理科生多元智能类型对学习策略的影响

文章通过对贵州某高校114名非英语专业理科生的多元智能类型及语言学习策略使用情况的定量研究发现,理科类学生在智能倾向及各类学习策略使用上存在相关性。这有助于教师在大学英语教学过程中通过引导学生将二者更好地结合起来进行语言学习。     

Language factors associated with achievement grouping in math classrooms: a cross-sectional and longitudinal study

The study examines the effects of classroom achievement grouping (AG) practices on the early mathematics performance of language-minority students and compares their mathematics achievement to that of English-speaking majority students. Using a nationally representative database of the USA, both cross-sectional and longitudinal analyses were done. In the cross-sectional analyses we explored the direct effect of grouping practice on students performance, while in the longitudinal analysis we looked at the growth trajectory in mathematics learning. The results of cross-sectional analyses indicated that the effect of AG was negative on the math achievement in 1st and 5th graders. The longitudinal analysis showed a significant negative effect of AG for English Language Learners (ELL). The paper provides the basis for practical guidelines for the grouping practices in mathematics.     

Using multiple intelligence theory to transform a first-grade health curriculum

This article begins with a theoretical background for a teacher-research project, using the framework of transformational curriculum. The authors designed a first-grade health unit incorporating Gardner's (1987) multiple intelligences. This article details the process two classroom teachers used to translate theory into practice.     

Searching for the golden model of education: cross-national analysis of math achievement

We utilised four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking.     

Teaching and learning through multiple intelligences in the outcomes-based education classroom

Abstract

As outcomes-based education forms the foundation of the new school curriculum in South Africa, educators are confronted with the challenge of not only meeting the different needs of individual learners, but also of helping learners (many of them previously disadvantaged) to achieve their maximum potential. One way of realising this ideal is by applying Howard Gardner's theory of multiple intelligences in the classroom. The article provides a discussion on both Gardner's multiple intelligences theory and outcomes-based education in South Africa, as it is believed that together they can contribute to solving some of the present problems in South African education. The article defines the use of MI theory in an OBE classroom and suggests specific ways in which educators worldwide could incorporate the different intelligences in their teaching and learning activities.     

The school-level standardized testing policy and math achievement in primary grades: The mediational role of math instructional approach

This study investigates how school-level standardized testing policy at Grade 1 is directly and indirectly linked to math achievement in primary grades. Using nationally representative Early Childhood Longitudinal Study-Kindergarten Cohort data drawn from the U.S., the sample consists of 6774 children nested in 925 elementary schools. Findings from a multilevel full structural mediation analysis indicate that despite children’s short-term gains at Grade 1, the positive effects of frequent testing policy at Grade 1 do not persist in Grade 3. In contrast, school-level standardized testing policies were negatively associated with math achievement at Grade 3 mediated by procedural instructional approaches (e.g., drills). The findings provide empirical evidence on the validity of standardized testing in primary-grade mathematics and offer implications for teachers, educational policymakers, and researchers.     

Negative school factors and their influence on math and science achievement in TIMSS 2003

The aim of the present study was to conduct an analysis of TIMSS (Trends in International Mathematics and Science Study) 2003 database and to determine how negative school factors, such as aggression, are associated to the mathematical and science achievement of students. The analyses were conducted separately for national and international data. National analyses for Slovenia show significant associations between math and science achievement and the experience of aggressive behaviour. Students who experienced aggressive behaviour scored lower in math and science, both in the fourth and in the eighth grade. The results of the regression analysis show that negative factors, such as aggressive behaviour, are good predictors of educational achievement in Slovenia. International analyses for the selected countries (high‐ and low‐achieving countries from the whole TIMSS population) confirm that this type of finding is culturally impartial as well as valid for the level of achievement both in math and in science.     

浅说网络学术情报的搜集技术与搜集途径

网络学术情报的搜集,目前已经为学术情报工作者和学术研究工作者所重视,但是,关于它的搜集技术和搜集途径的讨论文章尚不多见。本文着重介绍了网络学术情报搜集的一般技术和造常所使用的途径,以期为学术情报工作者和学术研究工作者提供有限的帮助,并希望引发关于网络学术情报整理的讨论。     

知识与教学:通过多元智能而教--析多元智能理论的"符号学习"视角

知识的学习与传授是学校教学的重要部分.本文从知识-文本-符号学习的视角分析了多元智能关于教学的重要观点:在学校教育的情境中,符号系统的教与学是学校教学的一个突出特点,儿童正是在对符号化知识的"释义"和使用中,掌握知识、发展智能.因为不同的智能对不同的符号系统具有不同的敏感性,因此,"通过多元智能而教"是增进教学有效性的重要途径.     

Collaborative teacher learning across foci of collaboration: Perceived activities and outcomes

This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with which teachers perceived learning activities and learning outcomes to occur in their collaboration with colleagues. Moreover, the focus of collaboration explained a considerable amount of between-schools differences in teachers' reported learning activities and learning outcomes. These results suggest that the school context and the focus of collaboration are related and that these both influence collaborative teacher learning.     

Personality,approaches to learning and achievement

The present study investigated the relationships between the five‐factor model of personality, approaches to learning and academic achievement. Based on the previous research, we expected approaches to have a mediating effect between personality and academic achievement. Six hundred and eighty‐seven business students participated in a survey; 56% were female and 44% were male. Their average age was 24.8 years. The results showed that conscientiousness and openness were mediated by the strategic and the deep approach, respectively, in relation to achievement. Additionally, neuroticism had both a direct and an indirect effect on achievement through the surface approach. We also found that the three approaches to learning explained variance in achievement beyond personality when using hierarchical regression analysis. Limitations and implications for future research are discussed.     

多元智能理论视角下高中数学个性化学习方法的思考

依据加德纳的多元智能理论,着重探讨多元智能对不同学生个体数学学习的影响,在多元智能理论视角下重新审视传统的数学学习方法,对其进行改进,力求通过个性化的学习方法以使不同智能组合的学生在数学学习中得到不同程度的发展,从而更好地适应新一轮数学教育改革．     

Self-assessment in the process of self-regulated learning and its relationship with academic achievement

Abstract

Despite the theoretical argument and empirical evidence regarding the impact of self- assessment on academic achievement and self-regulated learning (SRL), the mechanism for this impact is understudied. The present study aimed to investigate the characteristics of self-assessment practices at different SRL phases and its relationship with academic achievement. Using a course assignment as the learning task, sixty-three students enrolled in a one-year master programme in a teacher education institute responded to an instrument assessing their self-assessment practices (including four self-assessment actions) at the SRL Preparatory, Performance and Appraisal phases of the task. Their final scores of the assignment were also collected. The results showed that self-assessment is a fundamental skill for SRL and occurs at each SRL phase with different patterns. Autoregressive relationships were found for all self-assessment actions between different SRL phases. Self-reflection at Performance phase was found to influence feedback seeking at Appraisal phase. Self-directed feedback seeking through monitoring at Performance phase was the strongest and positive predictor of academic achievement; and achievement had negative impact on all self-assessment actions at Appraisal phase. This study may assist educators and researchers to better understand the complexity of self-assessment in relation to learning process.     

The effect of an MSN agent on learning community and achievement

The use of instant messaging to support e-learning will continue to gain importance because of its speed, effectiveness, and low cost. This study developed an MSN agent to mediate and facilitate students' learning in a Web-based course. The students' acceptance of the MSN agent and its effect on learning community identification and learning achievement were investigated using the technology acceptance model. Results indicated that the MSN agent proved easy to use, and that students recognized its benefits with regard to their learning. In more detail, students perceived that the MSN agent would be beneficial to learning community identification, but this perceived usefulness had less effect on their learning achievement. However, it was found that perceived system usage of the MSN agent was significantly related to learning achievement, which differed from the result of analyzing students' perceived usefulness of the agent. Rather than using a systematic recording log, the perceived system usage of the MSN agent was measured through questionnaires. Interview feedback revealed that effective learning was related to the learners' engagement in the MSN agent and not just from their perceived usefulness of it. Therefore, the MSN agent could have more potential to facilitate students' learning in an online environment if learning activities related to study are designed to promote students' engagement.     

Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review

The present study synthesizes research evidence on self-regulated learning (SRL) and academic achievement in online and blended learning environments from intervention and cross-sectional studies. We examined 163 studies conducted in various countries and different learning contexts in terms of study characteristics, methodology, and SRL features. The current study found that SRL in the online and blended learning contexts has been an important topic and has received increased attention. The results revealed the importance of SRL for improving students' academic performance in the STEM field. It also demonstrated that the majority of the studies adopted multiple SRL strategies throughout mixed phases. This study confirmed the effectiveness of SRL on academic achievement in online or blended learning. However, the present study also identified that research on children's and adolescents' SRL strategies in online learning contexts is urgently needed and most of the available research did not focus on the preparatory and planning phases of SRL which are extremely important.     

Collaborative IEPs for the education of pupils with profound and multiple learning difficulties

Individual educational plans (IEPs) are considered to be more effective when designed and implemented by a multidisciplinary team. This paper deals with the IEP as a collaborative tool for the education of pupils with profound and multiple learning difficulties (PMLD). Ten pupils with PMLD and the people working around them (e.g. teacher, speech and language therapist (SLT), physiotherapist, parents) were chosen as case studies. The design and implementation of IEPs were examined through IEP document analysis; semi‐structured interviews with teachers, parents and other professionals; observations at the Annual Review Meetings (ARMs); and follow‐up questionnaires to parents after the ARM. The study concludes that IEPs are not used as a tool for collaboration between teachers, parents and other professionals and this is attributed to the nature of the IEP itself. Collaborative changes are needed if IEPs are to be designed and implemented successfully. These changes include the introduction of broad goals, which could be shared between all those working around the child, together with less‐frequent but better‐quality evaluations of IEPs.     

Mathematics achievement and mathematics learning strategies: Cognitive competencies and construct differentiation

Responding to a survey requires cognitive abilities similar to those for any other linguistic task. We argue that, when faced with a cognitively challenging task, individuals respond by simplifying the task, declining it, or performing it poorly. Using the 2003 Program for International Student Assessment (PISA 2003) data sets, we document that the extent of construct differentiation in students’ mathematics learning strategies is strongly associated with their level of mathematics achievement. Likewise, the higher the level of mathematics achievement, the lower is the probability of a non-response to the mathematics learning strategy questions. Finally, the higher the students’ level of mathematics achievement, the more varied were their responses to the learning strategies items. These associations were examined across 40 participating countries.     

Collaborative discourse,argumentation, and learning: Preface and literature review

This article serves two functions. First, it addresses why studying collaborative discourse and collaborative argumentation is important for promoting students’ deep-level understanding of content. A literature review is presented examining the evidence for this claim, concluding that engaging in collaborative discourse and argumentation might have long-term effects in consolidating learning gains. Second, the various articles in this special issue are introduced. The articles address important directions for research, including (a) how to promote pedagogically useful collaborative discourse in the classroom and in workplace setting (for example by modeling and soliciting elaborative discourse moves or by engendering “polite” behavioral norms), (b) understanding the role of joint representations and mental models in collaborative discourse, and (c) methodological difficulties with analyzing nonindependent and categorical data. The importance for educational psychologists in understanding the interaction of cognitive and social processes is highlighted.     

Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration

While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources of obstacles that teachers and students encounter may not have been revealed. In this study, 19 teachers and 23 students in different disciplines at a pre-service teacher education faculty at a university in Vietnam were interviewed. In total, 47% of the teachers taught science subjects and 53% taught social subjects; 35% of the students majored in science subjects, 57% in social subjects, and 8% in primary education. With regard to study cohorts, 22% of the students were in the first and second year while 78% were in the third and fourth year of their four-year bachelor’s programme. These programmes produce qualified teachers for primary and secondary schools nationwide. Based on grounded theory analysis, four common obstacles to collaboration were identified: students’ lack of collaborative skills, free-riding, competence status, and friendship. Furthermore, the results showed three interrelated antecedents that contribute to these obstacles. Central to the antecedents is the strong focus of the teachers on the cognitive aspects of CL, which led the participating teachers to neglect the collaborative aspects of CL. These antecedents were demonstrated in the ways teachers set CL goals, provided instruction, and assessed student collaboration. This study may be useful for educators, designers, and researchers to foster the quality of student collaboration.