Predictors of Adult Education Program Satisfaction in Urban Community-Dwelling Older Adults     

Takashi Yamashita  Erick B. López  Jennifer R. Keene  Jennifer M. Kinney 《Educational gerontology》2015,41(11):825-838

Lifelong learning is receiving greater attention due to population aging in modern societies. Lifelong learning benefits individuals by supporting their physical, psychological, social, and economic well-being. However, older adults generally have lower motivation for learning than younger adults, and facilitating long-term participation in learning activities is still challenging. Previous studies mainly identified negative factors such as barriers and obstacles to individuals’ initial participation in lifelong learning programs. As such, less is known about positive factors that promote long-term participation. To address this gap, data were collected from 330 older adults who participated in the Osher Lifelong Learning Institute program in an urban community in the United States. Results from proportional odds ordinal logistic regression analysis demonstrated that gender, number of household members, income, religious affiliation, self-rated health, and number of courses taken were associated with satisfaction with the program. In hopes to promote true lifelong learning, possible explanations about the findings are explored and several recommendations for existing lifelong learning programs are derived in this study.  相似文献   

Revisiting Zhang’s scale of transactional distance: refinement and validation using structural equation modeling     

Ravi C. Paul  William Swart  Aixiu Monica Zhang  Kenneth R. MacLeod 《Distance Education》2015,36(3):364-382

Transactional distance has been defined as barriers to students’ engagement with learning in the online environment. This research updates Zhang’s (2003) scale of transactional distance, which quantified the extent of the barriers, in light of the massive changes in today’s web-based learning environment. The resulting revised scale of transactional distance (RSTD) is a parsimonious version with 12 elements (compared to 31 original) that measure the transactional distance between student and teacher, student and student, and student and content. The RSTD has excellent factorial validity and reliability, yields better fit statistics, and is easier and less time-consuming to apply. The transactional distance values are unique predictors of student satisfaction, which is correlated to learning and persistence (a major concern with massive open online courses). This information can form the basis for a systematic approach to improving the design of today’s contemporary open, flexible, distance education courses and thus serve as a valuable tool for researchers and educators alike.  相似文献   

Four Perspectives on Flipping the Statistics Classroom: Changing Pedagogy to Enhance Student-Centered Learning     

Shonda R. Kuiper  Robert H. Carver  Michael A. Posner  Michelle G. Everson 《PRIMUS》2015,25(8):655-682

Abstract

The term “flipped” or “inverted” classroom includes a broad range of pedagogical innovations, and has recently received a significant amount of press. Although flipping an entire course might be a more extreme step than most are able to take, we discuss modular ideas for change that can be more easily implemented. This paper offers the perspective of four faculty members at different institutions who have all flipped material in statistics courses that were already highly interactive and activity-based. We share common pitfalls and core ideas that were found among diverse environments.  相似文献   

Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics     

Bethany Rittle-Johnson  Michael Schneider  Jon R. Star 《Educational Psychology Review》2015,27(4):587-597

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Integrating Literature with Craft in a Learning Process with Creative Elements     

Juli-Anna Aerila  Marja-Leena Rönkkö 《Early Childhood Education Journal》2015,43(2):89-98

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Using Play to Build the Social Competence of Young Children with Language Delays: Practical Guidelines for Teachers     

Lindsay R. Dennis  Nancy Stockall 《Early Childhood Education Journal》2015,43(1):1-7

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“Blessed”: Musical Talent,Smartness, & Figured Identities     

Adria R. Hoffman 《Equity & Excellence in Education》2015,48(4):606-620

The purpose of this study is to explore smartness and talent as social constructs. Drawing on Holland et al.'s (1998) figured identities, this article explores the figuring of abilities by elucidating the voices of African American high school chorus students. Critical Race Theory (CRT) helps to unpack normalized language and practices that comprise intelligence, talent, and identity construction. The student participants in this study contrasted high school experiences in which they constructed musical and academic identities, describing how smart or talented they were relative to significant others around them. Findings suggest that constructions of musical talent and smartness socially positioned students along race, gender, and class lines. Interpretations of talent and intelligence may impact the curricular options made available to students, their academic identity construction, musical identity construction, and inequitable school practices.  相似文献   

Toward a Trauma‐Informed Practice: What Educators Need to Know     

Tricia R. Shalka 《About Campus》2015,20(5):21-27

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Design-Based Research Within the Constraints of Practice: AlgebraByExample     

Julie L. Booth  Laura A. Cooper  Alexandra Huyghe  Kenneth R. Koedinger  E. Juliana Paré-Blagoev 《Journal of Education for Students Placed at Risk》2015,20(1-2):79-100

Superintendents from districts in the Minority Student Achievement Network (MSAN) challenged the Strategic Education Research Partnership (SERP) to identify an approach to narrowing the minority student achievement gap in Algebra 1 without isolating minority students for intervention. SERP partnered with 8 MSAN districts and researchers from 3 universities to design and rigorously test AlgebraByExample, a set of 42 Algebra 1 assignments with interleaved worked examples that target common misconceptions and errors. In a year-long random-assignment study, students who received AlgebraByExample assignments had an average 7 percentage point boost on a posttest containing released items from state assessments, and students in the bottom half of the performance distribution where minority students are disproportionately concentrated had an average 10 percentage point boost on a researcher-designed assessment of conceptual understanding. AlgebraByExample is easily incorporated into any existing curriculum, and naturally serves as a launch point for mathematically rich discussion.  相似文献   

Knowledge sharing through pair programming in learning environments: An empirical study     

R. K. Kavitha  M. S. Irfan Ahmed 《Education and Information Technologies》2015,20(2):319-333

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