Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand     

Ernesto Panadero  Julia Klug  Sanna Järvelä 《Scandinavian Journal of Educational Research》2016,60(6):723-735

Measurement is a central issue for the self-regulated learning (SRL) field as SRL is a phenomenon difficult to measure in a reliable and valid way. Here, 3 waves in the history of SRL measurement are identified and profiled. Our focus lies on the third and newest one, which combines measurement and intervention within the same tools. The basis for this approach is located in the reactivity principle via students’ self-monitoring: when students are aware of their actions, they can react and change what is needed. That happens when the measurement tools promote students' self-monitoring which turn part of the intervention then. Examples of this new approach to SRL measurement and guidelines for implementing it are presented.  相似文献   

Higher education students’ learning challenges and regulatory skills in different learning situations / Desafíos de aprendizaje y habilidades de regulación en distintas situaciones de aprendizaje en estudiantes de educación superior     

Marika Koivuniemi  Ernesto Panadero  Jonna Malmberg  Sanna Järvelä 《Infancia y Aprendizaje》2017,40(1):19-55

First-year higher education (HE) students experience different challenges during their studies. These challenging learning situations can trigger self-regulated learning (SRL) skills, which students use to handle these situations. Thus, the aim of this study is to investigate (a) first-year HE students’ cognitive, motivational and emotional challenges experienced in both individual and collaborative learning situations and (b) the relationship between SRL skills and experienced learning challenges. Participants included 107 first-year pre-service teachers. Data consisted of students’ self-reports via (a) open-ended answers on a challenge questionnaire and (b) Likert-scale items from MSLQ and MRS questionnaires. Based on students’ SRL profiles, differential effects on the challenging experiences were investigated. The results show that different aspects related to students’ cognition, motivation, emotions and well-being were challenging for students. Also, connections were found between students’ SRL skills and the types of experienced learning challenges. Students with high SRL reported fewer learning challenges related to motivational aspects and more challenges related to cognitive aspects than students with low SRL.  相似文献   

Learning citizenship through social participation outside and inside school: An international,multilevel study of young people's learning of citizenship     

Bryony Hoskins  Jan Germen Janmaat  Ernesto Villalba 《British Educational Research Journal》2012,38(3):419-446

In this article we revisit and re‐analyse data from the 1999 IEA CIVED transnational study to examine the factors associated with the ways in which young people learn positive attitudes towards participation in, and knowledge and skills about democracy. Less formal learning, wherever it takes place, has recently been conceptualised as a process of social participation, and we explore its effects using Lave and Wenger's and Wenger's understanding of learning through communities of practice. This is then contrasted with the effect of the volume of civic education. The analysis shows that learning through social participation, both inside and outside school, and in particular through meaning‐making activities shows a strong positive relationship with citizenship knowledge, skills and dispositions across a wide range of countries. Moreover, it demonstrates the usefulness of situated learning theory in the field of civic learning, and its applicability in large‐scale, quantitative studies.  相似文献   

Using informant directed interviews to discover risk orientation: How formative evaluations based in interpretive analysis can improve persuasive safety campaigns     

Tarla Rai Peterson  Kim Witte  Ernesto Enkerlin‐Hoeflich  Lorina Espericueta  Jason Todd Flora  Nanci Florey 《Journal of Applied Communication Research》2013,41(3):199-215

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Learning how teachers learn in underdeveloped countries     

Noel F. McGinn  Ernesto Schiefelbein F. 《Prospects》2010,40(4):431-445

This paper argues that practitioners and researchers in underdeveloped countries should organize themselves into teams to find and share research and experience-based information about factors that influence the quality of teaching. The teams would compile locally-developed knowledge about three topics: What teaching practices are most effective in classrooms? How do teachers who use those practices learn them? How and what should teacher training institutions teach teachers so that they will use effective practices? The paper briefly reviews published research to argue that the answers to the latter two questions are not yet fully developed, and especially not for underdeveloped countries.  相似文献   

Maximizing achievement for potentially gifted and talented and regular minority students in a primary classroom     

Ronda Uresti  Jeanie Goertz  Ernesto M. Bernal 《Roeper Review》2013,35(1):27-31

Meeting the cognitive, emotional, and social needs of young, culturally and linguistically different (CLD) children in an inclusive classroom can be a challenge. A teacher used selected parts of the Autonomous Learner Model (Betts, 1985) with children in a first grade ESL classroom, where half the students were English‐language learners, to promote the educational progress of all the children and find potentially gifted CLD children early in their schooling. The first graders quickly learned independence, responsibility, resourcefulness, and higher order thinking skills. Their mean scores on norm‐referenced achievement tests, while in the average range, were believed to be the highest of any first grade group in the recent history of the school. Several gifted children emerged from the group by the end of first grade.  相似文献   

From sixth form to university: motivation and transition among high achieving state‐school language students     

Ernesto Macaro  Ursula Wingate 《牛津教育评论》2013,39(4):467-488

This paper reports on a research project involving a sample of 19 state‐educated students in their first year of a German course at Oxford University. The project is one of a number of research studies into widening participation issues funded by the Higher Education Funding Council of England (HEFCE) and the Sutton trust. The paper describes the students' motivation for applying to study German at Oxford and their experiences of the transition from school to university. This is part of a larger scale study looking at access and transition data. The findings, based on data from semi‐structured interviews, suggest that the students had instrumentally oriented motivation for wanting to do a language course which was qualitatively different from the one experienced at A level. Although several factors might have alienated the students, most managed to adapt to the academic requirements at Oxford. It is argued that the students' ability to adapt and succeed is due to a high level of preparedness and to a flexibility of motivational orientation. The study contributes to the widening participation debate in general by commenting on issues of transition in terms of how well matched certain prestige university courses are to the aspirations of the applicants.  相似文献   

The NIEO as a deterrent to educational development     

Ernesto Schiefelbein 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(4):449-449

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Research trends in Latin America: Seminario 80     

Ernesto Schiefelbein 《Prospects》1981,11(3):368-371

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Strategic Plan for a Processed Foods Company Using Megaplanning and Balanced Scorecard     

Ernesto A. Lagarda‐Leyva  Gulliver Castaeda‐Rodriguez  Ivan Soto‐Fierro 《Performance Improvement Quarterly》2016,28(4):27-54

This article presents a case study for a strategic plan developed using a megaplanning model approach, as well as the balanced scorecard proposal, for a company that produces processed foods in the southern state of Sonora in Mexico. The strategic planning process began with the ratification of the business mission and vision in an internal analysis of the company with the help of its employees in a dynamic participatory workshop in which they discussed perceived strengths and weaknesses. The next step was to perform the external analysis of the environment surrounding the company. Both analyses of the SWOT matrix immediately identified strategic objectives and strategies, as well as the scorecard, and concluded with a project proposal. The most significant results fall under the scope of two key strategies. The first regards innovation in business models; and the second, the expansion into new markets, which, along with the organization's philosophy, guides the future of the company. The main lessons learned are presented in the developmental stages of this case study, so it is important to emphasize that a special development in the results section, which can be useful for similar studies using the proposed methodology, be carried out. Finally, a strategic planning–oriented approach focusing on megaplanning represents a vision on how to add value to society, seeking to create interest among stakeholders to meet performance indicators that have a positive impact on the communities where the company is located.  相似文献