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101.
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In this study natural-in-action metacognitive activity during the student laboratory in university physics is explored, with
an aim towards quantifying the amount of metacognition used by the students. The study investigates whether quantifying natural-in-action
metacognition is possible and valuable for examining teaching and learning in these contexts. Video recordings of student
groups working during three types of introductory physics laboratories were transcribed and then coded using a coding scheme
developed from related research on mathematical problem solving. This scheme identifies a group’s general behaviour and metacognitive
activity. The study recognizes that reliably identifying metacognition is challenging, and steps are taken to improve reliability.
Results suggest that a greater amount of metacognition does not appear to improve students’ success in the laboratory—what
appears to matter is whether the metacognition causes students to change behaviour. This study indicates that it is important
to consider the outcome of metacognition, not just the amount.
相似文献
Rebecca Lippmann KungEmail: |
103.
Vaughan Van Hecke A Mundy PC Acra CF Block JJ Delgado CE Parlade MV Meyer JA Neal AR Pomares YB 《Child development》2007,78(1):53-69
Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood. 相似文献
104.
Research‐practice partnerships offer counselor educators an opportunity to generate scholarship that can promote client welfare and create systemic change in practice and policy. The purpose of this article is to articulate strategies for building and sustaining research‐practice partnerships, as well as suggest methods for evaluating these partnerships. 相似文献
105.
Kristin Scardamalia Keisha L. Bentley‐Edwards Kairys Grasty 《Psychology in the schools》2019,56(4):569-581
The federal definition of emotional disturbance (ED) has been heavily criticized as vaguely defined and poorly operationalized yet there has not been a formal analysis of the reliability of the ED criteria. This study examined the reliability of the federal criteria for a special education designation of ED. A total of 179 school psychologists reviewed a mock special education report, made an eligibility determination, and provided information about their eligibility decision. In all, 56 participants found the student met ED eligibility criteria using 16 different combinations of the five criteria. Krippendorff’s α, a statistic preferred for content analysis, was calculated as a measure of criterion reliability. Results indicated extremely poor reliability (α = 0.2011). These findings demonstrate the importance of redefining the existing criteria. 相似文献
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Effective educational leadership is essential for the success of schools and ultimately student achievement. The impact of school leadership may be even more pronounced in charter schools. Due to current and unprecedented growth, unique design, and complexities of political, financial, and governance issues they face, there is a need for more highly qualified charter school leaders and perhaps even “differently” prepared leaders. In this qualitative study, the authors documented the characteristics and skills of two successful, sustained charter school leaders who retrospectively described their evolved and evolving roles over twenty five years. Each transformed high-poverty, low-performing schools with at-risk populations and led with vision, passion, and a relentless desire to positively influence their organizations and ultimately improve student success in their communities. Although many of their skills and characteristics fall within existing theories, such as situational leadership, transformational leadership, and distributive leadership, they embodied a level of dedication and commitment to the original communities in which they founded charters lasting over a quarter of a century. The findings suggest that founding a charter school and seeing it through to success over time may more closely resemble missionary work than traditional school leadership. 相似文献
110.
Naoyuki Takeuchi Takayuki Mori Yoshimi Suzukamo Shin‐Ichi Izumi 《Mind, Brain, and Education》2019,13(3):167-175
Metacognitive functions are important for both teachers and students to facilitate teaching and learning. The prefrontal cortex (PFC) plays a proven role in metacognition. As a pilot study, we evaluated the PFC activity of teachers and students using near‐infrared spectroscopy devices to explore the neural mechanism of PFC underlying metacognitive function during teaching and problem‐solving processes. In 14 student‐teacher pairs, participants in the teacher role gave hints via a tablet screen to facilitate solving of a tangram puzzle task by participants in the student role. The PFC activity of teachers increased after giving hints but not while planning hints. The PFC activity of students increased upon task solving after receiving hints. The PFC of teachers might play a metacognitive role in monitoring their own teaching results. The PFC activity of students might be related to the creativity process after gaining insights, as well as metacognitive process for monitoring their own behavior. 相似文献