The relationship among prior knowledge,accessing learning supports,learning outcomes,and game performance in educational games     

Yang  Xiaotong  Rahimi  Seyedahmad  Shute  Valerie  Kuba  Renata  Smith  Ginny  Alonso-Fernández  Cristina 《Educational technology research and development : ETR & D》2021,69(2):1055-1075

Educational technology research and development - In-game learning supports aim to help students solve game levels (i.e., game-related supports), and connect to underlying content (i.e.,...  相似文献   

The effects of low attainment on young people's outcomes at age 22‐23 in Scotland     

Cathy Howieson  Cristina Iannelli 《British Educational Research Journal》2008,34(2):269-290

A common concern among policy makers in Europe is the low level of qualifications of some school leavers and the possible consequences of this for their life chances and for countries' economic prosperity. This article considers the impact of young people's low levels of educational attainment on their later life chances, especially on labour market participation. It identifies the long‐term negative effects of low attainment and explores the extent to which family background also continues to influence young people's outcomes. It examines the outcomes of low attainment among young men and women and considers whether low attainment has a different impact on the prospects of young men and women. The article also investigates whether staying on at school improves longer‐term chances and opportunities for low attainers. These questions have strong policy relevance, and are explored using data from a nationally representative survey of Scottish school leavers.  相似文献   

Skill,Thrill, and Will: The Role of Metacognition,Interest, and Self-Control in Predicting Student Engagement in Mathematics Learning Over Time     

Ming-Te Wang  Kevin R. Binning  Juan Del Toro  Xu Qin  Cristina D. Zepeda 《Child development》2021,92(4):1369-1387

Maintaining learning engagement throughout adolescence is critical for long-term academic success. This research sought to understand the role of metacognition and motivation in predicting adolescents' engagement in math learning over time. In two longitudinal studies with 2,325 and 207 adolescents (ages 11–15), metacognitive skills, interest, and self-control each uniquely predicted math engagement. Additionally, metacognitive skills worked with interest and self-control interactively to shape engagement. In Study 1, metacognitive skills and interest were found to compensate for one another. This compensatory pattern further interacted with time in Study 2, indicating that the decline in engagement was forestalled among adolescents who had either high metacognitive skills or high interest. Both studies also uncovered an interaction between metacognitive skills and self-control, though with slightly different interaction patterns.  相似文献   

Social inequalities in attaining higher education in Scotland: New evidence from sibling data     

Adriana Duta  Cristina Iannelli  Richard Breen 《British Educational Research Journal》2021,47(5):1281-1302

Over the last decades, various policies at national and local levels have been implemented to widen participation in higher education (HE) in Scotland and more widely in the UK. Despite this, the acquisition of a HE qualification is still largely determined by the family in which individuals are born. Our study provides new evidence on the extent to which family factors matter by examining sibling data from the Scottish Longitudinal Study, a large-scale linkage study created using data from administrative and statistical sources. Random effects linear probability models are used to analyse individual and family-level variance in the chances of obtaining a HE qualification. Our results show that about 40% of the variation in the chances of attaining a university degree is explained by siblings’ shared family characteristics and about a third of this share is explained by parental social class, education and housing tenure. A high degree of sibling similarity in the outcome was found across all social-origin classes. However, while siblings of advantaged families are alike because they both graduated from HE, siblings of disadvantaged families are alike because neither of them did. We suggest that parental compensatory strategies in the former families and economic constraints in the latter families may explain such stark patterns of inequality. Finally, we do not find evidence that the availability of sub-degrees makes a difference to these patterns.  相似文献   

Error handling in the classroom: an experimental study of teachers’ strategies to foster positive error climate     

Soncini  Annalisa  Matteucci  Maria Cristina  Butera  Fabrizio 《European Journal of Psychology of Education - EJPE》2021,36(3):719-738

European Journal of Psychology of Education - The present research investigated the possibility to foster positive classroom climate, achievement emotions, and adaptive beliefs about errors by...  相似文献   

Co/productive practitioner relations for children with SLCN: an affect inflected agentic frame     

Joan Forbes  Elspeth McCartney  Cristina McKean  Karen Laing  Maria Cockerill  James Law 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):859-872

ABSTRACT

This paper examines how school-based practitioners supporting children with speech, language and communication needs (SLCN) use particular social capital relations. Social capital theory together with selected ‘Productive Pedagogies’ items, are applied to re-frame and understand the co/production of support for such children. Empirical data from the ‘Language for All’ study, which investigates SLCN provision in schools in England, are analysed to understand support network social capital. Novel insights on the types and purposes of inter-professional connectedness within SLCN support networks, in particular how relational agency is inflected by affect, are offered.  相似文献   

Balancing Institutional Demands with Effective Practice: A Lesson in Curricular and Professional Development     

Rochelle Rodrigo  Cristina D. Ramírez 《Technical Communication Quarterly》2017,26(3):314-328

ABSTRACT

Online writing courses have developed in importance to meet student learning and institutional expectations; over time, a controversy about training online instructors and building sustainable programs has emerged. This article relates training demands within the University of Arizona’s Writing Program and development of an online professional & technical writing certificate. The article proposes training instructors with master courses and building a sustained program through a participatory design to create a professional and integrated environment.  相似文献   

When differences do not matter: inclusion in a Mexican primary school / Cuando las diferencias no importan: la inclusión en una escuela primaria mexicana     

Maribel Cruz-Ortiz  Cristina Jenaro-Río  Dora-Esperanza Sevilla-Santo  Silvia Cruz-Ortiz 《Cultura y Educación》2016,28(1):72-98

Studies show that disability is a cause of educational exclusion worldwide. Different countries adopt different views of the inclusion movement. Different variables seem to be associated with the success or failure of inclusion. This study takes place in a primary school located in Mexico. It aims to identify how inclusion is experienced by children with and without special needs, and the connections between inclusion and quality of life. Measures utilized were the questionnaire My Primary School from the Index for Inclusion and the Questionnaires on Assessment of Quality of Life for Children, self-report, and parents’ report. Participants are 69 regular students and 15 students with special education needs. Self-reports from regular children and proxy reports from the mothers of the special education needs students were analysed. Results indicated that there is an association between perceived inclusion and experiencing quality of life; having special needs does not impact on scores on QoL or inclusion; educational level does not impact on perceived QoL or inclusion for special education students. These results are discussed in light of a culture that appreciates diversity.  相似文献   

A mind of her own. Hélène Metzger to Emile Meyerson, 1933     

Chimisso C  Freudenthal G 《Isis; an international review devoted to the history of science and its cultural influences》2003,94(3):477-491

In May 1933 the historian of chemistry Hélène Metzger addressed a letter to the renowned historian and philosopher of science Emile Meyerson, a cri de coeur against Meyerson's patronizing attitude toward her. This recently discovered letter is published and translated here because it is an exceptional human document reflecting the gender power structure of our discipline in interwar France. At the age of forty-three, and with five books to her credit. Metzger was still a junior scholar in the exclusively male community of French historians and philosophers of science. We sketch the institutional setting of higher learning in France at the time, noting the limited openings it offered to would-be femmes savantes, and situate Metzger in this context. We also describe the philosophical differences between Metzger and Meyerson. Though Metzger never managed to obtain a post of her own, in her letter to Meyerson she forcefully lays claim, at least, to a mind of her own.  相似文献   

Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study1     

Íris Susana Pires Pereira  Maria Cristina Cristo Parente  Cristina Vieira da Silva 《Teacher Development》2016,20(5):614-630

Language is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher’s written portfolio, the construction of which was guided to scaffold deep thinking about (and the transference of theory into) practice during participation in an in-service program about language education. Our case study shows that the writing process sustained robust learning about professional knowing, doing and learning itself: The teacher elaborated an integrative ethical understanding of the discussed theory, fully experienced newly informed practices and assessed her own learning by using theory to confront her previous knowledge and practices. Throughout the portfolio, the learning stance revealed by her voice varied accordingly. The study illustrates the potential of guided writing to scaffold reflective learning in in-service contexts.  相似文献