共查询到20条相似文献，搜索用时 62 毫秒
1.
Lee Gwens 《Pastoral Care in Education》2013,31(4):12-18
This article is written for new and experienced tutors to review the ways in which they are supporting their students’ learning. It considers the purposes of tutoring, drawing on the voices of students themselves. The article then considers the ways in which the tutor can support the learning of young people, including academic tutoring. It concludes with some guidance for the tutor to develop their own learning about tutoring. 相似文献
2.
Caroline Lodge 《Pastoral Care in Education》2000,18(2):35-41
This article explores some evidence about tutoring as an effective strategy to support young people's learning. It is argued that the central goal of the tutor is to provide support for students' learning. How the activities, relationships and skills of the tutor contribute to the achievement of this goal is then explored. The author emphasizes the tutor's unique position in the school and how it can contribute to learning for students as individuals and in groups. 相似文献
3.
Ilana A. Manneh Carl-Johan Rundgren Karim M. Hamza Lars Eriksson 《International Journal of Science Education》2013,35(16):2023-2043
ABSTRACTIn this study, we explore the issues and challenges involved in supporting students’ learning to discern relevant and critical aspects of determining oxidation states of atoms in complex molecules. We present a detailed case of an interaction between three students and a tutor during a problem-solving class, using the analytical tool of practical epistemology analysis (PEA). The results show that the ability to make relevant distinctions between the different parts of a molecule for solving the problem, even with the guidance of the tutor, seemed to be challenging for students. These shifts were connected to both purposes that were specific for solving the problem at hand, and additional purposes for general learning of the subject matter, in this case how to assign oxidation states in molecules. The students sometimes could not follow the additional purposes introduced by the tutor, which made the related distinctions more confusing. Our results indicate that in order to provide adequate support and guidance for students the tutor needs to consider how to sequence, move between, and productively connect the different purposes introduced in a tutor-student interaction. One way of doing that is by first pursuing the purposes for solving the problem and then successively introduce additional, more general purposes for developing students’ learning of the subject matter studied. Further recommendations drawn from this study are discussed as well. 相似文献
4.
《Journal of Further & Higher Education》2012,36(3):391-402
Abstract This article explores the relational expectations of distance learning students and tutors. The authors’ experiences teaching a degree course to mature students (mainly practitioners working for the National Health Service) highlight that the reality of the relationship is often incongruent with the expectations. This incongruence appears to have a negative effect on the learning process. In order to develop a more effective distance learning programme the authors explored the experiences and needs of the students, via a series of focus groups and conversations. What emerged as being significant was the need for students to experience ‘connectedness’ with the tutor. How the students defined this concept and what practical measures the tutors took to ‘connect’ the distance between participants in the learning process are discussed. 相似文献
5.
大学生是建设创新型国家的主体力量之一。培养并不断提升大学生科研创新能力是大学教育的重要目标,也是国家关注的重点。本研究通过构建科研创新能力影响因素模型,并采用问卷调查法探究自主性学习、导师指导和学校科研支持对大学生科研创新能力的影响。研究发现:自主性学习、导师指导和学校的科研支持均对大学生科研创新能力具有显著正向影响,但导师指导的路径系数稍低;导师指导与自主性学习、学校科研支持间均存在双向正影响。为此,高校应着力提升大学生自主学习能力、增强导师指导效果并加大科研支持力度,以更好地促进大学生科研创新能力的提升。 相似文献
6.
AbstractTraditionally, universities of technology (UoTs) have focussed on education to prepare students for the workplace. The Durban University of Technology (DUT) is currently undergoing a pedagogical transformation with the inclusion of a general education curriculum that aims to prepare students for an increasingly complex globalised work environment. This critical paradigm shift in curriculum design foregrounds new ways of teaching, thinking and learning based broadly on humanistic principles. Writing centres in universities are positioned to sustain a teaching and learning environment in which students grow as critical citizens. This article reports on research that explored – through the thematic analysis of tutor reflections – how a humanising pedagogy underpins a responsive writing centre practice within the changing South African context. Thematic analysis of the tutors’ reflections revealed their self-awareness of the significance of communities of practice in their work. These communities of practice could be seen to cultivate a humanising pedagogy within writing centre work, which might contribute to the aesthetic, socio-political and cultural environments in which students live and work. 相似文献
7.
AbstractThis paper reports on the various training initiatives available in some Spanish universities which aim to promote academic writing. It focuses mainly on three existing writing initiatives developed at the Ramon Llull University, the Faculty of Education of the Complutense University of Madrid and the University of Deusto. These initiatives aim to meet the needs of students who would like to improve the quality of their academic writing and are addressed to students in any degree programme, including undergraduate degrees, Master’s and doctorates. Feedback on students’ written work is essential in all three programmes. In addition, student support throughout the writing process is available, as are sessions where students can enlist the guidance of a tutor. 相似文献
8.
9.
10.
Teaching other students in a face-to-face manner has been shown to effectively foster both one’s own and their learning. This study experimentally investigated whether and how tutors and tutees academically benefit from three phases of face-to-face teaching: preparing-to-teach, initial-explanation, and interaction phases. Japanese undergraduates (n = 80) acted as tutors or tutees in peer tutoring. After studying with the expectation of teaching face-to-face or taking a test (the preparing-to-teach phase), tutor participants provided tutee participants with initial instructional explanations, without asking or answering questions (the initial-explanation phase), and then engaged in a question-and-answer period (the interaction phase). Tutor and tutee participants learned better by providing and receiving higher-quality explanations in the initial-explanation and interaction phases. Face-to-face teaching vs. test expectancy had no effects on the quality of tutor participants’ explanations or their learning outcomes. The results suggest that both the initial-explanation and interaction phases contribute to learning by teaching face-to-face, whereas the preparing-to-teach phase does not.
相似文献11.
Sarah Sullivan Dana Gnesdilow Sadhana Puntambekar Jee-Seon Kim 《International Journal of Science Education》2013,35(12):1573-1600
ABSTRACTPhysical and virtual experimentation are thought to have different affordances for supporting students’ learning. Research investigating the use of physical and virtual experiments to support students’ learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may impact students’ learning and for which contexts and content areas they may be most effective. Using a quasi-experimental design, we examined eighth grade students’ (N?=?100) learning of physics concepts related to pulleys depending on the sequence of physical and virtual labs they engaged in. Five classes of students were assigned to either the: physical first condition (PF) (n?=?55), where students performed a physical pulley experiment and then performed the same experiment virtually, or virtual first condition (VF) (n?=?45), with the opposite sequence. Repeated measures ANOVA’s were conducted to examine how physical and virtual labs impacted students’ learning of specific physics concepts. While we did not find clear-cut support that one sequence was better, we did find evidence that participating in virtual experiments may be more beneficial for learning certain physics concepts, such as work and mechanical advantage. Our findings support the idea that if time or physical materials are limited, using virtual experiments may help students understand work and mechanical advantage. 相似文献
12.
Background and purpose : Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students’ epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method : A total of 279 Taiwanese high school students ranging from 15 to 18?years old participated in this study. Three questionnaires for assessing high school students’ epistemic views on physics, conceptions of learning physics and approaches to learning physics were developed. Step-wise regression was performed to examine the predictive power of epistemic views on physics and conceptions of learning physics in terms of their approaches to learning physics. Results and conclusion: The results indicated that, in general, compared to epistemic views on physics, conceptions of learning physics are more powerful in predicting students’ approaches to learning physics in light of the regression models. That is, students’ beliefs about learning, compared with their beliefs about knowledge, may be more associated with their learning approaches. Moreover, this study revealed that the higher-level conceptions of learning physics such as ‘Seeing in a new way’ were more likely to be positively correlated with the deep approaches to learning physics, whereas the lower-level conceptions such as ‘Testing’ were more likely to positively explain the surface approaches, as well as to negatively predict the deep approaches to learning physics. 相似文献
13.
Viv Schwartzjberg 《Pastoral Care in Education》2013,31(1):18-23
This article explores the impact of a Personal Learning Planning (PLP) initiative on pupils’ understanding of, and confidence in, learning. The cornerstone of the initiative was a one–to–one, or small group, discussion between Year 9 students and their class tutor. This resulted in a written personal learning plan. The benefits and weaknesses of the initiative are discussed and the interrelationships between action planning, one–to–one tutoring and learning are explored. 相似文献
14.
Irina Engeness 《Research in Science & Technological Education》2020,38(1):42-62
ABSTRACTThe study provides an insight into how teachers may facilitate students’ group learning in science with digital technology, which was examined when Norwegian lower secondary school students engaged in learning concepts of mitosis and meiosis. Quantitative and qualitative analyses of the teacher’s assistance draw on Galperin’s conceptualisation of learning.Findings reveal patterns in the teacher’s guidance: the teacher fulfilled the orienting, executive and controlling functions while assisting students in identifying the key features of mitosis and meiosis and solving the compare and contrast task. The teacher relied on and interplayed with the available mediational resources: compare and contrast task, digital animations, and collaborating peers. However, it was the compare and contrast task that demonstrated an approach to study scientific concepts which may have contributed to the development of learners’ understanding about to engage in learning in science. By adopting such an approach, learning activity has the potential to not only help students to achieve learning outcomes but it acquires a functional significance, becoming a tool in the learning process aimed at the development of students’ as learners. The digital animations, in turn, demonstrated scientific processes that were otherwise invisible for students and triggered group discussions. The study, therefore, raises questions about the need for practitioners’ awareness of the type of support the technology and other resources provide to assist both conceptual learning and enhancing students’ agency in learning to learn. 相似文献
15.
《Educational Philosophy and Theory》2012,44(3):270-283
AbstractIn the current global push to examine the diverse and complex approach in which classroom culture contributes to the shaping of students’ learning cultural identity. Classroom culture plays a fundamental role in constructing students’ learning competencies, perceptions and behaviors. Thus, this study conceptualizes and contextualizes a collective individualism learning model to explicate a specific learning model in classroom culture at Chinese particular context historically and traditionally. The collective individualism model is identified as the individualized learning style of students in Chinese classroom culture characterized by nine symbolic objects, including a textbook, an exercise book, a pen, a blackboard, a screen, a computer, a table, a chair and platform in a Chinese collective class. In addition, two core components of formal collectivism and substantive individualism derived from constructive learning theory, social learning theory, Mezirow’s transformative learning theory and Kolb’s experiential learning theory. The implications for examining the collective individualism model of Chinese classroom culture are likewise linked to innovative talent cultivation and fulfillment of ‘Four Good Teachers’ goal. Both the discussion and conclusion led to the construction of promising classroom culture at Chinese context practically. 相似文献
16.
D. Bruce Taylor Laura K. Handler Erin FitzPatrick 《Journal of Research on Technology in Education》2020,52(4):515-533
AbstractThis yearlong study explores how digital technologies are used during literacy instruction in the critical year of third grade. We analyzed technology use in 16 classrooms across six geographically and socioeconomically diverse schools. We examined the multiple layers of technology’s influences on teachers’ instructional decision-making and on students’ engagement. Applying Bloom’s Revised Taxonomy alongside the SAMR model, expectations for student technology use varied across settings and resulted in mixed levels of student engagement. Although technology has the potential to transform teaching and learning, it is most often used as a substitution for traditional instructional tools and to support students’ remembering and understanding rather than more complex tasks. Analysis suggests technology tools are not being strategically employed to support the development of 21st century learning skills. 相似文献
17.
目前我国研究生培养主要采用导师负责制,以课程学习及跟随导师团队完成科研项目和学位论文为主。由于激励措施不足等原因,研究生参与创新创业类活动的积极性较低,研究生的创新意识、创新思维和创新能力都有很大的提升空间。因此,有必要建立一种兼顾导师培养、学院创新训练以及创新成果激励三位一体的研究生创新能力多级联动培养机制,以达到提高研究生创新能力的目标。 相似文献
18.
AbstractPreparing students to be effective citizens is a longstanding goal of public education. Historical content provides illustrative opportunities for civic learning. Teaching about the Holocaust exemplifies this approach. Employing an experimental research design with 865 secondary school students, we analyze effects on civic outcomes from learning about the Holocaust through a school-sponsored trip to a Holocaust museum. We find that lessons about the Holocaust increase students’ support for civil liberties and deepen historical content knowledge, but decrease religious tolerance. High school students and those from college-educated households drive increases in support for civil liberties, and these students are more likely to donate to human rights causes as a result of the intervention. Middle school students and those from less-educated households drive the negative religious tolerance effect. These findings suggest that history lessons can produce meaningful impacts on civic educational outcomes. However, a stronger educational foundation that comes with engaging with challenging political issues may be a vital prerequisite to avoid undesirable consequences. 相似文献
19.
ABSTRACTWithin the context of Pintrich’s self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such relationships, either as mediator or moderator. This study addresses these gaps using a sample of 478 university students; 409 females aged 17–62 (M?=?23.28, SD?=?7.22) and 69 males, aged 18–47 (M?=?22.5, SD?=?6.31). Analyses revealed that academic self-efficacy (ASE) mediated relationships between both mastery and performance-approach goal orientation with achievement, though the mediation effect was larger for the relationship involving mastery approach goal orientation. ASE did not moderate the relationship between performance-approach goal orientation and achievement. Findings suggest teaching programmes should foster learning environments that encourage persistence and effort when learning, and consider how course delivery and feedback can enhance academic self-efficacy, regardless of the goal orientation adopted by students. 相似文献
20.
AbstractThis case study considers students who achieved ‘borderline’ (40–45%) grades in their first assignment on a module, but went on to markedly improve their grades over the course of the module. The students were studying nursing and social work at the UK Open University, and they were all sponsored by employers. Semi-structured telephone interviews were used to explore the experiences of the students, including the way in which they reacted to assessment feedback and how this contributed to their learning and development. Other themes that emerged from the study include the emotions experienced by the students, sometimes challenging their self-confidence and evoking feelings associated with emotional vulnerability, and the tendency for students to initially approach assessment independently, but later to create and take advantage of opportunities for social learning. The role of the tutor in helping students to prepare for assessment appears to be significant, as does the fact that students are sponsored by their employers, which provides an additional incentive to complete the module. 相似文献