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2. Commentary on Professor Entwistle's Paper for Open Dialogue
- Author
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Thomas, Gary
- Abstract
The author comments on Noel Entwistle's paper "Contributions of Educational Psychology to Understanding Student Learning: What Has Been Discovered -- What More Could Be Done?" He begins the article by expressing his delight because he feels Entwistle's work has been a beacon in the understanding of student learning and his contributions have helped the author's own teaching in universities incalculably. He observes that the paper for this Open Dialogue in "The Psychology of Education Review," seems to fall into two parts. The first offers a commentary on methods of inquiry used by psychologists and researchers, and the second gives a 'view from the bridge', succinctly summarising the research in the field of student learning over the years. The author confines his remarks to the first part of the paper on Entwistle's observations about different kinds of theory and the forms of inquiry conducted by psychologists in this area and elsewhere. [For "Contributions of Educational Psychology to Understanding Student Learning: What Has Been Discovered -- What More Could Be Done?" see EJ1247419.]
- Published
- 2019
3. The Immorality of Education: A Position Paper for Educational Psychologists
- Author
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Gibbs, Simon
- Abstract
Aim: In this paper I start with the premise that democratic education (as a service to the future) is under threat. For educational psychologists to consider where they might stand in relation to their professional future, therefore, I set out to provide indications of psychological factors implicated in answering the question 'Can education in a troubled world help us become human and more inclusive?' Context: In the current socio-economic and political climate and the increasing commercialisation of schools, educationalists can find it hard to sustain a positive role and purpose. As teachers' identities and sense of efficacy are eroded, the recruitment of teachers is becoming increasingly problematic and attrition rates are rising. Simultaneously the rate of exclusion of young people from mainstream education is not decreasing and several subgroups are over-represented amongst those excluded. I argue that this has major implications for educational psychologists. Method: To provide a basis for a reformulation of psychologists' work I examine the philosophical and psychological basis of the professional identity of teachers and the effects of misunderstanding and mistreating teachers' beliefs in themselves. This requires consideration of inter- and intra-personal dialogues and, particularly for psychologists in their work with teachers, the nature of relationships with others. Findings: I argue that only by reaffirming teachers' sense of creativity, autonomy and agency can education cease to be a mechanistic exercise in social engineering with no fixed goals and rediscover the simpler and more profound purpose of helping people to be human. I conclude that there are ways that educational psychologists might seek to change in order to challenge the dehumanisation of education.
- Published
- 2018
4. The Role of Educational Psychologists in Supporting Nurture-Based Practices and Policy Development at a Local and National Level in Scotland: A Position Paper
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March, Sam and Moir, Taryn
- Abstract
Aims: This position paper illustrates how Educational Psychological Services (EPSs) have been instrumental through ever more systemic and universal ways of working to identify links between the needs within Scottish schools and targeted and universal nurturing approaches. Method: This paper will initially demonstrate the appropriateness of a nurturing approach within a Scottish context, as a response to issues related both to mental health and to poverty. It will then continue by exploring how at both local and national levels, nurture-based practices have been embedded into policies and practice due to the influence of EPSs. It will demonstrate this through reference to the national context and the local authority (LA) level, using North Ayrshire Council (NAC) as an exemplar of how this can be achieved. Findings: This paper will state that, while national and local policy have influenced the focus of EPSs' priorities, so too has EPSs' knowledge of psychology influenced national and local policy regarding nurturing approaches. Limitations: This position paper is drawn from the Scottish education system and may not be fully representative of other contexts. Conclusion: There is an ongoing cycle of mutual influence, enabling the continual development of good practice within schools. This can offer a template of systemic working for the future development of the profession of the educational or 'school psychologist' on a wider scale.
- Published
- 2018
5. Educational Psychologists in Further Education. FEDA Paper.
- Author
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Further Education Development Agency, London (England). and Mitchell, Carole
- Abstract
This report, which maps the range of educational psychology services provided by educational psychologists in British further education (FE) colleges, examines the following topics: qualifications of educational psychologists and their role in the postschool sector; current issues for educational psychology services in FE (the legislative framework of educational psychology services, funding provision for students at FE colleges, and service level agreements and funding issues); the need for educational psychology services in FE colleges and the five levels of educational psychology services in FE colleges (work with individual students and groups of students; work with college staff, families, and caregivers; staff development; institutional systems work; and cross-organizational work); procedures in place at three FE colleges for evaluating educational psychology services; issues arising from inclusive learning (collaboration, management of teaching and learning, assessment, and funding); additional issues (local education authority-based services; participation, retention, achievement, and value added; and challenging behavior in FE); and strategies for promoting good practice. Appended are the following: descriptions of the educational psychology services available at three FE colleges; sample educational psychology service agreement; and Association of Educational Psychologists' position statement on educational psychologists in further education. The bibliography lists 12 references. (MN)
- Published
- 1997
6. Teaching Educational Psychology in an International Setting: Exploring the Finnish Education System
- Author
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Pressley, Tim
- Abstract
The emphasis of this paper is on the importance of teaching teacher preparation courses, specifically educational psychology, through a study abroad trip to Finland. This experience allowed American preservice teachers to see theories applied in an international setting while also allowing preservice teachers to compare the United States education system to the Finnish educational system. The current study includes sixteen female, preservice teachers' perceptions of the trip. Development of the activities abroad occurred with a Finnish university and included multiple school visits, panel discussions, and guest lectures. These experiences allowed for full immersion in the Finnish education system. The data include observations, student papers, and student survey responses, which present changes in students' views of education, views of the Finnish education system, and the application of theories in a real-world setting. This experience not only provided preservice teachers with an opportunity to see one of the best educational systems in the world but also pushed the preservice teachers to rethink how teaching and learning can look in a classroom.
- Published
- 2020
7. Assessing School Citizenship Education Climate: Implications for the Social Studies. CIRCLE Working Paper 48
- Author
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Homana, Gary, Barber, Carolyn, and Torney-Purta, Judith
- Abstract
This paper presents the School Citizenship Education Climate Assessment and examines its implications for the social studies. The assessment tool was developed from a variety of research fields and disciplines related to school and classroom climate and educational practices including civic education, educational psychology and service-learning. We begin with a brief examination of several key concepts underlying our assessment including school climate, citizenship education and the social studies. Next we present our theoretical framework consisting of seven characteristics of school climate that we believe are critical to an education for responsible citizenship. Within this section we explore the relationship between these characteristics and the social studies in fostering a positive school climate for citizenship education. A description of the assessment follows with a focus on its development, intended audience and use and application in the field. We conclude with a discussion of future directions for research and implications for practice. [This Working Paper was produced by CIRCLE (The Center for Information and Research on Civic Learning and Engagement). For CIRCLE Working Paper 47, see ED494039.]
- Published
- 2006
8. Multisubculturalism: Computers and the End of Progressive Education. WCER Working Paper No. 2005-5
- Author
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Wisconsin Center for Education Research, Madison. and Shaffer, David Williamson
- Abstract
As information and communication technologies bring people, places, and events from around the world to desktops, telephones, and televisions, the economic, social, and cultural issues of the globe are becoming increasingly, unavoidably, our own (McLuhan, 1964). Diversity is thus a broader and more complex concept than ever before (Ladson-Billings, 2001a), and preparing young people for citizenship in such an interconnected world necessarily means helping them develop the ability to understand complex cultural issues from multiple perspectives. Multiculturalism is an essential tool for democratic citizenship in an interconnected world. This is not a new idea, of course. Over a century ago, the Pragmatists--including perhaps the best-known Pragmatist in the field of education, John Dewey--saw the essence of democracy in the idea that there is no one truth. Personal beliefs--however deeply felt--were but one possible perspective among many, and as Menand (2001) explains, the central political tenet of Pragmatism was that "the moral justification for our actions comes from the tolerance we have shown to other ways of being in the world" (p. 440). Dewey's Progressive pedagogy, based on his Pragmatic view of truth, emphasized learning as a process linking personal interest with activities meaningful in the world outside of school, and thus might be a likely candidate for the development of a multicultural education for the digital age. In this paper the author argues that this is both true, and untrue. (Contains 3 figures and 6 footnotes.)
- Published
- 2005
9. Teacher Autonomy: A Vygotskian Theoretical Framework. CLCS Occasional Paper No. 48.
- Author
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Trinity Coll., Dublin (Ireland). Centre for Language and Communication Studies. and Tort-Moloney, Daniele
- Abstract
A discussion of the work of Lev Vygotsky in the field of cognitive development focuses on how the Vygotskian concepts of internalization and mediated knowledge are crucial to the development of both learner and teacher autonomy in second language instruction. Focus is on theory, with empirical studies used as illustration. First, the Vygotskian notions of spontaneous and scientific concepts, scaffolding, and internalization in the zone of proximal development are explored as they relate to the concept of learner autonomy. It is then suggested that learner autonomy is dependent on teacher autonomy, and teacher autonomy is examined as both a pragmatic and a scientific concept. The roles of guided practice and self-regulation in such autonomy are considered. The final section applies what has been discussed to a number of issues, including teacher education, the classroom environment, the role of the first language in second language learning, and recent Vygotskian approaches in second language acquisition research. Contains 43 references. (MSE)
- Published
- 1997
10. Playing, Discovering, and Learning in Corfu Old Town
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Poulimenou, Sofia-Maria, Kaimara, Polyxeni, Deliyannis, Ioannis, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, and Tomczyk, Łukasz, editor
- Published
- 2023
- Full Text
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11. The 2022 Janus 2.0 Conference Papers: Introduction to the Special Issue.
- Author
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Richards, Kevin Andrew, Graber, Kim C., and Woods, Amelia Mays
- Subjects
CONFERENCE papers ,PHYSICAL education teachers ,CAREER development ,PUBLIC health education ,EDUCATIONAL psychology ,OVERWEIGHT children - Abstract
The article discusses the importance of physical education in schools and its potential to positively impact student learning and prevent obesity. However, the field of physical education faces challenges such as negative public perceptions, teacher-centered instructional practices, and a lack of consensus on its structure and goals. To address these issues, the Janus 2.0 Conference was organized, bringing together senior and emerging scholars to discuss key research areas and develop new directions for the field. The conference covered 10 research themes, including curriculum, teacher knowledge, professional development, policy and advocacy, motivation and achievement, social justice, and physical education teacher education. The 10 papers presented at the conference are included in this special issue of Kinesiology Review. [Extracted from the article]
- Published
- 2024
- Full Text
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12. Beyond Benchmarks and Scores: Reasserting the Role of Motivation and Interest in Children's Academic Achievement--An ACEI Position Paper
- Author
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Jalongo, Mary Renck
- Abstract
There is little question that the fundamental purpose of education--what the ancient Greeks referred to as the "telos"--is to promote student learning. For decades, both experts and the general public have agreed that any effort to improve the education system must focus squarely on optimizing student learning, motivating students to achieve, and furthering teacher professional development (Boyer, 1995; Darling-Hammond, 2006; Rose & Gallup, 2006). As clear and compelling as such goals may be, the route to attaining them is obscured by a dense fog of widely held misconceptions, conflicting expert opinion, and political agendas. What is disregarded in the frantic quest to attain higher test scores is that an emphasis on motivation, interest, and metacognition--the ability to analyze one's own learning needs and processes--make a collective and profound contribution to academic achievement. As Nel Noddings (2006) explains, "The most fundamental expectation of schooling is that students will learn. If we want them to use their minds well, it is reasonable to help them understand how their minds function, how and why they learn. What motivates us to learn? What habits are helpful? Why do I remember some things and forget so many others?" This paper is an effort to respond to each of these important questions as they apply both to learners and to teachers. It begins by redefining learning and challenging widely held assumptions about the role of motivation and interest in learning. Next, it focuses on incentives used to motivate learning, and finally, it offers research-based recommendations on how to build motivation and interest in learners.
- Published
- 2007
13. Using R for Multivariate Meta-Analysis on Educational Psychology Data: A Method Study
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Gamon Savatsomboon, Prasert Ruannakarn, Phamornpun Yurayat, Ong-art Chanprasitchai, and Jibon Kumar Sharma Leihaothabam
- Abstract
Using R to conduct univariate meta-analyses is becoming common for publication. However, R can also conduct multivariate meta-analysis (MMA). However, newcomers to both R and MMA may find using R to conduct MMA daunting. Given that, R may not be easy for those unfamiliar with coding. Likewise, MMA is a topic of advanced statistics. Thus, it may be very challenging for most newcomers to conduct MMA using R. If this holds, this can be viewed as a practice gap. In other words, the practice gap is that researchers are not capable of using R to conduct MMA in practice. This is problematic. This paper alleviates this practice gap by illustrating how to use R (the metaSEM package) to conduct MMA on educational psychology data. Here, the metaSEM package is used to obtain the required MMA text outputs. However, the metaSEM package is not capable of producing the other required graphical outputs. As a result, the metafor package is also used as a complimentary to generate the required graphical outputs. Ultimately, we hope that our audience will be able to apply what they learn from this method paper to conduct MMA using R in their teaching, research, and publication.
- Published
- 2024
14. Going Green and Using Less Paper to Print Exams: Student Performance, Completion Time, and Preference
- Author
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O'Connor, Kevin J.
- Abstract
Two studies measured the impact on student exam performance and exam completion time of strategies aimed to reduce the amount of paper used for printing multiple-choice course exams. Study 1 compared single-sided to double-sided printed exams. Study 2 compared a single-column arrangement of multiple-choice answer options to a space (and paper) saving alternative arrangement formatted into two-by-two columns and rows. Findings support the use of these simple paper reduction strategies as they had no effect on exam performance or exam completion time and were partially aligned with students' self-reported preferences.
- Published
- 2014
- Full Text
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15. When is It Acceptable to Make Prescriptive Statements in Educational Research Articles? Commentary on the Special Issue Papers
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Yussen, Steven R.
- Published
- 2011
16. When Is It Acceptable to Make Prescriptive Statements in Educational Research Articles? Commentary on the Special Issue Papers
- Author
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Yussen, Steven R.
- Abstract
The commentary considers when it is acceptable to make prescriptive statements in educational research articles. It begins with a consensus view, agreeing with the analysis offered by Marley and Levin (Educational Psychology Review, 2011), that experimental evidence is necessary. Other forms of evidence are considered (e.g., observational, case-based, qualitative); these are described as correlational in nature and considered to be of uncertain value for making causal, prescriptive statements. The essay further considers whether theory is necessary for prescriptive statements, notes the philosophical divide between those who embrace experimental methods and those who do not, and considers both contemporary policies and specific publication strategies that can create a priority for the use of experimental evidence in support of prescriptive statements.
- Published
- 2011
- Full Text
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17. Technological Alternatives to Paper-Based Components of Team-Based Learning
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Robinson, Daniel H. and Walker, Joshua D.
- Abstract
The authors have been using components of team-based learning (TBL) in two undergraduate courses at the University of Texas for several years: an educational psychology survey course--Cognition, Human Learning and Motivation--and Introduction to Statistics. In this chapter, they describe how they used technology in classes of fifty to seventy students to improve the implementation of three key TBL activities: readiness assurance tests, reporting complex team assignments, and providing feedback on peer evaluations.
- Published
- 2008
- Full Text
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18. The Monitoring of School Mathematics: Background Papers. Volume 2: Implications From Psychology; Outcomes of Instruction. Program Report 87-2.
- Author
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Wisconsin Center for Education Research, Madison., Romberg, Thomas A., and Stewart, Deborah M.
- Abstract
This document is the second of three related volumes. They present the rationale, background, and framework for a comprehensive monitoring system being developed for the National Science Foundation. The system is being designed to gather information about the effects of national, state, and local policy actions designed to change the teaching and learning of mathematics in the schools of America. The papers included were produced by project staff, commissioned, or reprinted from previous works. Expert reviews and critiques of sets of papers are included. In this volume the implications of psychology to the learning of mathematics is addressed, and the problems of assessing learning based on both the new mathematical fundamentals and knowledge of learning are examined. Part 1, related to implications from psychology, summarizes advances in cognitive psychology, research on intrinsic motivation, the role of intuition, as well as a synthesis of psychological research in relation to curriculum engineering. Part 2 begins to address the issue of determining a reasonable approach to assessing the outcomes of instruction in mathematics due to shifts in emphasis related to recent reforms. (PK)
- Published
- 1987
19. Educational Psychology as a 'Foundation' in Teacher Education: Reforming an Old Notion. Issue Paper 89-9.
- Author
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National Center for Research on Teacher Education, East Lansing, MI. and Peterson, Penelope L.
- Abstract
A far-reaching reexamination of teacher education in the United States is underway, stimulated by reform initiatives from within the profession and by criticisms from without. This article raises questions about the place and form of educational psychology in the larger conversation about the thoughtful preparation of teachers. Recent research and theory in cognition and instruction suggest alternatives to traditional conceptions of the learner, the teacher, and classroom learning. This research has implications for the reconsideration of the content, curriculum, and methods of educational psychology and also for the ways in which teacher educators learn to teach the adults who will become tomorrow's teachers. (Author/JD)
- Published
- 1989
20. Interdisciplinary Aspects of Bilingual Education. Lektos: Interdisciplinary Working Papers in Language Sciences, Vol. 2., No. 1.
- Author
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Louisville Univ., KY. Interdisciplinary Program in Linguistics. and St. Clair, Robert
- Abstract
This paper discusses bilingual education and argues for an interdisciplinary approach to language-related problems. Linguists are becoming aware of the moral and social implications of their efforts in the field of bilingual education within the larger context of social engineering, and they need to explore language-related issues in a broader framework which necessarily transcends the confines of academic training. Bilingual education is not the domain of any particular discipline at the present time; rather it extends into cognitive psychology, educational linguistics, educational foundations, and social history. Some issues in these areas of scholarship are reviewed in general terms by way of introduction to non-linguistic solutions to language-related problems. The melting pot hypothesis, seen as favoring the biological and cultural amalgamation of northern Europeans in America to the exclusion of other groups, is discussed, as well as what is termed the myth of social mobility, whereby the public school system is seen as the basic instrument by which the working class can advance within the social structure of American life. Arguments to refute this myth are presented. A final issue concerns differences in cognitive styles among children, and resulting discrimination against non-mainstream children. (Author/CLK)
- Published
- 1976
21. A History of Research on Reading. Theoretical Paper No. 56.
- Author
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Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. and Venezky, Richard L.
- Abstract
The systematic study of reading dates form the beginnings of experimental psychology in the late nineteenth century. Cattell measured reaction times for naming letters and words, investigated parallel processing, and compared legibilities of letters and printing types. From the end of the 1880s to the publication of Huey's 1908 text, reading processes were a central focus of experimental psychology. After this period, however, the influence of behaviorism turned experimental psychologists away from the investigation of mental processes, while educational psychologists became preoccupied with testing and measurement. A revival of experimental work occurred in the late 1950s. With the current rise in popularity of information processing, studies of reading once again occupy a central role in psychology. Almost all of the problems attended to by the first researchers remain unresolved today: control of eye movements, the strategies involved in word recognition, the amount and types of overlapping processes, the role of subvocalization, the nature of the eye-voice span and the optimal methods for reading instruction. How to translate research results into educational practice also still remains a problem. (Author/MKM)
- Published
- 1975
22. Developments in Kohlberg's Theory and Scoring of Moral Dilemmas. Occasional Paper No. 6.
- Author
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Research for Better Schools, Inc., Philadelphia, PA., Kuhmerker, Lisa, Kuhmerker, Lisa, and Research for Better Schools, Inc., Philadelphia, PA.
- Abstract
Methodology related to Lawrence Kohlberg's theory of moral development has been continuously refined by creation and evaluation of additional research instruments. Instruments have been tested at summer scoring workshops presented by Kohlberg and his staff at the Center for Moral Education, Harvard University, in 1972, 1973, and 1976. Instruments include: (1) a standard-form scoring system to redefine the stages of moral development at a structural level and distinguish more clearly between issues and concerns; (2) a structural interviewing system which penetrates beyond a subject's opinions, attitudes, and beliefs to basic reasoning or justification patterns; and (3) a standard moral-interview format, which directs the subject to make the choice at the beginning of each dilemma. Many problems related to interviewer misperception of values placed by the subject on a particular issue have been alleviated by asking the subject to weight the values. Other problems encountered by participants at scoring workshops relate to dominant-issue scoring. Participants should have fewer problems with scoring if they refer to Kohlberg's 1977 manual, average across elements within the governing norm, and consider unsolicited reasoning responses by the subject during the interview. The conclusion is that Kohlberg's moral development theory is constantly being improved as Kohlberg and other scholars work to make it more relevant to moral dilemmas. (Author/DB)
- Published
- 1978
23. Approaches to Language Testing. Advances in Language Testing Series: 2. Papers in Applied Linguistics.
- Author
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Center for Applied Linguistics, Arlington, VA. and Spolsky, Bernard
- Abstract
This volume, one in a series on modern language testing, collects four essays dealing with current approaches to lanquage testing. The introduction traces the development of language testing theory and examines the role of linguistics in this area. "The Psycholinguistic Basis," by E. Ingram, discusses some interpretations of the term "psycholinguistics" and relates them to traditional and recent language testing practices. "Psychometric Considerations in Language Testing," by J.L.D. Clark, discusses aspects of psychometric practice with regard to three broad categories of purpose within the area of language testing: (1) prognostic testing, (2) diagnostic testing, and (3) proficiency testing. "The Sociolinguistic Foundations of Language Testing," by J.A. Fishman and R.L. Cooper, illustrates the usefulness of a sociolinguistic approach and provides justification for it by the construction of language assessment procedures. "Pragmatics and Language Testing," by J.W. Oller, Jr., discusses in historical perspective the major concepts of pragmatics and relates them to language testing. (AM)
- Published
- 1978
24. Art Education and Human Development. Occasional Paper 3.
- Author
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Getty Center for Education in the Arts, Los Angeles, CA. and Gardner, Howard
- Abstract
Suggested paths that policy and practices should take in the realm of art education are made based on a review of the research done in several areas including specific knowledge about human development and human development from an artistic perspective. It is possible and desirable to devise curricula that are consistent with the values espoused in a culture and are developmentally appropriate and that also address the significant differences found among individuals. An examination of experiments in art education reveals the necessity of three factors particularly important to effective learning: viable curricular materials, excellent teacher training, and suitable modes of assessment. A lengthy list of references concludes the volume. (DB)
- Published
- 1990
25. Asynchronous and Synchronous Online Discussion: Real and Perceived Achievement Differences
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Johnson, Genevieve Marie and Buck, George H.
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Students in an introductory educational psychology course used two WebCT communication tools (synchronous chat and asynchronous discussion) to discuss four case studies. In response to the item, "I learned the case studies best when using," 39 students selected synchronous chat and 51 students selected asynchronous discussion. Students who selected synchronous chat correctly answered fewer synchronously-discussed case study examination items than students who selected asynchronous discussion. Student perception of learning advantage may reflect personality characteristics such as sociability. If given free choice of online discussion tools, highly social students are likely to choose synchronous formats. Such a choice may result in decreased academic achievement. (Contains 4 figures.)
- Published
- 2007
26. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 3
- Author
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International Group for the Psychology of Mathematics Education., Woo, Jeong-Ho, Lew, Hee-Chan, Park, Kyo-Sik Park, and Seo, Dong-Yeop
- Abstract
This third volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents research reports for author surnames beginning Han- through Miy-. Reports include: (1) Elementary Education Students' Memories of Mathematics in Family Context (Markku S. Hannula, Raimo Kaasila, Erkki Pehkonen, and Anu Laine); (2) Mistake-Handling Activities in the Mathematics Classroom: Effects of an In-Service Teacher Training on Students' Performance in Geometry (Aiso Heinze and Kristina Reiss); (3) Gender Similarities instead of Gender Differences: Students' Competences in Reasoning and Proof (Aiso Heinze, Stefan Ufer, and Kristina Reiss); (4) Studying Lesson Structure from the Perspective of Students' Meaning Construction: The Case of Two Japanese Mathematics Classrooms (Keiko Hino); (5) A Framework for Creating or Analyzing Japanese Lessons from the Viewpoint of Mathematical Activities: A Fraction Lesson (Kenji Hiraoka and Kaori Yoshida-Miyauchi); (6) Revisiting Discourse as an Instructional Resource: Practices that Create Spaces for Learning and Student Contributions (Lynn Liao Hodge, Qing Zhao, Jana Visnovska, and Paul Cobb); (7) An Illustration of Students' Engagement with Mathematical Software Using Remote Observation (Anesa Hosein, James Aczel, Doug Clow, and John T. E. Richardson); (8) Geometric Calculations are More than Just the Application of Procedural Knowledge (Hui-Yu Hsu); (9) Constructing Pedagogical Representations to Teach Linear Relations in Chinese and U.S. Classrooms (Rongjin Huang and Jinfa Cai); (10) Teachers as Researchers: Putting Mathematics at the Core (Danielle Huillet); (11) Can You Convince Me: Learning to Use Mathematical Argumentation (Roberta Hunter); (12) On the Mathematical Knowledge under Construction in the Classroom: A Comparative Study (M. Kaldrimidou, H. Sakonidis, and M. Tzekaki); (13) Students' Beliefs and Attitudes about Studying and Learning Mathematics (Eleftherios Kapetanas and Theodosios Zachariades); (14) "How Can We Describe the Relation between the Factored Form and the Expanded Form of These Trinomials? We Don't even Know If Our Paper-and-Pencil Factorizations are Right": The Case for Computer Algebra Systems (CAS) with Weaker Algebra Students (Carolyn Kieran and Caroline Damboise); (15) What Is a Beautiful Problem? An Undergraduate Students' Perspective (Boris Koichu, Efim Katz, and Abraham Berman); (16) Can Lessons Be Replicated? (Angelika Kullberg); (17) Problem Posing as a Means for Developing Mathematical Knowledge of Prospective Teachers (Ilana Lavy and Atara Shriki); (18) Activity-Based Class: Dilemma and Compromise (KyungHwa Lee); (19) Induction, Analogy, and Imagery in Geometric Reasoning (KyungHwa Lee; MinJung Kim; GwiSoo Na, DaeHee Han, and SangHun Song); (20) The Analysis of Activity That Gifted Students Construct Definition of Regular Polyhedra (KyungHwa Lee, EunSung Ko, and SangHun Song); (21) Multiple Solution Tasks as a Magnifying Glass for Observation of Mathematical Creativity (Roza Leikin and Miri Lev); (22) Interactive Whiteboards as Mediating Tools for Teaching Mathematics: Rhetoric or Reality? (Steve Lerman and Robyn Zevenbergen); (23) From Construction to Proof: Explanations in Dynamic Geometry Environment (Allen Leung and Chi Ming Or); (24) Prospective Middle School Teachers' Knowledge in Mathematics and Pedagogy for Teaching--The Case of Fraction Division (Yeping Li and Dennie Smith); (25) Improving Students' Algebraic Thinking: The Case of Talia (Kien Lim); (26) The Effect of a Mentoring Development Program on Mentors' Conceptualizing Mathematics Teaching and Mentoring (Pi-Jen Lin); (27) Uses of Examples in Geometric Conjecturing (Miao-Ling Lin and Chao-Jung Wu); (28) Algebrification of Arithmetic: Developing Algebraic Structure Sense in the Context of Arithmetic (Drora Livneh and Liora Linchevski); (29) The Potential of Patterning Activities to Generalization (Hsiu-Lan Ma); (30) Infinite Magnitude vs. Infinite Representation: The Story of [Pi] (Ami Mamolo); (31) The Ability of Sixth Grade Students in Korea and Israel to Cope with Number Sense Tasks (Zvia Markovits and JeongSuk Pang); (32) Creating Your Own Symbols: Beginning Algebraic Thinking with Indigenous Students (Chris Matthews, Tom J. Cooper, and Annette R. Baturo); (33) Exploring Students' Mathematics-Related Self Image as Learners (Silvana Martins Melo and Marcia Maria Fusaro Pinto); (34) Difficulties on Understanding the Indefinite Integral (N. Metaxas); (35) Detecting the Emergence and Development of Mathematical Discourse: A Novel Approach (Christina Misailidou); and (36) The Nature and Role of Proof When Installing Theorems: The Perspective of Geometry Teachers (Takeshi Miyakawa and Patricio Herbst). (Individual papers contain references.) [For other volumes in the series, see ED499417, ED499418, and ED499419.]
- Published
- 2007
27. Future Directions for Theory and Research with Instructional Manipulatives: Commentary on the Special Issue Papers
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Marley, Scott C. and Carbonneau, Kira J.
- Published
- 2014
28. Should Wellbeing Be a Goal of Schooling?
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Marina Schwimmer
- Abstract
Several philosophers and psychologists of education have taken the position that wellbeing should be at theheart of our educational system, if not its primary goal. The aim of this paper is to outline, question, andchallenge this position. It starts by discussing the main approaches that consider student wellbeing as theprimary goal of the educational system -- the propositions of positive psychology and those of certain educationalphilosophers and psychologists. It follows with an examination of some major social critiques of the idea ofwellbeing as a goal of schooling. Drawing mainly on Foucault, the paper questions the extent to which theaim of wellbeing contributes to normalization and hinders the possibility of self-government. The paperconcludes that wellbeing should not be conceived as a goal, but rather as an ongoing preoccupation of care forthe self.
- Published
- 2023
29. Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research
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Diego G. Campos, Tim Fütterer, Thomas Gfrörer, Rosa Lavelle-Hill, Kou Murayama, Lars König, Martin Hecht, Steffen Zitzmann, and Ronny Scherer
- Abstract
Systematic reviews and meta-analyses are crucial for advancing research, yet they are time-consuming and resource-demanding. Although machine learning and natural language processing algorithms may reduce this time and these resources, their performance has not been tested in education and educational psychology, and there is a lack of clear information on when researchers should stop the reviewing process. In this study, we conducted a retrospective screening simulation using 27 systematic reviews in education and educational psychology. We evaluated the sensitivity, specificity, and estimated time savings of several learning algorithms and heuristic stopping criteria. The results showed, on average, a 58% (SD = 19%) reduction in the screening workload of irrelevant records when using learning algorithms for abstract screening and an estimated time savings of 1.66 days (SD = 1.80). The learning algorithm random forests with sentence bidirectional encoder representations from transformers outperformed other algorithms. This finding emphasizes the importance of incorporating semantic and contextual information during feature extraction and modeling in the screening process. Furthermore, we found that 95% of all relevant abstracts within a given dataset can be retrieved using heuristic stopping rules. Specifically, an approach that stops the screening process after classifying 20% of records and consecutively classifying 5% of irrelevant papers yielded the most significant gains in terms of specificity (M = 42%, SD = 28%). However, the performance of the heuristic stopping criteria depended on the learning algorithm used and the length and proportion of relevant papers in an abstract collection. Our study provides empirical evidence on the performance of machine learning screening algorithms for abstract screening in systematic reviews in education and educational psychology.
- Published
- 2024
- Full Text
- View/download PDF
30. Perspectives in Theory: Anthology of Theorists affecting the Educational World
- Author
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Bicking, Misty M., Collins, Brian, and Fernett, Laura
- Abstract
A compilation of research papers on theorists that affect the educational world are collected in this anthology. Twenty-one students, through the course of their education class, Social and Psychological Conditions of Learning--EDUC 320, researched and applied their knowledge in the elementary and secondary school environments. The contributing authors are the following: Melissa Bartlett, Misty Bicking, Maura Bird, Lauren Boyer, Adel D. Broadwater, Thomas Cochrane, Brian Collins, Colin Curry, Justin Everhart, Kristin Ezzell, Laura Beth Fernett, Jamin Gibson, Heather Manning, Kelly Marie Martin, Jennifer Nicewarner, Brian Porter, Denise Reed, Whitney Reed, Kathleen Sutton, Barbara Taylor, Loria Webb.
- Published
- 2008
31. CRITICAL ISSUES IN RESPONSE-TO-INTERVENTION, COMPREHENSIVE EVALUATION, AND SPECIFIC LEARNING DISABILITIES IDENTIFICATION AND INTERVENTION: AN EXPERT WHITE PAPER CONSENSUS
- Author
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Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., Cohen, M., Davis, A., Decker, S., Denckla, M., Dumont, R., Elliott, C., Feifer, S., Fiorello, C., Flanagan, D., Fletcher-Janzen, E., Geary, D., Gerber, M., Gerner, M., Goldstein, S., Gregg, N., Hagin, R., Jaffe, L., Kaufman, A., Kaufman, N., Keith, T., Kline, F., Kochhar-Bryant, C., Lerner, J., Marshall, G., Mascolo, J., Mather, N., Mazzocco, M., McCloskey, G., McGrew, K., Miller, D., Miller, J., Mostert, M., Naglieri, J., Ortiz, S., Phelps, L., Podhajski, B., Reddy, L., Reynolds, C., Riccio, C., Schrank, F., Schultz, E., Semrud-Clikeman, M., Shaywitz, S., Simon, J., Silver, L., Swanson, L., Urso, A., Wasserman, T., Willis, J., Wodrich, D., Wright, P., and Yalof, J.
- Published
- 2010
32. Psychological Applications and Trends 2024
- Author
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Clara Pracana, Michael Wang, Clara Pracana, and Michael Wang
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.
- Published
- 2024
33. The First Step: Assessing the Coaching Philosophies of Pre-Service Coaches
- Author
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Collins, Karen, Barber, Heather, and Moore, Kristina
- Abstract
Coaches are influential in creating positive and achievement-oriented sport environments and the development of a sound philosophy is the key to successful coaching (Martens, 2004). Yet, few coaches spend significant time early in their careers developing and modifying their philosophical beliefs (Wilcox & Trudel, 1998). While coaching educators have consistently recognized the importance of a well-honed coaching philosophy, little research has examined the beliefs of pre-service coaches. Therefore, this study examined written coaching philosophy statements of 35 pre-service coaches (PSCs) prior to enrollment in an intensive 15-week coaching education course. An inductive content analysis revealed several emergent dimensions and priorities: Coaching Behavior, Defining Success, Development, Expectations, Fun, Life Lessons Learned Through Sport, and Relationships. It was clear that these young coaches have strong expectations of the sport experience. What was less clear was their role in creating positive sport experiences, which highlights the importance of coaching education in transforming philosophy into action.
- Published
- 2011
34. How nurses and other health professionals use learning principles in parent education practice: A scoping review of the literatureWhat is already known about the topic?What this paper adds
- Author
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Deryn Thompson, Matthew Leach, Colleen Smith, Jennifer Fereday, and Esther May
- Subjects
Pediatrics ,Nursing ,Health education ,Educational psychology ,Health professionals ,Parent education ,Science (General) ,Q1-390 ,Social sciences (General) ,H1-99 - Abstract
Background: Health Professionals (HPs) play an important role in supporting parents to care for their children, by facilitating parents' knowledge and skills development through parent education. This is achieved through teaching, whereby planned strategies, based on principles of how people learn, enable learning. Despite Learning Principles being the fundamental tenets of the learning process, how HPs perceive and use Learning Principles in their practice is neglected in the healthcare literature. Objective: To identify, describe and map the existing literature on nurses' and HPs' perceptions and use of Learning Principles in parent education practice. Method: A scoping review was performed using the Joanna Briggs Institute approach. A comprehensive search of 10 databases and the grey literature was undertaken between March and June 2017 to identify pertinent English-language publications. The search was limited to literature published between 1998 and 2017. Following a screening and inclusion criteria eligibility check, 89 articles were selected for inclusion. Results: HPs' perceptions of Learning Principles were diverse, somewhat disorganised, divergent in meaning and implicit. This was until the Dimensions of Learning construct was applied to guide the analyses and mapping. This revealed that HPs, of whom 60.7% were nurses, used Learning Principles in parent education, but only referred to them in the context of Adult Learning. Enablers to HPs using Learning Principles included shared partnerships between parents and HPs, while barriers included parents' health beliefs, psychological issues and organisational assumptions about learning. Evaluation of parents' learning also represented implicit use of Learning Principles by HPs. Conclusion: This scoping review is the first to examine HPs' perceptions and use of Learning Principles within parent education practice. The findings reveal a significant gap in this body of knowledge. The paucity of studies containing any explicit descriptions of Learning Principles strongly supports the need for further exploration and codification of Learning Principles, through qualitative methods, whereby a deeper understanding of what is happening in healthcare practice can be established.
- Published
- 2020
- Full Text
- View/download PDF
35. The Voice Foundation 52nd Annual Symposium paper: The Musician’s Acceptance and Action Questionnaire (MAAQ): A New Tool for Measuring Psychological Flexibility as it relates to Music Performance Anxiety in Student and Professional Singers
- Author
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Osborne, Margaret and Juncos, David
- Subjects
Educational psychology ,Clinical and health psychology not elsewhere classified - Abstract
Citation Zenobi, D., Juncos, D., Roman, J., & Osborne, M.S. (2023, 4 June). The Musician’s Acceptance and Action Questionnaire (MAAQ): A New Tool for Measuring Psychological Flexibility as it relates to Music Performance Anxiety in Student and Professional Singers. Paper presented at The Voice Foundation’s 52nd Annual Symposium: Care of the Professional Voice, 31 May – 4 June, 2023, Philadelphia, PA, USA. doi: 10.26188/23620695 Abstract Singers in all genres, and at all levels of study struggle with Music Performance Anxiety (MPA). MPA can manifest behaviorally as avoidance of auditions and other high-stakes performances, avoidance of practice, the inability to experience flow while practicing/performing, and it also correlates with maladaptive perfectionism. Acceptance and Commitment Therapy (ACT), a mindfulness and acceptance-based intervention, teaches that if singers remain “psychologically flexible” in the presence of MPA, we may cope with it more effectively. These findings are relevant to voice professionals because ACT coaching can ethically be administered within the lesson by voice teachers/vocal coaches to help singers cope better with MPA and related challenges. This study is the first to measure levels of psychological flexibility in both student and professional musicians. It tested a new musician-specific questionnaire, the Musician’s Acceptance and Action Questionnaire (MAAQ), adapted from the Acceptance and Action Questionnaire - Version II (AAQ-II). Students were recruited from an Australian conservatory and a School of Music within a private liberal arts university in the Midwestern United States. Professional participants included an international sample of musicians in all genres/instruments. Participants filled out the AAQII, the MAAQ, the Frost Multidimensional Perfectionism Scale (FMPS), the revised Kenny Music Performance Anxiety Inventory (KMPAI-R), short measures of flow within performance and practice (SDFS-2), and they answered questions about their performance and practice-related behaviors. The MAAQ was successfully constructed and showed good reliability and invariance of its factor structure and good convergent/divergent validity with established questionnaires. It outperformed the AAQ-II as a predictor of important outcomes in music performance and practice. In the student samples, the MAAQ better predicted avoidant behavior in one’s practice and in performances, flow states in practice and performances, and grades on a recent, adjudicated music exam. In the professional sample, the MAAQ better predicted performance-related avoidance and whether one competes in professional music competitions after completing their education. Despite the small samples, these results offer preliminary support for the MAAQ’s utility in measuring and predicting problematic behaviors associated with MPA.
- Published
- 2023
- Full Text
- View/download PDF
36. Educational Psychologists as 'Dissenting Voices': Thinking Again about Educational Psychologists and Social Justice
- Author
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Mercieca, Daniela and Mercieca, Duncan P.
- Abstract
This paper locates the educational psychologist's (EP) involvement in addressing social justice in practice. It uses some philosophical ideas from Jacques Rancière, particularly the idea of the distribution of the sensible and dissensus, to help us question how systems that are aimed at contributing to a socially just society can limit social justice itself. Whilst the argument of this paper is applicable to educational psychologists internationally, this paper is situated within a Scottish context. It uses a vignette to draw out a philosophical reading of the EP's involvement in the narrative. This paper gives some examples of how structures that are aimed at supporting social justice often position the EPs within these systems so that thinking, being and doing are shaped according to the structures that they inhabit. The establishment of such structures and discourses have limited the meaning and implementation of social justice. This means that the identity of both those requiring the involvement of the EP, as well as the EP and other professionals is determined in terms of their 'proper place' and their activity is determined in terms of its 'proper function'. The paper argues that EPs can interrupt the procedural flow and provide a dissenting voice which can ultimately lead to social justice in ways that the normal flow of procedure does not.
- Published
- 2022
37. Towards an Elaboration of Concreteness Fading: Reflections on a Constructivist Teaching Experiment
- Author
-
Antonides, Joseph and Battista, Michael T.
- Abstract
Over half a century has passed since Bruner suggested his three-stage enactive-iconic-symbolic model of instruction. In more recent research, predominantly in educational psychology, Bruner's model has been reformulated into the theory of instruction known as concreteness fading (CF). In a recent constructivist teaching experiment investigating two undergraduate students' combinatorial reasoning, we utilized an instructional approach that maintains the enactive-iconic-symbolic stages of CF, but through a gradual and much elaborated process. We found that our theory of levels of abstraction explicated the "fading" effect that is central to CF. In this theoretical report, we discuss how CF can be elaborated by our instructional approach and theoretical perspective. [For the complete proceedings, see ED630210.]
- Published
- 2022
38. Psychological Applications and Trends 2022
- Author
-
Pracana, Clara and Wang, Michael
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2022, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), held in Funchal, Madeira Island, Portugal, from 23 to 25 of April 2022. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2022 received 364 submissions, from more than 35 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters and Virtual Presentations. 121 submissions (overall, 33% acceptance rate) were accepted for presentation at the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the International Psychological Applications Conference and Trends (InPACT) 2022, held in Funchal, Madeira Island, Portugal, from April 23-25, 2022. The proceedings were published by inScience Press. For the 2021 proceedings, see ED622091.]
- Published
- 2022
39. Thoughts on Art Education. Occasional Paper 2.
- Author
-
Getty Center for Education in the Arts, Los Angeles, CA. and Arnheim, Rudolf
- Abstract
The relationship between psychology and the arts, and the role of the arts in the educational process are explored. The proposition put forth argues that the sensory system is a primary resource in cognitive life. The relationship of intuition to intellect, of how the whole and its constituent qualities relate, also is explored. The forms of representation artists and art students have access to inexorably shape the content of their work. The educational process too often has thwarted natural human abilities. Art education, however, can and should have a crucial role in fostering these abilities. (DB)
- Published
- 1989
40. The Death of Intelligence: A Theoretical Paper.
- Author
-
Nordberg, Robert B.
- Abstract
Three distinct theories can be set forth for viewing intelligence: a "super-intellect theory" associated with the belief in innate ideas; a sensualistic theory that posits no intellectual role beyond synthesizing of sense-data; and a concept of intelligence as a power to abstract, judge, and reason. Many chronic and current educational problems can be traced to faulty conceptions of intelligence. This is especially true if the implications are examined of the abstractive view for educational purposes, instructional methods, curriculum, the choice of teachers and of students, the nature of knowledge, and other matters. Intellectual development on some scale is the proximate end of education; studies have shown that when material presented is meaningful to students, both learning and retention are more effective. This proximate goal has to a large degree been lost in contemporary society and education. (DS)
- Published
- 1977
41. White Paper: the Provision of School Psychological Services to Dual Language Learners
- Author
-
Cathi Draper Rodríguez, Pedro Olvera, and Carol Robinson-Zañartu
- Subjects
Medical education ,05 social sciences ,School psychology ,050301 education ,Spec# ,Educational psychology ,General Medicine ,White paper ,Second language ,Dual language ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,computer ,Neuroscience of multilingualism ,Competence (human resources) ,050104 developmental & child psychology ,computer.programming_language - Abstract
School psychologists are increasingly tasked with assessing, supporting, and intervening with dual language learner (DLL) students, their teachers, and their families. Understanding the assets of bilingualism along with multiple issues associated with comprehensive practice with DLL has become paramount. Currently, practitioners often lack the depth in knowledge of cultural variables, dual language acquisition, knowledge of programs to effectively serve DLL students, bilingual assessment, and research and evidence-based practice to serve DLLs competently, as well as depth in second language competence. This white paper, endorsed by the School Psychology Educators of California (SPEC) and the California Association of School Psychologists (CASP), outlines areas of competence deemed to be essential to all psychologists, as well as additional areas of competence for practitioners identifying themselves bilingual school psychologists.
- Published
- 2019
42. The Olympia Proceedings. Section II: Keynote Program Papers. Transcending Future Shock: Invariant Principles for School Psychology.
- Author
-
Guidubaldi, John
- Abstract
To maximize the adaptation of school psychology to societal conditions, the discipline must: (1) focus on understanding the socialization process; (2) develop preventive and remedial strategies to compensate for disruption in family socialization; (3) devise more effective assessments of social competence; and (4) maintain standards of scholarship and assessment in psychological practice. (Author/CM)
- Published
- 1982
43. The Olympia Proceedings. Section II: Keynote Program Papers. Improving the Shape of School Psychology: A Practitioner's Viewpoint.
- Author
-
Shaffer, Marcia B.
- Abstract
The independent and autonomous practice of psychology in schools, and the need for reciprocity of certification among states, are advocated in a discussion of professional organizations to improve the position of school psychologists. Training standards and the lack of self-analysis in relation to professional conduct are discussed. (CM)
- Published
- 1982
44. The Olympia Proceedings. Section II: Keynote Program Papers. The Forces Shaping the 1980's.
- Author
-
Ogilvy, Joy
- Abstract
To understand the implications of the past and present on coming decisions, the major economic, political, and social forces in the United States are analyzed. The period of postwar growth is contrasted with the uncertainties of the 1970s, and two divergent projections of the 1980s are presented. (CM)
- Published
- 1982
45. Examination Paper Length: How Many Questions?
- Author
-
Hill, B. J.
- Abstract
Investigates empirically, for a sample of university examinations in engineering, the influence of examination length on reliability and discrimination. (Author)
- Published
- 1978
46. Digital Reading vs. Paper Reading: Does Mind Wandering Mediate Comprehension Differences?
- Author
-
Imel, Robert Brooks
- Subjects
Educational psychology ,Educational technology ,Psychology ,digital reading ,digital versus non-digital reading ,mind wandering ,reading ,reading comprehension - Abstract
Research on reading from digital devices has generally shown a decline in comprehension performance when reading from a digital screen as opposed to reading from paper, under certain conditions—namely, when texts are both longer and when comprehension is measured as deeper-level understanding of text, relying on higher order reading skills rather than merely measuring recall. The present study attempted to replicate previous findings, and to investigate whether comprehension declines are mediated by increased mind wandering when reading from a digital medium compared to when reading from paper. A sample of 169 high school students was given a text to read, either on paper or on a digital tablet. Following the reading, subjects were given two reading tests: one an inference-based comprehension test, the other a recall test. Mind wandering was measured by using a mind wandering probe adapted from Hollis and Was (2016). I did not replicate previous findings: I found no significant relationship between reading condition and inference-based comprehension. Further, no relationship was found between reading condition and mind wandering (i.e., there was not more mind wandering in the digital condition, as I had hypothesized). However, mind wandering was significantly related to inference-based comprehension, and a novel approach to capturing mind wandering in a group setting was successfully implemented. I discuss implications of these findings and possible directions for future research.
- Published
- 2018
47. Low-stakes performance testing in Germany by the VERA assessment: analysis of the mode effects between computer-based testing and paper-pencil testing
- Author
-
Inga Wagner, Philipp Manuel Loesche, and Steven Bißantz
- Subjects
05 social sciences ,Applied psychology ,050301 education ,Educational psychology ,Academic achievement ,01 natural sciences ,language.human_language ,Education ,Disadvantaged ,Test (assessment) ,German ,010104 statistics & probability ,Developmental and Educational Psychology ,language ,Generalizability theory ,0101 mathematics ,Everyday life ,Psychology ,0503 education ,Spoken language - Abstract
The German school system employs centrally organized performance assessments (some of which are called “VERA”) as a way of promoting lesson development. In recent years, several German federal states introduced a computer-based performance testing system which will replace the paper-pencil testing system in the future. Scores from computer-based testing are required to be equivalent to paper-pencil testing scores so that the new testing medium does not lead to disadvantages for students. Therefore, the current study aimed at investigating the size of the mode effect and the moderating impact of students’ gender, academic achievement and mainly spoken language in everyday life. In addition, the variance of the mode effect across tasks was investigated. The study was conducted in four German federal states in 2019 using a field experimental design. The test scores of 5140 eighth-graders from 165 schools in the subject German were analysed. The results of multi-level modelling revealed that students’ test scores in the computerized version of the VERA test were significantly lower than in the paper-pencil version. Students with a lower academic achievement were more disadvantaged by the VERA computerized test. The results were inconsistent regarding the interactions between testing mode and students’ gender and mainly spoken language in everyday life. The variance of the mode effect across tasks was high. Research into different subjects and in other federal states and countries under different testing conditions might yield further evidence about the generalizability of these results.
- Published
- 2021
48. Tool Use in Measuring: Second and Fourth Graders' Mediation of Their Linear Estimates Using Rulers and Paper Strips on Number Lines
- Author
-
Kang, Bona
- Subjects
Mathematics education ,Elementary education ,Educational psychology ,cognitive development ,elementary education ,estimation strategies ,mathematics education ,number line estimation - Abstract
This dissertation investigates the interplay between second and fourth graders’ use of rulers and paper strips to solve number line measurement problems. Drawing upon and extending Vygotsky’s (1978, 1986) approach to mediation in problem solving, and Saxe’s (2012) treatment of microgenesis of representational activity, I analyzed 36 second and 39 fourth graders’ measurement activity as they participated in videotaped semi-structured interviews. At each grade, students were randomly assigned to ruler, short paper strip, or long paper strip conditions, and solved five number line problems first without the tool available and then five similar problems with the tool available. For each problem, two numbers were labeled (e.g., 4 and 6) and students were asked to place a third number appropriately (e.g., 9). Problems and tools were designed to elicit unitizing strategies (splitting, iterating, counting) as students coordinated tool with target to produce a linear measure. I report findings related to the precision of students’ estimates contrasting tool absent and present conditions, and findings related to students’ adaptation of tools to serve measurement functions. Analyses of students’ precision revealed that with or without the support of tools, fourth graders were more precise than second graders, though the utility of tool varied with tool and problem type. The long paper strip was particularly difficult for second graders, and at both grades, many students rejected using the long paper strip. Students generally became precise with tools when a solving a problem type that displayed a linear unit of 1 instead of a larger unit, though this varied with tool type. On other problem types, tools interfered with precision, and on still other problem types, tools interfered with the precision of second, but supported the precision of fourth graders. Analyses of strategies revealed three levels in students’ ability to coordinate a unitization of tool and target as they tried to adapt tools to serve measurement functions. I argue that these findings can productively inform our understanding of the interplay between tool use in students’ developing measurement activity as well as the design of instructional problem environments to support students’ tool using in linear measurement.
- Published
- 2017
49. Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework
- Author
-
sarbunan, thobias
- Subjects
Vocational Education ,Curriculum and Instruction ,Curriculum and Social Inquiry ,Educational Psychology ,Disability and Equity in Education ,Early Childhood Education ,Art Education ,Educational Leadership ,Higher Education ,Adult and Continuing Education ,Education ,Education Economics ,Educational Administration and Supervision ,Online and Distance Education ,Teacher Education and Professional Development ,Bilingual, Multilingual, and Multicultural Education ,Educational Methods ,Community College Leadership ,Educational Assessment, Evaluation, and Research - Abstract
the article review to action research paradigms
- Published
- 2022
- Full Text
- View/download PDF
50. Symbol Step Paper
- Author
-
Chan, Jenny Yun Chen, Smith, Hannah, and Ottmar, Erin
- Subjects
Other Psychology ,FOS: Psychology ,Cognition and Perception ,Educational Psychology ,Developmental Psychology ,Cognitive Psychology ,Psychology ,Social and Behavioral Sciences - Abstract
We examine how symbols—specifically variables versus numbers—impact students’ problem-solving strategies, and use of these properties, within an online algebra notation system where students can dynamically transform and simplify expressions. Using log data within the system, we quantitatively and qualitatively examine how symbols and students’ mathematical knowledge influence their strategies and process in problem-solving.
- Published
- 2022
- Full Text
- View/download PDF
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