Education Inquiry最新文献_第7页

Lesson signature in food and health education 食品与健康教育课程签名

Education Inquiry Pub Date : 2022-08-05 DOI: 10.1080/20004508.2022.2109559

E. Aadland, Hege Wergedahl

引用次数: 1

Collective meaning-making in collegial conversations: teacher educators’ talk about students’ academic writing 大学会话中的集体意义建构:教师教育者对学生学术写作的谈论

Education Inquiry Pub Date : 2022-07-19 DOI: 10.1080/20004508.2022.2096840

Ingunn Ofte

引用次数: 0

Associations between having breakfast and reading literacy achievement among Nordic primary school students 北欧小学生吃早餐与阅读能力的关系

Education Inquiry Pub Date : 2022-07-05 DOI: 10.1080/20004508.2022.2092978

Kristine E. Illøkken, Dorte Ruge, M. LeBlanc, N. Øverby, Frøydis Nordgård Vik

引用次数: 0

Using storytelling to teach a topic in physics 用讲故事的方法教授物理学中的一个主题

Education Inquiry Pub Date : 2022-06-27 DOI: 10.1080/20004508.2022.2092977

Rawatee Maharaj-Sharma

引用次数: 1

We are mentoring more often: experiences of being a mentor in a training school project 我们更经常地进行指导:在培训学校项目中担任导师的经历

Education Inquiry Pub Date : 2022-06-10 DOI: 10.1080/20004508.2022.2086736

Johan Bäcklund, Rebecka Florin Sädbom, Lena Manderstedt, Helena Anderström

引用次数: 0

Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools 天生的纪律性还是从工作中学习?冰岛义务教育学校的前两年有七名男教师

Education Inquiry Pub Date : 2022-05-26 DOI: 10.1080/20004508.2022.2080343

I. A. Jóhannesson, Andri Ottesen, Valgerður S. Bjarnadóttir

引用次数: 2

From authorised visitor to key person – a trajectory of participation in teacher Facebook groups 从授权访客到关键人物——教师Facebook群组的参与轨迹

Education Inquiry Pub Date : 2022-05-16 DOI: 10.1080/20004508.2022.2069931

Ann-Christin Randahl, Yvonne Liljekvist, C. Olin-Scheller, Jorryt van Bommel

引用次数: 1

A review of research on teaching of computer programming in primary school mathematics: moving towards sustainable classroom action 小学数学计算机程序设计教学研究述评:走向可持续课堂行动

Education Inquiry Pub Date : 2022-05-13 DOI: 10.1080/20004508.2022.2072575

O.E. Holo, E.N. Kveim, M. Lysne, L. Taraldsen, F. O. Haara

{"title":"A review of research on teaching of computer programming in primary school mathematics: moving towards sustainable classroom action","authors":"O.E. Holo, E.N. Kveim, M. Lysne, L. Taraldsen, F. O. Haara","doi":"10.1080/20004508.2022.2072575","DOIUrl":"https://doi.org/10.1080/20004508.2022.2072575","url":null,"abstract":"ABSTRACT This review article focuses on the teaching of computer programming in primary school mathematics, as reported by 37 empirical studies. Our findings show that a variety of research methods are used, which often combine qualitative and quantitative approaches. Furthermore, we found the focus of attention to vary from emphasis on the teacher and the teacher’s knowledge regarding computer programming, to how use of tools and devices can influence learning outcomes, and the actual teaching and learning in the classroom. We found the implications for teaching congregate in three categories: the relation between mathematics and computer programming, tools and devices, and didactical approaches. Based on the discussion of our findings, we suggest two new possibilities for research on the teaching of computer programming in primary school mathematics: focus on computer programming and specific mathematical topics, and focus on students’ in-depth learning in a way that makes it possible to explore connections between computer programming and mathematics and use of computational thinking to solve mathematical problems.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988708","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: 2

Teacher–student relationships and students’ self-efficacy beliefs. Rationale, validation and further potential of two instruments 师生关系和学生的自我效能信念。两项文书的理由、验证和进一步潜力

Education Inquiry Pub Date : 2022-05-12 DOI: 10.1080/20004508.2022.2073053

Ulf Jederlund, T. von Rosen

{"title":"Teacher–student relationships and students’ self-efficacy beliefs. Rationale, validation and further potential of two instruments","authors":"Ulf Jederlund, T. von Rosen","doi":"10.1080/20004508.2022.2073053","DOIUrl":"https://doi.org/10.1080/20004508.2022.2073053","url":null,"abstract":"ABSTRACT High quality of teacher–student relationships is widely recognized as fundamental part of good education. Moreover, students’ self-efficacy beliefs, or their confidence to succeed within different domains at school, are important impact factors to achievement. Although there is support for an association between student-perceived teacher–student relationship quality and students’ self-efficacy judgements, which mediates achievement, no tool explores this association. This article suggests that two instruments, respectively measuring students’ perceptions of teacher–student relationship quality (TSR) and student’s self-efficacy (SSE), can be used in parallel for a multifaceted exploration of individual students’ perception of TSR quality, in relationship to their self-efficacy. Two well-established instruments were adopted, validated and their factor structures re-confirmed in a Swedish sample, using data from students in five schools (n=382). Factor analysis showed that models with three underlying dimensions of TSR and four underlying dimensions of SSE were the most appropriate. All sub-scales showed good-to-excellent reliability (Cronbach’s α = 0.75–0.94). Findings indicated a lack of multigroup invariance across gender and school level for the TSR-model. Substantial associations were found between student-perceived teacher support, and students’ self-efficacy for self-regulated learning and global academic success. We discuss utility and limitations, need of model improvement, and future potential.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48638792","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: 3

Distance education for pupils with intellectual disabilities – teachers’ experiences 智障学生远程教育——教师的经验

Education Inquiry Pub Date : 2022-05-08 DOI: 10.1080/20004508.2022.2073054

R. Sirkko, M. Takala

引用次数: 0