Social learning spaces and student engagement     

Kelly E. Matthews  Victoria Andrews  Peter Adams 《高等教育研究与发展》2011,30(2):105-120

Notable gains have been made in understanding the factors that influence the student experience in higher education, particularly in the area of student engagement. While tremendous effort has been focused on identifying educationally beneficial activities for students, we must also consider where these activities are occurring. In recent years there have been technological advances that have paved the way for blended learning environments, however, physical learning environments continue to dominate the functionality of many universities. The development of purpose‐built informal social learning spaces as a strategy to enhance the student experience is becoming more prevalent, although empirical research in this area is lacking. This study explores the role of social learning spaces on the student experience using the student engagement framework within a qualitative research design. Informal interviews with 103 students were conducted within a social learning space. Findings reveal that social learning spaces can contribute to enhanced student engagement by fostering active learning, social interaction and belonging amongst tertiary students. The study also suggests that design is a contributing factor to students' perceptions of social learning spaces.  相似文献   

Evidence of alphabetic knowledge in writing: connections to letter and word identification skills in preschool and kindergarten     

Victoria J. Molfese  Jennifer L. Beswick  Jill L. Jacobi-Vessels  Natalie E. Armstrong  Brittany L. Culver  Jamie M. White  Melissa C. Ferguson  Kathleen Moritz Rudasill  Dennis L. Molfese 《Reading and writing》2011,24(2):133-150

The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing were compared to determine if scores based on multiple components (i.e., letter formation, orientation on the vertical axis, left–right orientation, and correct letter sequencing) would better reflect differences in children’s writing knowledge in preschool and kindergarten than rubrics composed of one component (i.e., letter formation only). While developmental changes in writing scores were found, little additional information was provided by multiple component scoring rubrics compared to the single component rubric. Letter writing scores were more strongly related to letter and word reading scores than name writing scores but neither writing score was predictive of growth. Implications of the findings for intentional/systematic writing instruction in preschool curricula are discussed.  相似文献   

Early Childhood Teachers Finding Voice among Peers: A Reflection on Practice     

Susan L. Recchia  Victoria I. Puig 《The New Educator》2019,15(1):51-65

This reflective narrative explores the voices of two participants in the Early Childhood Professional Mentoring Group (ECPMG), created in response to our graduates’ concerns about their lack of support as they entered the field of inclusive early childhood education. Building on their existing relationships with each other, and with us as their former instructors, the group fostered a community in which our graduates could engage in reciprocal peer support and group problem solving, developing their skills as educators, professionals, and reflective change agents. This model contrasts with other forms of professional development that follow a set agenda facilitated by an assigned leader. The open structure and lack of hierarchy in the group invited spontaneous discussions of daily practices and challenges, and allowed different styles of expression to emerge. Our reflective narrative on our work with the ECPMG highlights the power of peers in providing induction and mentoring support, and the value to teacher educators of listening to multiple voices in hearing new teachers’ stories. We suggest that this type of mentoring be considered as an essential element of early childhood teacher education.  相似文献   

Anatomy Teaching,a “Model” Answer? Evaluating “Geoff”, a Painted Anatomical Horse,as a Tool for Enhancing Topographical Anatomy Learning     

Edward Bietzk  Renate Weller  Victoria Simons  Sarah B. Channon 《Anatomical sciences education》2019,12(5):529-540

Development of new methods for anatomy teaching is increasingly important as we look to modernize and supplement traditional teaching methods. In this study, a life-sized equine model, “Geoff,” was painted with surface and deep anatomical structures with the aim of improving students’ ability to convert theoretical knowledge into improved topographical anatomy knowledge on the live horse. Third and fourth year veterinary medicine students (n = 45) were randomly allocated into experimental (used “Geoff”) and control (used textbook) groups. The efficacy of the model was evaluated through a structured oral exam using a live horse. Questionnaires gathered information on student confidence and enjoyment of the task. There was no significant difference in the performance of experimental and control groups either immediately (44±20% vs. 40±21%; P = 0.504) or 9 weeks after the learning intervention (55±17% vs. 55±20%; P = 0.980). There were however specific questions on which the experimental group performed better than controls, and for which gender effects were apparent. The students using “Geoff” showed a transient gain in confidence following the session (Likert scale 2.7 to 3.6) however the initial increase was no longer present at the second test. There was a significant influence of gender on confidence with greater confidence gains in females in the Experimental group. The students found the model to be extremely useful and both groups found the sessions enjoyable. The model will be of benefit as a complementary learning tool for students.  相似文献   

Co-teaching as Teacher Training: Experiential Accounts of Two Doctoral Students     

Victoria F. Burns  Susan Mintzberg 《College Teaching》2019,67(2):94-99

There is a growing body of literature exploring the benefits and challenges of co-teaching in higher education. However, there has been little focus on co-teaching from a doctoral student perspective. Drawing on our experiences co-teaching at a large, research-intensive university in Canada, this paper discusses the steps taken to co-design, co-facilitate, and co-assess a graduate level course. We recommend that co-teaching be further explored and implemented in higher education, particularly in doctoral programs, as it provides opportunities to expand personal teaching styles, develop diversified curriculum, build confidence, and take greater risks in the classroom—all of which benefit educators and students alike.  相似文献   

Theatre allocation as a distributor’s strategic variable over movie runs     

Juan Prieto-Rodriguez  Fernanda Gutierrez-Navratil  Victoria Ateca-Amestoy 《Journal of Cultural Economics》2015,39(1):65-83

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Interdisciplinary education in comprehensive school： Can a deep understanding occur？     

Sonja Andersson  Susanne Bergstrom-Nyberg  Martina Dumbrajs  Sivbritt Dumbrajs  Victoria Martelin  Tove Westerlund 《美中教育评论》2010,7(9):34-46

The authors investigate how disciplines at school. Interdisciplinarity can be addressing a topic that is too broad to be understanding of the topic, the process going an integrative approach can be applied to teaching of different defined as a process of answering a question, solving a problem or dealt with by a single discipline. In addition to an integrated on inside the learner interests the authors. Unsuspected abilities, development of new views of the world and new commitment may emerge. Constructivism and narration, together with the socio-cultural theory of learning, form the background of the teaching and learning processes. The curriculum will integrate between subjects and recommends work in small groups to develop students＇ social capacities. The collaborative problem-solving approach, while including telling and re-telling features, allows students of natural sciences to hypothesize and test hypotheses using scientific methods. The target audience of this paper is class teachers and subject teachers in comprehensive schools （Grades 1-9）. The research questions are： Do students that undergo integrative education work think and problem-solve in different ways compared to when partaking in standard instruction？ Can they develop a deep understanding of the topic they are studying？ The authors plan to present story re-telling and visualization activities in groups concerning one theme： eggs. The topic covers arts, foreign languages, mathematics and science. Such an approach strengthens students＇ understanding of the disciplines themselves. It is hoped that this work can be useful for teachers that are interested in giving their students a more holistic view of their life world.  相似文献   

Letter knowledge, phonological processing, and print knowledge: skill development in nonreading preschool children     

Molfese VJ  Modglin AA  Beswick JL  Neamon JD  Berg SA  Berg CJ  Molnar A 《Journal of learning disabilities》2006,39(4):296-305

Development of reading skills was examined in 4-year-old children from low-income homes attending a prekindergarten program. Fall to spring gains in letter identification were examined and compared with skills in phonological processing, rhyme detection, and environmental print, and with performance on a screening tool (Get Ready to Read). It was anticipated that participants might show slow skill development. However, the identification of a large group of children (n = 30) who made little or no gains in letter identification compared to their classmates (n = 27), whose gains averaged 7 letters, was not anticipated. Fall to spring gains in letter identification correlated with phonological processing, rhyme detection, environmental print, and Get Ready to Read! scores. Age and general cognitive skills influenced performance on some tasks. More knowledge of the characteristics of children who show the most variations in skill development may lead to insights on using classroom curriculum to focus on skill development.  相似文献   

Socialization of coping with community violence: influences of caregiver coaching, modeling, and family context     

Kliewer W  Parrish KA  Taylor KW  Jackson K  Walker JM  Shivy VA 《Child development》2006,77(3):605-623

A socialization model of coping with community violence was tested in 101 African American adolescents (55% male, ages 9-13) and their maternal caregivers living in high-violence areas of a mid-sized, southeastern city. Participants completed interviews assessing caregiver coping, family context, and child adjustment. Caregiver-child dyads also discussed a film clip depicting community violence. Parental coaching (caregivers' strategies suggesting how to cope) and child-reported coping were coded from the discussion. Coaching, modeling (caregivers' own coping), and family context each contributed to children's coping with violence. Children's problem-focused coping in response to violence had the strongest associations with changes in their adjustment 6 months later. Implications for interventions with youth and families are discussed.  相似文献   

Looking at the keyboard or the monitor: relationship with text production processes     

Roger Johansson  ?sa Wengelin  Victoria Johansson  Kenneth Holmqvist 《Reading and writing》2010,23(7):835-851

In this paper we explored text production differences in an expository text production task between writers who looked mainly at the keyboard and writers who looked mainly at the monitor. Eye-tracking technology and keystroke-logging were combined to systematically describe and define these two groups in respect of the complex interplay between text production and the reading of one’s own emerging text. Findings showed that monitor gazers typed significantly faster and were more productive writers. They also read their own text more, and they frequently read in parallel with writing. Analysis of fixation durations suggests that more cognitive processing is in use during reading in parallel with writing than during reading in pauses. Keyboard gazers used the left and right cursor keys significantly more. We suggest that this is because they revised their texts in a much more serial mode than monitor gazers. Finally, analysis of the characteristics of the final texts showed no differences between the groups.  相似文献