Educational Sciences: Theory and Practice最新文献

Statistical Analysis of Students’ Behavioral and Attendance Habits in Engineering Education 工科教育学生行为与出勤习惯的统计分析

Educational Sciences: Theory and Practice Pub Date : 2019-10-30 DOI: 10.12738/estp.2019.4.004

Vanessa Ibáñez, Sergio Pérez, Josep Silva, Salvador Tamarit

{"title":"Statistical Analysis of Students’ Behavioral and Attendance Habits in Engineering Education","authors":"Vanessa Ibáñez, Sergio Pérez, Josep Silva, Salvador Tamarit","doi":"10.12738/estp.2019.4.004","DOIUrl":"https://doi.org/10.12738/estp.2019.4.004","url":null,"abstract":"This study aims at quantifying the relationship between the marks of students and their seating position in the classroom. The study is cross-sectional, quantitative, observational, and correlational. It analyzed data collected throughout two academic years about the students’ marks (in different terms, courses, and degrees) and about their daily seating position (so, every change was recorded) for both theory and practice lessons. The quantitative data collected in the study was statistically analyzed. The main result is that the seating position is significantly correlated with the marks in the studied context (engineering schools with classrooms with 5-66 students). Other side results show a positive influence on marks of working alone with respect to sharing the computer with a classmate; indicate where do students who give up the course usually sit, and when in the academic term do, they give up. This article provides empirical data with regards to the relation between classroom seating and academic performance in engineering schools. The results obtained quantify this relation, but they cannot determine whether it is causal, consequential, or both. This study complements other studies that correlated motivation with seating preferences.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85965417","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

Four Pedagogical Dimensions for Understanding Flipped Classroom Practices in Higher Education: A Systematic Review 理解高等教育翻转课堂实践的四个教学维度:系统回顾

Educational Sciences: Theory and Practice Pub Date : 2019-10-30 DOI: 10.12738/estp.2019.4.002

J. Koh

{"title":"Four Pedagogical Dimensions for Understanding Flipped Classroom Practices in Higher Education: A Systematic Review","authors":"J. Koh","doi":"10.12738/estp.2019.4.002","DOIUrl":"https://doi.org/10.12738/estp.2019.4.002","url":null,"abstract":"Despite being widely adopted in higher education to support student-centred learning, the pedagogical design of flipped classrooms has been criticised as lacking in theoretical framing. This study proposes that the pedagogical dimensions of personalisation, higher-order thinking, self-direction, and collaboration can be used as theoretical lenses to deconstruct how flipped classroom practices support student-centred learning. Through a systematic review of 56 cases from 51 studies of flipped learning implementation published in peer-reviewed articles, this study found that flipped classrooms personalise learning through resource and teacher access, develops higher-order thinking through problemsolving, and engages students in collaborative learning through both peer groups and design groups. Trends of positive student learning outcomes are more consistent among cases that support collaborative learning and student selfdirection of learning performance review by repeated application and remediation. Nevertheless, majority of the cases reflect students having limited personalisation of learning choice and structured collaborative processes are seldom used apart from the few cases implementing team-based learning. The theoretical applications of the four pedagogical dimensions as well as the implications for the future research and practice of flipped classrooms are discussed.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80941602","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: 42

Knowledge Monitoring Calibration: Individual Differences in Sensitivity and Specificity as Predictors of Academic Achievement 知识监测校准:作为学业成绩预测因子的敏感性和特异性的个体差异

Educational Sciences: Theory and Practice Pub Date : 2019-10-30 DOI: 10.12738/estp.2019.4.006

Francis X. Smith, C. Was

{"title":"Knowledge Monitoring Calibration: Individual Differences in Sensitivity and Specificity as Predictors of Academic Achievement","authors":"Francis X. Smith, C. Was","doi":"10.12738/estp.2019.4.006","DOIUrl":"https://doi.org/10.12738/estp.2019.4.006","url":null,"abstract":"Knowledge monitoring is an important metacognitive process, which can help students improve study habits and thereby increase academic performance. Which is more useful in predicting test performance: knowing what you know, or knowing what you do not know? Two distinct constructs of knowledge monitoring calibration, sensitivity and specificity, were used along with the more traditional Goodman-Kruskal gamma correlation to predict performance on tests in an undergraduate educational psychology course. The gamma correlation provides a measure of how good one is at judging both items one knows and items one does not. Measures of sensitivity and specificity distinguish between the two. Students in an undergraduate educational psychology course completed a 50-word knowledge monitoring assessment to measure sensitivity, specificity, and gamma. These measures were then correlated with test and final exam scores in the course. It was found that sensitivity, a measure of correctly identifying known items, was the most useful in predicting overall test scores as well as final exam scores. Specificity, on the other hand, had no significant impact on exam performance. Results suggest that sensitivity and specificity may be more meaningful measures of knowledge monitoring calibration when it comes to predicting academic achievement, as well as being better adapted for missing values in any one cell of the data. Further research is recommended to determine in what other situations the measures of sensitivity and specificity may be useful. Findings presented in this study can also be used to help guide attempts to improve student metacognition and strategies.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78668315","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: 5

How to Survive in Academia: Demands, Resources and Study Satisfaction Among Polish PhD Students 如何在学术界生存:波兰博士生的需求、资源和学习满意度

Educational Sciences: Theory and Practice Pub Date : 2019-10-30 DOI: 10.12738/estp.2019.4.005

K. Kulikowski, Anna Potoczek, Emil Antipow, Szymon Król

引用次数: 7

Individual, Family, Peer, and School Risk Factors for Teacher Victimization 教师受害的个人、家庭、同伴和学校风险因素

Educational Sciences: Theory and Practice Pub Date : 2019-10-30 DOI: 10.12738/estp.2019.4.001

Anna Sorrentino, D. Farrington

{"title":"Individual, Family, Peer, and School Risk Factors for Teacher Victimization","authors":"Anna Sorrentino, D. Farrington","doi":"10.12738/estp.2019.4.001","DOIUrl":"https://doi.org/10.12738/estp.2019.4.001","url":null,"abstract":"In recent years, bullying and cyberbullying against teachers by students have been recognized as problems affecting educators teaching in different grades. Few studies to date have addressed explanatory risk factors related to the perpetrators (students) rather than the victims (teachers) in a longitudinal design, in order to establish the possible causes of this antisocial behavior to better develop prevention and intervention programs to reduce teacher victimization. The main aim of the present study is to analyze the effect on teacher victimization of individual and interpersonal risk factors, including empathy, moral disengagement, peer and parent support, awareness of online risks, and school climate. A total o251 Italian students (aged 11-19) participated in a longitudinal study. The results showed that, for girls, high moral disengagement, low awareness of online risks and poor school climate were risk factors for later teacher victimization. For boys, high moral disengagement and low awareness of online risks were also risk factors, in addiction to low parental support and high peer support. The findings are discussed along with possible applications for prevention and intervention.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90609001","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: 8

Factors Associated with Reading Comprehension of Secondary School Students 影响中学生阅读理解能力的因素

Educational Sciences: Theory and Practice Pub Date : 2019-10-30 DOI: 10.12738/estp.2019.4.003

Lin Wu, M. Valcke, H. Keer

{"title":"Factors Associated with Reading Comprehension of Secondary School Students","authors":"Lin Wu, M. Valcke, H. Keer","doi":"10.12738/estp.2019.4.003","DOIUrl":"https://doi.org/10.12738/estp.2019.4.003","url":null,"abstract":"Student’s individual, family, and teacher factors play a significant role in children’s reading development. However, the mechanisms by which these critical factors jointly contribute to children’s reading comprehension achievement are poorly understood. The present research aimed at developing a multilevel comprehensive model which shows critical correlates, involving these factors, of reading comprehension of Chinese secondary school students. A random sample of 1,322 students, nested in 27 classes, was taken from five secondary schools. The student-level variables included student’s gender, autonomous reading motivation, controlled reading motivation, metacognitive awareness of reading strategies (MARS), and household income. Class-level variables included teacher’s qualification and experience. The results indicated student’s MARS and autonomous reading motivation were the two most powerful correlates of reading comprehension among the significant variables. Furthermore, teacher’s qualification and experience moderated the strength of the relationship between MARS and reading comprehension. Implications for future research, policy making, and improvement of reading instruction are discussed.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77530588","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: 10

Can Information and Communication Technology Improve College Access for All in the United States of America? 信息和通信技术能提高美国所有人上大学的机会吗?

Educational Sciences: Theory and Practice Pub Date : 2019-07-01 DOI: 10.12738/estp.2019.3.002

Sunha Kim, Mary B. Mcvee, M. Faith

引用次数: 0

The Effect of Instructor’s Learning Modes on Deep Approach to Student Learning and Learning Outcomes 教师学习模式对学生深度学习方法及学习成果的影响

Educational Sciences: Theory and Practice Pub Date : 2019-07-01 DOI: 10.12738/estp.2019.3.005

Michael Yao-Ping Peng, Chunchun Chen

引用次数: 12

Academic Engagement and Learning Outcomes of the Student Experience in the Research University: Construct Validation of the Instrument 研究型大学学生体验的学术投入与学习成果:建构检验工具

Educational Sciences: Theory and Practice Pub Date : 2019-07-01 DOI: 10.12738/estp.2019.3.004

Yunhee Bae, Sunyoung Han

{"title":"Academic Engagement and Learning Outcomes of the Student Experience in the Research University: Construct Validation of the Instrument","authors":"Yunhee Bae, Sunyoung Han","doi":"10.12738/estp.2019.3.004","DOIUrl":"https://doi.org/10.12738/estp.2019.3.004","url":null,"abstract":"The Student Experience in the Research University is an online survey instrument that serves to assess institutional functions of research universities in the U.S. and understand students’ behaviour, satisfaction, and achievement. The present study explored measurement models describing two primary domains (i.e., Academic Engagement and Self-Reported Learning Abilities), and examined the adequacy of the measurement models. Exploratory factor analysis was initially conducted to identify the number of structural components of each domain, which was followed by confirmatory factor analysis specifying a factorial structure and verifying how well the structural model fits into the collected data. Six and three factors were extracted from the academic engagement and the selfreported learning abilities domains. The structural model verified indicated that the relationships among the academic engagement and self-reported learning abilities domains and covariates such as grade point average, parental income, and education were consistent with the findings from relevant literature. The findings of the current study contribute to the understanding of student engagement in research universities in the U.S. Further, the implications for educational research and practice were discussed.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85497919","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

Media Competence in Spanish Secondary School Students. Assessing Instrumental and Critical Thinking Skills in Digital Contexts 西班牙中学生的媒体能力。评估数字环境中的工具性和批判性思维技能

Educational Sciences: Theory and Practice Pub Date : 2019-07-01 DOI: 10.12738/estp.2019.3.003

Amor Pérez-Rodríguez, Águeda Delgado-Ponce, Pilar Marín-Mateos, Luis M. Romero-Rodríguez

引用次数: 19