Measuring learners’ perceptions of a team-taught learning environment: development and validation of the Learners’ Team Teaching Perceptions Questionnaire (LTTPQ)     

Simons  Mathea  Coetzee  Stephen  Baeten  Marlies  Schmulian  Astrid 《Learning Environments Research》2020,23(1):45-58

Learning Environments Research - Team teaching is a teaching model in which teachers work collaboratively in the preparation, teaching and evaluation of a course. Literature suggests that team...  相似文献   

Hovering on the periphery? ‘Decolonising’ writing for academic journals     

Sheila Trahar  Adisorn Juntrasook  James Burford  Astrid von Kotze  Danny Wildemeersch 《Compare》2019,49(1):149-167

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Translating Laboratory Evidence into Classroom Practice with Teacher‐Led Randomized Controlled Trials—A Perspective and Meta‐Analysis     

Richard Churches  Eleanor J. Dommett  Ian M. Devonshire  Robin Hall  Steve Higgins  Astrid Korin 《Mind, Brain, and Education》2020,14(3):292-302

We initiated and structured a single program that supervised teachers, some with neuroscience or psychology degrees, to collaborate and explore the effects of science of learning‐translated pedagogy. This article reports on the 34 findings from teacher‐led randomized controlled trials (RCTs) and replications. Teachers designed trials, looking at areas such as attention, memory, and spaced learning. Overall, positive effects were found over short periods (1–6 weeks; r = 0.15, p < .0001 [d = 0.30], N = 2,157). However, retrieval practice (testing as a learning experience) had differential effects mediated by age, approach, and lesson content. Results suggest science of learning‐translated pedagogy needs extensive replication to establish how best to use laboratory evidence in classrooms. Multiple planned replication of teacher‐led RCTs has potential as an evaluation tool, combining high levels of mundane realism with strong internal validity and the potential to build cost effective large samples for meta‐analysis.  相似文献   

Leveraging the potential of peer feedback in an academic writing activity through sense-making support     

Astrid Wichmann  Alexandra Funk  Nikol Rummel 《European Journal of Psychology of Education - EJPE》2018,33(1):165-184

The act of revising is an important aspect of academic writing. Although revision is crucial for eliminating writing errors and producing high-quality texts, research on writing expertise shows that novices rarely engage in revision activities. Providing information on writing errors by means of peer feedback has become a popular method in writing instruction. However, despite its popularity, students have difficulties in leveraging the potential of peer feedback: feedback uptake is low and students engage in little revision. Instructional support might help learners to make sense of peer feedback and to reflect on the provided information more deeply. The present study investigated the effect of sense-making support on feedback uptake as well as on revision skills, in particular problem detection and problem correction. In an experimental study, 73 university students were randomly assigned to conditions with or without sense-making support. The results indicate that feedback uptake improved concerning two out of three variables: students in the condition with sense-making support made fewer new errors and rejected more incorrect feedback comments. Students’ revision skills only improved with regard to problem detection. Overall, we were able to show that peer feedback alone might not be sufficient to make successful changes in the text and improve revision skills. Sense-making support proved to be effective to some extent and partially helped to maximize the benefits of peer feedback.  相似文献   

From contextual frustrations to classroom transformations: female empowerment through science education in rural South Africa     

Franci Schabort  Astrid Sinnes  William C. Kyle Jr 《Educational Action Research》2018,26(1):127-143

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Increasing on‐task behavior in the classroom: Extension of self‐monitoring strategies     

Natalie A. Amato‐Zech  Kathryn E. Hoff  Karla J. Doepke 《Psychology in the schools》2006,43(2):211-221

We examined the effectiveness of a tactile self‐monitoring prompt to increase on‐task behaviors among 3 elementary‐aged students in a special education classroom. Students were taught to self‐monitor their attention by using the MotivAider (MotivAider, 2000), an electronic beeper that vibrates to provide a tactile cue to self‐monitor. An ABAB reversal design was used for each participant. Results indicated that upon implementation of the self‐monitoring intervention, students increased on‐task behavior from a mean of 55% to more than 90% of the intervals observed. Additionally, teachers and students provided high ratings of treatment acceptability of this self‐monitoring intervention. Limitations, implications, and future directions of these findings are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 211–221, 2006.  相似文献   

Does local dynamic stability of kayak paddling technique affect the sports performance? A pilot study     

Daniel Hamacher  Tobias Krebs  Guido Meyer  Astrid Zech 《European Journal of Sport Science》2018,18(4):491-496

During competition, kayak athletes must optimally adapt to environmental factors (e.g. wind, waves) to achieve peak performance. However, the ability to adapt to such perturbations has never been assessed in kayak paddling. Therefore, the aim of the current study was to evaluate the local dynamic stability in sports technique of youth sprint kayak athletes. In a cross-sectional study, 14 healthy male athletes were recruited from an elite youth sprint kayak squad. During an incremental kayak ergometer test, mean power, heart rates and local dynamic technique stability of hands, arms, trunk and paddle were registered and the association with the athletes 2000?m free-water times were estimated using mixed models. The 2000?m free-water performance significantly predicted the paddles (p?=?.037) local dynamic stability whereas no association was found for the trunk or the upper extremity kinematics. In conclusion, kayak athletes with high-performance capability over 2000?m paddling depict high local dynamic technique stability. This emphasizes the importance of a stable technique for advanced kayak skills, especially regarding paddling movements.  相似文献   

Does Parent–Child Discussion of Peer Provocations Reduce Young Children's Hostile Attributional Bias?          下载免费PDF全文

Anouk van Dijk  Astrid M.G. Poorthuis  Sander Thomaes  Bram O. de Castro 《Child development》2018,89(5):1908-1920

Two studies investigated whether parent–child discussion of peer provocations reduces young children's hostile attributional bias. Study 1 (N = 109, age 4–7)—an observational study—showed that parent–child discussion of nonhostile attributions (when reading a picture book) predicted reductions in children's hostile attributional bias from pre‐ to postdiscussion. Study 2 (N = 160, age 4–6)—an experimental study—showed that stimulating parents to discuss either nonhostile attributions or normative beliefs (vs. a control condition) reduced children's hostile attributional bias in response to hypothetical vignettes, but not in response to a staged peer provocation. These findings suggest that by framing social situations, parents may help their children perceive less hostility in their social worlds.  相似文献   

Using the curriculum emphasis concept to investigate teachers’ curricular beliefs in the context of educational reform     

Jan H. van Driel  Astrid M. W. Bulte  Nico Verloop 《课程研究杂志》2013,45(1):107-122

This paper reports a study on teachers’ domain‐specific beliefs about the chemistry curriculum for upper‐secondary education in The Netherlands. Teachers’ beliefs were investigated using a questionnaire focused on the goals of the chemistry curriculum. The design of the questionnaire was based on three curriculum emphases: ‘fundamental chemistry’, ‘chemistry, technology and society’, and ‘knowledge development in chemistry’. The questionnaire was administered to a sample of Dutch chemistry teachers. The results indicate that, on the whole, the curriculum emphasis ‘fundamental chemistry’ received the strongest support. This is in accordance with the content and the tradition of the Dutch chemistry curriculum. When the two types of upper‐secondary education were compared, it appeared that ‘chemistry, technology and society’ was almost equally valued for both types of education. However, the curriculum emphasis, ‘knowledge development in chemistry’, was considered much more important for pre‐university education than for senior general secondary education.  相似文献   

Being Labeled Nerd: Factors That Influence the Social Acceptance of High-Achieving Students     

Katrin Rentzsch  Astrid Schütz  Michela Schröder-Abé 《Journal of Experimental Education》2013,81(2):143-168

The present investigation addresses the question of whether certain factors can protect high-achieving students at risk for being labeled a nerd against devaluation. In 2 studies, 125 and 317 students from Grade 8 evaluated vignettes describing average students and students who were called “nerds.” Results indicate that being modest about good grades, being engaged in sports, and being sociable led to higher liking. In students who were labeled nerds, but not in average students, display of effort led to less favorable evaluations. The effects of the aforementioned factors were moderated by the gender of the perceivers and targets. Findings are discussed with respect to gender-role stereotypes and the self presentation of high-achieving students.  相似文献