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111.
Recent theoretical conceptualizations of student engagement have raised questions about how to measure student engagement and how engagement varies not only across schools, but also within school and within classrooms. The authors build on existing research on student behavioral engagement and extend this research to emphasize a continuum of disengagement, active engagement, and passive engagement. They review common approaches to measuring engagement and highlight areas where new theoretical conceptualizations of engagement require new approaches to measurement. The authors analyze how student behavioral engagement changed depending on the context and demonstrate the need of a finer scale of engagement. They find there was not a uniform association of higher behavioral engagement and student interaction with peers, but it was the interaction with other students and the teacher that was predictive of increased engagement. Their work suggests that disaggregating behavioral engagement into disengagement, active engagement, and passive engagement has important research and conceptual implications.  相似文献   
112.
This paper assesses and compares the prevalence of plagiarism across different student and assignment characteristics at a university in Vietnam, using the similarity index reported by the text-matching software Turnitin as a proxy measure of plagiarism on a sample of 681 student papers. The findings present a level of match higher than reported in earlier studies at universities outside of Vietnam, with an average similarity index of 29.06%. Controlling for the gender and major of the students, the extent of plagiarism is implied to be negatively correlated with the students’ academic performances and with the likelihood of being caught, and positively correlated with the length of the assignments. Thus, this study, relying on actual text-matching data rather than self-reported surveys, provides the first empirical test of two theoretical plagiarism models proposed in the literature. The explanatory factors confirmed by this study illustrate the potential benefits of the use of software tools to detect plagiarism and can help refine academic integrity policy formulations for universities.  相似文献   
113.
This paper investigates the idea that the framing of learning and transfer contexts can influence students’ propensity to transfer what they have learned. We predicted that transfer would be promoted by framing contexts in an expansive manner in which students are positioned as having the opportunity to contribute to larger conversations that extend across time, places, people, and topics. A one-on-one tutoring experiment was conducted to test this hypothesis by manipulating framing as either expansive or its opposite (bounded) within a complex instructional learning ecology. We investigated the degree to which high school biology students transferred knowledge from a learning session about the cardiovascular system to a transfer-of-learning session about the respiratory system depending on framing condition. Consistent with the framing hypothesis, students in the expansive condition were generally more likely to transfer facts, a conceptual principle, and a learning strategy from one system to another.  相似文献   
114.
Research in physics education indicates that the use of multiple representations in teaching and learning helps students become better problem-solvers. We report on a study to investigate students' difficulties in solving mechanics problems presented in multiple representations. We conducted teaching/learning interviews with 20 students in a first-semester calculus-based physics course which covered introductory classical mechanics. Each student was interviewed four times during the semester, each time after they had completed an exam in the course. During these interviews, students were asked to solve a problem they had seen in the exam, followed by problems that differed in the type of representation from the exam problems. Students were provided verbal hints to solve the new problems. We discuss the common difficulties students encountered when attempting to solve problems in different representations and some common themes in students' performance.  相似文献   
115.
As an emergent theme in educational research, examination of the lives and careers of teachers reveals a wide range of educational factors occurring in many different contexts. Despite the relationship between teaching and life outside school, research studies have been inclined towards the working aspects of teachers’ lives. Rather than following the predominant model in the research literature, this study focused on teachers’ lives in the broader sense exploring the life tensions faced by teachers of English language in Vietnamese primary schools. Drawing on narrative inquiry as a research approach, data were collected from interviews conducted with six participating teachers. The findings indicated that the participants, similar to the majority of Vietnamese teachers, were involved in struggles over living conditions. As a result of the low pay they received for their teaching jobs, they engaged in private tutoring to bolster their income to adequately support themselves and their family. As language teachers, the participants used the English language for access to other cultures but they lived under pressures caused by cultural differences. Along with depicting the lives of Vietnamese teachers, the study offers suggestions to education leaders and educational researchers on how the situation might be alleviated.  相似文献   
116.
This paper systematically reviews current research on using iPads in the higher education sector. Since the release of iPads by Apple in 2010, this new technology has been quickly adopted everywhere, especially by the younger generation and professionals. We were motivated to find out how iPads have been adopted for use in the higher education sector. We searched for and collected all the peer‐reviewed publications in conference proceedings and scholarly journals in EBSCOhost, Scopus, Informit A+ Education, ProQuest Academic Research Library and Google Scholar, and conducted a content analysis of the full‐text papers collected. The results show that the reported studies are at an early exploratory stage from both the student and staff perspectives. From the student perspective, the iPad was found to enhance the learning experience but not necessarily lead to better learning outcomes. From the staff perspective, the iPad was found to offer benefits associated with electronic information dissemination, academic administration and professional development support. A finding common to both perspectives is that while the iPad has the potential to offer benefits to the academics and students who were found to be eager adopters of this technology, it is not clear how best to align and integrate it within the academic programmes and workflows, and how best to manage it as a resource within a university's organisational setting.  相似文献   
117.
Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students’ perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese, South Korean, British, Australian, Peruvian, and Spanish boys and girls in 10th grade. The results revealed that the perceptions of academically high performing classmates differed by country group. Positive perceptions of intellectual ability and social qualities were commonly found in all countries except the two Asian countries (Vietnam and South Korea), where the students reported more neutral views of high performers. In conclusion, it is argued that there is no evidence for possible iatrogenic effects of gifted education programs aiming at high achievements  相似文献   
118.
The purpose of the present study was to examine agreement on childhood disability among the teachers and parents of children with cognitive delays in Vietnam. The participants were 57 teachers in kindergarten programmes (for children 2 to 6 years of age), and 106 mothers and 93 fathers of the children attending these kindergarten programmes. The data were collected using the ABILITIES Index and a demographic information form. The results indicated that teachers rated the children’s level of functioning more severely, especially in the areas of intellectual disabilities and behaviour problems, than mothers and fathers. Logistic regression that examined the factors that predicted the agreement and disagreement among parents and teachers revealed that teachers and parents were more likely to agree when the child’s disability was genetically related or physical. Screening, diagnosis and treatment issues can become more challenging for children with intellectual disabilities who do not have such physical and genetic conditions, especially when the agreement between parents and professionals on the conditions of the children is low.  相似文献   
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