The relation between self-regulation and the embedding of support in learning environments     

Geraldine Clarebout  Holger Horz  Wolfgang Schnotz  Jan Elen 《Educational technology research and development : ETR & D》2010,58(5):573-587

The current study investigates whether embedding support may provide a solution to sub optimal use of support and whether this is related to learners’ self-regulation skills and goal orientation. Sixty students were divided in a condition where support was embedded and a condition where support was non-embedded. Results reveal that the embedded group used more and spent more time on the use of support. Quality of use differed for one support device only, with quality being higher in the non-embedded group. An interaction with self-regulation was found. High self-regulators use the support devices less optimal when support is embedded. No conclusions could be drawn with respect to goal orientation. Quality of usage and proportional time spent on support influenced learning outcomes.  相似文献   

The risk is that there is ‘no risk’: a simple,innovative intervention to increase children’s activity levels     

Anita C. Bundy  Tim Luckett  Paul J. Tranter  Geraldine A. Naughton  Shirley R. Wyver  Jo Ragen 《International Journal of Early Years Education》2009,17(1):33-45

School playgrounds offer everyday opportunities for physically active and social play that combats obesity, develops skills, and promotes well‐being. However, teachers’ fear of the legal consequences of injury can elicit over‐zealous risk reduction with the result that playgrounds lack challenge, and the potential benefits of play become limited. In this research, we trialled a simple, cost‐effective strategy to encourage children to be more active and social on a school playground. Over 11 weeks, we made available materials with no fixed purpose (e.g. car tires, boxes) to a playground of children aged five to seven. Accelerometers showed children became significantly more active. Interviews with teachers suggested children also became more social, creative, and resilient. However, despite no incidence of injuries, teachers perceived an increased risk and encountered dilemmas regarding duty of care. We conclude that future interventions should address issues of ‘surplus safety’ at individual, school, system, and policy levels.  相似文献   

A conceptual approach for blended leadership for tertiary education institutions     

Sandra Jones  Marina Harvey  Geraldine Lefoe 《Journal of Higher Education Policy & Management》2014,36(4):418-429

Over the last 20 years, the tertiary education sector has adopted new administrative management approaches, with the aim of improving accountable and strategic focus. Over the same period, the question of how to build leadership capacity to improve learning and teaching and research outcomes has led to discussion on what constitutes academic leadership. While both these advances are needed, what is missing is integration between the two such that academics and professional staff are engaged collaboratively to achieve learning and teaching and research outcomes that are accountable within a strategic focus. This article builds on research into the use of distributed leadership to build leadership for learning and teaching that resulted in the design of a conceptual framework for distributed leadership. Based on this conceptual framework, it proposes a conceptual blended leadership approach to engage academics and professional staff working in collaboration.  相似文献   

Book reviews     

Gerge P. Davidson  David Stanford Burr  David R. Spencer  Richard W. Eiger  Stephen Mooney 《Publishing Research Quarterly》2001,17(2):48-55

  相似文献   

Factors affecting writing achievement: mapping teacher beliefs     

Claire Wyatt-Smith  Dr  Geraldine Castleton 《English in Education》2004,38(1):39-63

The intersection of teacher beliefs with writing achievement in schooling is a key concern of this paper. The paper reports part of a two‐year Australian study that set out to examine in detail how it is that teachers judge Year 5 students' literacy achievement using writing as the case instance. In what follows, we examine the data in the form of concept maps that the teachers them selves made available showing their beliefs about, and insights into the factors that affect student writing achievement. Drawing on these maps, we highlight the range of teacher‐identified factors, including those relating to in‐class behaviour, motivation, attitudes to school learning, social and cultural backgrounds, oracy and even life circumstances. Additionally, we address how the identified factors function, operating either as standalone elements or within a dynamic network of inter‐relationships.  相似文献   

The Weakest Link     

Mike Fletcher  Claire Mooney 《Teaching Statistics》2003,25(2):54-55

  相似文献   

Granularity matters: comparing different ways of measuring self-regulated learning     

Rovers  Sanne F. E.  Clarebout  Geraldine  Savelberg  Hans H. C. M.  de Bruin  Anique B. H.  van Merriënboer  Jeroen J. G. 《Metacognition and Learning》2019,14(1):1-19

Metacognition and Learning - Although self-regulated learning (SRL) is becoming increasingly important in modern educational contexts, disagreements exist regarding its measurement. One...  相似文献   

Open science disrupting the status quo in academic libraries: A perspective of Zimbabwe     

Mass Masona Tapfuma  Ruth Geraldine Hoskins 《The Journal of Academic Librarianship》2019,45(4):406-412

  相似文献   

An investigation into the prevalence of ecological misconceptions in upper secondary students and implications for pre-service teacher education     

J. Butler  G. Mooney Simmie  A. O’Grady 《欧洲师范教育杂志》2015,38(3):300-319

Students’ and teachers’ misconceptions are an international concern among researchers in science education; they influence how students learn and teachers’ teach knowledge and are a hindrance in the acquisition of accurate knowledge. This paper reports on a literature synthesis of existing research about ecological misconceptions. One means of improving the application of misconceptions involves using diagnostic tests. These form an important component of a broader conceptual toolkit needed to teach science in conceptually accurate ways. Analysis of the results of a diagnostic test, completed by biology students and pre-service teachers in Ireland, revealed the presence of an unacceptably high level of misconceptions and uncovered flaws in students and teachers’ understanding of ecological concepts. A clear link was observed between the misconceptions present in pre-service teachers’ knowledge base and those dominant in students. In this regard, we discuss implications of these findings for teacher education, from pre-service to continuing education.  相似文献   

On the Character and Mentality of the French     

Geraldine P. Dilla 《The Educational forum》2013,77(3):295-307

I cannot leave this great and good country, without expressing my sense of its pre-eminence of character among the nations of the earth. A more benevolent people I have never known, nor greater warmth and devotedness in their select friendships. Their kindness and accommodation to strangers is unparalleled, and the hospitality of Paris is beyond anything I had conceived to be practicable in a large city. Their eminence, too, in science, the communicative dispositions of their scientific men, the politeness of the general manners, the ease and vivacity of their conversation, give a charm to their society, to be found nowhere else. In a comparison of this, with other countries, we have the proof of primacy, which was given to Themistocles, after the battle of Salamis. Every general voted to himself the first reward of valor, and the second to Themistocles. So, ask the traveled inhabitant of any nation, in what country on earth would you rather live?—Certainly, in my own, where are all my friends, my relatives and the earliest and sweetest affections and recollections of my life.—Which would be your second choice? — France.  相似文献