Learning: Research and Practice最新文献

{"title":"Principles of assessment in school-based making","authors":"Yumiko Murai, Y. Kim, Stephanie Chang, J. Reich","doi":"10.1080/23735082.2022.2107695","DOIUrl":"https://doi.org/10.1080/23735082.2022.2107695","url":null,"abstract":"ABSTRACT While school educators are increasingly interested in adopting maker pedagogy, many schools struggle to integrate making with their existing core curriculum because of the difficulty in assessing the learning that occurs in maker classrooms. To address this issue, we collaborated with educators on design-based research focused on assessment in maker classrooms. We investigated assessment approaches that support the process of making. This paper reports on four design principles of assessment in school-based making that emerged from a literature review and the collaborative development process with educators. We discuss the challenges and opportunities for assessment in maker classrooms, as well as strategies to seamlessly embed assessment within a classroom’s culture, norms, and activities.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"52 1","pages":"57 - 72"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74790714","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}

{"title":"Association between Problematic Social Media Use and Academic Procrastination: The Mediating Role of Mindfulness","authors":"D. Serrano, Patrick S. Williams, Laela Ezzeddine, Bryan Sapon","doi":"10.1080/23735082.2022.2100920","DOIUrl":"https://doi.org/10.1080/23735082.2022.2100920","url":null,"abstract":"ABSTRACT Excessive social media use is a growing concern among educators. However, little research has examined the effects that problematic social media use has on student’s academic procrastination and thereby on academic performance. Thus, this study explored the effects of social media use on students’ academic procrastination and performance, and the degree to which students’ mindfulness mediates these associations. Participants were 233 undergraduate students attending a Hispanic-serving institution. Hierarchical linear regression analyses indicated that problematic social media use significantly predicts academic procrastination. Moreover, the association between problematic social media use and academic procrastination was better explained through mindfulness within academic environments.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"62 1 1","pages":"84 - 95"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77569330","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}

{"title":"Knowledge evaluation and disciplinary access: mutually supportive for learning","authors":"A. Ash, B. Hand","doi":"10.1080/23735082.2022.2092645","DOIUrl":"https://doi.org/10.1080/23735082.2022.2092645","url":null,"abstract":"ABSTRACT The centrality of knowledge construction to student learning is well-recognised in education. In this study, we explore what it means to go beyond knowledge construction to knowledge evaluation, and how knowledge evaluation combined with direct disciplinary access improves opportunities for meaningful learning. We first review literature to advance a theoretical understanding of a) the importance of student evaluation of knowledge and b) direct disciplinary access, and then review how both of these in tandem support students’ learning with science content. We then use a single case study with a highly effective teacher to better understand the practical significance of these topics. Findings demonstrate how the teacher’s approach supported students’ opportunities to evaluate (rather than just construct) knowledge, which improved students’ meaning-making around science concepts. Her approach also supported students’ direct and unmediated access to science content, which has further implications for their scientific literacy and civic engagement. In describing the link between knowledge evaluation and direct disciplinary access in one teacher’s classroom, we further articulate what it means for students to take a central role in the evaluation and use of science knowledge.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"171 1","pages":"116 - 132"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84735951","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}

{"title":"Reviewers (2021 – 2022)","authors":"Mardiana Bte Abu Bakar, Tuncay Akınci, D. Banegas, Fei-Ching Chen, Young Hoan Cho, Kah Loong Chue, C. Conley, X. Gao, M. Gaydos, Shaun Goh, J. Hur, Dayu Jiang, Rosanne M. Jocson, Wendy Wen Li, James Cook, J. Lim, Yann Shiou Ong","doi":"10.1080/23735082.2022.2111892","DOIUrl":"https://doi.org/10.1080/23735082.2022.2111892","url":null,"abstract":"","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"19 31 1","pages":"191 - 193"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78165137","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}

{"title":"Strategies to engage students in learning, minimise educational inequality and improve teacher professionalism","authors":"Ouhao Chen","doi":"10.1080/23735082.2022.2110364","DOIUrl":"https://doi.org/10.1080/23735082.2022.2110364","url":null,"abstract":"In this issue, there is a focus on three aspects – educational equality, engaging students in the classroom and improving teachers’ professional knowledge, which are necessary to enhance students’ learning performance. As teachers build their professionalism through teaching and attending professional development courses, educational researchers should therefore aim to discover the needs of teachers and design quality teacher professional development using effective strategies to help them in building professional competencies. Additionally, the students’ role in building a learning environment tends to be less prominent and passive, as students tend to receive teachers’ teaching and are “shaped” by the educational system (Könings et al., 2014), showing less engagement in learning. However, students’ learning attitude and behaviours also determine the learning outcome. Therefore, the cooperation between teachers and students is essential to enhance students’ learning. The articles in this issue suggest various strategies to promote students’ engagement, improve teacher professionalism, and reduce educational equality, for enhancing students’ learning. The first article in this issue by Serrano and Danya (2022) illustrates the relationship between students’ overuse of mobile devices and students’ procrastination in academic activities and how mindfulness can serve as a mediating variable between students’ usage of mobile devices and students’ academic performance. This research article proposes that overuse of mobile devices and apps leads to the academic procrastination. Students intentionally delay doing academic-related activities regardless of serious consequences, due to using their mobile devices. The delay of doing academic work has a huge relationship with declined academic performance. Since the procrastination in schoolwork is due to the excessive attention to mobile devices, mindfulness is introduced to divert the attention from mobiles to academic work. The current research involves 233 psychology undergraduate students. The students self-reported their habits on mobile usage, mindful attention, and procrastination on schoolwork. As expected, the problematic social media usage has a significant positive relationship with academic procrastination. Interestingly, the problematic social media usage has no relationship with academic performance. However, mindfulness does have a mediative role between the problematic social media usage and academic procrastination. The current research points out that mindfulness may be useful to reduce students’ procrastination in schoolwork and educators should consider implementing mindfulness education in the curriculum to reduce students’ use of mobile devices and minimize students’ procrastination in academic work. Teachers’ guidance is a pillar for students to gain sufficient knowledge in classrooms. Therefore, various teaching modes are developed to maximize the knowledge students can gain. For inst","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"1 1","pages":"79 - 83"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88875933","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}

{"title":"Guidance differs between teaching modes: practical challenges in integrating hands-on investigations with direct instruction","authors":"Lin Zhang","doi":"10.1080/23735082.2022.2105937","DOIUrl":"https://doi.org/10.1080/23735082.2022.2105937","url":null,"abstract":"ABSTRACT Integrating scientific investigations into science instruction has been a global phenomenon. Particularly in the US, this emphasis has been suggested by the nation-wide science educational standards over decades. However, the details on how the integration could be carried out remain under discussed. The present study focuses on the integration of hands-on investigations with direct instruction and examines a high-school physics unit that incorporated both instructional modes. This study found that what was offered in the guidance and how it was offered differed substantially when teaching shifted between the two modes, which led to difficulties in the integration in teaching practice. This study provides suggestions and calls for studies to look into this issue.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"35 1","pages":"96 - 115"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82224453","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}

{"title":"Engagement and compliance in education today","authors":"Alan English","doi":"10.1080/23735082.2022.2085771","DOIUrl":"https://doi.org/10.1080/23735082.2022.2085771","url":null,"abstract":"ABSTRACT Student engagement is one of the most important factors of an effective classroom throughout the P-16 spectrum. Of late, many have attempted to define engagement and establish best practices for maximising it in the classroom. In the process, a number of sources have implied or encouraged a false dichotomy between engagement and compliance. This engagement vs compliance dichotomy is neither supported by current research nor practically applicable to instructors. Here, the author works to briefly define student engagement, discuss what research has thus far indicated about the relationship between engagement and compliance, offer educators suggestions for best practices when pursuing engagement and compliance in the classroom, and suggest what future lines of research could provide useful advancements of knowledge.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"22 1","pages":"139 - 147"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87337321","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}

{"title":"Towards dynamically monitoring computer-assisted instruction to reduce educational inequality","authors":"J. Chevalère","doi":"10.1080/23735082.2022.2073384","DOIUrl":"https://doi.org/10.1080/23735082.2022.2073384","url":null,"abstract":"ABSTRACT Educational inequality may entail not only socioeconomic disparities, but also cognitive-affective disparities across students. Considering the pervasive socio-contextual factors inherent to classroom environments affecting students’ self-confidence and learning – e.g., stereotype threats linked to low cognitive abilities or disadvantaged socioeconomic backgrounds – I envision the possibility to administer and monitor computer-assisted instruction dynamically to fit individual learner needs as a way to minimise, when needed, the influence of contextual factors and enhance self-perceptions to better help students cope with other classmates in group settings. This approach, which represents a neglected possibility so far, may be of interest for researchers and teachers in their daily practice and may stimulate the debate on educational inequality.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"405 1","pages":"133 - 138"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77742653","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}

{"title":"Implementation of blended learning in professional development programmes for school principals: factors affecting the satisfaction of principals from disadvantaged areas in Vietnam","authors":"Kim Manh Tuan, Tran Huu Hoan, Duong Thi Hoang Yen, Nguyen Phuong Huyen","doi":"10.1080/23735082.2022.2083217","DOIUrl":"https://doi.org/10.1080/23735082.2022.2083217","url":null,"abstract":"ABSTRACT To support the implementation of Vietnam’s new general education curriculum, Vietnam Ministry of Education and Training is organising a professional development programme integrating blended learning models for principals of general education institutions. In the period of educational reforms, there is a need for high-quality professional development for school principals. The satisfaction level of learners is an important indicator of the quality of a professional development programme. This study proposes a research model to analyse critical factors affecting the satisfaction of principals from disadvantaged areas in Vietnam with the professional development programme. In total, 1036 valid responses were received from 1096 principals (equivalent to 94.53%) of primary, secondary, and postsecondary schools in disadvantaged areas. The collected data set is then evaluated by exploratory factor analysis and regression analysis. The results show that all factors include learning objectives, course content, instructional methods, course assessment, technology support and organising and planning affect learners’ satisfaction, however, at different levels. Organising and planning, course content and instructional methods are the three most influential factors positively affecting learners’ satisfaction. Another finding is that non-minority groups are more satisfied with the programme than ethnic minority groups.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"23 1","pages":"148 - 168"},"PeriodicalIF":0.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86514955","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}

{"title":"How does teachers’ professional agency in the classroom change in the professional transition from early career teachers to more experienced ones?","authors":"L. E, A. Toom, Jenni Sullanmaa, J. Pietarinen, T. Soini, K. Pyhältö","doi":"10.1080/23735082.2022.2076148","DOIUrl":"https://doi.org/10.1080/23735082.2022.2076148","url":null,"abstract":"ABSTRACT Professional agency is key for teachers’ professional development, for constructing their professional identity, and for promoting student learning. This longitudinal study explored the development of teachers’ (N = 201) sense of professional agency in the classroom in the professional transition from early career teachers to more experienced ones. We used latent profile analysis to examine the individual variation and change in teachers’ sense of professional agency in the classroom in a five-year follow-up. The results showed three distinctive profiles: a high sense of professional agency (64%), a moderate sense of professional agency (32%), and a low sense of professional agency (4%) in the classroom. The changes detected in the three teachers’ sense of professional agency profiles varied. The profiles were associated with teacher groups (i.e., primary teachers, subject teachers, and special education teachers), but not with stress, attrition intention or school size. The results imply that teachers’ sense of professional agency in the classroom does not always increase in tandem with experience, and thus, different kinds of support are needed for cultivating teachers’ sense of professional agency over time.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"48 1","pages":"169 - 190"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80304620","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}