The development of a questionnaire on metacognition for students in higher education     

Joost Meijer  Peter Sleegers  Marianne Elshout-Mohr  Maartje van Daalen-Kapteijns  Wil Meeus  Dirk Tempelaar 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):31-52

Interest in the role of metacognition has been steadily rising in most forms of education. This study focuses on the construction of a questionnaire for measuring metacognitive knowledge, metacognitive regulation and metacognitive responsiveness among students in higher education and the subsequent process of testing to determine its validity.

Purpose

The aim of the study was to construct an original instrument for measuring features of metacognition, henceforth referred to as the Awareness of Independent Learning Inventory (AILI), and further to establish the similarities and differences between this model and existing instruments for measuring metacognition.

Sample

The AILI questionnaire was distributed to 1058 students in various types of Teacher Training Institutes in the Netherlands and Belgium. The abridged English version of the questionnaire was administered to another sample of 729 students reading Economics and Business Administration at the University of Maastricht in the south of the Netherlands.

Design and methods

The AILI instrument was constructed on the basis of a facet design along two dimensions: components of metacognition and topics of concern to students in higher education. The data gathered with the instrument was analyzed by means of a generalisability study and a decision study, respectively. The validity of the instrument was investigated by using confirmatory factor analysis.

Results

The generalisability study showed that the reliability of the instrument was satisfactory. The decision study revealed that the number of items included in the questionnaire could be reduced substantially by leaving out two components of one of the dimensions in the facet design, without losing too much generalisability. The validity study showed that there was a considerable level of congruity between parts of the AILI questionnaire and the relevant parts of the Motivated Strategies for Learning Questionnaire (MSLQ).

Conclusions

The AILI questionnaire is a reliable and valid instrument for measuring metacognitive knowledge, regulation and responsiveness. It is suitable for use in the evaluation of the effects of interventions that purport to increase metacognitive knowledge, regulation and responsiveness of students in higher education.  相似文献   

Explaining the mathematical creativity of a young boy: an interdisciplinary venture between mathematics education and psychoanalysis     

Götz Krummheuer  Marianne Leuzinger-Bohleber  Marion Müller-Kirchof  Melanie Münz  Rose Vogel 《Educational Studies in Mathematics》2013,82(2):183-199

Curriculum documents for mathematics emphasise the importance of promoting depth of knowledge rather than shallow coverage of the curriculum. In this paper, we report on a study that explored the analysis of junior secondary mathematics textbooks to assess their potential to assist in teaching and learning aimed at building and applying deep mathematical knowledge. The method of analysis involved the establishment of a set of specific curriculum goals and associated indicators, based on research into the teaching and learning of a particular field within the mathematics curriculum, namely proportion and proportional reasoning. Topic selection was due to its pervasive nature throughout the school mathematics curriculum at this level. As a result of this study, it was found that the five textbook series examined provided limited support for the development of multiplicative structures required for proportional reasoning, and hence would not serve well the development of deep learning of mathematics. The study demonstrated a method that could be applied to the analysis of junior secondary mathematics in many parts of the world.  相似文献   

Troubling the discourse of teacher centrality: a comparative perspective     

Marianne A. Larsen 《教育政策杂志》2013,28(2):207-231

The belief in the central role of the teacher has a long and comparative history. This article aims to critically analyse the discourse of the centrality of the teacher by both historicising and problematising the ideas and practices associated with this discourse. First, the article describes the discourse as it was taken up during the twenty‐first century when the teacher was viewed as the linchpin to building universal education systems. The idea that the ‘master makes the school’ is examined and the policies that stemmed from this thinking (e.g., the establishment of formal teacher training, teacher testing and certification) are outlined. The contemporary manifestations of this discourse are then described to show how the pervasive belief in the central role of the teacher has influenced education policy reforms, which like teacher policy reforms in the nineteenth century operate to shape and regulate the profession. Further discursive effects are analysed including the de‐contextualisation of educational reform and the de‐professionalisation and de‐politicisation of teachers and their work. The relationship between effective schools research and the centrality of the teacher discourse is also considered within the contemporary moment. This comparative study refers to the discourse of the centrality of the teacher in Australasia, Europe, Great Britain and North America, and suggests that our collective focus on the teacher has had some serious, unexpected effects on teachers and the work they do.  相似文献   

Sport-specific musculoskeletal growth and postural control in female artistic gymnasts: a 12 month cohort study     

Hannah E. Wyatt  Marianne J. R. Gittoes  Gareth Irwin 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(2):258-270

Abstract

Female gymnasts have been evidenced to experience sport-specific growth, of which broad shoulders and narrow hips are common characteristics. In addition to being a central component of handstand performance, postural control mechanisms, including whole-body and lumbo-pelvic stability, have been identified as risk factors for overuse spinal pathology. The study aimed to develop a fundamental understanding of musculoskeletal growth and postural control responses of female artistic gymnasts in order to extend longitudinal insights into overuse spinal pathology risk. Whole-body anthropometric measures were collected for 12 competitive female gymnasts (age at recruitment: nine to 15 years) at three time points across a 12 month period. Musculoskeletal growth was partially defined as the rate of bicristal-to-biacromial breadth ratio development, and informed shoulder- and pelvis-dominant growth sub-groups. Kinematic and kinetic indicators of postural control were determined for a total of 700 handstand trials. The shoulder-dominant (gymnastics-specific) growth group was found to have significantly greater biomechanical risk for general stability (p < 0.001) than the pelvis-dominant group. Significantly greater lumbo-pelvic risk was demonstrated for the pelvis-dominant group (p < 0.001). Extended idiosyncratic examination of proportional sport-specific growth measures alongside multi-faceted risk monitoring was advocated for the effective development of future overuse pathology prevention protocols.  相似文献   

Quality as expressed in a swedish reform of higher education and as viewed by university teachers and leadership   总被引：3，自引：3，他引：0  

Professor Marianne Bauer Marianne Bauer 《Tertiary Education and Management》1996,2(1):76-85

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The Modern American Jury: Fact and Law in Law and Society     

Marianne Constable 《Journal of American culture (Malden, Mass. : 2003)》1992,15(1):37-44

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L'argument économique dans les réformes de l'enseignement en Chine au XXe siècle   总被引：1，自引：0，他引：1  

Marianne Bastid 《Interchange》1988,19(3-4):19-31

Sans résumé  相似文献   

A Portable Tool for the Evaluation of Microclimate Conditions within Museum Enclosures,Transit Frames,and Transport Cases     

Marianne Odlyha  Jonathon M. Slater  Terje Grøntoft  Slawomir Jakiela  Michal Obarzanowski  David Thickett 《文物保护研究》2018,63(5):407-410

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EDUCATIONAL POLICY AND CHRISTIAN ORIGINS     

Marianne Sawicki 《Religious education (Chicago, Ill.)》2013,108(3):455-477

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Word reading aloud skills: their positive redefinition through ageing          下载免费PDF全文

Marianne Chapleau  Maximiliano A. Wilson  Karel Potvin  Alexandra Harvey‐Langton  Maxime Montembeault  Simona M. Brambati 《Journal of Research in Reading》2017,40(3):297-312

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