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Sandra M. Lawrence 《The Teacher Educator》2013,48(1):41-53
Abstract This paper describes a classroom‐based research study designed to determine how students in an undergraduate multicultural education course experience difficult and emotional content about racism. Samples of students’ reflective writing were used as sources of data, and Janet Helms’ theory of racial identity development served as the framework for analysis. Findings suggest that coursework in multicultural education can influence white students’ racial identities. In addition, the experiences of one white student are highlighted as she grappled with issues of white privilege and multicultural teaching. This study illustrates how reflective writing in combination with teaching practices informed by psychological theory helped to expand students’ understanding of racism while facilitating the development of their racial identities. 相似文献
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Anne Hume 《高等教育研究与发展》2009,28(3):247-260
This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre‐service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in ‘unplanned’ informal reflection (reflection‐in‐action and reflection‐on‐action) when she witnessed the shallow, often trivial nature of her students’ reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students’ learning and promote more useful reflection. The impact of these interventions on students’ reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers’ reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning. 相似文献
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Andreina Bruno Giuseppina Dell’Aversana 《Assessment & Evaluation in Higher Education》2018,43(3):345-358
Sustaining students in becoming reflective practitioners is considered as a valued outcome of higher education. The paper aims to evaluate the impact of the learning environment conditions inspired by Schön’s theory of reflective practicum, by discussing a case study of a master’s degree class. The learning environment was designed to sustain reflective practice and meaningful engagement through professional practice simulation, problem-based learning and reflective writing. Unlike much of the research into reflective learning, the quality of learning was evaluated by assessing the use of reflective practice in students’ weekly journaling, rather than measuring students’ satisfaction or perceptions of effectiveness. Two hundred and six journal entries of 23 students were assessed and used in a quantitative analysis based on a linear mixed-effects model. Findings indicated that the reflective practicum has an incremental effect on students’ reflective practices and that reflective practice is dynamic and sensitive to specific learning environment conditions. In conclusion, students’ co-responsibility of the learning environment allowed by the professional practice simulation appears to foster meaningful and reflective learning. Conversely, conditions that stimulate only cognitive engagement have little impact or even inhibit reflective practices. Practical implications of the use of reflective journal are discussed. 相似文献
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Cho Kwong Charlie Lam Cuong Huu Hoang Ricky Wai Kiu Lau Basil Cahusac de Caux Yang Chen Qiao Qian Tan 《Studies in Continuing Education》2019,41(1):111-128
There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context. 相似文献
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Anna Katarina Fletcher 《Educational research; a review for teachers and all concerned with progress in education》2016,58(4):400-419
Background: The active involvement of learners as critical, reflective and capable agents in the learning process is a core aim in contemporary education policy in Australia, and is regarded as a significant factor for academic success. However, within the relevant literature, the issue of positioning students as agents in the learning process has not been fully examined and needs further exploration.Purpose: This study aims to explore ways in which aspects of self-regulated learning theory may be integrated with the concept of agentic engagement into classroom practice. Specifically, the study seeks to scaffold students’ self-assessment capabilities and self-efficacy by using a formative assessment-as-learning process. The research examines how scaffolded planning, as part of the forethought phase in the Assessment as Learning (AaL) process, influences self-regulation and student agency in the learning process.Sample: 126 students from school years two, four and six (student age groups 7, 9 and 11 years), and 7 teachers at an independent (co-educational, non-religious) primary school in the Northern Territory, Australia, participated in the study.Design and methods: Conducted as a one-setting, cross-sectional practitioner research study, the data sources included students’ planning templates, writing samples, interviews with students and teachers and email correspondence with teachers. The data were analysed for emerging themes and interpreted from a framework of social cognitive theory.Findings: In this study, students were given the opportunity and support to exercise agentic engagement. Findings suggested that, in particular, students who were identified by their teachers as low-achieving and/or with poor motivation, were perceived by the teachers as exceededing expectations by demonstrating relatively greater motivation, persistence, effort and pride in their work than would be the case usually.Conclusions: The findings from this formative AaL study suggest that AaL has the potential to help scaffold primary students’ development of assessment capabilities. 相似文献
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Writing is an important teaching and learning tool that fosters active and critical thinking. There are multiple pressures for disciplines outside the humanities and social sciences to integrate writing in their courses. The shift from teaching solely discipline-specific skills to including writing in a meaningful way can be a daunting process. An instructor and education reference librarian at a public, four-year research university infused an urban planning course with reflective writing exercises. The collaboration proved effective in increasing students’ perceived writing abilities and active thinking via increased immediacy, frequency of writing and active learning. 相似文献
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AbstractThe study reported here examined college students’ academic self-efficacy, ‘academic press’ and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students’ learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement. 相似文献
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ABSTRACTIn this case study, we first describe how teaching and research are linked in a master’s course on tissue engineering. A central component of the course is an authentic research project that the students carry out in smaller groups and in collaboration with faculty. We then explore how the students experience learning in this kind of discovery-oriented environment. Data were collected through a survey, reflective writing, and interviews. Using a general inductive approach for qualitative analysis, we identified three themes related to the students’ learning experiences: learning to navigate the field, learning to do real research, and learning to work with others. Overall, the students strongly valued learning in a discovery-oriented environment and three aspects of the course contributed to much of its success: taking a holistic approach to linking teaching and research, engaging students in the whole inquiry process, and situating authentic problems in an authentic physical and social context. 相似文献
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Carol J. Callinan Emile van der Zee Garry Wilson 《Journal of Further & Higher Education》2018,42(5):608-622
Social cognitive learning theory has shown that observational learning positively influences essay writing development in high-school students, and that self-efficacy impacts on motivation. This study investigated the relative contribution of model observation, model evaluation, post-submission feedback, and factors relating to self-efficacy, as measured through academic confidence, in the essay writing development of 142 university students. The research compared students’ essay marks between two semesters in order to explore whether observational learning had an impact on the development of the complex skills involved. The results revealed that all students benefit from traditional feedback and higher levels of self-efficacy when developing their essay writing performance. Underperforming students particularly benefited from actual essay writing. However, contrary to the predictions drawn from the literature, students in this study did not appear to benefit from observational learning when developing their skills. Limits to social learning theory are discussed. 相似文献
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ABSTRACTThe first time of many significant encounters is the most intense, raising awkwardness, anxiety and hope. This article presents data from doctoral students (n?=?80) who described the first time that they submitted writing to their supervisor and received feedback. The first writing/feedback exchange is an initiation into the cultures of academia. Student accounts captured the intensity of the initiation for students, excitement or dread on submitting writing, with increased emotional reaction when going through the feedback process, that liminal first time. Close focus on the first-time writing feedback exchange makes a contribution to the literature on the social interactions of doctoral writing. Data backs our argument that students and supervisors need to carefully manage the first-time exchange of writing. Our findings are analysed thematically and through an autoethnographic lens of the lead author, who was both a research assistant for the research survey and an international doctoral student experiencing the same processes in his cross-disciplinary joint doctorate. We draw on conceptual threshold-crossing theories established in regard to doctoral learning. 相似文献
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Bart Huisman Nadira Saab Jan van Driel Paul van den Broek 《Assessment & Evaluation in Higher Education》2018,43(6):955-968
Within the higher education context, peer feedback is frequently applied as an instructional method. Research on the learning mechanisms involved in the peer feedback process has covered aspects of both providing and receiving feedback. However, a direct comparison of the impact that providing and receiving peer feedback has on students’ writing performance is still lacking. The current study compared the writing performance of undergraduate students (N = 83) who either provided or received anonymous written peer feedback in the context of an authentic academic writing task. In addition, we investigated whether students’ peer feedback perceptions were related to the nature of the peer feedback they received and to writing performance. Results showed that both providing and receiving feedback led to similar improvements of writing performance. The presence of explanatory comments positively related both to how adequate students perceived the peer feedback to be, as well as to students’ willingness to improve based upon it. However, no direct relation was found between these peer feedback perceptions and students’ writing performance increase. 相似文献
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《师资教育杂志》2012,38(1):39-61
A method of mentoring pre-service teachers in a US setting aimed at enhancing their understanding of and sensitivity towards disabled learners is described and discussed. The study assumes that pre-service teachers need the opportunity to process and overcome their fears and assumptions about difference. The contemporary value of inclusiveness in education was made explicit through a teaching intervention that engaged pre-service students in learning about severely disabled persons and their issues. Student awareness of the disability literature was expanded through an encounter with a congenital amputee, a disabilities specialist who communicated how she wants teachers to relate to her. The data for this study were based on these reflective teaching methods, including class discussion, essay writing, and a survey, and on interviews conducted with the guest speaker. 相似文献
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Elizabeth Chamberlain 《Education 3-13》2017,45(2):243-257
‘Academic blogging’ is a way of extending the primary classroom walls and enhancing learning through collaborative reflective responses to open-ended questions from prescribed text. Students learn from each other, develop critical literacy skills, voice their opinions and ask questions through blogging. This pedagogical approach broaches the areas of social media etiquette, cognitive dissonance, Information Communication Technologies, collaborative learning and utilises virtual conversations to deepen student's understanding of text. Through the methodology of Action Research with the spiral steps of; Plan, Act, Observe and Reflect an intervention strategy is devised to improve the critical literacy skills of Year 5 students in the comprehension skills of metacognition and reflection. A strategy was devised that involved the creation of a class blogosphere to share reflective insights on a class novel. While the children's results were positive using this intervention strategy the teacher's own learning as an educator and researcher is evident through this action research project. 相似文献
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A 2 (learning strategies: diagram vs. summary) × 2 (levels of expertise: low vs. high) experiment was conducted to compare the effectiveness of using diagrams to writing summaries for students given biological information to learn and who possessed different levels of expertise in that topic area. A main effect of learning strategy used on number of idea units encoded (in diagrams or summaries) was found: drawing diagrams was superior to writing summaries. However, no interaction effect between learning strategies and expertise was found. An examination of students’ subjective ratings of cognitive load revealed that those with low expertise reported higher levels of cognitive load when constructing diagrams. These findings suggest that using diagrams is effective for identifying and encoding important information when learning, but that it would be helpful to provide guidance about diagram use particularly to students who are novices in the topic area to reduce cognitive load. 相似文献
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Sin Wang Chong 《Assessment & Evaluation in Higher Education》2019,44(5):748-763
Recent literature on the use of exemplars in the context of higher education has shown that exemplar-based instruction is implemented in various disciplines; nevertheless, how exemplar-based instruction can be implemented in English-as-a-Second-Language (ESL) writing classrooms in higher education institutions remains under-explored. In this connection, this article reports on a textbook development project which adopts an exemplar-based instruction approach to be used by university English instructors to prepare students for IELTS writing (academic module). The goal of the textbook is to cultivate students’ understanding of the assessment standards of the two IELTS writing tasks through the design and use of exemplar-based dialogic and reflective activities. In this article, theoretical underpinnings of the use of exemplars, namely tacit knowledge, assessment as learning and dialogic feedback, will first be discussed in detail. Then, an overview of an ongoing project which aims to develop an exemplar-based IELTS writing textbook will be given. The last section of this article suggests practical strategies for ESL writing teachers who are interested in using exemplars to develop students’ understanding of assessment standards. 相似文献
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The main purpose of this paper is to explore the perception of applying self-and peer-assessment in English writing,through an Action research process.The learning in the programme,the students have learnt translating Chinese into written English for first stage,and have learnt writing in English for second and third stage through self-and peer-assessment.The research result shows that the most students feel that the process of self-and peer-assessment are useful for improving their English writing skill and they feel that self-reflection and peer discussion around their English writing is helpful for promoting the development of self-and peer-assessment.Especially,key findings about four types of students are more important.Overall,based on student’s perception about using self-and peer-assessment,learning written in English is also an ongoing research,it can develop the ability of students’ ability to solve problems independently,and raise their language communicative competence gradually. 相似文献
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《Educational gerontology》2012,38(1):26-35
ABSTRACTAs individuals decline cognitively physiotherapists’ attitudes become more negative. Evidence supports the use of experiential learning modules in a curriculum to improve student confidence and knowledge to treat individuals with cognitive disorders. Work stemming from Schon’s model of reflection suggests that “reflection-on-specific action” can facilitate clinical decision-making. The purpose of this case report is to describe the use of this model by students working with a patient with severe cognitive impairment. Under the supervision of a neurologic physiotherapist who was also a full-time faculty member in a physiotherapy program, the 74-year-old male with severe cognitive decline worked with two student physiotherapists (10 sessions over 5 weeks). The students reflected upon and journaled before, during, and after each session including every encounter, patient response, and activity. Four themes emerged: (1) capitalize on caregiver involvement and knowledge, (2) salient activities promote engagement, (3) intentional communication, and (4) flexibility throughout treatment. Improved exercise participation was noted as the themes were integrated to a greater degree each session. Cognitive deficits precluded performance for some measures, the 6-minute walk test yielded clinically significant results. The factors identified in this case may be beneficial to developing exercise programs for individuals with severe cognitive deficits to assist with maintaining functional mobility and decrease caregiver burden. This intentional reflective approach to practice may combat negative attitudes by providers and enhance effective communication and intervention implementation. The educational approach increased reflective behaviors demonstrated by students and will be useful to educators interested in facilitating professional development in students. 相似文献
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Lay Hoon Seah 《International Journal of Science and Mathematics Education》2016,14(6):1059-1078
Although the importance of language in science learning has been widely recognized by researchers, there is limited research on how science teachers perceive the roles that language plays in science classrooms. As part of an intervention design project that aimed to enhance teachers’ capacity to address the language demands of science, interview data (N = 9) were collected to understand teachers’ perceptions and experiences with a wide range of issues related to language use in science classrooms. Adopting an interpretive approach to qualitative data, the analysis revealed that the teachers perceive a wide range of student difficulties related to language use in science classrooms, especially to the use of specialized terms and writing. Although the teachers are keenly aware of how language can be a barrier to learning science, they are less certain as to what students need to know about the language of science in order to master it. The findings suggested professional support that highlights the distinctive language demands of science and how these demands differ from other subject areas could be useful to these elementary school teachers. 相似文献