Search results for: Learner engagement
Page 2/3 24 items
The purpose of this study was to assess the impact of in-class review methods on student learning outcomes in a course preparing pre-service teachers for the Texas Pedagogy and Professional Responsibilities teacher certification exam. The results reaveled that while the use of clickers in pre-service teacher education programs may contribute to in-class student engagement, the benefit from the use of clickers does not extend to better student learning gains when compared to a traditional review method.
Updated: May. 13, 2013
An Alternative Research and Science Teacher Preparation Agenda for Urban Science Education: An Insider’s Call for a Focus on Success
There are some small urban high schools that have high levels of student engagement in science. Those schools who have created these effective environments for science show that it is only in the whole school context in which these effective science classrooms exist and the matrix of interactions organized by the teachers outside the science classroom that leads to this success.
Updated: Mar. 24, 2013
Student Response Systems in the College Classroom: An Investigation of Short-term, Intermediate, and Long-term Recall of Facts
The author investigated the effects of student response system (SRS) use during lecture-style instruction on short-term, intermediate, and long-term retention of facts in an undergraduate teacher preparation course. Findings regarding short-term recall were mixed, while performance on quiz questions testing intermediate and long-term recall were significantly improved with use of the SRS.
Updated: Feb. 27, 2013
Exploratory Learning with Geodromo: Design of Emotional and Cognitive Factors Within an Educational Cross-Media Experience
This article presents Geodromo, which was designed to be an innovative prototype of an educational multimedia infrastructure. The main goal was to provide young students and general public with knowledge of important concepts in several domains—including geology, climate, biology, and archeology—related to the specific context of the Natural Park of Aire and Candeeiros Mountain Range located in the center of Portugal.
Updated: Aug. 08, 2012
This study examined a range of specific features that presumably influence the effectiveness of computer-assisted statistics instruction, such as the level of learner engagement, learner control, and the nature of feedback. The authors’ analyses revealed three statistically significant findings: larger effects were reported in studies in which treatment groups received more instructional time than control groups, in studies that recruited graduate students as participants, and in studies employing an embedded assessment.
Updated: Apr. 22, 2012
Capturing Unique Dimensions of Youth Organized Activity Involvement: Theoretical and Methodological Considerations
This paper investigates the complexities of assessing involvement and focuses specifically on the following organized activity dimensions: (a) breadth, (b) intensity, (c) duration/consistency, and (d) engagement. A conceptual model is presented to describe issues that are important to consider when assessing various dimensions of organized activity involvement in future research.
Updated: Mar. 14, 2012
This article proposes a distinction between student engagement in schooling and engagement in learning based on literature and empirical results. Data from a phenomenographic study of 20 Australian teachers were analysed to show how teacher thinking related to this distinction.
Updated: Nov. 30, 2011
The goal of this study was to identify high school teachers who were perceived by their students as creating classroom contexts that were particularly supportive of students’ motivation and learning, and to describe their practice. The participants were 2,864 students in Grades 9–12 from three high schools and 4 of their teachers. Analysis of the field notes suggested a model that consists of three core themes: supporting understanding, building and maintaining rapport, and managing the classroom. Within this framework, a number of the teacher practices described served more than one of these three functions, and some, such as teacher movement and the use of varied participation structures, served all three.
Updated: Oct. 24, 2011
The Situated Dynamics of Purposes of Engagement and Self-Regulation Strategies: A Mixed-Methods Case Study of Writing
This study proposes that motivation and self-regulation strategies are integrated in purpose-strategies action orientations, which are constructed through a situated and dynamic meaning-making process. The study presents a case analysis of one Israeli ninth-grade female student who engaged in a writing task. The findings suggest that the situated purpose of engagement should be an integral element in conceptions of self-regulation.
Updated: Oct. 23, 2011
Examining Authentic Intellectual Work with a Historical Digital Documentary Inquiry Project in A Mandated State Testing Environment
In this case study, the authors examine whether student construction of digital documentaries on curriculum-based topics may offer potential to both support students’ acquisition of content knowledge and their engagement in authentic intellectual work. To explore this potential, the authors document two teachers’ efforts to engage their students in a 5-day digital documentary project to challenge their students to more fully understand Irish immigration in the early 19th century. In the end, the authors were encouraged that digital documentaries provided opportunities for students to engage in authentic intellectual work in the context of this standards-based curriculum.
Updated: Sep. 04, 2011