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51.
Learning from direct instruction can be enhanced by preparatory invention tasks: students invent an index that allows to differentiate a set of cases regarding important aspects (self-regulated). However, contradictory results have been found. As self-regulated activities often need practice, we tested whether the contradictory findings persist when students can practice inventing. We randomly assigned 99 eighth-grade students to two conditions (independent variable): they either invented twice (self-regulated; n = 49) or worked through worked solutions of the two tasks (guided; n = 50) before learning about ratios in physics from a lecture. Extraneous load, deep-structure recall, knowledge-gap perception, and self-efficacy were potential mediators. Transfer was the dependent measure. Guidance led to less extraneous load. However, self-regulation led to higher transfer because the students devoted more attention to the deep structure of the preparation tasks. Our findings suggest that—given some practice—self-regulated outperforms guided preparation for learning from direct instruction. 相似文献
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53.
Natalie Barker-Ruchti Roslyn Kerr Astrid Schubring Georgia Cervin Myrian Nunomura 《Quest (Human Kinetics)》2017,69(3):348-365
Women’s artistic gymnastics is commonly understood to require early entrance and intense training during childhood. Most gymnasts retire before reaching adulthood. In recent years, the gymnast population at the highest level has “aged.” In this article, we adopt a socio-pedagogical perspective to explore the training contexts, pubertal development, and associated learning 10 older elite gymnasts reported. We develop a cultural perspective of gymnast development and show that transitioning through puberty allowed the gymnasts to extend their careers. Support from their coaches and parents, self-reflective time, and genetic predispositions facilitated the transitioning. Through this, gymnasts gained control over self, body, relationships, and performance. In conclusion, we provide implications for gymnast development practice. 相似文献
54.
The education for sustainability (EfS) literature espouses participatory, praxis-orientated, place-based and holistic approaches to teaching and learning. The introduction of a first-year EfS unit for pre-service teachers at James Cook University provided an opportunity to explore their attitudes toward EfS and their perceptions of the relevant aspects of the unit to their learning. In this mixed-methods study, pre-service teachers (N = 100) completed a Likert-style survey at the beginning and end of the unit that examined their attitudes toward EfS. Three pre-service teachers were also interviewed to explore further their perceptions and experiences, one semester after completing the unit. Significant improvements were found in pre-service teachers’ EfS self-efficacy, and familiarity with and interest in sustainability issues. Participants also perceived EfS to be relevant to their learning, particularly the praxis-orientated pedagogies in which they engaged, as they believed it developed their knowledge, skills and confidence to teach sustainability in schools. For one pre-service teacher, her experiences of EfS during her practicum enhanced its relevance, as she was able to link theory and practice. The implications of these findings for both teacher education and pedagogical practice for EfS in higher education are also discussed. 相似文献
55.
Sugata Sumida 《Globalisation, Societies & Education》2017,15(4):381-396
A number of papers have focused on UN policy formulation processes, but little is known about how particular issues come to policy-makers’ attention in the first place. This very early stage of policy formulation, called agenda setting, remains under-researched and more so in multilateral contexts. Applying Kingdon’s multiple streams model to the example of the Decade of Education for Sustainable Development (DESD), this study analyses the trajectory of the policy from being just an idea to the point of being placed on the UN agenda. This paper goes on to argue that there are three conditions that supported the successful trajectory of DESD: a funding-backed policy entrepreneur, policy oligopoly, and a highly predictable policy window. Its theoretical contribution is to fill the gap between current studies and theories by presenting an analysis of one policy in a multilateral context. 相似文献
56.
This paper offers a new characterisation of young children’s (2–8 years) reading for pleasure (RfP) with digital books. This characterisation is rooted in a re-contextualisation of Anna Craft’s conceptualisation of twenty-first century childhoods in Creativity and education futures (Stoke on Trent, Trentham, 2011) and a review of the literature concerning young children’s RfP with digital books. The paper develops Craft’s (2011) work by considering the ways in which digital books can resource the ‘4Ps of digital childhood’ in reading for pleasure. Six facets of reader engagement, nested within Craft’s (2011) 4Ps, are presented: affective, creative, interactive, shared, sustained and personalised reading engagements. It is argued that this characterisation of young children’s reading engagements can enrich our understanding of the affordances of digital books in relation to RfP in the twenty-first century. The paper thus offers an important new contribution, going beyond established work in the field, which typically explores digital books in relation to children’s learning, product design or developmental outcomes. 相似文献
57.
朱锦晶 《湖州职业技术学院学报》2005,3(4):87-89
在计算机及网络硬件飞速发展的今天,信息技术教育的条件不断成熟。而CAI课件只有与建构主义相结合时,才能构造出符合学生心理的教学环境,调动学生学习的积极性,提高教学质量和教学水平。在建构主义学习理论的指导下,设计并实现高职英语听力多媒体CAI课件的开发。 相似文献
58.
论行政执法工具的规范化 总被引:1,自引:0,他引:1
关保英 《华东师范大学学报(哲学社会科学版)》2001,33(5):211-217
行政执行工具的规范化包括行政执法工具名称的规范化、行政执法工具类别的规范化、行政执法工具使用环节的规范化、行政执法工具承受对象的规范化。对行政执法工具的限制是我国行政法治不可缺少的一个环节,然而,我国现行行政立法在规范行政权时疏于对行政执法工具的规范,致行政执法工具规则要么就事论事、要么内容无序、要么操作性弱等。为此,必须加强行政执法工具的法律控制,使行政执法工具的使用制度化、行政执法工具与行政主体的职权对应化、行政执法工具的运用程序化、行政执法工具的不当使用责任化。 相似文献
59.
60.
Kristina M. Cragg 《Research in higher education》2009,50(4):394-413
The purpose of this study is to identify student and institutional characteristics that influence the probability for graduation.
The study delves further into the probability for graduation by examining how far the student deviates from the institutional
mean with respect to academics and affordability; this concept is referred to as the “match.” The validity of the matching
model is tested using a multivariate analysis with select variables from the Beginning Postsecondary Study: 1996/2001 (BPS:96/01)
and the Integrated Postsecondary Education Data System (IPEDS). Traditional multivariate models examine the importance of
both student and institutional characteristics but assume the two are independent of one another. This study is different
in that it uses the matching model to examine the relationship between student and institutional characteristics. The results
are compared to more frequently used models and show that the relationship between students and their institutions plays an
important role in understanding the probability for graduation.
相似文献
Kristina M. CraggEmail: |