The European Educational Researcher最新文献_第2页

Toward a Curiosity Mindset: Reframing the Problem of Student Disengagement from Classroom Instruction 走向好奇心态:重新建构学生脱离课堂教学的问题

The European Educational Researcher Pub Date : 2022-10-12 DOI: 10.31757/euer.535

Alandeon W. Oliveira, R. Lathrop

{"title":"Toward a Curiosity Mindset: Reframing the Problem of Student Disengagement from Classroom Instruction","authors":"Alandeon W. Oliveira, R. Lathrop","doi":"10.31757/euer.535","DOIUrl":"https://doi.org/10.31757/euer.535","url":null,"abstract":"Reduced student engagement in formal instruction is a problem that pervades classrooms across the educational spectrum. Students have been shown to commonly experience the negative emotions of boredom and inattentiveness (Bunce, Flens, & Neiles, 2010; Mann & Robinson, 2009; Young, Robinson, & Alberts, 2011) as well as vigilance decrement (Grier et al., 2003). Studies have revealed that more than 40% of high-school students usually remain disengaged from learning (Usher and Kober, 2012) and few (as little as 8%) reach a developmental level characterized by intrinsic motivation, attention, and effort (Lawson & Masyn, 2015; Scherrer & Preckel, 2018). Because student interest in the instructional topics and pedagogical activities rapidly decreases or is completely lost, students withdraw their attention from instruction in favor of off-task behaviors such as daydreaming, doodling, or inappropriate use of technology (Adams, 2006; Bugeja, 2007; Fink, 2010; Gilroy, 2004; Nworie & Haughton, 2008). Despite teachers’ best efforts, maintaining high levels of student interest during class time and avoiding disengagement from the learning process constitutes a challenging pedagogical endeavor, particularly in the context of classroom discussions and lectures (Lemke, 1990; Nunn, 1996).","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125499155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Modelling Digital Competence by Combining Computational Thinking with General Learning Taxonomies 将计算思维与一般学习分类法相结合，建立数字能力模型

The European Educational Researcher Pub Date : 2022-09-26 DOI: 10.31757/euer.612

Claudia Schreiner, C. Wiesner

{"title":"Modelling Digital Competence by Combining Computational Thinking with General Learning Taxonomies","authors":"Claudia Schreiner, C. Wiesner","doi":"10.31757/euer.612","DOIUrl":"https://doi.org/10.31757/euer.612","url":null,"abstract":": In the context of a rapid digital transformation, digital competence is now regarded as a fourth cultural skill complementing reading, writing, and arithmetic. We argue that a well-structured and sound competence model is needed as a shared foundation for learning, teaching, pedagogical diagnostics and evaluative schemes in the school system. Every competence model should build upon a consistent, theoretically sound framework for teaching and learning. We consequently develop a competence model for digital competence by drawing on the concept of computational thinking as well as on general learning taxonomies. By combining different knowledge and process dimensions with essential facets of computational thinking a cube model of digital competence can be constructed. Hence, we develop and substantiate a structure model for digital competence building upon the concept of computational thinking that goes beyond the existing frameworks only focusing on the subject-related context and present this for discussion. The next step would then be to supplement the structure model with specific learning objectives, so that developing approaches to teaching and learning digital competence has a sound basis.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122337435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examination of Special Education with Constructivism: A Theoretical and Review Study 建构主义的特殊教育考察:理论与回顾研究

The European Educational Researcher Pub Date : 2022-09-19 DOI: 10.31757/euer.611

Seda Özer Şanal, M. Erdem

引用次数: 0

Examining the Relationship between High School Students' Lifelong Learning Tendencies and Problem Solving Self-Appraisal 高中生终身学习倾向与问题解决自我评价的关系研究

The European Educational Researcher Pub Date : 2022-08-29 DOI: 10.31757/euer.534

Erkan Tabancalı, Gülay Öngel

{"title":"Examining the Relationship between High School Students' Lifelong Learning Tendencies and Problem Solving Self-Appraisal","authors":"Erkan Tabancalı, Gülay Öngel","doi":"10.31757/euer.534","DOIUrl":"https://doi.org/10.31757/euer.534","url":null,"abstract":": Lifelong learning, which is an uninterrupted learning approach, means that individuals learn to adapt to changing social, cultural, technological, or economic conditions, and thus advance their lives. Educating individuals as lifelong learners for their equal participation in society is an important educational ideal. For these reasons, it is important to investigate the variables that will facilitate individuals to adopt lifelong learning. The study aimed to reveal experimental results about how positive self-appraisal in problem solving will create a motivation on lifelong learning tendency. In this study conducted on high school students, it was first examined whether the change in perceptions of problem solving and lifelong learning differed according to gender, and then the relationship between these two variables was aimed to be revealed. This study offers important implications about the effect of problem-solving self-appraisal on lifelong learning disposition. According to the findings, individuals with high problem-solving self-evaluation are more inclined toward lifelong learning. for approach-avoidance ; .789 for personal control ; .963 and for the whole scale. High scores obtained from the scale indicate that the individual perceives himself/herself as inadequate in terms of problem-solving skills Şahin, Heppner, 1993). The other scale used in the research is the Lifelong Learning Trends Scale developed by Erdoğan and Arsal (2016). The Lifelong Learning Tendency Scale is a 5-point Likert-type scale consisting of 17 items. The scale consists of willingness to learn and openness to improvement sub-dimensions and was developed to determine students' lifelong learning tendencies. The Cronbach-alpha coefficients of the sub-dimensions are as follows, respectively: .940 for willingness to learn ; .931 for openness to improvement and .962 for the whole scale.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131369390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Correlational Study: Listening and Reading Anxiety of Turkish Children During the Covid-19 Pandemic 相关研究:新冠肺炎大流行期间土耳其儿童的听力和阅读焦虑

The European Educational Researcher Pub Date : 2022-08-15 DOI: 10.31757/euer.533

Deniz Melanlıoğlu, Mehmet Katrancı

引用次数: 0

It Takes Less than a Village to Influence Educational Aspirations and Attainment 不需要一个村庄就能影响教育愿望和成就

The European Educational Researcher Pub Date : 2022-05-27 DOI: 10.31757/euer.523

Gurmak Singh, C. Loomis, Christina Dimakos, Blaise Y. O’Malley, Sylvie Lamont, Janette Pelletier, Brian D. Christens, Carrie Wright, R. Peters

{"title":"It Takes Less than a Village to Influence Educational Aspirations and Attainment","authors":"Gurmak Singh, C. Loomis, Christina Dimakos, Blaise Y. O’Malley, Sylvie Lamont, Janette Pelletier, Brian D. Christens, Carrie Wright, R. Peters","doi":"10.31757/euer.523","DOIUrl":"https://doi.org/10.31757/euer.523","url":null,"abstract":": Influencers are individuals or entities that meaningfully contribute through a socially constructed process to the formation of educational aspirations and possibly to their attainment. The effect of a specific influencer may differ within the context of multiple influencers. The aim of the current mixed methods study was to investigate how various influencers shape the development of educational aspirations and may contribute to goal setting and eventual attainment of an early aspiration. One-on-one, semi-structured interviews were conducted with 44 participants who attended high school in Ontario, Canada. Most participants identified as Canadian (54.5%) with a mean age of 29 years and median income of $48,504 Canadian Dollars. Participants were asked about the educational aspirations they had in high school. Retrospective accounts provided the opportunity to ask in the interviews not only who the influencers were but also if aspirations were pursued, changed, or attained. Coding and thematic analysis revealed 11 categories of influencers. Further analysis revealed that individuals with a diverse set of influencers attained their educational goals with an important exception. Young adults with 3 – 5 types of influencers were the largest percentage (61.9%) who achieved their goals, whereas among those with 1, 2, or more than 5 influencers only 21.7% achieved their aspirations. Two influencers that have received little empirical attention emerged: Self and Society/Culture. Findings have implications for encouraging young people and influencers to consider not only how parents and teachers affect educational aspirations but also the composition and size of socio-educational networks.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127647358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Mediating Role of Self-Alienation between Fear of Covid-19 and Smartphone Addiction Covid-19恐惧与智能手机成瘾之间自我异化的中介作用

The European Educational Researcher Pub Date : 2022-05-23 DOI: 10.31757/euer.531

H. Özok, Gamze Mukba, Volkan Tayiz

引用次数: 0

Was Emergency Remote Education Enough To Save The Day? : Mathematics Teachers' Difficulties and Ways to Cope With These Difficulties 紧急远程教育足以拯救世界吗?数学教师面临的困境及解决之道

The European Educational Researcher Pub Date : 2022-05-08 DOI: 10.31757/euer.525

Vildan Donmuş Kaya, Ebru Kükey

{"title":"Was Emergency Remote Education Enough To Save The Day? : Mathematics Teachers' Difficulties and Ways to Cope With These Difficulties","authors":"Vildan Donmuş Kaya, Ebru Kükey","doi":"10.31757/euer.525","DOIUrl":"https://doi.org/10.31757/euer.525","url":null,"abstract":": This case study aims to examine the difficulties, and the ways to cope with these difficulties or the solution proposals for coping faced by middle school mathematics teachers during the Emergency Remote Education (ERE). The participants consisted of four online focus groups with eighteen mathematics teachers working in middle schools in Turkey. The data was collected semi-structured interviews. The data was analyzed the thematic approach. According to the findings, the teachers faced difficulties caused by students, teachers, infrastructure, schedule and curriculum, parents, and nature of mathematics. The difficulties were virtual classroom management, participation, and interest/motivation (caused by student), communication/interaction, measurement and evaluation, ICT competencies, and privacy (caused by teacher), device and internet deficiencies (caused by Infrastructure), supporting roles and supervising roles (caused by parents), Schedule and curriculum, and Nature of mathematics. Teachers were able to cope with difficulties by banning/restricting, contacting parents, paying attention to the arrangement of scheduled hours, making additional courses, sending additional lesson documents, and organizing different learning activities, rules, face-to-face homework checks, and face-to-face exams, adhering to the lesson time in the schedule determined by the school administration. The limitations of the study and implications for future research were discussed. questions about MTs' difficulties with distance education during the Covid-19 process and solutions. The opinions of four experts, two of whom are studying distance education, two of whom were studying mathematical education, and a math teacher, were taken on the instrument to ensure the validity of the instrument. The instrument, which had been modified in accordance with expert recommendations, was ready to collect data.The semi-structured interviews form for the focus groups was tested and revised in a pilot focus online group with three MTs.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123390702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Positive Psychology can help overcome the pernicious native speaker ideology 积极心理学可以帮助克服有害的母语意识形态

The European Educational Researcher Pub Date : 2022-05-04 DOI: 10.31757/euer.526

Jean–Marc Dewaele, Kazuya Saito

引用次数: 9

Recognizing All Students’ Assets: The Role of Profound Interruptions 认识所有学生的资产:深刻干扰的作用

The European Educational Researcher Pub Date : 2022-02-25 DOI: 10.31757/euer.521

Mary Louise Gomez

引用次数: 0