Team learning in teacher teams: team entitativity as a bridge between teams-in-theory and teams-in-practice     

Katrien Vangrieken  Filip Dochy  Elisabeth Raes 《European Journal of Psychology of Education - EJPE》2016,31(3):275-298

This study aimed to investigate team learning in the context of teacher teams in higher vocational education. As teacher teams often do not meet all criteria included in theoretical team definitions, the construct team entitativity was introduced. Defined as the degree to which a group of individuals possesses the quality of being a team, this makes it possible to extend team learning research from strict teams-in-theory to various types of teams-in-practice, including teacher teams. The team learning beliefs and behaviours model, including team entitativity, was applied to teacher teams, assessing whether it still stands in these non-strict teams. Data were collected from 105 teams and analysed using multilevel analysis. Results showed that team entitativity, psychological safety and group potency were related to the occurrence of team learning. The latter appeared to be significantly related to team effectiveness, and the formation of mutually shared cognition was found to be a mediating variable in this relationship.  相似文献   

A theory of instruction for introductory programming skills     

Benjamin Xie  Dastyni Loksa  Greg L. Nelson  Matthew J. Davidson  Dongsheng Dong  Harrison Kwik 《Computer Science Education》2019,29(2-3):205-253

ABSTRACT

Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.

Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand.

Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills.

Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test.

Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding.  相似文献   

Impact of Sensory Processing on School Performance Outcomes in High Functioning Individuals with Autism Spectrum Disorder     

Christiana Butera  Priscilla Ring  John Sideris  Aditya Jayashankar  Emily Kilroy  Laura Harrison  Sharon Cermak  Lisa Aziz‐Zadeh 《Mind, Brain, and Education》2020,14(3):243-254

Difficulty processing sensory information may impede progress in school for students with autism spectrum disorder (ASD). We explore the relationship between sensory processing and school performance in 26 high‐functioning youths with ASD and 26 controls (age 8–14) using measures of sensory, social, cognitive, and academic functioning. In the ASD group, bivariate Pearson correlations indicated a significant positive relationship between intelligence quotient (IQ) and the School Competence Scale (SCS) of the Child Behavior Checklist (CBCL), and a significant negative relationship between Dunn's Sensory Processing Framework and SCS scores. Final hierarchical multiple linear regression model accounting for SCS scores in ASD included IQ, ADHD symptoms, and sensory features. An interaction between increased sensory sensitivity with reduced sensory avoidance behaviors explained the greatest amount of variance in SCS, meaning school performance is lowest for children with greater hypersensitivity and fewer avoidance behaviors. Results indicate a strong impact of sensory processing on school performance in ASD.  相似文献   

Response bias in follow-up studies of college students     

H. Dean Nielsen  Dr. Rudolf H. Moos  Elisabeth A. Lee 《Research in higher education》1978,9(2):97-113

The problems of response bias in longitudinal studies of college students are examined. An extensive follow-up questionnaire was sent to 1,253 college seniors who had participated in a similar survey as freshman four years earlier. Careful measure of student responsiveness in relation to various techniques designed to increase the proportion of responders (e.g., postcard, telephone contact) were kept.The less responsive groups were significantly different from their more responsive counterparts on nearly a dozen variables representing a wide variety of content areas, including academic achievement, self-concept, alcohol consumption, social deviance, and major choice preferences. Controlling for sex and socioeconomic status served to reduce, but not eliminate, these biases. Overall, the results indicate that researchers cannot account for follow-up nonresponse bias by making statistical adjustments according to data available at initial testing. The results are discussed in light of identifying the reasons for nonresponse, and attempting to develop categories of nonresponders who may be motivated to cooperate by different types of follow-up techniques.  相似文献   

Exploring the use of multiple analogical models when teaching and learning chemical equilibrium     

Allan G. Harrison  Onno De Jong 《科学教学研究杂志》2005,42(10):1135-1159

This study describes the multiple analogical models used to introduce and teach Grade 12 chemical equilibrium. We examine the teacher's reasons for using models, explain each model's development during the lessons, and analyze the understandings students derived from the models. A case study approach was used and the data were drawn from the observation of three consecutive Grade 12 lessons on chemical equilibrium, pre‐ and post‐lesson interviews, and delayed student interviews. The key analogical models used in teaching were: the “school dance”; the “sugar in a teacup”; the “pot of curry”; and the “busy highway.” The lesson and interview data were subject to multiple, independent analyses and yielded the following outcomes: The teacher planned to use the students' prior knowledge wherever possible and he responded to student questions with stories and extended and enriched analogies. He planned to discuss where each analogy broke down but did not. The students enjoyed the teaching but built variable mental models of equilibrium and some of their analogical mappings were unreliable. A female student disliked masculine analogies, other students tended to see elements of the multiple models in isolation, and some did not recognize all the analogical mappings embedded in the teaching plan. Most students learned that equilibrium reactions are dynamic, occur in closed systems, and the forward and reverse reactions are balanced. We recommend the use of multiple analogies like these and insist that teachers always show where the analogy breaks down and carefully negotiate the conceptual outcomes. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1135–1159, 2005  相似文献   

The decision to enter higher education: The case of polytechnic sociology students     

Harrison  B.  Pidgeon  J.  Rigby  M.  Vogler  C. 《Higher Education》1977,6(4):453-476

This paper examines the decision to enter higher education by students who entered British polytechnic degree courses in sociology/social studies. It is concerned with the extent to which occupational considerations affect the decision to enter and with relating these findings to theories of occupational choice. The paper commences with an examination of three models of occupational choice and summarises the findings of studies that have focused on the entry into higher education and occupational decision-making. The results of our own study, based on questionnaire and interview data, indicate that occupational considerations are of limited importance in the decision to enter sociology/social studies courses at polytechnics. Rather our data favours a model emphasizing the role of socio-cultural background of home and school creating expectations for higher education. Data on past decisions which affect educational careers indicated that entry into higher education was seen in terms of an automatic process rather than a conscious decision made for particular goals. In our population there was, however, a small vocationally oriented group who differed from other students, in which females and those under 18 years of age were over-represented, and who were predominantly from two colleges which offered vocational training in their courses. Our results, we conclude, lend support to a fortuitous model of occupational choice in respect of the decision to enter higher education. Expectations derived from socio-cultural backgrounds of the students were more important in determining entry than conscious occupational goals.The research on which the paper is based is located in the Department of Social Science, Polytechnic of the South Bank, and supported by the Social Science Research Council.Work on this project has also been carried out by Dr I. C. Cannon and Ms. A. Scambler. An earlier draft of this paper was presented at the Standing Conference of The Sociology of Further Education, London, June 1975.  相似文献   

The intra-active production of normativity and difference     

Elisabeth De Schauwer  Inge Van de Putte  Inge G.E. Blockmans  Bronwyn Davies 《Gender and education》2018,30(5):607-622

Drawing on memory stories told in a collective biography workshop about children’s encounters with schooling, this paper experiments with re-imagining the child-student-subject as an ‘emergent intracorporeal multiplicity’ [Fritsch, K. 2015. “Desiring Disability Differently: Neoliberalism, Heterotopic Imagination and Intra-Corporeal Configurations.” Foucault Studies 19: 43–66, 51]. From the feminist new materialist perspective that the authors work with, the child is configured not as an entity prior to, or separate from, encounters with education systems, but emergent with-in them. This paper focuses on difference in human relations, and in particular on the intersections of disability and gender. It does so not in terms of essential characteristics of individuals, but as emergent, in-the-moment, with others. In focussing on the detail of lives-in-their-making, the authors ask, with Barad [2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham: Duke University Press], if we are interested in justice, how we are to ‘understand our role in helping constitute who and what come to matter?’  相似文献   

Facilitating the professional learning of new teachers through critical reflection on practice during mentoring meetings     

Jennifer Harrison  Tony Lawson  Angela Wortley 《欧洲师范教育杂志》2005,28(3):267-292

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Emerging adult women’s career role modeling and wishful identification with female TV news personalities     

Halie Wenhold  Kristen Harrison 《Communication quarterly》2019,67(1):41-59

This study investigated how emerging adult women perceive, role model, and wishfully identify with female television news personalities (TVNPs) in the contemporary climate of social media celebrity where a male-dominated newsroom persists. Participants (n = 138, M = 19.58 years) selected TVNPs and completed survey measures of exposure, personal work values, perceived TVNP work values, and wishful identification. Participants’ perceived extrinsic and intrinsic work values of TVNPs correlated with their own work values, extrinsically and intrinsically. Exposure to TVNPs predicted greater wishful identification. The discussion explores women’s perceptions of TVNPs as they formulate career plans.  相似文献   

Attitudinal Survey Characteristics Impacting Participant Responses     

Elisabeth M. Spratto  Deborah L. Bandalos 《Journal of Experimental Education》2020,88(4):620-642

Abstract

Research suggests that certain characteristics of survey items may impact participants’ responses. In this study we investigated the impact of several of these characteristics: vague wording, question-versus-statement phrasing, and full-versus-partial labeling of response options. We manipulated survey items per these characteristics and randomly administered the manipulated and nonmanipulated items to two groups of respondents. We examined differences in responses via multiple groups confirmatory factor analysis (MGCFA) and found differences in factor means, slopes (indicating differing discrimination), and/or intercepts (indicating differing response extremity) for all conditions. Implications for survey construction are discussed.  相似文献