Learning: Research and Practice最新文献_第9页

Metacognition, calibration, and self-regulated learning: an exploratory study of undergraduates in a business school 元认知、定标与自我调节学习:对某商学院本科生的探索性研究

Learning: Research and Practice Pub Date : 2019-01-02 DOI: 10.1080/23735082.2018.1491616

D. Stoten

引用次数: 6

Investigating students’ situation-specific emotional state and motivational goals during a learning project within one primary school classroom 在一所小学的课堂中，调查学生在特定情境下的情绪状态和动机目标

Learning: Research and Practice Pub Date : 2019-01-02 DOI: 10.1080/23735082.2018.1554821

H. Järvenoja, Jonna Malmberg, Sanna Järvelä, Piia Näykki, Heikki Kontturi

{"title":"Investigating students’ situation-specific emotional state and motivational goals during a learning project within one primary school classroom","authors":"H. Järvenoja, Jonna Malmberg, Sanna Järvelä, Piia Näykki, Heikki Kontturi","doi":"10.1080/23735082.2018.1554821","DOIUrl":"https://doi.org/10.1080/23735082.2018.1554821","url":null,"abstract":"ABSTRACT This study explores fluctuation in students’ emotional state and motivational goals during a learning project that requires self-regulation. The research asks the following questions: (1) How do students’ emotional state and motivational goal fluctuate between the gStudy learning sessions during a two-month project? (2) How do students with different situational motivation describe their use of motivation regulation strategies? and (3) How is students’ situational motivation associated with their learning outcomes? The students (N = 20) in one classroom evaluated their emotional state and motivational goals repeatedly with an emotion awareness tool during a two-month-long science project. At the end of the project, they completed a learning test and were interviewed about their regulation strategies. The results show that the students’ situational motivation fluctuated in the course of the learning project. The students with a trend of a low situational motivation reported particularly the use of performance and mastery self-talk strategies, the students with moderate situational motivation emphasised environmental structuring and self-consequating, while the students with high situational motivation reported the use of self-consequating and interest enhancement strategies. The students typically reporting high or moderate situational motivation gained significantly more inquiry learning skills compared to their peers with low situational motivation.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"24 1","pages":"23 - 4"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88362322","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: 12

Professional identity in relation to vocational teachers’ work: an identity-centred approach to professional development 职业认同与职业教师工作的关系:以认同为中心的专业发展方法

Learning: Research and Practice Pub Date : 2018-08-06 DOI: 10.1080/23735082.2018.1487573

Katja Vähäsantanen, Raija H. Hämäläinen

引用次数: 14

Distributed practice in classroom inquiry science learning 课堂探究性科学学习的分布式实践

Learning: Research and Practice Pub Date : 2018-07-03 DOI: 10.1080/23735082.2017.1371321

Vanessa Svihla, M. Wester, M. Linn

引用次数: 3

Why STEM? Why now? Educating for technologies, or technologies for education? 为什么干什么?为什么是现在?为技术而教育，还是为教育而技术?

Learning: Research and Practice Pub Date : 2018-07-03 DOI: 10.1080/23735082.2018.1511275

M. Tan

{"title":"Why STEM? Why now? Educating for technologies, or technologies for education?","authors":"M. Tan","doi":"10.1080/23735082.2018.1511275","DOIUrl":"https://doi.org/10.1080/23735082.2018.1511275","url":null,"abstract":"ABSTRACT The STEM movement is a recent phenomenon receiving worldwide attention as the darling educational project for school systems and research centres. This interest has no doubt been fuelled by economic rationales of the supposed necessity of STEM for continued material wealth, and the claims that the future will require a different sort of expertise than what we currently possess. However, not as a conservative response, but as a critical one, it is important for us to become clearer about what it is that we would want students to learn. In addition, as researchers and practitioners, it is imperative that we distinguish hype from reality, if only because we need to learn from our collective institutional histories and claim some form of ownership over the direction of our work. Interdisciplinary STEM education does provide opportunities for educators to deeply confront such issues as the ethics of invention, and the distinction between the descriptive and normative disciplines. Yet, these gains are likely to be drowned out by the much louder clamour for flashy new things to fill new rooms with rearranged furniture. This commentary is intended as a reminder to the community to do the hard, unglamorous work required to make worthwhile learning happen.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"32 1","pages":"203 - 209"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86706383","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

Reviewers (2017–2018)

Learning: Research and Practice Pub Date : 2018-07-03 DOI: 10.1080/23735082.2018.1518308

引用次数: 0

When the type of assessment counteracts teaching for understanding 当评估的类型抵消了理解的教学

Learning: Research and Practice Pub Date : 2018-07-03 DOI: 10.1080/23735082.2017.1285422

Jasmin Leber, A. Renkl, M. Nückles, K. Wäschle

引用次数: 15

Challenging learning conventions 挑战学习习惯

Learning: Research and Practice Pub Date : 2018-07-03 DOI: 10.1080/23735082.2018.1512220

Elizabeth Koh, H. So

引用次数: 0

The logic of design research 设计研究的逻辑

Learning: Research and Practice Pub Date : 2018-07-03 DOI: 10.1080/23735082.2017.1286367

Matthew W. Easterday, Daniel G. Rees Lewis, E. Gerber

引用次数: 77

Mindfulness for adulting 成人的正念

Learning: Research and Practice Pub Date : 2018-01-02 DOI: 10.1080/23735082.2018.1428081

H. Bai, A. Cohen, M. Miyakawa, T. Falkenberg

{"title":"Mindfulness for adulting","authors":"H. Bai, A. Cohen, M. Miyakawa, T. Falkenberg","doi":"10.1080/23735082.2018.1428081","DOIUrl":"https://doi.org/10.1080/23735082.2018.1428081","url":null,"abstract":"ABSTRACT This paper calls for ethical responsibility to manifest a holistic, embodied, and deeply relational vision of what it means to actualise fuller human flourishing than how we, humanity as a whole, are behaving currently. A thesis is presented that humanity is experiencing an arrest within the trajectory of species’ psychological development and that mindfulness cultivation can facilitate transformation. This thesis comes with a proviso that mindfulness needs to be taken up differently from the dominant discourse around it. A case is made that contemporary mindfulness is most often implicitly and explicitly fuelled by conventional “ordinary consciousness” whose primary function is survival supported by the fear-driven fight–flight–freeze neural assemblage. Suggestions are made that mindfulness be understood as a way of accessing non-ordinary consciousness that sees the world relationally in terms of expansive self-other integration. For this, further suggestions are made that mindfulness be placed back into a larger context, for example, practice-based Buddhist philosophy and psychology, that addresses existential suffering and proffers a comprehensive holistic educational programme. Such a programme cultivates human potential and supports relationally generous and generative human flourishing. As a concrete practice proposal for transitioning into a relational paradigm, inner work is proposed and illustrated with examples.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"38 1","pages":"12 - 28"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82090465","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: 4