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311.
Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students’ learning experiences in a remedial online mathematics course. With an online survey of 229 college students, we found that student motivation explained a small portion of variance in achievement; whereas student motivation and emotion explained a significant portion of variance in satisfaction. In addition, significant differences in motivation and emotion were found in passing and nonpassing students; however, learning strategies did not influence student achievement and satisfaction. Implications for teaching and learning in self-paced online remedial mathematics courses are discussed. 相似文献
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Corinne M. Kindzierski Robin O'Dell Michele A. Marable Sharon L. Raimondi 《Emotional and Behavioural Difficulties》2013,18(2):179-180
This study was designed to reveal the knowledge and skill sets that practicing day treatment and residential treatment EBD teachers view as important, and/or lacking, in novice EBD teachers, and to situate those findings within the larger contexts of teacher attrition and teacher preparation in special education. Primary results suggest that EBD teachers in day treatment and residential treatment centres believe knowledge of and implementation of best practices to be one of the most important prerequisites for effective practice in the EBD classroom, and one of the prerequisites most lacking by novice teachers. EBD teachers also indicated that knowledge of and appropriate use of behaviour management techniques was essential for effective practice, and also was reported to be lacking in novice teachers. In addition, EBD teachers reported a number of areas in which their teacher preparation programmes were perceived as lacking depth. Finally, certain personality attributes were identified as essential prerequisites for effective practice in the EBD classroom. Results are useful for teacher educators, teacher coaches, and school administrators. 相似文献
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The study examined the performance of 30 learning disabled and 30 nondisabled children in grades 1 through 7 on the Test of Social Inference (TSI). Results indicated that disabled students obtained lower TSI total scores that did nondisabled students: they also performed relatively lower on TSI items requiring more verbal expression. While no difference was found between the groups on the Motor-Free Visual Perception Test (MVPT), the relationship between MVPT and TSI scores was shown to be significant within the disabled group only. Furthermore, this group made more perceptual-type errors on the TSI. Findings are discussed in relation to previous research suggesting a link between visual perception and/or language fluency and social inference skills among learning disabled children. 相似文献
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Higher Education and Graduate Employment in Italy 总被引:1,自引:0,他引:1
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