Using iPad tablets for self‐modeling with preschoolers: Videos versus photos          下载免费PDF全文

Dacia M. McCoy  Julie Q. Morrison  Dave W. Barnett  Hilary D. Kalra  Lauren K. Donovan 《Psychology in the schools》2017,54(8):821-836

As technology becomes more accessible and acceptable in the preschool setting, teachers need effective strategies of incorporating it to address challenging behaviors. A nonconcurrent delayed multiple baseline design in combination with an alternating treatment design was utilized to investigate the effects of using iPad tablets to display video self‐modeling and activity photos for three preschoolers during circle time. During baseline, all three children demonstrated low levels of engagement and high levels of off‐task behavior compared to peers. The intervention phase consisted of alternating between showing the child the self‐video and photos prior to circle time. A child preference phase was conducted whereby each child self‐selected the video or photo prior to circle time. For all three children both videos and photos led to increased engagement and decreased off‐task behaviors. During the child preference phase, all three children selected the video most frequently. Social validity data demonstrated teacher and child preference for the video self‐modeling condition.  相似文献   

A collaborative assessment of students’ placement learning     

Susan Cooper 《Assessment & Evaluation in Higher Education》2017,42(1):61-76

The research informing this paper set out to investigate the qualitative experiences of students, supervisors and tutors involved in a summative collaborative assessment of placement learning on an undergraduate professional qualifying programme in the UK. Analysis of data gathered through semi-structured interviews provides valuable insights into its use. In particular, engagement in a collaborative assessment brings a degree of exposure for all concerned. Participants need to feel ‘able’ to participate, and ability to participate is linked to notions of agency and autonomy. Collaborative assessment design needs to acknowledge power relations and include strategies to reduce imbalances. The importance of recognising and working with the complexities of assessment should not be underestimated. Criterion referencing offers a guide to support consistency but can also falsely present assessment as mechanistic and instrumental. The research shows that it is in the ‘doing’ of assessment that a ‘shared language’ is developed. It demonstrates the value of active student engagement in assessment in relation to the construction and use of theory, developing reflective practice and assessment literacy. The collaborative assessment provides students with the opportunity to experience a ‘performance of understanding’ in a community of practice that, whilst pressured, reflects ‘real’ professional life.  相似文献   

Engineering students’ experiences of interactive teaching in calculus     

Maria Weurlander  Mikael Cronhjort  Lars Filipsson 《高等教育研究与发展》2017,36(4):852-865

This study reports on an educational development initiative where peer instruction was used instead of traditional lectures in a calculus course for first-year engineering students. The aim of the study was to explore students’ experiences of this method. Data were collected by means of an open-ended questionnaire on two occasions: early and late in the course. The data were analyzed with an inductive content analysis. The findings comprise three qualitatively different ways to experience the interactive teaching method in calculus: (1) enthusiasm, (2) nuanced skepticism and (3) aversion. The categories differed regarding emotional reactions to the teaching, experiences of learning, conceptions of teaching and learning, and experiences of meaningfulness. Many students expressed enthusiasm for learning with peer instruction and noted that the method gave both teachers and students feedback on what students have difficulties with. These students perceived that they were responsible for their own learning. Other students experienced that peer instruction had some advantages and disadvantages, and preferred a mix between traditional lectures and peer instruction sessions. They seemed to believe that teachers and students share responsibility for learning. Some students expressed an aversion for peer instruction and the method seemed to challenge their beliefs of how teaching and learning is best conducted. Our study illustrates that educational development initiatives, even though based on research on student learning, do not benefit all students. One of the major obstacles seems to be that students’ underlying beliefs regarding teaching and learning may be counterproductive to the ideas behind the educational initiative. We suggest that beliefs regarding teaching and learning need to be addressed when introducing new teaching and learning methods.  相似文献   

You can’t ignore us: what role does family play in student engagement and alienation in a Ghanaian university?     

Samuel Asare  Helen Nicholson  Sarah Stein 《Journal of Higher Education Policy & Management》2017,39(6):593-606

Much of the existing literature on student engagement focuses on what happens within the higher education environment or what the institution has direct control over, restricting understanding of how issues outside of the institution affect engagement. This paper argues that efforts to improve student engagement should be broadened to incorporate issues relating to the family. It employed a case study design in order to develop a broad and more in-depth understanding of how family influences the amount of time and effort students invest in their learning in a large public university in Ghana. It was established that engagement is influenced by family expectation, financial and social support, as well as monitoring of students’ academic performance. The unique contribution of the study is that it broadens current understandings of engagement because it adds an aspect that has not been highlighted in current work on engagement, making a case for institutions to work more with families to get a broader understanding of challenges students face in order to provide comprehensive support.  相似文献   

Civic rhythms in an informal,media-rich learning program     

Ty Hollett  Christian Ehret 《Learning, Media and Technology》2017,42(4):483-499

Increasingly, adult mentors in informal, media-rich settings, like libraries and museums, seek to integrate both learning and civic engagement opportunities for youth into designed programming. This article illustrates how youth open and sustain opportunities for civic engagement over the course of a six-month, youth-driven program – Metro: Building Blocks (MBB) – housed within a digital media learning lab in an urban public library. Analysis develops the concept of civic rhythms as a means to feel out the social and affective contours of civic engagement that emerge in MBB. To better understand the civic rhythms of MBB, analysis focuses specifically on three rhythmic elements: pulsation, reciprocation, and oscillation. The article concludes suggesting that future research develop principles for designing-in-time that assist researchers and mentors in attuning to the youth-driven rhythms that sustain informal, media-rich programs.  相似文献   

Contexts of reading instruction: Implications for literacy skills and kindergarteners’ behavioral engagement     

Claire Cameron Ponitz  Sara E. Rimm-Kaufman 《Early childhood research quarterly》2011,26(2):157

This observational study examined kindergarteners’ (n = 170) exposure to literacy instruction in their classrooms (n = 36), child-by-instruction interactions, and behavioral engagement in relation to literacy skills. Time spent in four instructional contexts was coded according to who managed children's attention (teacher-managed, TM or child-managed, CM), and the content focus (basic skills such as teaching letters and their sounds, or meaning-focused such as discussing a book); children's behavioral engagement and off-task behavior were also coded live five times over the year. Word-reading and phonological awareness skills were assessed in fall and spring. Hierarchical Linear Modeling results indicated that kindergarteners with lower initial skills gained more in word-reading, but not phonological awareness, when they were exposed to relatively more time in TM basic skills instruction. In contrast, more time in CM meaning-focused instruction did not interact with initial skills to predict either outcome. Engagement analyses indicated that students were more likely to be off-task in CM than in TM contexts. Children who spent more time off-task during TM contexts had lower spring scores on both outcomes. Discussion explores the implications of this work for both literacy learning and behavioral engagement in the transition year of kindergarten.  相似文献   

Patterns and predictors of father-infant engagement across race/ethnic groups   总被引：1，自引：0，他引：1  

Cabrera NJ  Hofferth SL  Chae S 《Early childhood research quarterly》2011,26(3):365-375

This study examines whether levels of father engagement (e.g., verbal stimulation, caregiving, and physical play) vary by race/ethnicity using a model that controls for fathers' human capital, mental health, and family relationships. It also tests whether the models work similarly across race/ethnic groups. Its sample of N=5,089 infants and their families is drawn from the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B). We found that, after including controls, African American and Latino fathers had higher levels of engagement in caregiving and physical play activities than White fathers. There were no differences in verbal stimulation activities across race/ethnicity. Fathers' education (college level) predicted more verbally stimulating activities whereas fathers' report of couple conflict predicted less caregiving and physical play. Although levels of engagement differed across the groups, the overall models did not differ by race/ethnicity, except for physical play. African American mothers who reported high levels of depressive symptoms had partners who engaged in more physical play than White mothers with high levels of depressive symptoms.  相似文献   

The academic engagement of White and ethnic minority students in distance education   总被引：1，自引：0，他引：1  

John T.E. Richardson 《教育心理学》2011,31(2):123-139

At UK institutions of higher education, the academic attainment of White students tends to be higher than that of students from other ethnic groups. A postal survey of Open University students found very little difference in academic engagement in those from different ethnic groups. The differences in pass rates and course grades remained statistically significant even when any effects of differences in academic engagement had been controlled. This is consistent with previous findings that quantitative variations in the attainment of students from different ethnic groups are not reflected in concomitant qualitative variations in their experience of higher education. The explanation for the attainment gap in ethnic minority students must be sought elsewhere than in the nature of their experience of higher education.  相似文献   

Understanding complex ecologies: an investigation of student experiences in adventure learning programs     

Suzan Koseoglu  Aaron Doering 《Distance Education》2011,32(3):339-355

The GoNorth! Adventure Learning (AL) Series delivered educational programs about global climate change and sustainability from 2006 to 2010 via a hybrid-learning environment that included a curriculum designed with activities that worked in conjunction with the travels of Team GoNorth! as they dog sledded throughout the circumpolar Arctic. This study addresses a gap in the AL literature by identifying factors that lead to high levels of student engagement and reveals strategies for instructional designers and educators on how to design emotionally engaging online learning environments. A mixed methods study was conducted to explore patterns of learner engagement in relation to two AL programs: GoNorth! Fennoscandia 2008 and GoNorth! Nunavut 2009. Survey data were drawn from a total of 101 students in 2008 and 2009.  相似文献   

专业技术职称评聘研究   总被引：3，自引：0，他引：3  

杨丽  许成锋 《科技管理研究》2011,31(2)

在高校人事制度改革中,职称评聘工作是一个异常敏感的问题.利用系统分析与系统评价的理念,运用比较成熟的层次分析法建立综合评判的指标体系,最终给每个参加评聘者一个公平的综合评判结果.这不仅是高校深化改革、完善用人机制的需要,也是高等教育管理理论与实践发展的需要.  相似文献