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121.
Nadira Saab Wouter van Joolingen Bernadette van Hout-Wolters 《Metacognition and Learning》2012,7(1):7-23
Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning,
students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process
focused on the task at hand (task regulation). In this study, we investigate how support of collaborative inquiry learning
can influence the use of regulative activities of students. Furthermore, we explore the possible relations between task regulation,
team regulation and learning results. This study involves tenth-grade students who worked in pairs in a collaborative inquiry
learning environment that was based on a computer simulation, Collisions, developed in the program SimQuest. Students of the
same team worked on two different computers and communicated through chat. Chat logs of students from three different conditions
are compared. Students in the first condition did not receive any support at all (Control condition). In the second condition,
students received an instruction in effective communication, the RIDE rules (RIDE condition). In the third condition, students
were, in addition to receiving the RIDE rules instruction, supported by the Collaborative Hypothesis Tool (CHT), which helped
the students with formulating hypotheses together (CHT condition). The results show that students overall used more team regulation
than task regulation. In the RIDE condition and the CHT condition, students regulated their team activities most often. Moreover,
in the CHT condition the regulation of team activities was positively related to the learning results. We can conclude that
different measures of support can enhance the use of team regulative activities, which in turn can lead to better learning
results. 相似文献
122.
123.
Effective teacher professionalization in networks? 总被引:1,自引:0,他引:1
Teacher professionalization has been focused to strongly on external experts and a one-size-fits-all set of solutions that often fail to distinguish between the needs of different teachers. This article describes a research into teacher networks that might be more successful vehicles for professional development of teachers. The results show that networks that focus on (self-) reflection, that exploit subgroups and networks meetings with a strong content focus, that stimulate enthusiasm and are instructive, that build a community of teachers and that make room for application of new materials/methods in the classroom, are the most promising ways for professional development and job motivation. 相似文献
124.
Hein Broekkamp Bernadette H. A. M. Van Hout-Wolters 《Educational Psychology Review》2007,19(4):401-428
According to theories of students’ test preparation, students may optimize their test performance by paying special attention
to important information and processing this information in ways that are appropriate to the type of questions included in
the forthcoming test. However, research is unclear about the conditions under which students adapt study strategies to the
demands of test preparation tasks. Moreover, little is known about the processes and abilities involved. In this article,
we present a theoretical model that integrates various factors that seem relevant to strategy adaptation in test preparation,
including the teacher’s intended task demands, students’ perceptions of these demands, students’ personal goals for studying,
and their ability to adapt and implement strategies. The aim of our model is to stimulate further research on strategy adaptation,
which may eventually provide evidence-based guidelines that could help teachers support the development of students’ strategy
adaptability and use tests as learning tools. 相似文献
125.
The present study explored how relationships with natural mentors may contribute to African American adolescents’ long‐term educational attainment by influencing adolescents’ racial identity and academic beliefs. This study included 541 academically at‐risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long‐term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed. 相似文献
126.
This article draws on the analysis of 26 interviews with newly qualified primary teachers (NQTs) in one multilingual city in England, towards the end of their induction year. Interview analysis focused on three themes: developments in pedagogic practice, collaboration with colleagues, resolutions for change or development. Detailed thematic analysis confirmed that NQTs were engaged in reflection about how to respond to diversity, in some cases building on awareness raised in teacher education. Learning on the job was a frequent theme but five respondents still expressed lack of confidence about their approaches. Twenty-one NQTs believed that they had begun to develop responsive forms of teaching, aided by support from and collaboration with other colleagues, including teaching assistants, many bilingual. Implications of the study are that both teacher education and educational research programmes need to give further time to the study and development of linguistically responsive forms of teaching. 相似文献
127.
128.
This study examines the impact of gender on attitudes towardsmarriage and divorce in the United States, Great Britain, WestGermany, Austria, the Netherlands, Italy, and Ireland. The resultssuggest a basic similarity in attitudes across nations and genderdifferences only in relation to divorce attitudes. For theseseven countries at least, while gender is an important factorin explaining attitudes towards divorce, it has no significantimpact in relation to marriage attitudes. 相似文献
129.
130.