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Ana Schaller Lisa Oglesby Rocha David Barshinger 《Early Childhood Education Journal》2007,34(5):351-356
A study of Mexican immigrant mothers of young children in the AVANCE-Dallas early childhood intervention program demonstrates
that low-educational parents often exhibit ambitious attitudes about educational achievement for their children. Though they
lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested
in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue
academic success and participate in their children’s learning. The best way to capitalize on immigrant parents’ educational
drive for their children is to partner with them—either through an intervention program or through early childhood educators’
interaction with parents—by showing them how their participation in their children’s learning through concrete activities
(such as regular mother–child conversation, daily reading, and playtime activities that teach developmental skills) may increase
their chances of achieving academic success. 相似文献
3.
This study contributes to research that characterises the affective learning that is evoked and taken on by students in response
to their perceptions of their contextual learning environments. Interview-discussions were held with lecturers of both introductory
and higher-level physics courses (n = 3) concerning how they formulated their patterns of teaching in terms of a particular conceptual framing that they considered
to best optimize making learning possible. Subsequently their students (n = 212) were asked with written questions, and some select follow-up interview-discussions, to describe what they expected
from ‘a good physics lecturer’. The relationships between these two things—the lecturer’s crafting of practice and the students’
expectations of quality teaching—were investigated. Results show that students’ expectations tend to match their lecturers’
practice, indicating that students are strongly influenced by a contextually based appreciation of ‘good’ teaching. 相似文献
4.
Hyeon Woo Lee Kyu Yon Lim Barbara L. Grabowski 《Educational technology research and development : ETR & D》2010,58(6):629-648
Comprehension of science topics occurs when learners meaningfully generate relationships and conceptions about what they read.
In this generation process, learners’ cognitive and metacognitive regulation is one of the most critical factors influencing
learning. However, learners are not always successful in regulating their own learning, especially in computer-based learning
environments (CBLEs) where they are alone. Based on this rationale, the present study was designed to examine the effects
of two scaffolding strategies—generative learning strategy prompts and metacognitive feedback—on learners’ comprehension and
self-regulation while learning the human heart system in a CBLE. Participants were 223 undergraduate student volunteers. Structural
Equation Modeling (SEM) was employed to conceptualize and empirically test a model that explains mediating processes among
variables. Results revealed that the combination of generative learning strategy prompts with metacognitive feedback improved
learners’ recall and comprehension by enhancing learners’ self-regulation and better use of highlighting and summarizing as
generative learning strategies. 相似文献
5.
Charles Haynes Ed.D. Pamela Hook Ph.D. Paul Macaruso Ph.D. Etsuko Muta M.Ed. Yoichi Hayashi M.A. Junko Kato M.D. Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238
This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their
classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of
their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s
abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall,
U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences
were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children
as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received
higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading
to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems
and cultural expectations. 相似文献
6.
The purpose of this research was to examine the relationship between students’ interests, their use of certain specific learning
strategies and causal attributions which they made for their academic achievement. In this manner, we attempted to explore
the relationships between some important variables from three different, but connected phases of self-regulated learning:
the forethought phase (interests), the performance control phase (learning strategies) and the self-reflective phase (causal
attributions).
Results confirmed the presumption that learning strategies could be a potential mediator in the relationship between students’
interests and their academic achievement. Also, results indicate that the causal dimension of controllability could have a
partial mediating role between students’ academic achievement and their interests. Generally, our findings indicate a dynamic
and cyclical nature of learning process — interest is an integral part of this process and it could be conceptualized as both
a consequence and an antecedent of cognitive aspects of learning. 相似文献
7.
Dong Yub Lee 《Educational technology research and development : ETR & D》2011,59(6):913-935
This study investigated Korean and foreign students’ perception of the teacher’s role in multicultural online learning environments
in Korea. On the basis of a literature review, a survey questionnaire was developed and piloted with 248 university students
in Korea. The questionnaire was subsequently modified on the basis of the results of the pilot study, and a final 20-item
questionnaire was constructed. Three hundred and eighty-four university students participated in the main study. Exploratory
factor analysis (EFA) and confirmatory factor analysis (CFA) were used for statistical analyses. The results indicated that
students have a particular perception of the teacher’s role in a multicultural online learning environment. Five different
types of teacher’s roles—pedagogical, managerial, technical, affective, and differentiating—were identified. The teacher’s
affective and differentiating roles, which were not identified as crucial in previous research, were found to be significant
roles for both Korean and foreign students. 相似文献
8.
Posing questions about an article might improve one’s knowledge—a cognitive function, or monitor one’s thought processes—a
metacognitive function. This study focuses on guided question posing while using a metacognitive strategy by 12th grade honors
chemistry students. We investigated the ways by which the metacognitive strategy affected students’ skills to pose complex
questions and to analyze them according to a specially designed taxonomy. Our learning unit, Case-based computerized laboratories, emphasizes learning through chemical case studies, accompanied by tasks, that call for posing questions to which the answer
cannot be found in the text. Teachers equipped their students with a metacognitive strategy for assessing the quality of their
own questions and characterizing them according to a three-component taxonomy: content, thinking level, and chemistry understanding
levels. The participants were 793 experimental and 138 comparison chemistry students. Research instruments included interviews
and case-based-questionnaires. Interviews with students revealed that using the metacognitive strategy the students had been
taught, they were capable of analyzing the questions they generated with the taxonomy. The questionnaires showed that students
significantly improved their question posing skill, as well as the complexity level of the questions they posed. A significant
difference was found in favor of the experimental group students. Stimulating students to generate complex questions with
a metacognitive strategy in mind enabled them to be aware of their own cognitive process and to self-regulate it with respect
to the learning task. 相似文献
9.
Previous research on peer tutoring has found that students sometimes benefit academically from tutoring other students. In
this study we combined quantitative and qualitative analyses to explore how untrained peer tutors learned via explaining and
responding to tutee questions in a non-reciprocal tutoring setting. In support of our hypotheses, we found that tutors learned
most effectively when their instructional activities incorporated reflective knowledge-building in which they monitored their own understanding, generated inferences to repair misunderstandings, and elaborated upon the
source materials. However, tutors seemed to adopt a knowledge-telling bias in which they primarily summarized the source materials with little elaboration. Tutors’ reflective knowledge-building activities,
when they occurred, were more frequently elicited by interactions with their tutee. In particular, when tutees asked questions
that contained an inference or required an inferential answer, tutors’ responses were more likely to be elaborative and metacognitive.
Directions for future research are also discussed. 相似文献
10.
Karel Kreijns Paul A. Kirschner Wim Jochems Hans van Buuren 《Education and Information Technologies》2011,16(4):365-381
Social presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person—has captured the attention
of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important
because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction.
This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine
perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The
result is a one-dimensional scale consisting of five items with an internal consistency of .81. We used a nomological network
of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful
as a measure for social presence. 相似文献
11.
This research investigated 68 secondary school students’ perceptions of their computer-mediated project-based learning environment
and their attitudes towards Project Work (PW) using two instruments—Project Work Classroom Learning Environment Questionnaire
(PWCLEQ) and Project Work Related Attitudes Instrument (PWRAI). In this project-based learning environment, students experienced
a face-to-face classroom setting and e-learning by using a synchronous computer-mediated communication (CMC) tool called ‘iCollaborate’
for online communication and project collaboration with peers from other countries. The PWCLEQ and PWRAI instruments were
used to evaluate the computer-mediated project-based learning environment using students’ perceptions of the learning environment
and to further investigate how their perceptions might affect their attitudes towards PW lessons. Students perceived the computer-mediated
project-based learning environment favourably but they preferred to experience more Material Environment and more Open-Endedness
and Social Presence. Simple correlation analysis revealed that all environment dimensions were significantly and positively
related to the students’ attitudes towards PW, while multiple regression analysis indicated that two scales, Instructor Support
and Social Presence, were the strongest predictors of attitudes towards PW lessons. 相似文献
12.
Lena Hansson Andreas Redfors Maria Rosberg 《Journal of Science Education and Technology》2011,20(4):388-402
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences
using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective
work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning
environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish
learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and
try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?”
The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the
groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final
statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used
by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups.
The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific
issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in
their argumentation and decision making. 相似文献
13.
Joanna C. Dunlap 《TechTrends》2004,48(2):40-47
Conclusion By implementing knowledge management features in an EPSS-like structure, the WRCC provided a more effective performance solution
that was in alignment with the firm’s business objectives, making sure that both the employees’ learning and performance needs
and the firm’s needs were addressed (Stone & Villachica, 2003). The activity of building a WRCC helped the software engineers
learn about new tools and languages in the software engineering domain, while constructing a knowledge base to support their
future learning and professional development in that domain. In addition, their work on the WRCC helped software engineers
strengthen their connections to the larger software engineering communities of practice while they developed a local learning
community that encouraged sharing, coaching and mentoring. Ultimately, the firm was able to reduce their reliance on conventional
training by 70% - their original goal — by allowing the software engineers to create and use an on-the-job learning architecture
that was more situated, social, transparent, open, flexible and respectful of their workplace learning and professional development
needs. 相似文献
14.
Joke Voogt Frank Tilya Jan van den Akker 《Journal of Science Education and Technology》2009,18(5):429-438
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration
of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which
educative curriculum materials were used to prepare teachers for student-centered education and for the use and application
of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education.
Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher
learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2)
teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research
indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were
able to create a classroom environment which was appreciated by their students as more investigative and open-ended. 相似文献
15.
Erin E. Turner Corey Drake Amy Roth McDuffie Julia Aguirre Tonya Gau Bartell Mary Q. Foote 《Journal of Mathematics Teacher Education》2012,15(1):67-82
Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical
aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and
practices that support building on children’s mathematical thinking, as well as their cultural, linguistic, and community-based
knowledge. This article presents a conjectured learning trajectory for prospective teachers’ (PSTs’) development related to
integrating children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including
children’s mathematical thinking, and children’s cultural, home, and community-based knowledge), in mathematics instruction.
Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources
included beginning and end-of-semester surveys, interviews, and PSTs’ written work. Our conjectured learning trajectory can
serve as a tool for mathematics teacher educators and researchers as they focus on PSTs’ development of equitable mathematics
instruction. 相似文献
16.
Keith Turvey 《Education and Information Technologies》2008,13(4):317-327
This paper argues that student teachers’ developing pedagogical approaches achieve expression within the virtual classroom
in much the same way as they would in the ‘real’ classroom; that is to say through language as the primary tool of mediation.
Whilst the advent of new communications technologies affords new arenas in which learning can take place—Virtual Learning
Environments (VLEs), online communities, Managed Learning Environments—the importance of human agency and the significance
of language remains pivotal to the effective use of such technologies. As such it is argued that student teachers need opportunities
to engage in authentic online dialogue with children as they endeavour to find their online pedagogical voice. The key findings
emerge from a case study carried out with a group of Year 3 ICT specialists on an undergraduate initial teacher education
(ITE) degree course in the UK, leading to qualified teacher status (QTS) in the primary and lower secondary phases of education.
Funding from the University of Brighton, Community University Partnership Programme (CUPP), was used to design and resource
a module, which facilitated opportunities for student teachers to engage in online learning dialogues with children from a
local primary school, having initially met with the children face-to-face. Fourteen student teachers participated in the study.
Interviews were carried out and their online dialogues with the children were analysed to establish both the issues and potential
advantages of such a situated approach to learning about the educational use of new communications technologies with children. 相似文献
17.
中小学"数学情境与提出问题"教学的实验研究 总被引:1,自引:0,他引:1
Xiaogang Xia Chuanhan Lü Bingyi Wang Yunming Song 《Frontiers of Education in China》2007,2(3):366-377
This research tends to make the experimental study on the mathematics teaching model of “situated creation and problem-based
instruction” (SCPBI), namely, the teaching process of “creating situations—posing problems—solving problems—applying mathematics”.
It is aimed at changing the situation where students generally lack problem-based learning experience and problem awareness.
Result shows that this teaching model plays a vital role in arousing students’ interest in mathematics, improving their ability
to pose problems and upgrading their mathematics learning ability as well.
相似文献
18.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing
number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature
on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty
in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring
and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning
(TFL)—developed to meet this need.
Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his
Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison;
and his research focus is on college and university curricula with particular emphases on program quality, liberal education,
and teaching and learning.
Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy
Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher
Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education.
Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in
Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison. 相似文献
19.
Lori Beckett 《The Australian Educational Researcher》2011,38(1):109-124
This paper reports on the work of a small group of Education academics to build a professional learning community in a regional
university in the north of England. Their efforts form part of a ‘Leading Learning’ school–university partnership serving
schools in disadvantaged communities in inner city Leeds. This is designed to support teachers’ professional learning and
development and reclaim their sense of collaborative professionalism in a new era of austerity Britain. The account given
here is about the new partnerships being created between and among academic colleagues, who are learning to work effectively
with each other and their schooling colleagues on their collective professional learning and to build their collaborative
sense of professionalism. The complexities of this task—of working in a professional learning community within Faculty in
order to model and support a city-wide professional learning community with teacher partners, school communities, and civil
servants in the local Authority—are framed in terms of knowledge-building for the improvement of educational provision for
disadvantaged students in local schools and the university. 相似文献
20.
A partnership project was developed in which parents volunteered to support teachers in training years 1-3 children in computer
skills at a primary school in a small, low socio-economic community. This article identifies the ways teachers and the ‘tutors’
(as the volunteers were called) understood the value of the project. ‘Being a teacher’ and ‘being a volunteer’ were structured
by different forms of social engagement, which in turn influenced the ways individuals were able to work with each other in
collaborative processes. We argue that the discursive practices encoded in homeschool-community partnership rhetoric represent
ruling-class ways of organising and networking that may be incompatible with those of people from low socio-economic backgrounds.
When such volunteers work in schools their attendance may be sporadic and short-term whereas teachers would like ‘reliable’
ongoing commitment. This mismatch wrought of teachers’ and volunteers’ differing everyday realities needs to be understood
before useful models for partnerships in disadvantaged communities may be realised. 相似文献