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201.
Pessia Tsamir Dina Tirosh Esther Levenson Michal Tabach Ruthi Barkai 《Journal of Mathematics Teacher Education》2014,17(1):61-83
This article describes a study that investigates preschool teachers’ knowledge of their young students’ number conceptions and the teachers’ related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results indicated that teachers’ knowledge of students’ number conceptions improved and that their related self-efficacy increased. Furthermore, prior to participating in the programs, a significant negative correlation between knowledge and self-efficacy was reported. However, no significant correlation was found after the program. 相似文献
202.
The present study examines teachers’ perceptions of organizational changes in their elementary schools. These changes occurred
following the implementation of a long-term comprehensive school improvement project (CSIP). One hundred and seventy one teachers
who taught in six elementary schools located in two different school districts in Israel responded to a questionnaire both
before and after a period of 3 years during which they participated in a CSIP. The teachers, assisted by six professional
consultants, one in each school, studied cooperative learning as well as new forms of collaborative staff work. The study
addressed two primary research questions: What changes in teachers’ perceptions of their schools’ organizational culture emerged
from teachers’ participation in the project? How were the professional relationships between the schools’ supervisors and
the teachers in the two districts reflected in the teachers’ perception of school organizational changes? Results indicated
that teachers in three schools from one district recorded a significant improvement in their perceptions of their schools’
organizational culture at the end of the project, whereas the teachers from the other district indicated either no change,
or a significant decline in their evaluation of their schools’ organizational culture. A cross-validation of the teachers’
data was performed through a content analysis of 500 reports written over the course of 2 years, submitted by six external
consultants. The analysis yielded four categories: general difficulties to work with the school’s staff, problems implementing
the project, teacher resistance, and cancellations of planned meetings. The analysis provided valuable information as to why
the teachers from the two districts differed in their reactions to the project. 相似文献
203.
The Role of Family Characteristics for Students’ Academic Outcomes: A Person‐Centered Approach 下载免费PDF全文
Isabelle Häfner Barbara Flunger Anna‐Lena Dicke Hanna Gaspard Brigitte M. Brisson Benjamin Nagengast Ulrich Trautwein 《Child development》2018,89(4):1405-1422
Using data from 1,571 ninth‐grade students (Mage = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle‐class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents’ self‐concept, child's need for support, and parents’ time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross‐sectional and longitudinal associations with students’ motivational (self‐concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self‐concept and higher achievement than students from other family types. 相似文献
204.
Contrasting Social and Cognitive Accounts on Overimitation: The Role of Causal Transparency and Prior Experiences 下载免费PDF全文
Three experiments (N = 100) examine the influence of causal information on overimitation. In Experiment 1, a transparent reward location reveals that the reward is unaffected by nonfunctional actions. When 5‐year‐olds observe an inefficient and subsequently an efficient strategy to retrieve a reward, they show overimitation in both phases—even though the reward is visible. In Experiment 2, children observe first the efficient then the inefficient strategy. The latter is always demonstrated communicatively, whereas the efficient strategy is presented communicatively (2a) or noncommunicatively (2b). Regardless of whether the efficient strategy is emphasized through communication or not, most children do not switch from the efficient to the inefficient strategy. Depending on the situation, children base their behavior on social motivations or causal information. 相似文献
205.
Hanna Rydehell Hans Löfsten Anders Isaksson 《The Journal of High Technology Management Research》2018,29(2):161-171
To perform, new technology-based firms (NTBFs) need to develop value for customers that distinguish them from others in the market. Therefore, the development of novelty-oriented value propositions are important, and may be influenced by several factors. We argue that the propensity to become more novelty-oriented can be influenced by an internal drive to grow (growth orientation) and by external contributions (business networks). Hence, the purpose of this paper is to analyse how business networks and growth orientation effects on the novelty orientation of NTBF value propositions. Based on survey data from 401 NTBFs founded between 2013 and 2015, in the nascent start-up phase novelty-oriented value propositions of NTBFs positively relate to informal (management) networks, as well as founders' attitudes towards growth. Thus, such networks and attitudes from founders should be supported in the very early phases of start-up if novelty orientation is to be preferred as a performance determinant. 相似文献
206.
Andy Nguyen Sanna Järvelä Carolyn Rosé Hanna Järvenoja Jonna Malmberg 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):293-312
Socially shared regulation contributes to the success of collaborative learning. However, the assessment of socially shared regulation of learning (SSRL) faces several challenges in the effort to increase the understanding of collaborative learning and support outcomes due to the unobservability of the related cognitive and emotional processes. The recent development of trace-based assessment has enabled innovative opportunities to overcome the problem. Despite the potential of a trace-based approach to study SSRL, there remains a paucity of evidence on how trace-based evidence could be captured and utilised to assess and promote SSRL. This study aims to investigate the assessment of electrodermal activities (EDA) data to understand and support SSRL in collaborative learning, hence enhancing learning outcomes. The data collection involves secondary school students (N = 94) working collaboratively in groups through five science lessons. A multimodal data set of EDA and video data were examined to assess the relationship among shared arousals and interactions for SSRL. The results of this study inform the patterns among students' physiological activities and their SSRL interactions to provide trace-based evidence for an adaptive and maladaptive pattern of collaborative learning. Furthermore, our findings provide evidence about how trace-based data could be utilised to predict learning outcomes in collaborative learning.
Practitioner notes
What is already known about this topic- Socially shared regulation has been recognised as an essential aspect of collaborative learning success.
- It is challenging to make the processes of learning regulation ‘visible’ to better understand and support student learning, especially in dynamic collaborative settings.
- Multimodal learning analytics are showing promise for being a powerful tool to reveal new insights into the temporal and sequential aspects of regulation in collaborative learning.
- Utilising multimodal big data analytics to reveal the regulatory patterns of shared physiological arousal events (SPAEs) and regulatory activities in collaborative learning.
- Providing evidence of using multimodal data including physiological signals to indicate trigger events in socially shared regulation.
- Examining the differences of regulatory patterns between successful and less successful collaborative learning sessions.
- Demonstrating the potential use of artificial intelligence (AI) techniques to predict collaborative learning success by examining regulatory patterns.
- Our findings offer insights into how students regulate their learning during collaborative learning, which can be used to design adaptive supports that can foster students' learning regulation.
- This study could encourage researchers and practitioners to consider the methodological development incorporating advanced techniques such as AI machine learning for capturing, processing and analysing multimodal data to examine and support learning regulation.