Instructors’ technology experience and iPad delivered intervention implementation: a mixed methods replication study     

Lina Shanley  Mari Strand Cary  Ben Clarke  Meg A. Guerreiro  Michael Thier 《Educational technology research and development : ETR & D》2017,65(4):815-830

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Neither Too Sweet nor Too Sour: Problem Peers, Maternal Control, and Problem Behavior in African American Adolescents   总被引：5，自引：0，他引：5  

Craig A. Mason  Ana Mari Cauce  Nancy Gonzales  Yumi Hiraga 《Child development》1996,67(5):2115-2130

This study examined whether maternal control protects African American adolescents from the negative influence of problem peers. Two forms of control were examined, behavioral control and psychological control. It was hypothesized that there would be a curvilinear relation between control and adolescent problem behavior, with the strength of the relationship and the amount of control optimal for adolescent development varying by the level of peer problem behavior. In general, data supported this model, particularly in regard to behavioral control, where the predicted curvilinear interaction occurred even after controlling for initial levels of problem behavior. The predicted curvilinear interaction between psychological control and peer problem behavior was statistically significant if initial levels of problem behavior were not controlled for but was not significant after controlling for initial problem behavior. These findings suggest that high-quality parenting can play a modest but critical role in the face of environmental adversity.  相似文献   

Students’ Learning Performance and Transitions in Different Learning Pathways to Higher Vocational Education     

Harm?BiemansEmail authorView author&#;s OrcID profile  Hans?Mari?n  Erik?Fleur  Hilde?Tobi  Loek?Nieuwenhuis  Piety?Runhaar 《Vocations and Learning》2016,9(3):315-332

To improve students’ transitions between successive educational levels, continuing learning pathways are being designed and implemented in many countries. This study was carried out to examine the effects of the Green Lycea (GL) as critical cases of continuing learning pathways in vocational education in The Netherlands. The GL were compared with a traditional pathway (pre-vocational secondary education and secondary vocational education offered as separate programmes) in terms of students’ learning performance and transitions. GL students and comparable students following the regular pathway yielded the same mean final exam scores for four core subjects in the first phase of their educational programmes, despite the fact that GL students took this exam one year earlier than regular students because of the acceleration of the learning trajectory in the GL programme. Regarding the students’ transitions, the GL and the traditional pathway yielded comparable percentages of students who either did or did not obtain a pre-vocational secondary education diploma; For the GL, however, the percentage of students who proceeded in secondary vocational education was higher. To conclude, it seems to be possible to improve students’ transitions between successive educational levels (with their learning performance being an important precondition) through continuing learning pathways such as the GL. In this regard, GL design characteristics as described and examined in this study can be valuable ingredients for continuing learning pathways internationally as well.  相似文献   

Developmental Improvements and Persisting Difficulties in Children’s Metacognitive Monitoring and Control Skills: Cross-Sectional and Longitudinal Perspectives     

Natalie S. Bayard  Mariëtte H. van Loon  Martina Steiner  Claudia M. Roebers 《Child development》2021,92(3):1118-1136

This study investigated age-dependent improvements of monitoring and control in 7/8- and 9/10-year-old children. We addressed prospective (judgments of learning and restudy selections) and retrospective metacognitive skills (confidence judgments and withdrawal of answers). Children (N = 305) completed a paired-associate learning task twice, with a 1-year delay. Results revealed improvements in retrospective, but not in prospective monitoring and control. Furthermore, control remained suboptimal, seemingly a consequence of overoptimistic monitoring. Both age groups showed stronger monitoring-based control at the second compared to the first assessment. The comparison with a cross-sectional sample (N = 144) revealed that improvements in retrospective monitoring can be mainly attributed to naturally occurring development, whereas retrospective control seemed to improve due to increased task familiarity.  相似文献   

University students’ understanding of the concepts empirical,theoretical, qualitative and quantitative research     

Mari Murtonen 《Teaching in Higher Education》2013,18(7):684-698

University research education in many disciplines is frequently confronted by problems with students’ weak level of understanding of research concepts. A mind map technique was used to investigate how students understand central methodological concepts of empirical, theoretical, qualitative and quantitative. The main hypothesis was that some students have a confused conception of empirical. The mind maps revealed that in the beginning of the course, 75% of the students hold a problematic conception of research, and after the half year course, still half of the participated students had problems with expressing a scientifically sound conception of research. In addition to general undevelopedness of the maps, a severe confused conception of drawing a link from empirical to qualitative or quantitative, but not to both, was found. This finding indicates that some students have problems with understanding the very basic and central concept of empirical.  相似文献   

Relations Between Teachers' Professional and Religious Orientations and Their Behavior During Morally Critical Incidents     

Klaas van Veen  Mariëlle Theunissen  Peter Sleegers  Theo Bergen  Cees Klaassen  Chris Hermans 《Educational Research and Evaluation》2013,19(1):51-74

The focus of this study is on how teachers' professional and religious orientations relate to their reaction intentions when confronted with morally critical incidents. The context of the study is the increasing importance of the moral task of teachers which is complex in current secularized and individualized Western society. The main assumption is that both professional and religious orientations constitute a possible source for understanding differences in teachers' behavior during such incidents. The results suggest that both orientations indeed play a role. This result is notable with regard to the religious orientations because of the absence of this variable in current research.  相似文献   

Influence of siblings on out‐of‐school reading practices     

Matthew Knoester  Mari Plikuhn 《Journal of Research in Reading》2016,39(4):469-485

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Developing policy instruments for education in the EU: the European Qualifications Framework for lifelong learning     

Mari Elken 《International Journal of Lifelong Education》2013,32(6):710-726

The European Qualifications Framework (EQF) for lifelong learning has been characterized as a policy instrument with a number of contested ideas, raising questions about the process through which such instruments are developed at European level. The introduction of the EQF is in this article examined through variations of neo-institutional theory: historical contingency perspective, rational perspective, normative perspective and a process of chance. The EQF is examined as a case, using documents and expert interviews as empirical sources. The article highlights the complex interplay between various historical processes that enabled the introduction of the EQF and how problems and solutions can drive the process forward in a dialectic manner. Furthermore, while the impact of the EQF on national level remains to be seen at this point, the analysis uncovers increased space for introducing new instruments on EU level.  相似文献   

Constructing relational space in early childhood education     

Mari Vuorisalo  Niina Rutanen  Raija Raittila 《Early Years: An International Journal of Research and Development》2015,35(1):67-79

This paper examines early childhood education (ECE) by applying and developing relational-spatial perspectives on everyday life in educational institutions for young children. The aim is to investigate the dynamic process of construction of space and to illustrate with selected empirical episodes how this process occurs in ECE. Drawing on authors such as Soja and Bourdieu, the starting point for the analysis is that space is socially produced in everyday interactions in a process that intertwines the physical environment and concrete objects, personal interpretations of physical and cultural space, and cultural and collective views about space in ECE. We illustrate this process with ethnographic data from two day care centers. The analysis shows how children and educators engage in the process of constructing space from diverse positions and how the institutional context is embedded within this process.  相似文献   

Storytelling, Relevance and the Bilingual Child     

Mari Boyle 《English in Education》1998,32(2):15-23

Stories are used considerably in early years education to develop various aspects of both language and conceptual learning. What follows is an analysis of how one storytelling experience in a Y1 classroom for pupils aged 5–6 provided a whole range of opportunities for developing relevant and meaningful learning, particularly for bilingual learners. The power of the story-telling experience lies in the fact that the story itself becomes the focus, rather than its use as a tool to develop reading skills or new concepts.  相似文献