Book Reviews     

Lyn Wilkinson  Simone Smala  Lyn Kerkham 《The Australian Educational Researcher》2004,31(1):113-119

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The educational cost of philosophical suicide: What it means to be lucid     

Simone Thornton 《Educational Philosophy and Theory》2019,51(6):608-618

The struggle to become lucid is at the heart of The Myth of Sisyphus. To understand the absurd is to understand that the fit between our conception of the world and the world itself is fraught with uncertainty; lucidity is the elucidation of the absurd. To be lucid is to revolt against the type of certainty that leads to suffering; to revolt against philosophical suicide. Camus teaches us the intellectual humility that stays hands; there is no reasoning that justifies suffering. If it is granted that the ability to recognise and respond to our own and others suffering is an important part of being human, and the task of education is to develop humans, then lucidity, in so far as it holds promise for the development of such an ability, has the potential to contribute positively to education.  相似文献   

Designing innovative learning environments to foster communities of learners for students in initial vocational education     

Annoesjka Boersma  Geert ten Dam  Willem Wardekker  Monique Volman 《Learning Environments Research》2016,19(1):107-131

In this study, the concept of ‘community of learners’ was used to improve initial vocational education. The framework of a ‘community of learners for vocational orientation’ that we present offers both a theoretical understanding of teaching–learning processes in initial vocational education and heuristics for the design of innovative learning environments for optimising these processes. In a design research study, we investigated if, and how, learning environments designed on the basis of these heuristics fostered communities of learners for vocational orientation, in which students experience to learn in a shared, meaningful, reflective and transfer-oriented way. We examined students’ perceptions of the learning environment and their learning activities during eight curriculum units specifically designed to foster the communities of learners. During almost all of the units that we designed, students found themselves learning in a more shared, meaningful, reflective and transfer-oriented way than during regular units. We conclude that the proposed heuristics had been useful starting points for the design of innovative learning environments that foster communities of learners for vocational orientation. In addition, we show how the heuristics can be elaborated for a particular school, based on practical and pedagogical content knowledge of teachers, as well as students’ perceptions of the learning environment and their learning activities.  相似文献   

Friendship and Attitudes Toward School Among Children of Two Muslim Communities in Marseille     

Monique All  s-Jardel  Barry H. Schneider  Virginie Boutry 《Early education and development》2002,13(2):221-240

Immigrants from the Comoros Islands constitute a closely-knit community in Marseille, where they interact in the Quartiers Nord with the North African community, which is larger in number, which arrived generally a generation earlier, and whose children continue to underachieve at school. It is commonly expected that the Comorians will adjust better to school because of their tight communal organization and because of their specific needs for educational achievement. These needs are thought to relate to the money needed to return to the Comoros and to finance their children's marriage ceremonies there. In our study, pupils of Comorian origin in the senior primary school years displayed more positive attitudes toward the academic aspects of schooling than did pupils of North African origin. For both Algerians and Comorians, positive aspects of friendship quality were associated with better attitudes toward school. In-group friendships were more common than friendships with members of other ethnic groups. In-group friendships were of higher quality than friendships between members of different groups. Comorian children whose best friends were from outside their ethnic group were those with more negative attitudes toward school; the reverse applied to Algerians.  相似文献   

How effort towards challenge is depicted in stories for young children: an Indonesian study     

Suprawati  Maria N.  Volet  Simone  Pino-Pasternak  Deborah 《Asia Pacific Education Review》2020,21(2):325-338

Asia Pacific Education Review - This study examined the nature of effort towards challenge in stories recommended for young children in Indonesian schools. One hundred and nine stories with...  相似文献   

Beurteilereffekte bei der Messung von Unterrichtsqualität     

Dipl.-Päd. Marcus Pietsch  Dr. Simone Tosana 《Zeitschrift für Erziehungswissenschaft》2008,11(3):430-452

In the external evaluation of schools the technique of classroom observation belongs to the methodological standard repertoire. Nevertheless the measurement of quality of classroom teaching based upon selected lesson sequences, which are as a rule inspected only briefly, is fraught with a lot of methodological problems. Therefore it is relevant for a substantiated quality assurance to reveal problems in the measurement of quality of classroom teaching due to an implementation of adequate empirical methods. This is made possible by using the generalizability theory and the many-facet Rasch model. Analyses based upon data of the Hamburg school inspection point out that by using an appropriate data collection procedure rater effects in classroom observations turn out comparatively low at about nine percent of total variance. Furthermore analyses prove that it is insufficient to simply quantify the agreement among raters by using global reliability measures, but that it is necessary to check up on intra rater consistency for getting valid and in this way reliable results from classroom observations for the practice.  相似文献   

When Do Pictures Help Learning from Expository Text? Multimedia and Modality Effects in Primary Schools     

Simone Herrlinger  Tim N. Höffler  Maria Opfermann  Detlev Leutner 《Research in Science Education》2017,47(3):685-704

Adding pictures to a text is very common in today’s education and might be especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or written) plays a role. Results indicate that overall, pictures enhanced learning but that the text should be spoken rather than written. These results are in line with instructional design principles derived from common multimedia learning theories. In addition, for elementary school children, it might be advisable to read texts out to the children. Reading by themselves and looking at pictures might overload children’s cognitive capacities and especially their visual channel. In this case, text and pictures would not be integrated into one coherent mental model, and effective learning would not take place.  相似文献   

Cultural and Multicultural Perspectives on Learning and Motivation     

Simone Volet 《Asia Pacific Journal of Education》1999,19(2):9-14

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Modelling and coaching of relevant metacognitive strategies for enhancing university students' learning     

Simone E. Volet   《Learning and Instruction》1991,1(4)

Recent developments in strategy instruction research suggest that learning in a particular discipline is enhanced by guiding students through the development of content-relevant metacognitive strategies. The potential of such an instructional approach for university settings is discussed in this paper, and is supported with evidence from an experimental field study. The study, conducted with 28 experimental and 28 matched control students over 13 weeks of an introductory computer science course, involved (a) students' development of a metacognitive strategy relevant for computer programming, (b) modelling and coaching procedures with complete explanations about strategy use, and (c) a socially supportive learning context. The instructional method had significant short-term and long-term effects on students' cognitive and affective learning outcomes.  相似文献   

Sources of variance in end-of-course student evaluations     

Timothy Curby  Patrick McKnight  Lisa Alexander  Simone Erchov 《Assessment & Evaluation in Higher Education》2020,45(1):44-53

Abstract

Evaluation of college instructors often centers on course ratings; however, there is little evidence that these ratings only reflect teaching. The purpose of this study was to assess the relative importance of three facets of course ratings: instructor, course and occasion. We sampled 2,459 fully-crossed dyads from a large university where two instructors taught the same two courses at least twice in a 3-year period. Generalizability theory was used to estimate unconfounded variance components for instructor, course and occasion, as well as their interactions. Meta-analysis was used to summarize those estimates. Results indicated that a three-way interaction between instructor, course and occasion that includes measurement error accounted for the most variance in student ratings (24%), with instructor accounting for the second largest amount (22%). While instructor - and presumably teaching - accounted for substantial variance in student course ratings, factors other than instructor quality had a larger influence on student ratings.  相似文献