编辑的编辑与学术

学术编辑的编辑工作与学术研究应是良性互动关系,编辑工作既是对文稿进一步优化的过程,也是一个学习积累知识的过程。编辑工作带动了学术研究,学术研究提升了编辑水平。一个优秀的编辑应以编辑工作为主,以学术研究为辅,主次分明,专杂并举,才能更好地传播先进文化、科学知识和学术思想,实现学术编辑作为"文化人"的自我人生价值。     

Surviving the performance management of academic work: evidence from young Chinese academics

ABSTRACT

Despite predominant macro-level changes of performance management at Chinese universities, little attention has been paid to how the disciplinary technologies have been interpreted and enacted at the level of individual academics. Using qualitative data with 26 participants at a Chinese research university, this study provides evidence of collective compliance with the performative imperatives. The study indicates that tacit compliance has been reinforced through the coercive powers of reward, punishment, and bureaucratization and consolidated through the normative influences of the Chinese Confucian culture and subjectification via creating new notions of ‘academic success’. Moreover, the process of perverse learning, during which opportunistic behaviors are taken to ‘play the game’, has contributed to the emergence of performance paradox. In addition, the findings do not indicate any vocal resistance in public but conscientious efforts have been taken in private by some of the participants to navigating through the performance paradox in order to alleviate the dysfunctional consequences caused by the perverse learning.     

关于课堂教学质量学生评价的调查分析

本文通过对深圳信息职业技术学院近两年学生评教结果的数据进行统计与分析,可以看出学生对学院教师的教学水平与教学效果普遍比较满意,同时也反映出教师教学过程中存在的一些问题,并提出了促进教师教学水平与教学质量的提高的若干建议。     

有效生物学课堂教学目标的表述应正确处理几对关系

课堂教学目标是对学生通过教学活动后能做什么的一种明确、具体的表述,它表达了学生通过学习后的一种学习、结果,一般由教师根据课程标准、教学内容和学生实际制定。我国的高中生物学课堂教学目标分类采用的是布卢姆的分类系统,将教学目标分为知识、能力、情感态度价值观三个维度,并且对这三维目标提出了不同水平的具体要求。三维目标中,     

The impact of computer-mediated and traditional academic task presentation on the performance and behaviour of children with ADHD

This project aimed to examine whether the use of computers could have a positive impact on the performance of academic tasks and their behaviour whilst completing them of children with ADHD. This small exploratory study therefore investigated the impact of the use of a laptop computer, with and without stimulating animations and features incorporated into task presentation, on Key Stage 2 level science tasks. The effects of these different forms of computer presentation were examined in relation to performance on more traditionally presented, pen and paper, tasks. The results of this study revealed that, in contrast to typically developing children, participants with ADHD produced the greatest number of accurate responses on the more basic computerised tasks (presented as simple Microsoft Word documents) and exhibited significantly more on-task activity on animated computerised tasks. In summary, computerised presentation significantly improved the accuracy of responses and the on-task focus of participants with ADHD. These early findings are encouraging and may have wide reaching practical implications in terms of the design and implementation of educational software aimed at promoting improvements for children with ADHD in terms of both their academic performance and, critically, appropriate on-task focus and behaviour in the classroom.     

Women's work and academic culture: Adaptations and confrontations

This study presents a model of lifestyles based on the form of women's acculturation to academic life. The model rests on the assumptions of patterned behavior and values which can be termed women's culture and academic culture respectively. Since becoming academics requires women to mediate the boundary between behaviors expected of women and those expected by the overwhelmingly male academic profession, an acculturation rather than socialization model was employed.The in-depth study of the acculturative modes of professional behavior is both an exploratory and a qualitative effort to derive issues and categories from women's own perceptions. Forty-two women from diverse disciplines and institutions were interviewed. Interviewees were either advanced PhD candidates or had recently entered professional work.Three modal categories emerged from content analysis of intensive interviews. Reorientation reflected the effort of women to exemplify the norms of male academic culture. Reaffirmation required the command of both professional norms and traditional feminine roles and values. Reconstitution was an effort to reformulate professional participation into a lifestyle more compatible with women's cultural norms.     

Career adaptability and entrepreneurial behaviour in the K-12 classroom

ABSTRACT

With data from 311 K-12 public school teachers working in the United States, we tested a predictive model of entrepreneurial behaviour that included demographic characteristics and career adaptability, and identified differences between highly and minimally entrepreneurial teachers on how and why they adapt their teaching practices. Statistical analysis identified education and career adaptability to predict entrepreneurial behaviour. Qualitative analysis revealed that highly entrepreneurial teachers considered their professional development and the broader school system, while teachers scoring low on entrepreneurial behaviour focused on behaviour management and coping with imposed regulations when adapting their practices. The discussion includes theoretical and practical implications.     

工学结合实践课堂的设计与实施

工学结合人才培养模式是高等职业教育探索的方向,通过课堂学习和实际工作相结合,工学结合实践活动,使学生在实践中学习,在学习中实践,使学生既掌握了理论知识,又锻炼了实际操作能力,有利于学生职业能力的培养。     

Personality, assessment methods and academic performance

This study examines the relationship between personality and two different academic performance (AP) assessment methods, namely exams and coursework. It aimed to examine whether the relationship between traits and AP was consistent across self-reported versus documented exam results, two different assessment techniques and across different faculties. There were 1,013 (622 female) university students from four British Universities in four faculties namely arts/humanities, social sciences, life/biological sciences and mathematical sciences. Participants completed a brief version of the Big Five inventory and a self-report measure of AP. Conscientiousness and Agreeableness were the strongest personality predictors of AP. Structural equation model showed that sex and personality effects on AP were invariant across different areas of study or degree types (humanities, social sciences, life sciences and hard sciences). Personality variables are stable, robust and predictable correlates and determinants of AP. Conscientiousness, Openness and Agreeableness were positive predictors as measured by good grades whilst Neuroticism and Extraversion were correlates of weaker performance. Implications of these results refer how teachers choose to examine their pupils and to what extent students choose courses because of their known examination procedures.