Search results for: Learning
Page 3/4 34 items
Understanding Teacher Learning in Secondary Education: The Relations of Teacher Activities to Changed Beliefs about Teaching and Learning
In this study, relations between learning activities of teachers and changes in their beliefs were examined. Thirty-four teachers in Dutch secondary education were asked to complete a questionnaire regarding their beliefs about teaching and learning on two occasions. They were also asked to report on learning activities that they undertook.
Updated: Jan. 07, 2009
Student motivation typically has been studied as it relates to extrinsic (e.g., reinforcement) and intrinsic (e.g., choice) sources of influence. The observation of Grades 3–5 classrooms engaged in Comprehensive School Reform (CSR), however, unexpectedly indicated that opportunities for both rewards and choice were scarce. This study sought to better understand what might influence student motivation in these settings.The central theme to emerge from the participant observation study was the key role of opportunity in students’ learning motivation and motivation to learn.
Updated: Dec. 22, 2008
A rich literature discusses various types of small-group learning formats and how those formats affect achievement. Few studies, however, have examined students’ perceptions of small-group learning experiences. This work extends the small-group literature by studying stories written in response to a picture of children in a small group by students who attend Comprehensive School Reform (CSR) schools about learning in small groups.Results suggest that students in these CSR schools held positive beliefs about their small-group learning experiences.
Updated: Dec. 22, 2008
Blended Learning For Professional Development: An Evaluation Of A Program For Middle School Mathematics And Science Teachers
Improving the subject matter knowledge and pedagogical skills of teachers of mathematics and science is a key priority for many jurisdictions.In this study, the authors examine two one-year professional development programs for middle-school mathematics and science/technology teachers that employed blended learning.The results indicate that the program appeared to influence positively teacher attitudes and content knowledge in certain curricular areas and motivated many to transform their classroom practice to varying degrees.
Updated: Dec. 15, 2008
Identifying and Promoting Self-regulated Learning in Higher Education: Roles and Responsibilities of Student Tutors
The article reports on a case-study of learning and academic achievement in engineering education. Orals exams were used, interviews were conducted, and patterns of learning strategies were learned. Self-monitoring were utilized by successful students.The research literature, however, suggests that merely teaching self-monitoring skills does not necessarily make a difference
Updated: Nov. 18, 2008
This study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school.Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms within the same school. Results of the study revealed that in the hands of well prepared teachers, laptops enabled disadvantaged students to engage in powerful learning experiences.Results of the study have implications for policy makers, researchers, and practitioners, especially those interested in bridging the digital divide in education.
Updated: Nov. 02, 2008
Good teaching depends more on connectedness than on technique. The author lays out a constructivist teaching and learning model, he explores some potential limitations facing constructivism, and he examines a specific example from an English methods course that represents an attempt to integrate the virtues of Palmer's approach with those of constructivism.
Updated: Oct. 29, 2008
Student response system (SRS) technology is one of many tools available to help instructors create a rich and productive learning environment. The authors describe a study designed to measure the effect of an SRS on student interest and retention. Two sections of an undergraduate management class participated in this study. Section 1 served as a control group by participating in a typical class without SRS; section 2 used SRS throughout the semester to facilitate active learning. Results indicate that although the classes were comparable at the onset of the semester, those students who used the SRS as an integral part of the classroom reported greater interest in the class and higher expectations of success, performed better on a midterm exam, and more importantly, performed better on a knowledge-retention test administered at the end of the semester. The authors argue that SRS technology can have beneficial outcomes for student performance and knowledge retention.
Updated: Oct. 27, 2008
This article discusses the issues and implications of high stakes tests on English language learners (ELLs).In this case, academic achievement tests are analyzed relative to their norming samples and validity to determine their usefulness to ELLs. Also, commonly used language proficiency tests are examined relative to definitions of proficiency, technical quality, alignment with criteria for language classification and reclassification, and their academic predictive validity. The author provides recommendations for addressing the issues related to high stakes tests and ELLs.
Updated: Oct. 27, 2008
Learning by Design: creating pedagogical frameworks for knowledge building in the twenty-first century
In this paper, the use of ICT for documenting and publishing teacher designs for learning form the basis of our work with teachers. The learning activities that they created for their students incorporated the use of ICT in dynamic ways since these are the resources that form the basis of their actions and problem solving in their daily lives.
Updated: Aug. 27, 2008