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1.
Ingrid Stymne 《Scandinavian Journal of Educational Research》2013,57(2):77-94
Stymne, I. 1982. Directional Factors in Group Work. A Study of Two School Groups. Scandinavian Journal of Educational Research 26, 77‐94. A conceptual scheme of directional factors was sought in two work groups of teenage school children. The occurrence of exploratory sequences related to the different directional factors was also analysed. The two groups were videotaped, one while making a poster for a youth organization and the other while discussing the outline for a play. The utterances of each group were analysed and categorised into directional factors according to a simple model. Stimuli which initiated exploratory sequences were found for all directional factors when there was a problem to be solved or a decision to be made in relation to that factor. However, a good deal of behaviour could be seen as rule‐governed or routinised in relation to various directional factors rather than to exploratory sequences. The consequences of a lack of exploratory sequences in group work are briefly discussed. 相似文献
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Darrell W. Guillaume Crist Simon Khachikian 《Assessment & Evaluation in Higher Education》2011,36(3):251-261
The effects of students’ attitudes on time devoted to a course (i.e. time‐on‐task), and the subsequent effects of this time‐on‐task on their performance in the course and their overall grade point average (GPA) were studied. Over a three‐year period, engineering students (N = 231) were surveyed in weeks one, three, seven (after midterms) and 10 (before finals) of a 10‐week quarter in six sophomore and junior engineering classes (eight different sections). Results of this study show that most students are optimistic about their future performance in a new course, regardless of their previous overall GPA. All students appear to devote a relatively high and equal amount of time‐on‐task during the first week of the term. The students who earned grades between ‘B+’ and ‘A’ appear to optimise this time by the third week. Students who earned a final grade of ‘B’ study similar to ‘A’ students before midterms but significantly increase their efforts after midterms while the ‘C’ students decrease their time devoted to the course. This study finds that ‘A’ students know they will earn an ‘A’ as long as they do the work. In contrast, ‘C’ students are resigned to the fact that they will earn a ‘C’ and, thus, devote far less time to a course. The ‘B’ students want better grades and will devote the most effort towards achieving these grades. 相似文献
3.
I. Draskovic R. Holdrinet J. Bulte S. Bolhuis J. Van Leeuwe 《Instructional Science》2004,32(6):447-473
This article presents findings from an empirical study on the relations between the variables comprising learning mechanisms in small collaborative groups. Variables comprising the central learning mechanisms component were task related interactions, knowledge elaborations, and subjective estimation of knowledge acquisition. Student related determinants of the learning processes were dysfunctional behavior, and work group management. Tutor related determinants were tutor facilitative behavior(facilitation, questioning, and mini-lecturing), and tutor work group management. The selected variables were structured into a path model. The first question concerned the way the three variables comprising the learning mechanisms component are related to each other. We have contrasted mediation vs. addition hypothesis. The second question concerned the validity of the complete small group functioning model. In order to answer these questions we have constructed a questionnaire and administered it to 89 1st year medical students. Concerning the first question, the data were in accordance with the mediation hypothesis. Specific analyses showed that only the collaborative sequence type of task related interactions had positive effects on both knowledge elaborations and knowledge acquisition. In contrast the transfer of knowledge type of interactions had negative effects on the same variables. Test of the validity of the complete model showed a satisfactory model fit. Briefly, our findings suggest that a large proportion of collaborative sequences in the group, together with a low proportion of dysfunctional behavior and highly facilitative behavior of the tutor will lead to a high proportion of knowledge elaborations. Knowledge elaborations positively affect knowledge acquisition which is an important determinant of the student satisfaction and motivation. 相似文献
4.
This study examined relations among attachment to parents and peers, cognitive ability, psychosocial functioning variables, and academic achievement in a multiethnic sample of college students (n = 357). A small subgroup (14.8%) of students reported low levels of attachment to both parents and peers. Significant positive correlations were documented between parent and peer attachment and several indices of psychosocial competence. Results from hierarchical multiple regression analyses revealed that indices of cognitive ability were significant predictors of college students' grade point averages, while broader measures of functioning in early adulthood (attachment, intellectual ability, self‐esteem) were significant predictors of scholastic competence. Results suggest that perceived attachment to both parents and peers is a component of wider patterns of social competence and adjustment that may function as protective or compensatory factors during key transitions in young adulthood, such as participation in college, and with its attendant demands for academic achievement. © 2002 Wiley Periodicals, Inc. 相似文献
5.
Abstract Two studies are reported, both concerned with microcomputer use in the context of collaborative groups. The first study, conducted with eight year‐olds, examines whether the opportunity to practise a problem solving task in pairs produces better subsequent individual performance on the task than does individual practice. Evidence was found for such peer‐facilitation only when children were constrained to collaborate by the imposition of a ‘dual key’ entry requirement. The second study, conducted with 11‐year‐olds, compares the functioning of two types of group over a series of sessions during which the children were introduced to database software. Groups formed on the basis of nominations of preferred working partners were found to demand less teacher intervention and to make fewer minor errors than groups formed on the basis of arbitrary allocation. The possibilities offered by the microcomputer in the classroom for experimentally rigorous but ecologically valid research are discussed. 相似文献
6.
Ken Houston 《Assessment & Evaluation in Higher Education》1996,21(3):251-266
A peer‐tutoring scheme was introduced to an undergraduate mathematics module. This was to provide a learning support for an independent learning programme. These student support groups also functioned as task groups for group project work. In the independent learning programme, students were directed to read selected passages of text, to attempt certain exercises and to devise peer assessment tasks. For some of the sessions senior students were present and functioned as additional peer tutors. To assess the students’ attitudes to the peer‐supported independent learning programme, an Attitudes to Peer‐tutoring Questionnaire was constructed. The results show that the students readily accepted the need to work in groups and to support one another. Overall, 78% felt that they could work easily without pressure and that the sessions were not a complete waste of time. However, 65% of the students did not appear to enjoy the independent learning sessions and felt that they preferred to be responsible only for their own learning. 相似文献
7.
Owe Kågesten 《European Journal of Engineering Education》2007,32(3):303-314
In this study we created an environment for peer learning, where students teach students by making oral presentations in groups about solving mathematical problems and explaining the theoretical background in mathematics, during the first year of an undergraduate engineering programme at the Norrköping campus of the Linköping University. In order to strengthen the students’ understanding and perception of central mathematical concepts, the study was designed to take the students through five different learning experiences, preparing the presentation, presenting the mathematics, listening to others presenting, discussion by all students after the presentation and feedback by the teacher to the small group of students separate from the other students. We study how oral presentations work as a learning and assessment method. The study consisted of three stages. After a first run of the presentations as a learning instrument, three guidebooks with recommendations for students and teachers were developed in order to assist students as well as teachers about their role in this learning environment. Students’ and teachers’ views on the student presentations as learning instrument were surveyed before and after the intervention. In stage three, students were interviewed individually to ascertain the relevant success of the different learning experiences. 相似文献
8.
Ramazan Basturk 《Assessment & Evaluation in Higher Education》2008,33(4):431-444
This study investigated the usefulness of the many‐facet Rasch model (MFRM) in evaluating the quality of performance related to PowerPoint presentations in higher education. The Rasch Model utilizes item response theory stating that the probability of a correct response to a test item/task depends largely on a single parameter, the ability of the person. MFRM extends this one‐parameter model to other facets of task difficulty, for example, rater severity, rating scale format, task difficulty levels. This paper specifically investigated presentation ability in terms of items/task difficulty and rater severity/leniency. First‐year science education students prepared and used the PowerPoint presentation software program during the autumn semester of the 2005–2006 school year in the ‘Introduction to the Teaching Profession’ course. The students were divided into six sub‐groups and each sub‐group was given an instructional topic, based on the content and objectives of the course, to prepare a PowerPoint presentation. Seven judges, including the course instructor, evaluated each group’s PowerPoint presentation performance using ‘A+ PowerPoint Rubric’. The results of this study show that the MFRM technique is a powerful tool for handling polytomous data in performance and peer assessment in higher education. 相似文献
9.
Luc Laberge Élise Ledoux Julie Auclair Marco Gaudreault 《Mind, Brain, and Education》2014,8(4):220-226
Adolescents who work while attending school are reported to sleep less than those who do not. This study aimed to identify factors associated with short sleep duration in students who work during the school year. A cross‐sectional survey aiming to describe working conditions and occupational safety and health was completed by representative samples of Quebec high school students aged 12–19 years from three administrative regions (n = 3,871). A multiple stepwise regression analysis was performed with sleep duration as the dependent variable, and sociodemographic, school, occupational, and health factors as potential explanatory variables. Significant factors associated with shorter sleep duration were later bedtimes (p < .001), shorter weekend oversleep (p < .001), higher physical work factors related to handling efforts (p < .001), and female gender (p < .01). Addressing work conditions of student workers may help prevent sleep deprivation. Special efforts should also target girls combining work and study. 相似文献
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11.
James Mackay 《Gender and education》2010,22(1):87-103
This article considers the relationship between gender and self‐efficacy in teacher trainees engaged in an electricity‐related design and construction task. Quantitative data (examination scores, task assessment, and questionnaire) and qualitative data (interviews and written student reflections) were collected. There is a gender bias in student teachers entering the University with more male than female students having done Science to grade 12 level. In addition, the continuing differential in standards of education in South African schools necessitated distinguishing those who had attended educationally advantaged from those who had attended educationally disadvantaged schools. In the examination, a test of theoretical knowledge, male students in each group outperformed female students. This we explain in terms of school background, gender responses from family members who regarded Science as a male domain, and the resulting lower self‐efficacy of female students. However, female students achieved as well as male students in the design and construction task. We argue that although males had better self‐efficacy levels than females at the outset, the hands‐on, individual nature of a task in a domain usually constructed as male led to female students developing increased levels of self‐efficacy, which ensured task performance matching that of the more knowledgeable male students. 相似文献
12.
Lynne Leveson 《高等教育研究与发展》1999,18(3):361-377
One important skill many students develop during their secondary schooling is the ability to work in groups, using the group both as a resource and a support system. At the tertiary level, where the traditional lecture/tutorial format is the main means for course delivery, these skills are not generally afforded formal recognition and often remain under‐utilised. Group work programmes in higher education that have been reported generally describe situations where group work is integrated into tutorials and lectures. This article explores the potential of group work schemes which operate outside the regular timetable. It describes a programme of small collaborative working groups which was offered to students in a first‐year accounting degree course and evaluates the programme's effectiveness in assisting students with their studies, and with their overall integration into university culture. The results, practical considerations for any academics wishing to duplicate the scheme, as well as areas for further research are discussed. 相似文献
13.
Developmental Changes in Executive Functioning 总被引：1，自引：0，他引：1
Although early studies of executive functioning in children supported Miyake et al.'s (2000) three‐factor model, more recent findings supported a variety of undifferentiated or two‐factor structures. Using a cohort‐sequential design, this study examined whether there were age‐related differences in the structure of executive functioning among 6‐ to 15‐year‐olds (N = 688). Children were tested annually on tasks designed to measure updating and working memory, inhibition, and switch efficiency. There was substantial task‐based variation in developmental patterns on the various tasks. Confirmatory factor analyses and tests for longitudinal factorial invariance showed that data from the 5‐ to 13‐year‐olds conformed to a two‐factor structure. For the 15‐year‐olds, a well‐separated three‐factor structure was found. 相似文献
14.
Alfredo Gallego María S. Fortunato Susana L. Rossi Sonia E. Korol Juan A. Moretton 《Journal of Food Science Education》2013,12(3):42-47
One of the fundamental aims of education is the integration of theory and practice. The case method is a teaching strategy in which students must apply their knowledge to solve real‐life situations. They have to analyze the case described and propose the best possible solution. Although the case may be written, the use of new information and communication technologies can develop the case plan in ways that would achieve greater realism and widen the possibilities for discussion. This paper describes our experience in implementing the case method to teach food safety in the Chair of Hygiene. At first this methodology was used to improve the teaching of good practices in food preparation, later practical work was implemented where small groups of students designed and carried out the microbiological analysis of suspected food. This practical work was presented online as a multimedia activity; students were given face‐to‐face and on‐line tutoring. Evaluation was based both on students’ performance and on a survey they had to answer. More than 92% of students regarded the methodology used for the understanding of the unit as sound. Professors collaboration on providing guidance and multimedia presentation were also positively assessed. The bringing together of face‐to‐face and virtual tasks and small‐group discussion of cases under professors guidance contributed to making good use of the positive aspects of this methodology in order to improve the understanding of problems which do not always have a single answer. 相似文献
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16.
Abstract A home‐based reinforcement (H‐BR) programme was carried out in a secondary school to increase rule‐following and work completed by two groups of disruptive students. Of particular interest was whether the positive effects of the programme on target students would ‘spill‐over’ to equally disruptive control students in the same classes. The results showed highly significant improvements in the work and behaviour of both sets of target students but positive ‘spill‐over’ effects on controls were only apparent in one of the classes. Possible explanations for this are discussed. It is concluded that the already considerable value of H‐BR programmes in secondary schools as minimal intervention techniques would be enhanced even more if ‘spill‐over’ effects on non‐targeted, classroom sub‐groups could be planned for, rather than hoped for. 相似文献
17.
Large‐scale assessment results for schools, school boards/districts, and entire provinces or states are commonly reported as the percentage of students achieving a standard—‐that is, the percentage of students scoring above the cut score that defines the standard on the assessment scale. Recent research has shown that this method of reporting is sensitive to small changes in the cut score, especially when comparing results across years or between groups. This study builds on that work, investigating the effects of reporting group size on the stability of results. In Part 1 of this study, Grade 6 students’ results on Ontario's 2008 and 2009 Junior Assessments of Reading, Writing and Mathematics were compared, by school, for different sizes of schools. In Part 2, samples of students’ results on the 2009 assessment were randomly drawn and compared, for 10 group sizes, to estimate the variability in results due to sampling error. The results showed that the percentage of students above a cut score (PAC) was unstable for small schools and small randomly drawn groups. 相似文献
18.
Individual differences in negative group work experiences in collaborative student learning 总被引：2，自引：0，他引：2
This paper reports the development of the Negative Group Work Experiences questionnaire (NGWE), an assessment tool for measuring negative experiences of group work. Study 1 involved two samples of undergraduate psychology students (second‐year sample n = 425; first‐year sample n = 443), who completed research modules incorporating substantial elements of assessed group work. Participants completed a 39‐item inventory designed to measure their negative experiences of group work as part of their general module evaluation. Exploratory and confirmatory factor analysis of the second‐year sample indicated four interpretable and reliable factors: lack of group commitment, group fractionation, task disorganisation, and storming. Confirmatory factor analysis of the first‐year data set confirmed and cross‐validated the factor structure of the second‐year sample. Study 2 (n > 254) confirmed the criterion validity of the NGWE. The NGWE is proposed as a useful tool for evaluating group processes, especially in large group teaching which involves collaborative group work. 相似文献
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20.
Karen Christian 《International Journal of Science Education》2013,35(14):2231-2255
The central goal of the present exploratory study was to investigate the nature of the content-related interactions in study groups independently organized by college organic chemistry students. We were particularly interested in the identification of the different factors that affected the emergence of opportunities for students to co-construct understanding and engage in higher levels of cognitive processing. Our results are based on the analysis of in situ observations of 34 self-initiated study sessions involving over a 100 students in three academic semesters. The investigation revealed three major types of social regulation processes, teaching, tutoring, and co-construction in the observed study sessions. However, the extent to which students engaged in each of them varied widely from one session to another. This variability was mostly determined by the specific composition of the study groups and the nature of the study tasks in which they were engaged. Decisions about how to organize the study session, the relative content knowledge and conceptual understanding expressed by the participants, as well as the cognitive level of the problems that guided group work had a strong impact on the nature of student interactions. Nevertheless, group talk in the observed study groups was mostly focused on low-level cognitive processes. The results of our work provide insights on how to better support students' productive engagement in study groups. 相似文献