Conceptualisation,Development and Validation of an Instrument for Investigating the Metacognitive Orientation of Science Classroom Learning Environments: The Metacognitive Orientation Learning Environment Scale – Science (MOLES-S)

Metacognition refers to an individual's knowledge, control and awareness of his/her learning processes. An important goal of education is to develop students as metacognitive, life-long learners. However, developing students' metacognition and evaluating whether classrooms are oriented to the development of students' metacognition are difficult and often time-consuming tasks. Further, no instruments that measure key dimensions related to classroom factors that specifically influence the development of students' metacognition have been available. This article describes the conceptualisation, design, and validation of an instrument for evaluating the metacognitive orientation of science classroom learning environments. The metacognitive orientation of a learning environment is the extent to which that environment supports the development and enhancement of students' metacognition. Social constructivism was the guiding referent informing the instrument's orientation and development. This instrument measures students' perceptions of the extent to which certain psychosocial dimensions, evident in learning environments where interventions have resulted in enhanced student metacognition, are evident in their science classrooms. Findings from the use of this instrument complement what is already known from research studies to be generally the case in relation to science classrooms' metacognitive orientation. This revised version was published online in July 2006 with corrections to the Cover Date.     

Learning Studios for Introductory Accounting

Although originally designed for science courses, learning studios have been introduced at over 100 college campuses in a variety of disciplines. Our study focuses on the differences between classrooms designed as lecture spaces versus classrooms designed as learning studios. The impetus is the growing number of learning studios and proponents’ claim of better collaboration and learning within them. Given the substantial cost of a learning studio and greater demand at the authors’ university than supply, we questioned whether the university administration should be encouraged to build more. Learning studios are classrooms in which the seating arrangement places the students in a face‐to‐face orientation with one another. Our study measures the differences between learning studios and traditional classrooms both quantitatively and qualitatively. The learning studio did not result in higher retention rates (the percentage of students completing the course during the semester) or significant differences in total points earned by students in a learning studio compared to a traditional classroom. When examined by gender, however, a significant difference in total points is apparent. For all students in the study, the ability to interact with other students as well as the instructor was greater in the learning studio.     

Changing the Learning Environment to Enhance Students' Metacognition in Hong Kong Primary School Classrooms

This study reports on the impact of a 2-month classroom intervention that sought to alter the learning environment of two Hong Kong Primary Year 3 general studies classrooms. Mixed methodology, employing quantitative and qualitative data-gathering strategies, was used to investigate changes to the learning environments, including changes to the teachers' language and ultimately the students' metacognition. The quantitative facet of the research involved the development of a 15-item learning environments instrument, the General Studies Metacognitive Orientation Scale (GSMOS), that evaluated elements of the metacognitive orientation of the classrooms' learning environments. While the data from the administration of the GSMOS suggested no statistical differences between the pre- and post-intervention environments of the classrooms, student interviews and classroom observations provided supportive data for some changes, which resulted in students developing metacognitive knowledge of teacher-selected thinking and learning strategies, as well as some awareness and limited control of their use of such strategies in their classrooms.     

走出课堂教学管理的误区

课堂是教学场所,同时也是文明修身之地。课堂教学管理是学校管理科学的有机组成部分。针对课堂教学管理研究中出现的以教师学生书本为中心“三中心”弊端、管理方式僵化、“以考代管”教学与管理脱节、管理意识淡薄等现象,课堂教学管理开始了新的探索:改进课堂教学质量评价体系;教师践行培养“创新型”人才的教育理念——立足学生身心的健康发展,树立管理就是教育、就是发展的意识,教会学生思维,促进学生自我管理;将儒家德育理念导入课堂教学管理,加强课堂教学过程管理中的隐性管理,坚持科学性与灵活性的统一;课堂教学管理走本土化、信息化、国际化道路,鼓励教师、学生、家长及社会积极参与,师生一起成长。     

Teaching and Learning in Multi-Grade Classrooms: The LEPO Framework

Abstract

This article reports on a study that examined teaching and learning in multi-grade classrooms using the Learning Environment, Learning Processes and Learning Outcomes (LEPO) conceptual framework. The study sought to investigate how the learning environment is created; how the processes of teaching and learning take place; and how assessment is used to determine the achievement of learning outcomes in multi-grade classrooms. A qualitative research design was used, where interviews were conducted with nine teachers from schools with multi-grade classrooms. The data was analysed thematically and revealed the following: the learning environment can be created by grouping learners appropriately in classrooms, creating learning stations and reading stations, proper use of time-tables, and adaptation of teaching plans; the learning processes should take place through the differentiated curricular approach or quasi mono-grade, that is, learners should be afforded the opportunity to learn from their family members, teaching and learning should take place through self-directed learning, peer tutoring and cooperative learning, and lessons should cater for different learning styles; to determine the realisation of learning outcomes teachers should assess learners in different grades informally with either the same or grade-specific assessment activities and formally with grade-specific assessment tasks. The article also addresses the main criticisms against the LEPO framework by explaining how teachers and learners should interact with the learning environment, learning processes and learning outcomes in multi-grade classrooms. The article concludes that if the LEPO framework can be implemented in multi-grade classrooms, teaching and learning can be strengthened in such classrooms.     

Students' science perceptions and enrollment decisions in differing learning cycle classrooms

This investigation examined 10th‐grade biology students' decisions to enroll in elective science courses, and explored certain attitudinal perceptions of students that may be related to such decisions. The student science perceptions were focused on student and classroom attitudes in the context of differing learning cycle classrooms (high paradigmatic/high inquiry, and low paradigmatic/low inquiry). The study also examined possible differences in enrollment decisions/intentions and attitudinal perceptions among males and females in these course contexts. The specific purposes were to: (a) explore possible differences in students' decisions, and in male and female students' decisions to enroll in elective science courses in high versus low paradigmatic learning cycle classrooms; (b) describe patterns and examine possible differences in male and female students' attitudinal perceptions of science in the two course contexts; (c) investigate possible differences in students' science perceptions according to their decisions to enroll in elective science courses, participation in high versus low paradigmatic learning cycle classrooms, and the interaction between these two variables; and (d) examine students' explanations of their decisions to enroll or not enroll in elective science courses. Questionnaire and observation data were collected from 119 students in the classrooms of six learning cycle biology teachers. Results indicated that in classrooms where teachers most closely adhered to the ideal learning cycle, students had more positive attitudes than those in classrooms where teachers deviated from the ideal model. Significantly more females in high paradigmatic learning cycle classrooms planned to continue taking science course work compared with females in low paradigmatic learning cycle classrooms. Male students in low paradigmatic learning cycle classrooms had more negative perceptions of science compared with males in high paradigmatic classrooms, and in some cases, with all female students. It appears that using the model as it was originally designed may lead to more positive attitudes and persistence in science among students. Implications include the need for science educators to help teachers gain more thorough understanding of the learning cycle and its theoretical underpinnings so they may better implement this procedure in classroom teaching. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1029–1062, 2001     

Physical and Psychosocial Environments Associated with Networked Classrooms

This article reports a study of the learning environments in computer networked classrooms. The study is unique in that it involved an evaluation of both the physical and psychosocial classroom environments in these computerised settings through the use of a combination of questionnaires and ergonomic evaluations. The study involved administering a student questionnaire designed to assess aspects of the psychosocial learning environment in these settings, and relating these factors to students satisfaction and to important aspects of the physical learning environment. The sample consisted of 1404 students in 81 classes in Australia and Canada. A questionnaire assessing five aspects of psychosocial environment exhibited good factorial validity and internal consistency reliability. When satisfaction was used as a dependent variable, classroom psychosocial environment (especially autonomy/independence and task orientation) was significantly and directly associated with students satisfaction with their learning. In contrast, no direct associations were found between student satisfaction and measures of the physical classroom environment, such as the workspace and visual environments. However statistically significant associations emerged between physical and psychosocial learning environment variables in classrooms using new information technologies. These associations suggest a model of educational productivity for learning environments in technology-rich classrooms. Qualitative case studies provided more detailed information about selected classrooms.     

Exploring intrinsic and extrinsic motivational aspects of middle school students’ aspirations for their mathematics learning

Middle school students have been pervasively described in the research literature as exhibiting disaffection, disengagement, and a lack of interest in mathematics classrooms. This study investigated this notion empirically using students’ own voice on their wishes for mathematics learning to see if they characterise themselves in this way in their self-reports. Over 3500 Australian middle school students responded to a free-format prompt and reported diverse but overwhelmingly positive aspirations related to intrinsic motivational features inherent in their disposition and to extrinsic factors in their environment, such as the learning context and activities provided. Evidence of all four goal orientations was found in the students’ responses but most noticeably for the productive mastery-approach orientation. When these students described what they wish for in their mathematics classrooms, they mentioned challenging work, interesting work, and opportunities to collaborate.     

Learning environment,learning styles and conceptual understanding

In recent years there have been many studies on learners developing conceptions of natural phenomena. However, so far there have been few attempts to investigate how the characteristics of the learners and their environment influence such conceptions. This study began with an attempt to use an instrument developed by McCarthy (1981) to describe learners in Malaysian primary schools. This proved inappropriate as Asian primary classrooms do not provide the same kind of environment as US classrooms. It was decided to develop a learning style checklist to suit the local context and which could be used to describe differences between learners which teachers could appreciate and use. The checklist included four dimensions — perceptual, process, self-confidence and motivation. The validated instrument was used to determine the learning style preferences of primary four pupils in Penang, Malaysia. Later, an analysis was made regarding the influence of learning environment and learning styles on conceptual understanding in the topics of food, respiration and excretion. This study was replicated in the Philippines with the purpose of investigating the relationship between learning styles and achievement in science, where the topics of food, respiration and excretion have been taken up. A number of significant relationships were observed in these two studies. Specializations: science education, primary science, educational research and measurement, educational management.     

Learning in engineering: Teacher as researcher in a tertiary context

This study focuses on the efforts of a small group of undergraduate engineering students as they explore their perceptions of their learning environment generally, and their approaches to learning in a specific engineering subject. A case study methodlogy is used, and my role of teacher as researcher is described and contextualised as I work with my students in weekly meetings outside their classrooms. Issues of cognition and affect emerge as we negotiate and develop a process where the students act as observers in their own classrooms. Observers' reports to weekly group meetings provide a framework to challenge individual students' assumptions about their learning approaches, and to explore enhanced metacognition. The nature of learning in engineering as a complex interaction of problematic issues is evidenced through this observation and reporting process. Implications for other learning contexts are considered.     

Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms

ABSTRACT

Currently, kindergarten education is shaped by two priorities: (1) the recognition that early learning must maintain a developmental orientation and support socio-personal growth; and (2) a growing emphasis on standards-based curriculum and the use of assessment to support children’s learning. While some researchers have argued these two priorities are counter-related, research demonstrates the potential to embed these goals through play-based pedagogies. The purpose of this paper is to explore how kindergarten teachers leverage assessment practices, particularly Assessment as Learning (AaL), to support children learning within play-based classrooms. Centrally, we argue that a focus on AaL and self-regulation might be the fulcrum that hinges play-pedagogies with standards-based education and assessment mandates, helping to diminish the divide between these two priorities. Data are drawn from 20 kindergarten classrooms via initial interviews, observations and video-elicitation teacher interviews. Findings identify how kindergarten teachers are productively using assessment to promote learner independence within play-based classrooms.     

Learning environments associated with technology-based science classrooms for gifted Singaporean females

Because there has been very little past research into gifted students’ science learning environments, especially in Singapore, we selected from four established questionnaires six learning environment scales that are consistent with Van Tassel-Baska and Stambaugh’s guidelines for gifted education. These scales were modified slightly to enhance suitability for the target population and refined further based on feedback from teachers and students in a pilot study. Data from administration of the questionnaires to 722 gifted science students in grades 9 and 10 were analysed to provide support for the questionnaire’s factorial validity, internal consistency reliability, ability to differentiate between classrooms, and predictive validity (in terms of associations with self-efficacy). To evaluate a new one-student one-laptop program being implemented for the first time, we compared the learning environments of this program with regular classrooms and found higher levels of perceived investigation, task orientation, collaboration, computer usage and formative assessment in technology-based classrooms.

     

Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness

This article presents the findings of a quasi-experimental study that evaluated the effect of differentiated instruction on students’ learning, in mixed ability classrooms. Participants in the study were 24 teachers and 479 grade-four elementary students. Results indicate that in classrooms where differentiated instruction methods were systematically employed, students made better progress compared to students in classrooms where differentiated instruction methods were not employed, the family's socioeconomic status did not lead to differentiation in students’ achievement and the quality of differentiated teaching had a corresponding effect on students’ achievement. Based on these findings, the article discusses the significance of the systematic employment of differentiated instruction methods in mixed ability classrooms for promoting equity, optimization of quality and effectiveness in teaching.     

Inclusivity,participation and collaboration: Learning in interactive groups

ABSTRACT

Background: Interaction, participation and collaboration are thought to be important factors for supporting successful second or foreign language learning. The use of Interactive Groups (IGs) is regarded as helpful in creating the conditions in which interaction, participation and collaboration are increased to create effective dialogic learning. However, there is limited understanding of the role of IGs in supporting second or foreign language learning.

Purpose: The aim of the present study was to explore the opportunities that IGs generated for supporting interaction, participation and collaboration in a situation where students were learning English as a foreign language.

Method: A communicative methodology was used to collect and analyse observational and interview data from three classrooms where teaching and learning was organised through IGs, each in a different school in Spain involved in Schools as Learning Communities: Successful Educational Actions (SEAs). Across the three classrooms, there were 58 students, three teachers and 14 volunteers, whose role was to support and encourage communication. The schools served low SES communities. We conducted eight classroom observations and 17 semi-structured interviews. The data were analysed qualitatively.

Findings: The thematic analysis suggested that, in the classrooms that were studied, there was evidence that participants and observers felt that IGs promoted effective conditions for the inclusive participation of all learners, created a favourable climate for collaborative interactions regarding the target language and raised learning expectations for all students. In addition, the contribution of the volunteers was identified as crucial to the successful functioning of the IGs.

Conclusion: This small scale, qualitative study highlights the potential for IGs to create favourable conditions for the learning of English and other languages as a foreign language. More extensive studies are needed to determine the best way to use IGs for the teaching and learning of foreign languages in other contexts.     

The Impact of Video Length on Learning in a Middle-Level Flipped Science Setting: Implications for Diversity Inclusion

Popularity of videos for classroom instruction has increased over the years due to affordability and user-friendliness of today’s digital video cameras. This prevalence has led to an increase in flipped, K-12 classrooms countrywide. However, quantitative data establishing the appropriate video length to foster authentic learning is limited, particularly in middle-level classrooms. We focus on this aspect of video technology in two flipped science classrooms at the middle school level to determine the optimal video length to enable learning, increase retention and support student motivation. Our results indicate that while assessments directly following short videos were slightly higher, these findings were not significantly different from scores following longer videos. While short-term retention of material did not seem to be influenced by video length, longer-term retention for males and students with learning disabilities was higher following short videos compared to long as assessed on summative assessments. Students self-report that they were more engaged, had enhanced focus, and had a perceived higher retention of content following shorter videos. This study has important implications for student learning, application of content, and the development of critical thinking skills. This is particularly paramount in an era where content knowledge is just a search engine away.     

Classroom and Grade Level Differences in the Stability of Teacher Expectations and Perceived Differential Teacher Treatment

Using two independent samples of urban elementary school children from Grades 1, 3, and 5, this study explored the long-term stability of classroom learning environments that differ in the extent of differential teacher treatment favoring high achievers over low achievers, as reported by students. Classroom differences ('high' versus 'low') in perceived differential treatment were highly stable from fall to spring in Grades 3 and 5, but not in Grade 1. Stability in (a) individual children's reports of differential treatment, and (b) teacher expectations for children's year-end reading achievement was accentuated in classrooms where differential treatment was pronounced early in the year, particularly in the higher elementary grades. Findings suggest that there would be heightened risk for problematic teacher expectancy effects and other maladaptive learning outcomes in these classrooms, because stable or rigid performance expectations are coupled with classroom instructional patterns that consistently convey these expectations to children. In contrast, risk is likely to be reduced in classrooms where high and low achievers are treated more equitably in the eyes of children, because teachers' expectations for children are more flexible, and children take longer to discern differences in treatment. The overall consistency of findings in two samples supports the generalizability of the conclusions reached.     

Field-study science classrooms as positive and enjoyable learning environments

We investigated differences between field-study classrooms and traditional science classrooms in terms of the learning environment and students’ attitudes to science, as well as the differential effectiveness of field-study classrooms for students differing in sex and English proficiency. A modified version of selected scales from the What Is Happening In this Class? questionnaire was used to assess the learning environment, whereas students’ attitudes were assessed with a shortened version of a scale from the Test of Science Related Attitudes. A sample of 765 grade 5 students from 17 schools responded to the learning environment and attitude scales in terms of both their traditional science classrooms and classrooms at a field-study centre in Florida. Large effect sizes supported the effectiveness of the field-studies classroom in terms of both the learning environment and student attitudes. Relative to the home school science class, the field-study class was considerably more effective for students with limited English proficiency than for native English speakers.     

Integration of collaborative learning in Grade K-5 EFL classrooms

This study investigated the effectiveness of integrating collaborative learning in Turkish elementary (primary) classrooms where English is acquired as a foreign language. Specifically, it aimed at shedding light on how the participating students and teachers perceive such language classes, what are the effects of integrating this particular method in the classroom and how does working collaboratively influence students’ level of proficiency. A sample of 23 Turkish students (Grade 5, age 10–12) and 2 English teachers participated in the case study. Data were collected through a triangulated approach, in which pre- and post-tests, diaries and observations were administered to the two groups of participants. The findings revealed that collaborative learning has positive influence both on teaching and learning English in fifth-grade classrooms.     

“学习型共同体课堂”的理解与建构

课堂作为学习型共同体的理解是现代学校教育发展中的新理念,是人们对传统的以班级授课制为基础的课堂教学模式进行批判的过程中逐渐形成的一种观点。"与学生合作的课堂"、"以每一位学生为主体的课堂"、"润泽的课堂"等观点都为把课堂理解为学习型共同体打下了基础。课堂既是一个学习型组织,又是一个微观的共同体。把课堂理解为学习型共同体,就是要对过去旧的以知识为本位的课堂模式进行批判,建构一种新型的以学生为本位的课堂教学生活世界。     

Re-thinking Theory and Practice in the Preservice Teacher Education Classroom: Teaching to learn from learning to teach

This paper addresses the relationship between theory and practice in preservice teacher education. Using Giroux's (1994) distinction between a "pedagogy of theory" and a "pedagogy of theorizing", it explores the difference between prospective teachers learning about education in teacher preparation courses and learning from it by critically reading the educative process in their own preservice education classrooms. Challenging the idea that preservice education is merely preparation for a practicum conducted elsewhere and in the future, this paper proposes that teacher education classrooms become practicum environment in-and-of-themselves, where practice gets theorized and theory is not only considered for practice but is indeed practiced as it interrogates practice.