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1.
Robyn Zevenbergen 《Journal of Mathematics Teacher Education》2001,4(2):95-113
In this article I discuss a four-year action research project that involved the development of effective assessment tools
for preservice mathematics teachers. The focus of the article is on peer assessment in which students reviewed posters created
by their peers. The article discusses the strategies that were used and the implications that arose from the project. I argue
that peer assessment is an effective tool for assessment in preservice mathematics teacher education but must not be seen
as an alternative to teacher-based assessment due to the variability in marks between and within student cohorts. The value
of peer assessment is its potential as a learning tool.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
2.
As part of a diagnosis and tutoring project in an elementary education reading course, a pre-service teacher was encouraged
to use an iPad as the vehicle for intervention strategies with a fifth grade struggling reader with Attention Deficit Hyperactivity
Disorder. The device not only helped the student focus attention, it facilitated his becoming much more metacognitive in his
reading. Comparisons of pre- and post-assessments showed that the student had gained one year’s growth in reading within a
sixweeks time period. The student also gained in confidence and sense of being in control of his learning. While generalizations
to other struggling readers with Attention Deficit Hyperactivity Disorder cannot be made, the success this student experienced
suggests that the use of this device is worth serious consideration and research in similar contexts. 相似文献
3.
Meaningful discussion that facilitates reflective thinking can be initiated when learners raise thoughtful questions or provide
critical feedback; however, generating effective questions requires a certain level of domain knowledge and metacognitive
skills of the question-askers. We propose a peer-questioning scaffolding framework intended to facilitate metacognition and
learning through scaffolding effective peer-questioning in online discussion. This framework assumes that novice students
who lack domain and metacognitive knowledge can be scaffolded to generate meaningful interactions at an early stage of learning
and the resulting peer-generated adaptive questions can facilitate learners’ metacognition. Thus, this study investigated
the effects of providing online scaffolding for generating adaptive questions to peers during online small group discussion.
A field experimental time-series control-group design was employed as a mixed model for the research design. Thirty-nine college
students from an online introductory class on turfgrass management participated in the study. The findings revealed that the
scaffolds were useful to increase the frequency of student questioning behavior during online discussion. For some students,
the online guidance reportedly served as “a starting point” to generate questions when they had difficulty asking questions.
However, the guidance did not improve the quality of questions and thus learning outcomes. The interview data indicated that
peer-generated adaptive questions served a critical role in facilitating learner’s reflection and knowledge reconstruction.
Further study should focus on the quality improvement of peer-generated questions while considering adaptive and dynamic forms
of scaffolding and intermediate factors such as prior knowledge, metacognition, task complexity, and scaffolding type. 相似文献
4.
Cheryl Cockburn-wootten Alison Henderson Caroline Rix 《Action Learning: Research and Practice》2005,2(1):71-78
An action research project, managed by a graduate student, resulted in the development of an academic website as an effective internal and external communication tool. The main focus of the investigation was to uncover the tacit knowledge held by staff in the Department of Management Communication through a series of in-depth interviews, a focus group, and informal conversations to facilitate the development of a website which effectively captured this knowledge. The cyclical nature of the action research methodology provided the flexibility to ensure that issues could be addressed as they arose; although the relative unfamiliarity of staff with action research methodologies created other barriers to be overcome. The key outcome for the staff was that they became aware of the extent of the tacit knowledge and resources available in the department; they valued these, and they utilised them effectively. The research highlights the different learning outcomes experienced by the student researcher, supervisors and departmental colleagues. 相似文献
5.
Rebecca Ruth Stobaugh Janet Lynne Tassell 《Educational Assessment, Evaluation and Accountability》2011,23(2):143-157
Technology is not in the forefront of teacher education program thinking and planning. Yet, it is the tool dramatically changing
education. Internationally, the role of technology has evolved from the role of assisting the teacher in personal management
to using technology for instruction. To respond to this need, universities are altering courses to infuse the introduction
and utilization of technological tools to enhance instruction. The end product is that pre-service teachers should graduate
with the skills to seamlessly integrate technology to advance student learning. This study looks at a large comprehensive
university’s available data on pre-service teachers regarding their utilization of technology. The focus of the study was
to (a) document the technology skills within the university's capstone project, (b) examine the capstone project data to confirm
or refute the premise that pre-service teachers integrate technology, and (c) review other internal data to assess pre-service
teacher competencies on technology. 相似文献
6.
It is an ongoing challenge in higher education context to design appropriate learning tasks for students that balances the
diversity in student knowledge and variable skills with student’s potential to learn under guidance. Obtaining feedback from
students on what they know is made more complicated when students are passive during learning activities. In this paper we
report on a project that ran over 2 years in which 67 students (28 in 2005; 39 in 2006) from culturally diverse socio-historical
backgrounds used an anonymous knowledge sharing tool, the dynamic frequently asked questions (DFAQ) to engage with authentic
learning tasks in an Organisational Learning Module. The module was part of the Organisational Psychology honours degree programme
at a higher learning institution. The students used the DFAQ tool to consult with both peers and faculty staff. DFAQ is a
special purpose web-based tool with a Short Message Services (SMS) interface. A thematic analysis was conducted on students’
experiences gathered from focus group discussions. Artefacts from DFAQ are also analysed. The paper reports that DFAQ mediated
the educator’s access to the students’ level of understanding and the potential to learn under guidance. The DFAQ tool therefore
allowed the educator to provide students with appropriate guidance that met individual students’ knowledge gaps. The paper
concludes that DFAQ mediated access to the gap between actual and potential development, stimulated knowledge sharing, peer
learning and impacted on pedagogical designs of learning tasks. 相似文献
7.
“Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research 总被引：1，自引：0，他引：1
Meilan Zhang Susan Passalacqua Mary Lundeberg Matthew J. Koehler Jan Eberhardt Joyce Parker Mark Urban-Lurain Tianyi Zhang Sunhee Paik 《Journal of Science Teacher Education》2010,21(2):161-179
In this study we described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of
a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to
investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. A Problem-Based Learning approach
was adopted to guide the collaborative action research. Based on a rich set of data sources, we concluded that Sarah’s action
research improved student learning and led to her own professional growth. We also identified important conditions in support
of action research. 相似文献
8.
Mayke W.C. Vereijken Roeland M. van der Rijst Jan H. van Driel Friedo W. Dekker 《Teaching in Higher Education》2018,23(4):522-542
Growing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as they explore their practices and experience difficulties supervising medicalstudents. Teacher noticing was used as a sensitising concept and relations with teacher dilemmas were explored in the research supervision context. To provide in-depth insights into supervisors’ practices and pedagogical choices, twelve stimulated recall interviews with supervisors were analysed. The supervisors were involved in individual undergraduate or master degree student research projects at a research-intensive university. Analysis revealed four kinds of dilemmas which may influence research supervision practices, namely questions regarding regulation, student needs, the student-supervisor relationship and supervisors’ professional identity. We explain the relationship between novice supervisors’ practices and dilemmas in detail. Implications are given to enhance initiatives for professional development of supervisors. 相似文献
9.
Claire T. McEvoy Ruth F. Hunter Kyle B. Matchett Linda Carey Michelle C. McKinley Karen D. McCloskey 《Journal of Further & Higher Education》2018,42(4):454-466
There is still much to learn about the support required by postgraduate research students, across academic disciplines, to facilitate successful completion of a research degree. The primary aim of this study was to explore postgraduate medical science research students’ perceptions of academic and mentoring support at different stages during their degree programme. A second aim was to explore the feasibility and acceptability of peer mentoring as a strategy to enhance student support in this population. A mixed method study design was used. Students first completed an online questionnaire, which was then supplemented with focus group discussion to explore emergent findings in greater depth. The main results indicated that the nature and quality of academic supervision support have a significant influence on research student training and development. ‘Functional’ and ‘relationship development’ concepts of supervisory styles were highlighted as important aspects to perceived support in this research population. The main facilitators to enhance academic support were effective communication, project planning and timely feedback. There was a high degree of acceptability for a peer mentoring programme as a complementary approach to enhance student support. Peer mentoring psychosocial functions such as friendship, counselling and career guidance were considered potentially beneficial to enhancing student support. Students also discussed peer coaching as central to their learning and research skill development. This work is a useful starting point to explore perceptions of research student support in the target population. Further work is required to develop strategies to enhance student support in academic practice. 相似文献
10.
Anita Grover Tai Ning Lam C. Anthony Hunt 《Journal of Science Education and Technology》2008,17(4):366-372
We present a simulation tool to aid the study of basic pharmacology principles. By taking advantage of the properties of agent-based
modeling, the tool facilitates taking a mechanistic approach to learning basic concepts, in contrast to the traditional empirical
methods. Pharmacodynamics is a particular aspect of pharmacology that can benefit from use of such a tool: students are often
taught a list of concepts and a separate list of parameters for mathematical equations. The link between the two can be elusive.
While wet-lab experimentation is the proven approach to developing this link, in silico simulation can provide a means of
acquiring important insight and understanding within a time frame and at a cost that cannot be achieved otherwise. We suggest
that simulations and their representation of laboratory experiments in the classroom can become a key component in student
achievement by helping to develop a student’s positive attitude towards science and his or her creativity in scientific inquiry.
We present results of two simulation experiments that validate against data taken from current literature. We follow with
a classroom example demonstrating how this tool can be seamlessly integrated within the traditional pharmacology learning
experience. 相似文献
11.
To understand the challenges and their causes in interactions between Western supervisors and international doctoral students, we conducted a self-study of our experiences as a Chinese international student and her Dutch supervisor during her doctoral research project. We found the supervisor and the student to differ in their expectations of the learning goals and procedure for the doctoral program. We analyze three types of misunderstandings, regarding how formal the supervision should be, how feedback and assessment should be provided and understood (e.g. strict versus implicit critiques, open praise for excellence versus praise to encourage), and how the student is expected to learn (e.g. expecting answers versus providing questions, learning from modeling versus learning by trial and error). We also illustrate how implicit these misunderstandings were in daily supervision interactions and how deeply they were rooted in the cultural (i.e. power distance, individualism, masculinity, and indulgence) and educational (i.e. education oriented toward qualification versus personal development, level of competition, and degree of teacher regulation) differences between the supervisor and the student. 相似文献
12.
Michael Campbell Eileen Mazur Abel Robert Lucio 《Journal of Teaching in Social Work》2019,39(4-5):519-533
ABSTRACTOnline/virtual educators face challenges related not only to technology and pedagogy, but also to student assessment, which remains a critical function to reinforce. Brief assessment tools can be used by the instructor to tailor the learning experience, and where appropriate, to reinforce student-centered learning. In this qualitative study, we explored the use of a one-minute paper as a brief and consistent assessment tool in master’s level social work courses in research and advanced clinical practice with individuals courses. The coded segments of qualitative responses (# of coded segments n = 728) from 52 students were examined to explore common themes from the student’s experience. Discussion is offered on the use of this tool for brief and consistent assessment of knowledge gains in class, as well as the impact these themes may have for the intentional pedagogy for the facilitation of learning. 相似文献
13.
This paper focuses on discursive practices of postgraduate research as a crucial element in constructs of international student
subjectivities when they undertake postgraduate studies in Australian universities. As such, it focuses on a discursive field
emerging within domains of internationalisation, globalisation, and resistance. It examines processes and protocols in a number
of Australian universities’ postgraduate divisions’ practices in the conduct of postgraduate supervision, in the context of
increasing pressures towards internationalisation within frameworks of globalising influences. It takes issue with Western
custom and tradition as privileged within the field of supervision of postgraduate research studies and suggests a model of
postgraduate research supervision as intentional and systematic intervention, based on literature deriving from research in
postgraduate supervision which acknowledges the problematic natures of cultural relationships as to teaching and learning
and knowledge production, and student resistances within these fields. In doing so, it examines issues of discursive practices
and the problematic natures of power relationships in supervisor-supervisee protocols and possibilities suggested by alternative
models of postgraduate supervision of international students. 相似文献
14.
Stephen J. Norton Campbell J. McRobbie Ian S. Ginns 《Research in Science Education》2007,37(3):261-277
Little research has been conducted on how students work when they are required to plan, build and evaluate artefacts in technology
rich learning environments such as those supported by tools including flow charts, Labview programming and Lego construction. In this study, activity theory was used as an analytic tool to examine the social construction
of meaning. There was a focus on the effect of teachers’ goals and the rules they enacted upon student use of the flow chart
planning tool, and the tools of the programming language Labview and Lego construction. It was found that the articulation of a teacher’s goals via rules and divisions of labour helped to
form distinct communities of learning and influenced the development of different problem solving strategies. The use of the
planning tool flow charting was associated with continuity of approach, integration of problem solutions including appreciation
of the nexus between construction and programming, and greater educational transformation. Students who flow charted defined
problems in a more holistic way and demonstrated more methodical, insightful and integrated approaches to their use of tools.
The findings have implications for teaching in design dominated learning environments. 相似文献
15.
16.
Trena M. Paulus Ann M. Bennett 《International Journal of Research & Method in Education》2017,40(1):19-35
While research on teaching qualitative methods in education has increased, few studies explore teaching qualitative data analysis software within graduate-level methods courses. During 2013, we required students in several such courses to use ATLAS.ti? as a project management tool for their assignments. By supporting students’ early experiences with ATLAS.ti?, we anticipated that they might continue using the tool in their future research work. Using a case study and reflective practice approach, we reviewed course materials, including student and instructor reflections, to understand what happened when data analysis software was integrated into an advanced methods course. We identified five major themes: (1) a needed push out of their comfort zones; (2) various forms of support working together; (3) keys to motivation; (4) a new generation educating the current one and (5) use of the software beyond coursework. Implications for practice include ensuring adequate access and support for learning the software, balancing methodological and technical instruction, and creating meaningful student assignments and feedback opportunities. 相似文献
17.
Donald Gillies 《Distance Education》2008,29(1):107-118
This article reports the findings of a small‐scale study exploring student views of the videoconference as a teaching and learning tool in teacher education. The context of this study is a distance education course, run primarily through videoconferencing, for prospective primary school teachers. The use of videoconferencing in this area has not yet been the subject of significant research and so the study aims to make a contribution to the field.
The study is part of an ongoing action research project, aimed at improving the quality of the course in question. Taking account of literature on the videoconference format in distance education, the project used a questionnaire to gather student views of the perceived effectiveness and value of videoconferencing, with a particular emphasis on issues relating to teaching approaches and the active engagement of the learner. The article highlights some key findings regarding the efficacy of the format from a student perspective and raises some issues for future pedagogical practice. 相似文献
18.
Margareta Enghag Hans Niedderer 《International Journal of Science and Mathematics Education》2008,6(4):629-653
The theoretical framework student ownership of learning is developed both theoretically and with qualitative research. The metaphor “ownership” is related to the process towards
meaning making and understanding and is seen as relevant especially to improve physics instruction. The dimension group ownership of learning refers to the groups’ actions of choice and control of the management of the task; how the task is determined, performed
and finally reported. The other dimension, the individual student ownership of learning, refers to an individual student’s own question/idea that comes from own experiences, interests or anomalies of understanding;
an idea/question that comes back several times and leads to new insights. From literature and from our own data, we have developed
categories for group and individual student ownership of learning, which were iteratively sharpened in order to identify ownership
in the two dimensions. As a consequence, we argue for use of the framework student ownership of learning as a way to identify
an optimal level of ownership for better learning and higher motivation in physics teaching. 相似文献
19.
The paper addresses the apparent lack of impact of ‘history in mathematics education’ in mathematics education research in
general, and proposes new avenues for research. We identify two general scenarios of integrating history in mathematics education
that each gives rise to different problems. The first scenario occurs when history is used as a ‘tool’ for the learning and
teaching of mathematics, the second when history of mathematics as a ‘goal’ is pursued as an integral part of mathematics
education. We introduce a multiple-perspective approach to history, and suggest that research on history in mathematics education
follows one of two different avenues in dealing with these scenarios. The first is to focus on students’ development of mathematical
competencies when history is used a tool for the learning of curriculum-dictated mathematical in-issues. A framework for this
is described. Secondly, when using history as a goal it is argued that an anchoring of the meta-issues in the related in-issues
is essential, and a framework for this is given. Both frameworks are illustrated through empirical examples. 相似文献
20.
Mercedes García Victoria Sánchez Isabel Escudero Salvador Llinares 《Journal of Mathematics Teacher Education》2007,9(2):109-128
This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher
education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching
student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning
as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators
and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between
theory and practice becomes an element of both teacher educator and researcher development. 相似文献