Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom

Previous research suggested that social support, belongingness and mastery goals were related to the quality of cooperative learning (CL). In this in-depth study we explored how to differentiate between four effective CL teams and four ineffective CL teams, in terms of students' goals and perceptions of instructional conditions. Apart from the earlier mentioned goals we found students' preference for social responsibility, learning for a certificate and entertainment goals to be salient in the CL setting. Mastery and social responsibility goals were prevalent in effective teams, while learning for a certificate and entertainment goals were prevalent in ineffective teams. Moreover, the type of task, group composition and teacher support were mentioned as reasons for effective or ineffective CL.     

An exploration of the impact of the Emotional Literacy Support Assistant (ELSA) programme on wellbeing from the perspective of pupils

ABSTRACT

The Emotional Literacy Support Assistant (ELSA) programme is an evidence-informed intervention delivered by teaching assistants and supervised by educational psychologists. In this research, semi-structured interviews were conducted to investigate the impact of the ELSA programme on wellbeing from the perspective of pupils. A thematic analysis of the data set identified the following themes: “Feelings and Emotions”, “Engagement”, “Resilience”, “Hopes and Aspirations” and “Relationships”. The findings suggest the ELSA programme has a perceived positive impact on multiple components of pupil wellbeing. These components include positive emotions, negative feelings, engagement, resilience, optimism, accomplishment and relationships, as described by the New Economics Foundation (NEF) and Seligman’s “PERMA model”. The positive wellbeing changes experienced by the pupils occurred through strategies, talking, and forming a close relationship with the teaching assistant. Overall, this research provides evidence to suggest a positive impact of the ELSA programme on pupil wellbeing.     

人工智能时代下的精准减负：提升减负政策效能的关键——基于小学生学习投入与主观课业负担类型的划分及特征分析

不同类型学生群体的个性特点与统一政策相冲突是减负政策实施的阻力之一,厘清投入和负担之间的非线性关系是科学减负的基础。研究采用聚类分析等方法探索了学生在校内外学习投入与主观课业负担的潜在分类,并从个体的学业成就、学习品质及其人际关系等角度探索了各类学生的发展特征。研究发现:(1)学生的负担情况不能一概而论,有的需要减负、有的需要增加时间投入、有的需要提升学习品质,学生可根据学习投入与主观课业负担的状况分为"低投高负型""低投低负型""高投高负型""高投低负型"等四种类型。(2)不同类型的学生无论是在学业成就、人际关系还是在影响学生终生发展的学习品质上的表现均存在显著差异。(3)减轻负担的核心在于提升学生的学习品质等非学业方面的素养,无论学习投入程度如何,学习品质表现好的学生的负担感受均较低。因此,人工智能时代下建立对学生的负担状况进行科学分类的精确诊断系统是必要的,不同类型的学生应采取个性化的减负方案,利用智能化的自适应学习系统提升学生的学习品质是减负的核心路径。     

The effects of cooperative learning on peer relations,academic support,and engagement in learning among students of color

Abstract

Despite Brown vs. Board of Education, prejudice still exists in the American school system. These attitudes can give rise to negative social experiences for students of color (i.e., discrimination), negatively impacting their mental and physical health and creating disparities in educational outcomes. Rather than seeking to ameliorate these negative experiences, our approach attempts to address the underlying prejudices and, in so doing, reduce these disparities. Using 4 waves of data from a cluster randomized trial (N?=?15 middle schools, 1,890 students, 47.1% female, 75.2% White), we hypothesized that cooperative learning, which has been shown to reduce prejudice in previous research, would create positive gains in peer relatedness, perceptions of academic support, and engagement in learning, and that gains would be larger for students of color; our results confirmed these hypotheses. Our findings highlight the potential role of cooperative learning in reducing disparities and creating greater equity in education.     

Student Experiences With Information Technology And Their Relationship To Other Aspects Of Student Engagement

Colleges and universities have made considerable effort to get students to use information technology productively. This study uses data from the 2003 administration of the National Survey of Student Engagement (NSSE) to investigate the relationships between student uses of information technology and other forms of student engagement. There appears to be a strong positive relationship between using information technology for educational purposes and involvement in effective educational practices such as active and collaborative learning and student–faculty interaction. The results also point to the prospect that particular areas of involvement with information technology could be viewed as forms of engagement in and of themselves. In addition, when students use information technology it may increase their opportunities for other types of engagement.     

Connecting with Learning: Motivation, Affect and Cognition in Interest Processes

In this paper we draw on our research on interest to explore the questions posed for this special issue. Interest is conceptualized as an affective state that represents students’ subjective experience of learning; the state that arises from either situational triggers or a well-developed individual interest. Drawing on the broad research literature on interest, and using our own findings in relation to the state of interest, we consider how interest represents an integration of affect, motivation and cognition. In particular, how the state of interest brings together motivation in the form of prior goals and interests and focuses them into on-task behavior. We illustrate ways that our research monitoring on-task sequences of affect and behavior, is confronting some of the methodological concerns posed in relation to measurement of affective states. Finally, we examine some of the paths by which triggered states of interest can contribute to productive student engagement with learning.     

Standardization of lower secondary civic education and inequality of the civic and political engagement of students

In this paper, the relation between the standardization of civic education and the inequality of civic engagement is examined. Using data from the International Civic and Citizenship Education Study 2009 among early adolescents and Eurydice country-level data, three-level analysis and variance function regression are applied to examine whether there is a relation between measures of civic education standardization and inequality in three dimensions of civic engagement: civic knowledge, interest in social and political issues, and participation in the community. Inequality is conceptualized as differences in students’ civic engagement between schools and the association between social origin and civic engagement. The results demonstrate that accountability is associated with more inequality in civic knowledge, whereas centralization is associated with less inequality in non-cognitive civic engagement.     

美国高校推动公民教育发展的策略及启示

美国高校公民教育在历史上曾经走过一段弯路,现今通过在高校教育理念、课程与教学改革、公民教育研究上的不断推动,美国高校正在重新恢复其公民教育的使命。借鉴美国高校公民教育的发展策略,将对我国高校公民教育发展带来有益的启发。     

激情背后的“理性”：高校青年教师缘何参与大学国际化

青年教师是我国高校师资队伍的主力军,也是确保高校国际化战略有效落实的核心力量。研究以上海地区一所高水平研究型大学中的青年教师为调查对象,通过质性访谈的方法,重点分析了青年教师在职期间参与大学国际化实践的动机,并在此基础上对推动其参与行为的影响因素及其作用机制进行了深入探讨。研究结果显示,青年教师参与国际化的主要动机在于加强科研产出、获取学术资源、建立一种广义的学术声誉,其核心诉求是积累推动学术工作发展的各类学术资本。多种主要源自高校和教师个体的因素在其中发挥了不同程度的重要作用。研究通过进一步对这些“理性”参与动机背后信息的分析,探索了青年教师面对不同国际化活动所采取的“主动参与”“被动参与”和“综合参与”3种策略。     

‘I like being a lab Rat’: student experiences of research participation

Undergraduate students are often expected to be participants in academic research. However, decisions relating to student participation in research are typically based on speculation or educator assumptions rather than a solid research base. We conducted three studies to investigate student experiences of research participation. These included online surveys (Study 1), semi-structured interviews (Study 2), and analysis of reflective essays (Study 3). A range of pedagogic and ethical issues were considered including motivation to participate, distress, and the educational value of participation. Findings suggest that the experience provides students with important opportunities to learn about research methodology and ethical issues which inform their own research practice. Further, students cite additional non-academic benefits of research participation such as self-discovery and networking opportunities. Negative experiences typically consisted of nervousness prior to the first laboratory study or boredom, though for some students (e.g. those uncomfortable in social situations) engagement in research may lead to anxiety. We conclude that participation in research has pedagogic value to students, and educators should promote those elements of the research experience (e.g. critiquing studies, networking with researchers) that are most beneficial. However, researchers and educators should also actively work to reduce apprehension and minimise potential distress.