排序方式: 共有93条查询结果,搜索用时 15 毫秒
91.
Jeremy Roschelle Ken Rafanan Ruchi Bhanot Gucci Estrella Bill Penuel Miguel Nussbaum Susana Claro 《Educational technology research and development : ETR & D》2010,58(4):399-419
Based on strong research literatures, we conjectured that social processing of feedback by cooperating in a small group setting—with social incentives to ask questions, give explanations and discuss disagreements—would increase learning. We compared group and individual feedback, using two technologies: (1) Technology-mediated, Peer-Assisted Learning (TechPALS), which uses wireless handheld technology to structure feedback in small groups as they solve fractions problems and (2) a popular desktop product, which provides feedback to individual students as they solve fractions problems individually. Three elementary schools participated in a randomized controlled experiment conducted in the 2007–2008 school year. Students in the TechPALS condition learned more than did the control group students, with effect sizes ranging from d = 0.14 to d = 0.44. Analysis of observational data confirmed that students in the TechPALS condition participated socially in questioning, explaining, and discussing disagreements, whereas students in the individual condition did not. We conclude that an integration of technology, cooperative activity designs and broader educational practices can lead to impact on students’ mathematics learning. 相似文献
92.
Susana Caires Leandro S. Almeida 《European Journal of Psychology of Education - EJPE》2007,22(4):515-528
This paper explores the student teachers’ perceptions about the most positive aspects of the supervision provided during their
teaching practice. The authors developed a study based on the reflections of a group of 224 student teachers about their cooperating
teacher’s and university supervisor’s performance. Student teacher’s appraisals regarding their supervisors, the learning
and progress perceived as resulting from their co-working with more experienced teachers, and the emotional aspects of this
relationship are among the main aspects analysed in the study. Results show the importance attributed to the supervisors’
personal features and to the quality of the interactions established with their student teachers. These aspects were clearly
regarded as an essential aspect of the student teachers’ emotional balance and resistance to the difficulties emerged during
their entrance in the teaching profession. Some differences were perceived in terms of the students teachers’ evaluations
regarding the moment of the practicum (beginning versus end) and the type of supervisor (university versus school). Some enquiry
and suggestions for future research emerge as final contributions. 相似文献
93.
Katherine Strasser Michelle Darricades Susana Mendive Gabriela Barra 《Early education and development》2018,29(3):357-378
Research Findings: This study examines the association between preschool classroom activity and the quality of the language spoken by teachers and children. Eighteen classrooms serving low-income children between the ages of 3 and 4 in Santiago de Chile were audio-recorded during one morning shift. Recordings were transcribed and segmented into activities (greeting, learning experience, book sharing, book discussion, breakfast, lunch, free play and other noninstructional time). A total of 113 activity segments were identified. Characteristics of teacher and child language were measured in each segment. Differences between the eight activities were examined using analysis of variance. Activities were classified as instructional or noninstructional, and the association between this dimension and language characteristics was examined using multilevel path analysis. Results show that most of the variance in language outcomes occurs within classrooms. Analyses show that a significant portion of the variance in the way teachers and children talk is explained by the instructional/noninstructional dimension. Instructional activities are characterized by more language stimulation, more teaching, fewer directives, and more child talk than noninstructional activities. Practice or Policy Implications: We discuss implications for teacher professional development and early childhood education improvement in general and for Latin-America specifically. 相似文献