Peer collaboration: the relation of regulatory behaviors to learning with hypermedia     

Fielding I. Winters  Patricia A. Alexander 《Instructional Science》2011,39(4):407-427

Peer collaboration is a pedagogical method currently used to facilitate learning in classrooms. Similarly, computer-learning environments (CLEs) are often used to promote student learning in science classrooms, in particular. However, students often have difficulty utilizing these environments effectively. Does peer collaboration help students learn with these environments? Little research looking closely at face-to-face peer collaboration with computer learning environments exists. Utilizing a social-cognitive theoretical framework, this study investigated the relation between the conceptual-knowledge learning and the collaborative regulatory behaviors of students working with a peer as they studied about the human circulatory system using a hypermedia CLE. Fifty-four high-school students from the East Coast of the United States were audiotaped to identify the collaborative regulatory behaviors they evidenced as they studied. Results revealed significant correlations among students’ proportion of categories of regulatory behaviors and their learning gains (from pretest to posttest). Moreover, qualitative analyses revealed particular behaviors that larger-gain collaborative pairs engaged in to a greater extent than smaller-gain pairs as they learned with the hypermedia environment.  相似文献   

Editorial     

Gideon Arulmani  Anuradha J. Bakshi  Patricia Flederman  A. G. Watts 《International Journal for Educational and Vocational Guidance》2011,11(2):61-64

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The effect of context on student engagement in engineering     

Eann A. Patterson  Patricia B. Campbell  Ilene Busch-Vishniac  Darrell W. Guillaume 《European Journal of Engineering Education》2011,36(3):211-224

The self-belief, motivation, tendency to procrastinate and learning styles of engineering students are discussed. It is proposed that engineering has developed an idiom and a learning approach that favours the dominant client, i.e. men, while simultaneously undermining the self-efficacy and motivation of women. Thematic coherence and teaching within a context that is familiar to students have been shown previously to be effective approaches for engaging students and are extended here to utilise the common experiences of all students to initiate the learning cycle. These approaches are combined with a template for teaching that uses the 5Es (Engage, Explore, Explain, Elaborate and Evaluate) in order to render the fundamentals of engineering more accessible to all students. This methodology can be introduced by individual instructors, who will be rewarded by students who are more engaged, more motivated and more likely to give a higher rating to the instructor and the course.  相似文献   

Spying for the enlightenment     

Fara P 《Endeavour》2011,35(2-3):46-47

According to Enlightenment ideology, knowledge was shared openly in the international Republic of Letters. In reality, the owners of lucrative new technologies were determined to keep their discoveries hidden from industrial spies.  相似文献   

Upward evaluation at the Arizona Health Sciences Library     

Carol L Howe  Patricia A Auflick  Gary Freiburger 《Journal of the Medical Library Association》2011,99(1):91-94

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Acculturation and psychosocial adjustment of Chinese international students: Examining mediation and moderation effects     

Jing Zhang  Patricia Goodson 《Int J Intercult Relat》2011,35(5):614-627

This study examined mechanisms through which acculturation influenced psychosocial adjustment of Chinese international students. Specifically, these mechanisms refer to the mediating and moderating effects of social interaction and social connectedness with host nationals upon the acculturation–adjustment linkages. Chinese international students from four universities in Texas responded to a web-based survey (N = 508). Results from regression analyses showed social connectedness with Americans mediated the links between adherence to the host culture (acculturation dimension) and psychosocial adjustment (i.e., depression and sociocultural adjustment difficulties). Social interaction with Americans moderated the association between adherence to the home culture (acculturation dimension) and depression. We discussed implications for theory and health promotion practice, and presented directions for future research.  相似文献   

An editorial on research and development in and with educational technology     

J. Michael Spector  Tristan E. Johnson  Patricia A. Young 《Educational technology research and development : ETR & D》2014,62(1):1-12

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The Language and Educational Ideologies of Mixteco-Mexican Mothers     

Patricia Velasco 《Journal of Latinos & Education》2014,13(2):85-106

Mixtecos, members of an Indigenous group from Mexico, have settled in large numbers in New York. Their children are found in bilingual classrooms (Spanish–English), but little is known about parent–school interactions. This work describes the educational ideologies that 23 Mixteco mothers shared during 5 focus group interviews distributed across 9 months. The results are presented as structured anecdotes that underline (a) education as a cooperative endeavor between teachers and parents, (b) preference of Spanish over Mixteco as family language, and (c) mothers’ commitment to overcoming their own illiteracy. The educational ideologies of these Mixteco mothers reflect deep commitment to supporting their children's education.  相似文献   

The persuasiveness of persuasive discourse     

Patricia A.  Michelle M.  Christopher T. 《International Journal of Educational Research》2001,35(7-8)

This investigation explored why and how persuasion occurs. Toward this end, we examined the processing of two articles under conditions called for in the persuasion and conceptual change literatures. One unique aspect of the current study was the use of topic-specific measures of beliefs, knowledge (i.e., perceived and demonstrated), and interest. The performance of members of three educational communities (i.e., undergraduates, graduate students, and faculty) was compared, as was the knowledge and interest of more or less persuaded readers. One article argued that there are prenatal similarities among humans and other mammals, while the second presented a favorable view of same-sex marriages. Although both articles produced significant changes in readers’ beliefs, knowledge, and interest, there were performance differences by text, educational community, and persuasion group. Results showed that readers’ perceptions of their knowledge played a more significant role in persuasion outcomes than the knowledge they actually demonstrated. Outcomes suggest the need to look more closely at the relationship between knowledge and interest in subsequent studies of persuasion.  相似文献   

A causal analysis relating previous achievement,attitudes, discourse,and intervention to achievement in biology and chemistry     

C. Thomas Gooding  J. Nathan Swift  Robert E. Schell  Patricia R. Swift  James H. McCroskery 《科学教学研究杂志》1990,27(8):789-801

This study described the relationship of 38 variates to achievement in high school biology and chemistry classes. Forty-four teachers prepared audio tape recordings of discussions throughout a nine-month period. Equal-sized groups received treatment consisting of wait time feedback and/or supportive intervention, a form of peer coaching. Other variables were initial measures, which included the variates of class size and previous science grade, pre- and posttest scores on student attitudes and perceptions, and prediscourse and discourse analyses, which included the variates of wait times, actions, and response durations. While previous research has shown that wait time feedback and supportive intervention are effective means of changing teacher behavior, the results of the present study revealed that previous student achievement and the attitudes of students accounted for 70% of the variation in the final examination scores (New York State Regents) on the basis of only the first three weeks of data collection on the variables assessed. Generally, little emphasis on higher-level thinking, wait time, or problem solving was found at the beginning of the school year, and only minimal changes resulted from the application of the treatment variables. Pressures for content coverage and preparation for externally imposed statewide examinations that emphasize memory-level learning augured against the changes that the independent variables were designed to produce.  相似文献