Implementing the flipped classroom: an exploration of study behaviour and student performance     

Anja J. Boevé  Rob R. Meijer  Roel J. Bosker  Jorien Vugteveen  Rink Hoekstra  Casper J. Albers 《Higher Education》2017,74(6):1015-1032

The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students’ study behaviour throughout a flipped course has not been investigated. This study explored students’ study behaviour throughout a flipped and a regular course by means of bi-weekly diaries. Furthermore, student references to their learning regulation were explored in course evaluations. Results from the diaries showed that students’ study behaviour in the flipped course did not appear to be very different from that of students in a regular course. Furthermore, study behaviour did not appear strongly related to student performance in both the flipped and the regular course. Exploration of student references to their learning regulation in the course evaluations showed that some students experienced the flipped course design as intended to support their learning process. Other students, however, demonstrated resistance to changing their study behaviour even though changing study behaviour is expected in order to benefit from the flipped classroom. Further research on the relationship between students’ learning regulation and actual study behaviour and course results is necessary to understand when and why implementing the flipped classroom is successful. Recommendations that may help more effective flipped classroom implementation include considering the prior history between students and instructor(s), the broader curriculum context, and frequent expectation communication especially with large numbers of students and non-mandatory lecture attendance.  相似文献   

The Impact of Individual,Educational, and Workplace Factors on the Transfer of School-Based Learning into the Workplace     

Ana Inés Renta Davids  Piet Van den Bossche  David Gijbels  Manel Fandos Garrido 《Vocations and Learning》2017,10(3):275-306

The aim of this study was to investigate the transfer of learning of professional competences from vocational colleges to the workplace context in vocational education. Concretely, the study examined the relations between the professional competences learned at school and the use and further development of those competences at the workplace during the practice module in vocational education programmes in Spain. The study analysed individual, educational design and work environment factors that facilitate or hinder transfer of learning. The study took a multidimensional approach to professional competences by observing four dimensions: hard-specific, hard-generic, interpersonal and intrapersonal. The data collection drew from a questionnaire administered to students of vocational education programmes (N = 379) after they had completed the practice module scheme. A moderation analysis was applied to observe the effect of individual, educational design and workplace factors on the relation between the competences learned at school and those used at the workplace. The findings showed that compulsory placement, school-work alignment, work-based supervisor, access to resources and task complexity are significant moderators between the competences learned at school and those used at the workplace. The study highlights the coherence between the school and workplaces and work environment characteristics as factors conducive to transfer of learning.  相似文献   

La Psychologie de l’education: 1870–1913. Politiques educatives et strategies d’intervention     

André Guillain 《European Journal of Psychology of Education - EJPE》1990,5(1):69-79

The psychology of education is considered here as a strategical science. It was created in the period between 1870 and 1913, concurrently with the educational policies applied both in the United states and in Europe. An historical analysis allows to distinguish three strategies. The neo-herbartian pedagogy lends importance to instruction; mental statistics supply the means for building up the national unity through an “analysis of the circle of thoughts” (manipulation of mental representations). The Child Study approach, on the contrary, emphasizes the mechanisms through which specific interests are naturally regulated: the national unity comes out of the confrontation of all the individual differences; mental statistics supply the means for a regulation through the average. This liberal strategy had to be modified at the beginning of the 20th century: it appears necessary to monitor competitors and rationalize the social life in order to increase the national output. The psychology of education thus became one of learning and a theory of measurement which supplies the means for a fairer social deal.  相似文献   

Young people in the argentine education system: Their inclusion and exclusion     

Guillermina Tiramonti  Inés Dussel  Javier Hermo 《Prospects》1995,25(3):481-493

Graduate in political sciences, University of El Salvador. Post-graduate in education and society, Facultad Latinoamericana de Ciencias Sociales (FLACSO, Argentina). Co-ordinator for education and society, post-graduate professor of education and society and of the diploma in social sciences (educational management) for FLACSO. Invited post-graduate professor at the University of Bologna. Consultant to the OEI, CEPAL and INAP. Professor of educational policy at the National University of La Plata. Editor of the reviewPropuesta educativa [Educational offer].  相似文献   

Typology of students at risk of dropping out of school: Description by personal, family and school factors   总被引：1，自引：0，他引：1  

Laurier Fortin  Diane Marcotte  Pierre Potvin Ph.D. ps.éd  Égide Royer  Jacques Joly 《European Journal of Psychology of Education - EJPE》2006,21(4):363-383

The purpose of this study was to identify the different subgroups of students at risk of dropping out of school. The typology was developed based on the three main contexts associated with school dropout risk, namely, the personal, family and school contexts. On the basis of these factors, the clustering results enabled us to categorize at-risk students into four subgroups: (1) the Anti-Social Covert behavior type, (2) the Uninterested in school type, (3) the School and Social Adjustment Difficulties type, and (4) the Depressive type. Moreover, considering all the contexts involved in school dropout, the clustering technique confirms the importance of behavior problems and learning difficulties, while emphasizing the significance of both depression and the family and classroom environments in the development of dropout risk. Students at risk of dropping out of school report many family organisational problems and that they obtain little emotional support from their parents. They also perceive little order or organisation in the classroom.  相似文献   

What is the Effect of Case-Based Learning on the Academic Achievement of Students on the Topic of “Biochemical Oxygen Demand?”     

Günter  Tuğçe  Alpat  Sibel Kılınç 《Research in Science Education》2019,49(6):1707-1733

Research in Science Education - The purpose of this study was to investigate the effect of the case-based learning (CBL) method used in “biochemical oxygen demand (BOD),” which is a...  相似文献   

Schooling of Children with Rare Diseases and Disability in Europe     

Renata Linertová  Javier González-Guadarrama  Pedro Serrano-Aguilar  Manuel Posada-De-la-Paz  Márta Péntek  Georgi Iskrov 《International Journal of Disability, Development & Education》2019,66(4):362-373

ABSTRACT

Inclusive education of disabled students has been promoted in European disability policies. However, the transition process from more segregated system is slow. The purpose of this study was to provide an insight about different types of schooling of disabled children affected by a rare disease across Europe and to evaluate their and caregivers’ well-being. We analysed data from a cross-sectional study (BURQOL-RD) of persons with rare diseases that cause intellectual and/or physical disability: Prader-Willi syndrome, fragile X syndrome, three types of mucopolysaccharidosis and Duchenne muscular dystrophy. The sample consisted of 359 children aged 6–17 and 269 caregivers from eight European countries. Results showed differences between countries in proportion of students placed in special schools, which are still valid option in countries such as Germany, France or UK. Within the inclusive education modalities, lack of special support for disabled students was observed especially in low-income countries. No association between the type of schooling and quality of life was observed, but the subjective caregivers’ burden seems to be higher in special schools. The study shows existent differences in implementation of inclusive education in Europe. More research is needed in the field of rare disease disability and educational needs.  相似文献   

Food for Education in Honduras: Psychosocial correlates of childhood literacy     

Thomas?M.?CreaEmail author  Antonia?Eliana?Diaz-Valdes  Elizabeth?Gruenfeld  José?Acevedo  Blain?Cerney  Marlon?Medina  Glenda?Hernandez  Olga?Canelas 《Prospects》2017,47(3):245-256

School feeding programs in low- and middle-income countries tend to focus on school attendance and literacy. Some evidence suggests that bolstering schools as a nexus of community plays an important psychosocial function for children and families. This study examines the extent to which childhood literacy rates are associated with parents’ and teachers’ perceptions of community violence and cohesion, following participation in a large-scale school feeding program in the Department of Intibucá, Honduras. Primary school children (n = 3,147) from 176 schools completed standardized literacy tests. Scores were linked to parents’ (n = 328) and teachers’ (n = 537) responses about community cohesion and violence. Social bonding among parents was positively associated with children’s literacy. Community violence reported by teachers exerted a negative influence. The authors discuss these results in light of how vertically focused interventions such as school feeding can be integrated to account for the specific contextual factors that affect, and are affected by, the program itself.  相似文献   

Cumulative Risk,the Mother–Child Relationship,and Social-Emotional Competence in Latino Head Start Children     

Maria Martí  Albert Bonillo  Maria Claustre Jané  Elisa M. Fisher  Helena Duch 《Early education and development》2016,27(5):590-622

Research Findings: Supportive mother–child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother–child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother–child interactions among economically disadvantaged Latino families remains scarce and results are mixed. The current study used an ecological approach to examine the relationship between maternal cumulative risk, child developmental delay, observed and self-reported quality of the mother–child relationship, time spent in Head Start, and teachers’ and parents’ ratings of social-emotional competence among 106 Latino Head Start children and their mothers. Cumulative risk showed a negative association with observed maternal supportiveness and self-reported quality of the mother–child relationship. Cumulative risk had negative and positive indirect effects, respectively, on child social competence and problem behavior through perceived quality of the mother–child relationship. This association only occurred when parent ratings of child behavior were used. Time spent in Head Start moderated the association between observed maternal supportiveness and social competence. Practice or Policy: Implications for providers and researchers attempting to improve social-emotional competence in disadvantaged Latino children by enhancing positive and supportive parenting practice are discussed.  相似文献   

Book reviews     

György Szépe  Mercy Abreu de Armengol  David P. Sizya  Wolfgang Kreft 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(4):515-523

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