Bias hypotheses under scrutiny: investigating the validity of student assessment of university teaching by means of external observer ratings     

Elisabeth Fischer  Martin Hänze 《Assessment & Evaluation in Higher Education》2019,44(5):772-786

To advance the discussion on the validity of student evaluations of university teaching, student ratings of two teaching dimensions – student involvement and rapport – were compared with corresponding observer ratings. Seven potential bias variables were tested with regard to their impact on the students’ teaching assessment: three teacher characteristics (first impression, enthusiasm, humour) and four student characteristics (prior interest, expected grades, study experience, class attendance). Bias was defined as an impediment of the students’ assessment of teaching on course level. By means of bivariate correlations with course averages and two-level latent moderated structural equations, data of 1,716 students in 80 courses were analysed. Results showed that all three teacher characteristics were genuinely connected to rapport, and even explained variance of the student-rated variable when controlling for observer-rated rapport. The assessment of student involvement was not modified by the teacher characteristics except for teacher enthusiasm, which affected the student evaluation when controlling for observed involvement and, moreover, moderated the relation between the observed and the student-rated variable. For the examined student characteristics, no biasing effects were found – neither on rapport nor on student involvement.  相似文献   

Exploring temporal sequences of regulatory phases and associated interactions in low- and high-challenge collaborative learning sessions     

Márta Sobocinski  Jonna Malmberg  Sanna Järvelä 《Metacognition and Learning》2017,12(2):275-294

Investigating the temporal order of regulatory processes can explain in more detail the mechanisms behind success or lack of success during collaborative learning. The aim of this study is to explore the differences between high- and low-challenge collaborative learning sessions. This is achieved through examining how the three phases of self-regulated learning occur in a collaborative setting and the types of interaction associated with these phases. The participants were teacher training students (N?=?44), who worked in groups on a complex task related to didactics of mathematics during 6 weeks. The participants were instructed to use an application that was designed to increase awareness of the cognitive, motivational and emotional challenges the group might face. Based on the application’s log files, the sessions were categorized into low- and high-challenge sessions. The video data from each session were coded based on the self-regulation phases and the types of interaction. The frequencies of the phases and the types of interaction were calculated for each session, and process discovery methods were applied using the heuristic miner algorithm. The results show no significant differences between the sessions in the frequency of phases. However, the process models of the two sessions were different: in the high-challenge sessions, the groups switched between the forethought and performance phases more. In conclusion, the regulation phases and types of interaction that contribute to successful collaboration differ in high- and low challenge sessions and support for regulated learning is needed especially at the middle of the learning process.  相似文献   

Piagetian controversies,cognitive competence,and assumptions about human communication     

Roger Säljö 《Educational Psychology Review》1991,3(2):117-126

This article is a comment on Ed Elbers' analysis of the debate between R. Gelman and R. Siegler on the development of fundamental counting competencies. An attempt is made to characterize some aspects of the theoretical positions of Gelman and Siegler. It is argued that the tendency to reduce human cognitive performance to an issue of either the application of preformed competencies of various kinds, or, alternatively, of the use of domain specific knowledge, hampers our understanding of cognitive growth and the mastery of intellectual tools. The alternative offered is that all human activity—including what takes place in the experiment — should be seen as socially and culturally situated, and that our focus should be on understanding the resources—mental as well as practical—that people draw on when solving problems.  相似文献   

What Makes a Student Group Successful? Student-Student and Student-Teacher Interaction in a Problem-Based Learning Environment   总被引：1，自引：0，他引：1  

Lindblom-Ylänne  Sari  Pihlajamäki  Heikki  Kotkas  Toomas 《Learning Environments Research》2003,6(1):59-76

This study investigated student-student and teacher-student interaction in a problem-based course and looked at study success in relation to group dynamics and approaches to studying. Data for this study were provided by 31 law students who were enrolled in a course in legal history at the University of Helsinki in February 2001. The students were divided into three small groups that were tutored by one teacher. Both the students and the teacher were interviewed. The interaction between the students and their teacher, and the group dynamics of each subgroup, were observed during the tutor sessions. The results showed that the student groups were very different from each other in terms of study success, group dynamics and communication between the group members. One group achieved significantly higher grades than the other two groups. There was only one clear difference between the three groups. The interviews and observations showed that the students in the best group participated more evenly and actively in the discussions than students in the other two groups.  相似文献   

An idealistic view of teaching: teacher students’ personal practical theories     

Katriina Maaranen  Harri Pitkäniemi  Katariina Stenberg  Liisa Karlsson 《师资教育杂志》2016,42(1):80-92

Personal practical theories (PPTs) are built based on underlying beliefs, experiences, values and conceptions regarding ‘good teaching’. Having a vision of teaching and valuing the work may have a strong effect on one’s sense of identity, resilience and commitment. This study focused on Finnish teacher students’ (N = 84) PPTs constructed during the middle or at the end of their studies, on average during their fourth year of a five-year MA programme. All of the PPTs, written as statements (N = 647), were combined, and a unified conception of the theories was formed using inductive content analysis. The three main categories found were the foundations of good teaching, the teacher and the teacher’s daily work. The analysis of the statements shows that the notions of good teaching are very idealistic: they emphasise abstract ideologies and high standards for the teacher, but also everyday matters of teaching, although also here the ideology of the pupil’s individuality is at the centre. The paper concludes by arguing that it is good to have high aims and values for teaching, although in reality some of them might be difficult to achieve.  相似文献   

The development of children at familial risk for dyslexia: Birth to early school age     

Lyytinen H  Aro M  Eklund K  Erskine J  Guttorm T  Laakso ML  Leppänen PH  Lyytinen P  Poikkeus AM  Torppa M 《Annals of dyslexia》2004,54(2):184-220

Children at risk for familial dyslexia (n = 107) and their controls (n = 93) have been followed from birth to school entry in the Jyvaskyla Longitudinal study of Dyslexia (JLD) on developmental factors linked to reading and dyslexia. At the point of school entry, the majority of the at-risk children displayed decoding ability that fell at least 1 SD below the mean of the control group. Measures of speech processing were the earliest indices to show both group differences in infancy and also significant predictive associations with reading acquisition. A number of measures of language, including phonological and morphological skill collected repeatedly from age three, revealed group differences and predictive correlations. Both the group differences and the predictive associations to later language and reading ability strengthened as a function of increasing age. The predictions, however, tend to be stronger and the spectrum of significant correlations wider in the at-risk group. These results are crucial to early identification and intervention of dyslexia in at-risk children.  相似文献   

Self-esteem as a predictor of future school achievement     

Liisa Keltikangas-Järvinen 《European Journal of Psychology of Education - EJPE》1992,7(2):123-130

Self-esteem as a predictor of future school achievement was studied in 1253 randomly selected adolescents. Self-esteem was assessed with the Coopersmith’s Self-Esteem questionnaire when the students started a Junior or Senior High School. School achievement was measured when they graduated. Self-esteem appeared to be a valid predictor of the future grade average. From the components of self-esteem, general self-esteem and home-parents predicted the future performance while social self correlated slightly negatively with school achievement. A gender based difference was found: in boys the role of self-esteem was similar in all school stages while in girls the self-esteem was more significant in a comprehensive (i.e. compulsory) school and its role decreased in the later, voluntary schooling.  相似文献   

Culture and identity in higher education research   总被引：1，自引：0，他引：1  

Jussi Välimaa 《Higher Education》1998,36(2):119-138

The aim of this article is to develop a cultural approach in higher education studies. It will be argued that the cultural approach is rooted mainly in two different intellectual starting points to analyze academic communities as cultural entities: studies of disciplinary cultures and institutional cultures. Notions of disciplines as cultural entities have been developed in Europe in relation to the two cultures topic and to issues developed in the sociology of knowledge. The institutional studies tradition is, in turn, rooted in the American intellectual tradition, where cultural concerns emerge from institutional level phenomena whether they concern students, faculty or higher education institutions. The article discusses the pros and cons of these traditions in order to find new avenues for future research. It will be argued that academic identity provides a seminal perspective for cultural studies in higher education.  相似文献   

Different,yet similar: factors motivating international degree collaboration in higher education. The case of Finnish-Russian double degree programmes     

Victoria Kompanets  Juha Väätänen 《European Journal of Engineering Education》2019,44(3):379-397

ABSTRACT

The study investigates factors motivating universities to engage in international degree collaboration. The Finnish-Russian university framework is used as the locus for studying international collaboration. The paper employs resource dependency and institutional, stakeholder and market push and pull perspectives in a conceptual model explaining the drivers of international degree collaboration. The research focuses on the interaction of the various factors that motivate partners to seek international degree cooperation, possible sources of conflict, and issues of compatibility and complementarity. In particular, the study compares the roles of different stakeholders and the institutional contexts of Finland and Russia. The motives of the Finnish and Russian universities included in the study were found to be generally compatible, yet different enough to complement each other.  相似文献   

Opportunities for professional learning dialogue generated by cross-phase collaboration in languages between primary and secondary initial teacher education students     

Isabelle Schäfer 《Education 3-13》2018,46(3):291-306

School partnerships to manage transition between primary and secondary settings are well developed. However, studies show that some aspects of transition in Modern Languages leave much to be desired, as mentioned in a recently published report on KS3 provision ([Office for Standards in Education. 2015. “KS3: The Wasted Years?” https://www.gov.uk/government/publications/key-stage-3-the-wasted-years]), even if the importance of a seamless continuum to manage change effectively is clearly emphasised by policy makers and advocated by research. Addressing transition issues entails considering a myriad of parameters. Government policy and ‘good practice’ cannot be implemented without consideration for school characteristics and teachers’ professional circumstances and areas of expertise. The focus of this article lies on uncovering opportunities for professional learning offered by cross-phase collaboration between primary and secondary students on initial teacher training programmes. Students took part in a small-scale project and they were challenged to work collaboratively and to co-plan and co-teach a lesson to primary school pupils. The project investigated outcomes of collaboration for professional learning. Data, both quantitative and qualitative, were collected through questionnaires. Results showed the impact of collaboration on students’ self-awareness and awareness of their colleagues’ areas of developing expertise as well as implications for professional practice.  相似文献