Understanding student learning in context: relationships between university students’ social identity,approaches to learning,and academic performance     

Ana-Maria Bliuc  Robert A. Ellis  Peter Goodyear  Daniela Muntele Hendres 《European Journal of Psychology of Education - EJPE》2011,26(3):417-433

This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N = 97) the relationships between student social identity, perceptions of the learning community, approaches to learning, and academic performance were explored. Our findings suggest that a strong student social identity is associated with a deep approach to learning, which in turn is linked to higher academic performance. Also, perceptions of learning community mediate the relationship between student social identity and deep approaches to learning. Significantly, a surface approach turns out not to be associated with student social identity or perceptions of the learning community, but it is negatively related to academic performance. Our research argues for the value of an integration of complementary frameworks, emphasising social and psychological aspects of the learning experience that can be used to improve our understanding of how and why students vary in the quality of their learning.  相似文献   

The effect of student aid on the duration of study   总被引：1，自引：0，他引：1  

Daniela Glocker 《Economics of Education Review》2011,30(1):177-190

In this paper I evaluate the effect of student aid on the success of academic studies. I focus on two dimensions, the duration of study and the probability of actually graduating with a degree. To determine the impact of financial student aid, I estimate a discrete-time duration model allowing for competing risks to account for different exit states (graduation and dropout) using individual level panel data from the German Socio-Economic Panel (SOEP) for the years 1984-2007. My findings suggest that the duration of study is responsive to the type of financial support a student receives. There are three main results. First, student aid recipients finish faster than comparable students who are supported by the same amount of parental/private transfers only. Second, although higher financial aid does on average not affect the duration of study, this effect is (third) dominated by the increased probability of actually finishing university successfully.  相似文献   

The Development of Scientific Thinking in Elementary School: A Comprehensive Inventory          下载免费PDF全文

Susanne Koerber  Daniela Mayer  Christopher Osterhaus  Knut Schwippert  Beate Sodian 《Child development》2015,86(1):327-336

The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8‐, 9‐, 10‐year‐olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66‐item scale, five components of scientific thinking were addressed, including experimental design, data interpretation, and understanding the nature of science. Unidimensional and multidimensional item response theory analyses supported the instrument's reliability and validity and suggested that the multiple components of scientific thinking form a unitary construct, independent of verbal or reasoning skills. A partial credit model gave evidence for a hierarchical developmental progression. Across each grade transition, advanced conceptions increased while naïve conceptions decreased. Independent effects of intelligence, schooling, and parental education on scientific thinking are discussed.  相似文献   

Sewing with young fingers     

Karey Solomon 《Early Childhood Education Journal》1985,13(2):20-21

Two hundred years ago, four-year-old Americans learned fine motor coordination as they sewed fine seams, stitching together scraps of fabric that would later become a useful patchwork quilt. Show a needle to today's preschooler and it is doubtful that the child will know what it might be used for, let alone which end to thread.Karey Solomon is a teacher at the Windsong School in Valois, NY. Her book, Crochet: A Continuous Thread, will be published by Arco in 1986.  相似文献   

Contextualized mobile game-based learning application for computing education     

Yadav  Alok Kumar  Oyelere  Solomon Sunday 《Education and Information Technologies》2021,26(3):2539-2562

This paper intends to present an overview of a mobile game-based learning application, BaghLearn that develops and upskills programming and algorithmic knowledge by cross-curricular capabilities through a traditional world-based game. The focus of this research was to explore the learning effectiveness of BaghLearn on students. Mixed method research approach was applied to collect, process and analyze the research data in which undergraduate students who had some prior knowledge or had taken algorithm courses were instructed to test the mobile game learning application. This study exhibits the idea of integrating learning with contextual mobile game as an effective approach in understanding the influence of games towards cognitive achievements of students in computing education. In addition, there are no major requirements for the use of this application (can be maintained in resource-constrained contexts such as Nepal), which makes it expressively satisfying and useful for students who are relentlessly using mobile devices. Besides, this study evaluated the influence of BaghLearn towards learning of the design and analysis of algorithm course, which is a compulsory course for most undergraduate computing education program. Furthermore, the study findings can be used as a guideline for developing learning solutions and usability evaluation of such solutions, especially for infrastructure-constrained contexts. Students using the BaghLearn opined that the application is easy to use, supportive and lead to improved learning satisfaction.

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Is a Proactive Approach to Controlling Legionella in the Environment Justified?     

Daniela Glaar Iv e  Dobrica Ron evi&#x;  Marina &#x;anti&#x;  Arijana Cenov  Dijana Tomi&#x; Lin&#x;ak  Vladimir Mi&#x;ovi&#x;  Draen Lu&#x;i&#x;  Marin Glad  Davor Ljubas  Darija Vuki&#x; Lu&#x;i&#x; 《Food Technology and Biotechnology》2021,59(3):314

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'Pedagogy,Identity and the Construction of a Theory of Symbolic Control': Basil Bernstein questioned by Joseph Solomon     

Basil Bernstein  Joseph Solomon 《British Journal of Sociology of Education》1999,20(2):265-279

In this interview, Basil Bernstein replies to Joseph Solomon's questions concerning the concept of pedagogy, its role in his theory of symbolic control and cultural production, reproduction and change, and its capacities to deal with different modes of construction and regulation both inside and outside the context of formal education. Furthermore, the questions probe Bernstein's key concept of boundary, its relation to code and the production of social identities. The final issues discussed raise questions about Bernstein's methodology, and changes and weaknesses in the theory.  相似文献   

Effects of parental verbal aggression on children's self-esteem and school marks.     

C R Solomon  F Serres 《Child abuse & neglect》1999,23(4):339-351

OBJECTIVE: The aim of the study was to distinguish the effects of verbal aggression from those of physical aggression and investigate whether parental verbal violence has negative effects on children's self-esteem and academic achievements. METHOD: One hundred and forty-four 10-year-old children completed the Harter Self-perception Profile for Children questionnaire and a questionnaire concerning their mothers' and fathers' verbal aggression towards them and their use of physical punishment. The researchers used school records to obtain the subjects' marks in French (their native language) and Mathematics. RESULTS: Six children had never been the targets of either verbal aggression or physical punishment. Thirty-four children had been subjected to both types of aggression. Verbal aggression alone was found to be in significant negative correlation with three of six components of self-esteem. Verbal aggression alone was also found to be in significant negative correlation with French marks. In addition children who had been subject to greater verbal aggression had lower self-esteem and lower marks in French than children who had been subject to lesser verbal aggression. They were also significantly negatively affected in a fourth component of self-esteem. CONCLUSIONS: Parental verbal aggression alone as separate and distinct from physical punishment contributes to lowering children's self-esteem and school achievements. Given the extent of the use of verbal aggression by ordinary parents the authors suggested a need for parent education on the topic of positive methods of child rearing.  相似文献   

Immersive virtual reality in K-12 and higher education: A 10-year systematic review of empirical research     

Anna Flavia Di Natale  Claudia Repetto  Giuseppe Riva  Daniela Villani 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2006-2033

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An exploration into inquiry-based learning by a multidisciplinary group of higher education faculty     

Daniela B. Friedman  Tena B. Crews  Juan M. Caicedo  John C. Besley  Justin Weinberg  Miriam L. Freeman 《Higher Education》2010,59(6):765-783

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