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1.
Lucrezia Crescenzi-Lanna 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1485-1504
Learning Analytics and Multimodal Learning Analytics are changing the way of analysing the learning process while students interact with an educational content. This paper presents a systematic literature review aimed at describing practices in recent Multimodal Learning Analytics and Learning Analytics research literature in order to identify tools and strategies useful for the assessment of the progress and behaviour of children under 6 years old in respect of their learning. The purpose is to provide guidance for Multimodal Learning Analytics research with children under 6 years old to assess their engagement in a task, their emotions, attention, understanding and achievement of a goal. The current state of knowledge on Multimodal Learning Analytics research suggests how performance analytics, face and speech recognition systems, eye tracking, Kinect analytics and wristbands could be used with children. The results show the complexity of collecting data using non-invasive methodologies with children under 6 years old. Ethical implications related to multimodal data from audio, visual, biometric and quantitative measures of child behaviour are discussed. 相似文献
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The present study explored students’ use of boredom-related coping strategies at trait and state levels. Two trait-based dimensions of coping relevant to boredom were considered, namely approach - versus avoidance-oriented and cognitively - versus behaviorally-oriented coping strategies. The two dimensions were assessed in a self-report questionnaire administered to 537 grade 11 students (55.3% female, Mage = 17.15 years). Additionally, 79 of these participants completed state-based boredom-related coping measures over a 2-week period using an experience sampling method. Analyses of the trait measures suggested that two contrasting, broad approaches characterized participants’ strategies for coping with boredom, namely a cognitive-approach orientation and a behavioral-avoidance orientation. In both the trait- and state-based analyses, the cognitive-approach orientation was associated with lower levels of boredom. Implications for interventions promoting the use of cognitive-approach strategies for dealing with boredom in the classroom are discussed. 相似文献
3.
The authors examined the relationships among students' levels of boredom, boredom coping strategies, epistemic curiosity, and graded performance regarding mathematics lessons, with the intention to explore the mediating roles of boredom coping strategies and epistemic curiosity in the relationship between the level of boredom and graded performance. A total of 557 students from a small city located in the Western Black Sea region of Turkey voluntarily participated in the study. Of them, 211 enrolled in an Anatolian high school and 346 enrolled in a science high school. Results showed that the level of boredom, boredom coping strategies, epistemic curiosity, and graded performance were significantly related to each other. Results also showed that deprivation-type epistemic curiosity and interest-type epistemic curiosity played significant mediating roles in the relationship between the level of boredom and graded performance. Notably, the mediating roles of interest-type epistemic curiosity and deprivation-type epistemic curiosity differed across gender groups. 相似文献
4.
教育发展和改革的实践提出了研究教育现代化的主要目标、评价指标和实施策略等问题。本文拟以现代化的概念为起点,主要探讨：到底什么是教育现代化？它有哪些本质规定？达到什么水平就可以说初步实现教育现代化？ 相似文献
5.
Robert L. Williams 《Educational Psychology Review》1999,11(4):411-427
The educational psychology literature is replete with references to higher-order cognitive constructs, such as critical thinking and creativity. Presumably, these constructs represent the primary processes and outcomes that educators should promote in students. For these constructs to be maximally useful, they must be transformed into specific operational definitions that lead to reliable and valid assessment strategies. Minimizing overlap in the definitions and assessment of different concepts would contribute to an orderly accumulation of knowledge about the constructs in question. The ideal would be for each construct to have a definition that is distinct from the definitions of other cognitive constructs. Although higher-order cognitive constructs have much surface appeal, their utility is tied to the clarity and fidelity of their definitions and assessment procedures. 相似文献
6.
Fabienne M. Van der Kleij Jorine A. Vermeulen Kim Schildkamp Theo J.H.M. Eggen 《Assessment in Education: Principles, Policy & Practice》2015,22(3):324-343
Recent research has highlighted the lack of a uniform definition of formative assessment, although its effectiveness is widely acknowledged. This paper addresses the theoretical differences and similarities amongst three approaches to formative assessment that are currently most frequently discussed in educational research literature: data-based decision making (DBDM), Assessment for Learning (AfL) and diagnostic testing (DT). Furthermore, the differences and similarities in the implementation of each approach were explored. This analysis shows that although differences exist amongst the theoretical underpinnings of DBDM, AfL and DT, the combination of these approaches can create more informed learning environments. The thoughtful integration of the three assessment approaches should lead to more valid formative decisions, if a range of evidence about student learning is used to continuously optimise student learning. 相似文献
7.
The goal of this study was to explore different strategies for coping with boredom. A questionnaire was developed targeting two dimensions of coping, namely approach versus avoidance oriented coping and cognitive versus behavioral oriented coping. First, based on the responses of 976 students (51% female) from grades 5 to 10, the structure of the coping with boredom scales was verified by confirmatory factor analysis. In a second step, 3 different boredom-coping groups were identified by latent profile analysis. These three groups were named Reappraisers, Criticizers, and Evaders. Third, differences between these groups concerning their frequency of experiencing boredom, their academic achievement, and other emotional, motivational, and cognitive aspects of academic achievement situations were analyzed. Relative to the other 2 groups, Reappraisers preferred cognitive-approach strategies, were less frequently bored, and experienced the most positive pattern of emotional, motivational, and cognitive outcomes. Finally, methodological and educational implications and directions for future research are discussed. 相似文献
8.
John G. Sharp Brian Hemmings Russell Kay Barbara Murphy Sam Elliott 《Journal of Further & Higher Education》2017,41(5):657-677
Academic boredom usually contributes adversely towards student engagement and performance across a diverse range of settings including universities. The formal study of academic boredom in higher education remains, however, a relatively underdeveloped field and one surprisingly neglected in the UK. Rooted in Control-Value Theory, details of a mixed-methods exploration of academic boredom among 235 final year undergraduates attending a single university in England are presented. Quantitative data included measurement using the BPS-UKHE, a revised boredom proneness scale developed for use across the sector. Qualitative data arose primarily from 10 research interviews. Findings indicate that about half of all respondents experienced the most common precursors of academic boredom at least occasionally; traditional lectures with a perceived excess and inappropriate use of PowerPoint stimulating the actual onset of boredom more than other interactive forms of delivery. Coping strategies included daydreaming, texting and turning to social media. Academic boredom also occurred during the completion of assignments used to assess modules. Differences between those more prone to academic boredom than others extended to self-study (fewer hours), attendance (good rather than excellent) and degree outcome (lower marks). Findings are considered valuable empirically and theoretically, leading to recommendations surrounding boredom mitigation which challenge cultural traditions and pedagogical norms. 相似文献
9.
Recently identified as an academic ‘achievement emotion’, boredom has long been implicated as a factor contributing adversely to student attainment across a diverse range of formal educational settings. Despite this, the study of boredom, particularly among students in higher education, remains a relatively neglected and underdeveloped field. In this article, and following a systematic review of the research literature, we present details of a new research instrument and diagnostic tool derived from Farmer and Sundberg’s Boredom Proneness Scale (BPS), specifically intended to assess or measure the recurring propensity or habitual disposition of students to becoming bored particularly within the UK higher education context (e.g. further education, university college and university provision). Referred to here as the BPS-UKHE, to distinguish it from its predecessor, the statistical validity and reliability as well as educational relevance and meaningfulness of the BPS-UKHE is established, confirming its multidimensional nature with subscales (Tedium, Time, Challenge, Concentration and Patience) reflecting boredom’s acknowledged cognitive, affective, motivational and behavioural components. Full-scale, five-factor and three-factor ‘short-form’ solutions are offered, the immediate utility of which in identifying students more prone to boredom than others and gauging emotional response is demonstrated. The BPS-UKHE has application in many areas and is considered a valuable tool in relation to the UK student engagement agenda, its scales and potential, as well as theoretical underpinning, available for empirical use and critical comment. 相似文献
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Evaluating the multiple characteristics of alignment has taken a prominent role in educational assessment and accountability systems given its attention in the No Child Left Behind legislation (NCLB). Leading to this rise in popularity, alignment methodologies that examined relationships among curriculum, academic content standards, instruction, and assessments were proposed as strategies to evaluate evidence of the intended uses and interpretations of test scores. In this article, we propose a framework for evaluating alignment studies based on similar concepts that have been recommended for standard setting (Kane). This framework provides guidance to practitioners about how to identify sources of validity evidence for an alignment study and make judgments about the strength of the evidence that may impact the interpretation of the results. 相似文献
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Although the educational and psychological hazards of boredom are well documented, an increasing number of researchers have argued that boredom may be a helpful, rather than harmful, emotion for the growing individual. In this paper, we engage with this re-conception of boredom and explore its implications for contemporary education: Can boredom enhance student learning, or support certain forms of it? Can it be put to use in the classroom? What are the risks involved? In addressing these questions, we show that boredom can fulfil several important psychological functions under certain special conditions. At the same time, we argue that careful attention to the moral psychology of boredom reveals that it has significant disadvantages for helping students to develop a meaningful and fulfilling relationship to subject matter in the classroom. Against the backdrop of this analysis, we discuss the concept and experience of aspiration as a potential way of tempering and eventually obviating the psychological pitfalls of boredom. In the final section, we draw out several principles of an aspirational approach to grappling with boredom in education. 相似文献
14.
This article offers an overview of special education in Spain, specifically in the area of learning disabilities (LD). The term LD in Spain implies a different conception of the definition that enjoys considerable international agreement and consensus. We give a historical perspective of Spanish legislation and place the proposed definition of LD in the context of recent school reform in Spain. The support services model and the assessment practices and instructional approaches in the LD field are described. Finally, some educational implications of the new school reform regarding teacher training programs to assist special educational needs are presented. 相似文献
15.
Barbara Lowenthal 《欧洲特需教育杂志》2013,28(1):80-90
ABSTRACT In the United States, there is an increasing prevalence of children who are diagnosed with an attention deficit disorder (ADD). The essential features of ADD are developmentally inappropriate degrees of inattention, impulsivity, and motor hyperactivity. The rate of prevalence could differ in other countries depending on the definition of the condition. This article will review related research in the United States about ADD which will include the following topics: differential diagnosis and assessment, treatment, interventions, and parent training. The overlap of ADD with other handicaps will be described as well as assessment techniques such as interviews, rating scales, and observations. Studies of the efficacy of medication, educational interventions, cognitive‐behavioral strategies, and parent training are reviewed. In the conclusion, suggestions for further research are outlined which may further assist youngsters with ADD to adjust at school, in the home, and in the community. 相似文献
16.
Rogers R 《Child abuse & neglect》2004,28(2):225-238
OBJECTIVE: The overriding objective is a critical examination of Munchausen syndrome by proxy (MSBP) and its closely-related alternative, factitious disorder by proxy (FDBP). Beyond issues of diagnostic validity, assessment methods and potential detection strategies are explored. METHODS: A painstaking analysis was conducted of the MSBP and FDBP literature as it relates diagnostic and assessment issues. Given the limitations of this literature, extrapolations were provided from the extensive theory and research on malingering as a related response style. RESULTS: Diagnostic formulations for both MSBP and FDBP de-emphasize the clinical characteristics of the perpetrator. In the case of FDBP, inferential judgments about motivation (e.g., adoption of a sick role) are challenging on conceptual and clinical grounds. When explanatory models from malingering are applied, most research has focused pathogenic models, often allied with psychodynamic thought. Finally, clinical methods for the assessment of MSBP and FDBP are not well developed. CONCLUSIONS: Refinements in the conceptualization of MSBP and FDBP can be provided through prototypical analysis. Drawing from malingering research, explanatory models should be expanded to include adaptational and criminological models. Finally, detection strategies for MSBP and FDBP must be formally operationalized and rigorously validated. 相似文献
17.
In a rapidly changing world, the mission of education deserves some reflection. Mutual understanding and assessment between trainers and trainees offers a way to promote discussion concerning goals, values, and strategies that should be promoted at schools. This study offers the views of 153 pre-service teachers and their respective trainers during their practicum. We aimed to determine if an association exists between the scores of pre-service teachers and teachers regarding behaviors and attitudes shown by the first. We also want to analyze the extent to which pre-service teachers rate the importance of different educational strategies as well as the extent to which teachers use these strategies in their daily work. We also aim to determine to what extent self-rated behaviors and attitudes of pre-service teachers are associated to their ratings on importance and utilization of different educational strategies. Two questionnaires were utilized to gather the data. Results revealed higher scores on self-evaluation than others’ evaluations; utilization of diverse educational strategies was associated to evaluations on pre-service students’ responsibility, ability to detect and meet students’ needs, and final grade in practicum. Association between pre-service teachers’ self-evaluation and evaluation on the importance of different educational strategies revealed large associations between climate for the expression of ideas, teaching methodology, and the importance given to using language appropriate to the level of the students. Average ratings on importance and utilization of different teaching strategies resulted in high scores, with utilization of teaching methodologies obtaining the lowest scores. Gender resulted in significant differences on importance, with women scoring higher than men. Importance scores were significantly higher than utilization scores. High associations were found between self- and others’ evaluations on values related to compliance with rules, as well as on behaviors associated to maintain order and discipline in the classroom. Differences in views of teaching, importance, and utilization of different teaching strategies should be debated in order to advance our understanding of effectiveness of educational practices. 相似文献
18.
We investigated boredom proneness and depression among 50 profoundly deaf residential school adolescents using the Boredom Proneness (BP) scale and a version of the Beck Depression Inventory (BDI) that has been modified for use with deaf subjects. Consistent with previous research, the deaf students had a significantly higher incidence of depression than the hearing students. In addition, the deaf students were found to be significantly more boredom prone than the hearing subjects. The results suggest that deafness not only increases a person's vulnerability to mild levels of depression, but also tends to augment one's tendency toward experiencing boredom. Implications for educational settings and areas for future research are discussed. 相似文献
19.
Potentials for empowerment in critical education research 总被引：1，自引：0，他引：1
Robert Smith 《The Australian Educational Researcher》1993,20(2):75-93
Within the typology of research orientations commonly represented in the social science literature — empiricist, interpretive and critical — it is the methodologies of the critical orientation that are burgeoning. Significantly, the moral imperative in the critical theorising which drives and shapes these methodologies is empowerment and emancipation. That is to say, critical educational research is potentially empowering because of its emancipatory intent. However, as cogently argued and demonstrated by a number of researchers, “an emancipatory intent is no guarantee of an emancipatory outcome” (Acker et al., 1983: 431). Just being informed by critical theory then, is no guarantee that a critical research approach will be empowering, or be empowering in a way we recognise as significant. This paper has been prepared with two objectives in mind: to clarify three ways empowerment has been conceptualised in the literature, and to use this conceptual scheme as a template to ascertain the empowerment potentials in critical educational research methodologies. 相似文献
20.
“Transfer of innovation” is understood in education science as concerned with the dissemination of scientifically based innovations in educational systems. This contribution will begin with a more precise definition of the term transfer, an overview of the current state of research and on which factors influence the successful dissemination of innovations in educational systems. In the second part, four strategies will be presented which enable the dissemination of scientific evidence into practical settings. Here we will compare strategies which have been used within the context of pilot programmes in Germany with internationally established approaches. These international approaches are more output-orientated and, therefore, look to the effects of innovations on pupils—especially with respect to performance development. The comparison contrasts classic top-down with evidence-based strategies and participative strategies with design-research approaches. Finally, we discuss the role given to educational research within these strategies. 相似文献