Development of the self-regulated learning teacher belief scale     

Koen Lombaerts  Free De Backer  Nadine Engels  Johan van Braak  James Athanasou 《European Journal of Psychology of Education - EJPE》2009,24(1):79-96

The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n=399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n=553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools.  相似文献   

Supporting girls’ motivation in science: a study of peer‐ and self‐assessment in a girls‐only class     

Nadine Johnson 《Educational studies》2011,37(4):391-403

  相似文献   

Strategies to reduce the negative effects of spoken explanatory text on integrated tasks     

Anne-Marie Singh  Nadine Marcus  Paul Ayres 《Instructional Science》2017,45(2):239-261

Two experiments involving 125 grade-10 students learning about commerce investigated strategies to overcome the transient information effect caused by explanatory spoken text. The transient information effect occurs when learning is reduced as a result of information disappearing before the learner has time to adequately process it, or link it with new information. Spoken text, unless recorded or repeated in some fashion, is fleeting in nature and can be a major cause of transiency. The three strategies investigated, all theoretically expected to enhance learning, were: (a) replacing lengthy spoken text with written text (Experiments 1 and 2), (b) replacing lengthy continuous text with segmented text (Experiment 1), and (c) adding a diagram to lengthy spoken text (Experiment 2). In both experiments on tasks that required information to be integrated across segments, written text was found to be superior to spoken text. In Experiment 1 the expected advantage of segmented text in reducing transitory effects was not found. Compared with written continuous text the segmented spoken text strategy was inferior. Experiment 2 found that adding a diagram to spoken text was an advantage compared to spoken text alone consistent with a multimedia effect. Overall, the results suggest that spoken text is a cause of the transient information effect, which can be best avoided by substituting written text for spoken text on tasks that require integration of information.  相似文献   

The effect of narrative-based E-learning systems on novice users’ cognitive load while learning software applications     

Darejeh  Ali  Marcus  Nadine  Sweller  John 《Educational technology research and development : ETR & D》2021,69(5):2451-2473

Educational technology research and development - When novice users try to learn to use a software application that includes a variety of high element interactivity tools, the complex structure of...  相似文献   

如何同时与两名在比赛中是竞 争对手的运动员合作     

纳蒂妮·德布瓦丝 《天津体育学院学报》2008,23(3):194-194

这篇论文是关于同时为两名在比赛中是竞争对手的女长跑运动员提供心理咨询的个案.这个个案也可以被教练所借鉴,因为教练每天都会面临这样的情况:他们的运动员平时在一起训练,但在比赛中会成为竞争对手.  相似文献   

Benchmarking in European Higher Education: A step beyond current quality models     

Burquel  Nadine  van Vught  Frans 《Tertiary Education and Management》2010,16(3):243-255

Tertiary Education and Management - This paper presents the findings of a two-year EU-funded project (DG Education and Culture) Benchmarking in European Higher Education, carried out from 2006 to...  相似文献   

Letter Names and Alphabet Book Reading by Senior Kindergarteners: An Eye Movement Study     

Mary Ann Evans  Jean Saint‐Aubin  Nadine Landry 《Child development》2009,80(6):1824-1841

The study monitored the eye movements of twenty 5‐year‐old children while reading an alphabet book to examine the manner in which the letters, words, and pictures were fixated and the relation of attention to print to alphabetic knowledge. Children attended little to the print, took longer to first fixate print than illustrations, and labeled fewer letters than when presented with letters in isolation. After controlling for receptive vocabulary, regressions revealed that children knowing more letters were quicker to look at the featured letter on a page and spent more time looking at the featured letter, the word, and its first letter. Thus, alphabet books along with letter knowledge may facilitate entrance into the partial alphabetic stage of word recognition.  相似文献   

Assessing pupils’ intelligence through self,parental, and teacher estimates     

Tomas Chamorro‐Premuzic  Adriane Arteche  Adrian Furnham  Nadine Trickot 《教育心理学》2009,29(1):83-97

This study examined the accuracy of self‐ and other‐estimated intelligence in relation to tested cognitive ability and gender. Three groups of raters were examined: 187 (102 male, 85 female; mean age 14.33 years, SD = .32) pupils of single‐sex comprehensive schools, 109 (55 mothers and 54 fathers) parents, and six teachers of the pupils. Pupils estimated their own overall IQ, while their parents and teachers estimated the pupils’ overall, mathematical, spatial, and verbal abilities. Self‐ and other‐estimates were compared to each other, and to the child’s psychometric test scores in verbal, quantitative, and figural/non‐verbal reasoning ability. Results suggested that participants were reasonably accurate at estimating pupils’ intelligence – teachers significantly more so than parents, and pupils significantly more so than fathers. Although both parents significantly overestimated their child’s IQ, this overestimation was more pronounced in fathers.  相似文献   

Validity and reliability of portfolio assessment in pre‐service teacher education   总被引：1，自引：1，他引：0  

Wil Meeus  Peter Van Petegem  Nadine Engels 《Assessment & Evaluation in Higher Education》2009,34(4):401-413

This article concentrates on the validity and reliability of portfolio assessment as used in pre‐service teacher education. It is not possible to make general pronouncements about the validity of portfolio assessment in pre‐service teacher education as there are multiple portfolio applications. The validity depends on the purpose, namely the divers competencies which the course organisers wish to assess with it. Therefore, three categories of competencies and consequently three types of portfolios were distinguished in order to determine the validity of portfolio assessment. For the assessment of teaching and partnership competencies, it is argued that the validity is low due to the roundabout nature of the assessment. On the contrary, the validity of portfolio assessment for learning competencies can be high. The execution of a self‐regulated learning process can be accurately assessed using portfolios. The reliability of portfolio assessment is problematic, since it is incapable of fulfilling the classic psychometric requirement of reliability. Nevertheless, provided that the necessary measures are taken, the reliability of portfolio assessment can still be brought to an acceptable level. Five measures are proposed.  相似文献   

What I Learned in Danielsen Hall: Faculty‐in‐Residence Programs and the Power to Shape Students’ Lives          下载免费PDF全文

Nadine Dolby 《About Campus》2014,19(1):29-32

  相似文献