ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01037.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Research into student learning has been based on two main theoretical sources: information processing (IP), and contextually based work on students' approaches to learning (SAL). The cross‐fertilisation has been valuable, but it has led to ambiguities and misunderstandings, evident in the recent literature, about constructs, methodology, and of particular concern here, the development and interpretation of inventories of learning/study processes. The basic issue revolves around a conception of student learning as taking place within‐the‐student, as IP models appear to assume, or within‐the‐teaching/learning‐context, as the SAL tradition emphasises. It is suggested that student learning is best construed within a teaching/learning context that functions as an ‘open system’, a model that brings some clarity to the use and interpretation of study process inventories, and that locates their value in yielding functionally useful data to researchers, teachers, and s

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01038.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

It is now well established that students can hold differing, but readily identifiable, conceptions of learning. This study attempted to discover whether parallel conceptions of teaching can be identified and, if so, whether they are related to student learning outcomes. Initial investigation was through semi‐structured interviews with lecturers at a polytechnic. Constructs identified from the interview transcript were transformed into scales for a questionnaire. Different sets of polytechnic lecturers responded to trial and final versions of the questionnaire. Analysis of the final version of the questionnaire identified two main orientations to teaching — learning facilitation and knowledge transmission — made up of five and four subscales respectively. Mean scores for the two orientations were then computed for 16 departments in two institutions. The departmental scores were found to correlate with data on student learning from longitudinal surveys employing repeated applications of the Study Process Questionnaire. Departments with high scores on knowledge transmission discouraged students from adopting a deep approach to study. Departments in which learning facilitation predominated seemed less likely to induce surface appro

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01039.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

In this article it is pointed out that there exists a methodological contradiction in most research on cognition and cognitive processes, which makes such research invalid in the strongest meaning of the term. When the aim is to study cognitive processes very often the researcher uses attributes of the learning material to be the standard or the template against which any outcome of the subjects can be analysed and made the ground for inferences about cognition and cognitive processes. This way of doing research is considered to be based on false theoretical assumptions and also proven invalid by a number of empirical studies. It is suggested in the article that the researcher must distinguish between an educational and a cognitive perspective and avoid mixing them in order to carry out successfully research on cognitive processes.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01040.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

This paper contributes to a growing body of research on the study of classroom learning and instruction in specific subject matter areas. It addresses the broad issue of the nature of and occasions for instructional explanations in history. Based on a study that traced the classroom instruction of one exemplary US history teacher for an entire semester, the paper presents a typology of instructional explanations in this discipline. Analysis of the lessons shows how the teacher uses each type of instructional explanation and how students acquire competence in constructing their own explanations as the year progresses.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01041.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Five student types—leaders, teachers' pets, academically best students, flatterers, and rejected students—were identified through sociometric consensus of their peers in 70 fifth‐grade classrooms, and their seating locations were investigated. Separate, conventional analyses for eachdiscrete typeyielded almost no systematic seating locations. Analyses ofpure types— controlling for inter‐type overlap — yielded significant effects, showing that pure teachers' pets and flatterers were seated closer to the teacher; that high and moderate consensus academically best students and moderate consensus leaders were seated in the back; and that rejected students were seated on the sides of the classroom. Analyses ofmixed typesindicated that leadership position and academic excellence prevailed over the teachers' pet dimension in influencing seating location. An independent sample of teachers showed accuracy in projecting the seating locations of the five types. This study highlighted a situation where different methods of legitimate data analysis yielded different results. The discussion focused also on the uses of typologies and cognitive sociometry in education

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01042.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

In this within‐subjects design field experiment children's behaviour in the playground was charted as a function of gender and time in the classroom immediately preceding playtime. Playground behaviour was also related to post‐recess classroom behaviour. Twenty‐three 9‐year‐old children were observed for 14 weeks. Classroom behaviour (i.e., task relevant behaviour on standardised seat work immediately before and after playtime) and playground behaviour (i.e., social and non‐social exercise and sedentary behaviour) were observed. Time in classroom before playtime was manipulated so that there was a shorter and a longer confinement period. Results indicated that children were less attentive to seat work as a function of time and that longer confinement resulted in more exercise for boys and more social sedentary behaviour for girls. Social behaviour at playtime and post‐playtime attention to seat work were significantly related. Results are discussed in terms of N

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01043.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

The purpose of this study was to examine the effects of co‐operative and individualised Logo environments on creativity and interpersonal relationships regarding academic recognition and social acceptance. Participants were 83 students who studied in three eighth grade classrooms: one was exposed to a co‐operative Logo environment (N=30), the other to an individualised Logo environment (N=24), and the third served as a non‐treatment control group (N=29). Results showed that students in the cooperative Logo environment outperformed their counterparts in the other two groups on certain measures of creativity (figurative‐originality, verbal‐flexibility, and verbal‐originality). In addition, the co‐operative Logo group developed more positive interpersonal relationships than the students in the other two settings. The results are discussed from three perspectives: the social‐cognitive approach emphasising the roles of co‐operation and metacognition in developing advanced thinking skills; the educational‐technology viewpoint demonstrating the potential use of computers; and the pedagogical view pointing out the implications of the study to school situations and heter

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01044.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Within the past decade, researchers have made significant progress in understanding how and why students are motivated to learn. Little research, however, has examined motivation within music classrooms, despite indications that motivational responses to music and related arts classes may differ significantly from responses obtained in other school content areas. In the present study, the effects of attribution feedback for failure (ability, effort, strategy) on behavioural and affective responses to failure in music were examined. A total of 120 junior high students, randomly assigned to nine treatment conditions (outcome attribution x goal structure), were presented with a scenario describing the failure experience of a fictitious music student. After reading through the situational description, participants completed a questionnaire assessing their expectations about the student's future behaviours and affective responses. Results indicated that most participants believed the student would feel badly about his failure experience, but would respond constructively in terms of future classroom behaviour (performance, effort, use of sound strategies). The most to least constructive future behaviours and affective reactions occurred when failure was attributed to the use of inappropriate strategies, lack of effort, and lack of ability, respectively. Guilt, anger, and upset following failure and attribution feedback were more strongly correlated with constructive future behaviours than were shame and embarrassment. No significant results were found for classroom goal structures.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01045.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

This study assessed occupational stress amongst 2,638 head teachers of primary and secondary schools, together with principals/directors of further and higher education establishments, throughout the United Kingdom. Data were collected on personal/job demographics, sources of job stress, mental health, job satisfaction and coping strategies. These data were analysed by SPSS‐X, producing univariate, bivariate and multivariate techniques.It was found that as we moved from the further/higher education level to secondary to primary sectors, the levels of job dissatisfaction and mental ill health rose. In addition, it was found that, with the exception of primary schools, female head teachers in secondary and FHE seem to be suffering significantly greater job dissatisfaction than their male counterparts, although this does not translate itself into mental ill health. Male head teachers, on the other hand, seem to suffer more mental ill health than their female counterparts. And finally, the two main sources of occupational stress that appear in many of the multivariate analyses as predictors of job dissatisfaction and mental ill health are ‘work overload’ and ‘handling relationships with staff’. The implications of all these findings are discussed

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01046.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY