10 results
Search Results
2. 'Writing to Learn' Research: A Synthesis of Empirical Studies (2004-2019)
- Author
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Chmarkh, Mustapha
- Abstract
This paper adds to writing to learn research by reporting on empirical and conceptual studies on the subject matter but also by speculating on the learning virtues that writing offers besides its function as an assessment tool, namely that it can provide students with an adequate avenue to reflect on their learning. For this purpose, I reviewed 17 studies spanning a 17-year period (2004-2020) and representing both the L1 and L2 contexts. Reviewed studies examined writing to learn in different disciplines and grade levels across countries, including the US, Canada, Turkey, Norway, Spain etc. Later in this paper, I set out to elaborate on thematic patterns if these existed and identify areas where further research may be warranted. Findings indicated that writing to learn is an effective instructional strategy across different grade-levels and disciplines both in the L1 and L2 teaching and learning contexts. Finally, this paper overviews relevant pedagogical implications and future research directions.
- Published
- 2021
3. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (13th, Mannheim, Germany, October 28-30, 2016)
- Author
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Spector, J. Michael, Ifenthaler, Dirk, and Isaias, Pedro
- Abstract
These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. These proceedings contain the following keynote lectures: (1) From Digital to Double Blended Learning (Jeroen J. G. van Merrienboer); and (2) Open Educational Resources: Educational Technology as a Driver for Educational Reform? (Michael Kerres). Full papers in these proceedings include: (1) A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection (Jessnor Elmy Mat-jizat and Khalizul Khalid); (2) Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course (Ian S. McGowan); (3) An Ontology for Learning Services on the Shop Floor (Carsten Ullrich); (4) The Impact of Technology Integration upon Collegiate Pedagogy from the Lens of Multiple Disciplines (Joan Ann Swanson); (5) A Learning Support System Regarding Motion Trigger for Repetitive Motion Having an Operating Instrument (Hiroshi Toyooka, Kenji Matsuura, and Naka Gotoda); (6) Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments (Takam Djambong and Viktor Freiman); (7) Framework for Intelligent Teaching and Training Systems--A Study of the Systems (Nikolaj Troels Graf von Malotky and Alke Martens); (8) Mobile Device Usage in Higher Education (Jan Delcker, Andrea Honal, and Dirk Ifenthaler); (9) Features Students Really Expect from Learning Analytics (Clara Schumacher and Dirk Ifenthaler); (10) Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning (Fátima Weber Rosas, Leticia Rocha Machado, and Patricia Alejandra Behar); (11) Increasing Students' Science Writing Skills through a PBL Simulation (Scott W. Brown, Kimberly A. Lawless, Christopher Rhoads, Sarah D. Newton, and Lisa Lynn); (12) The Effect of Choosing versus Receiving Feedback on College Students' Performance (Maria Cutumisu and Daniel L. Schwartz); (13) The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory (Maria Cutumisu and Daniel L. Schwartz); (14) Numerical Acuity Enhancement in Kindergarten: How Much Does Material Presentation Form Mean? (Maria Lidia Mascia, Maria Chiara Fastame, Mirian Agus, Daniela Lucangeli, and Maria Pietronilla Penna); (15) A Video Game for Learning Brain Evolution: A Resource or a Strategy? (Luisa Fernanda Barbosa Gomez, Maria Cristina Bohorquez Sotelo, Naydu Shirley Roja Higuera, and Brigitte Julieth Rodriguez Mendoza); (16) Communication Vulnerability in the Digital Age: A Missed Concern in Constructivism (Fusa Katada); (17) Online Learners' Navigational Patterns Based on Data Mining in Terms of Learning Achievement (Sinan Keskin, Muhittin Sahin, Adem Ozgur, and Halil Yurdugul); (18) Amazed by Making: How Do Teachers Describe Their PBL Experience (Dalit Levy and Olga Dor); (19) Group Work and the Impact, If Any, of the Use of Google Applications for Education (Jannat Maqbool); (20) Fractangi: A Tangible Learning Environment for Learning about Fractions with an Interactive Number Line (Magda Mpiladeri, George Palaigeorgiou, and Charalampos Lemonidis); (21) Evaluation of Learning Unit Design with Use of Page Flip Information Analysis (Izumi Horikoshi, Masato Noguchi, and Yasuhisa Tamura); (22) Einstein's Riddle as a Tool for Profiling Students (Vildan Özeke and Gökhan Akçapinar); (23) Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application (Tassaneenart Limsuthiwanpoom, Penjira Kanthawongs, Penjuree Kanthawongs, and Sasithorn Suwandee); (24) Factors Affecting Perceived Satisfaction with Facebook in Education (Penjuree Kanthawongs, Penjira Kanthawongs, and Chaisak Chitcharoen); (25) Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers' Perceptions (Anthia Papadopoulou and George Palaigeorgiou); (26) Cognitive Design for Learning: Cognition and Emotion in the Design Process (Joachim Hasebrook); (27) Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning (Maria Katsa, Stylianos Sergis, and Demetrios G. Sampson; (28) Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning (Jenna Mittelmeier, Dirk Tempelaar, Bart Rienties, and Quan Nguyen); (29) Widening and Deepening Questions in Web-Based Investigative Learning (Akihiro Kashihara and Naoto Akiyama); (30) Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment (Ulla Freihofner, Simone Smala, and Chris Campbell); (31) Purposeful Exploratory Learning with Video Using Analysis Categories (Meg Colasante); (32) Building a Learning Experience: What Do Learners' Online Interaction Data Imply (Mehmet Kokoç and Arif Altun); (33) Rules for Adaptive Learning and Assistance on the Shop Floor (Carsten Ullrich); and (34) Participation and Achievement in Enterprise MOOCs for Professional Learning (Florian Schwerer and Marc Egloffstein). Short papers included in these proceedings include: (1) Connectivist Communication Networks (Ingolf Waßmann, Robin Nicolay, and Alke Martens); (2) Learning and Skills Development in a Virtual Class of Educommunications Based on Educational Proposals and Interactions (Maria Cristina Bohorquez Sotelo, Brigitte Julieth Rodriguez Mendoza, Sandra Milena Vega, Naydu Shirley Roja Higuera, and Luisa Fernanda Barbosa Gomez); (3) The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability (I-Fang Liu and Hwa-Wei Ko); (4) Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning (Farshad Badie); (5) E-Learning in Chemistry Education: Self-Regulated Learning in a Virtual Classroom (Rachel Rosanne Eidelman and Yael Shwartz); (6) Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration (Rhonda Christensen and Gerald Knezek); (7) Human Computer Interaction (HCI) and Internet Residency: Implications for Both Personal Life and Teaching/Learning (Linda Crearie); (8) A Portfolio for Optimal Collaboration of Human and Cyber Physical Production Systems in Problem-Solving (Fazel Ansari and Ulrich Seidenberg); (9) Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century (Barbara Son); (10) Educational Criteria for Evaluating Simple Class Diagrams Made by Novices for Conceptual Modeling (Mizue Kayama, Shinpei Ogata, David K. Asano, and Masami Hashimoto); (11) Digital Natives and Digital Divide: Analysing Perspective for Emerging Pedagogy (Uriel U. Onye and Yunfei Du); (12) E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction (Atsushi Takemura); (13) Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University (Krisawan Prasertsith, Penjira Kanthawongs, and Tan Limpachote); (14) An Empirical Study on the Impact of Self-Regulation and Compulsivity towards Smartphone Addition of University Students (Penjira Kanthawongs, Felicito Angeles Jabutay, Ruangrit Upalanala, and Penjuree Kanthawongs); (15) Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations (Jelke van der Pal, Christopher Roos, Ghanshaam Sewnath, and Christian Rosheuvel); (16) Evaluation of the Course of the Flight Simulators from the Perspective of Students and University Teachers (Feyzi Kaysi, Bünyamin Bavli and Aysun Gürol); (17) Development of Critical Thinking with Metacognitive Regulation (Yasushi Gotoh); (18) Enacting STEM Education for Digital Age Learners: The "Maker" Movement Goes to School (Dale S. Niederhauser and Lynne Schrum); (19) New Scenarios for Audience Response Systems in University Lectures (Daniel Schön, Stephan Kopf, Melanie Klinger, and Benjamin Guthier); (20) Academic Retention: Results from a Study in an Italian University College (Maria Lidia Mascia, Mirian Agus, Maria Assunta Zanetti, Eliano Pessa, and Maria Pietronilla Penna); and (21) Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality. Reflection papers in these proceedings include: (1) Teachers' Attitude towards ICT Use in Secondary Schools: A Scale Development Study (Mehmet Kemal Aydin, Ali Semerci, and Mehmet Gürol); and (2) Inventing the Invented for STEM Understanding (Alicia Stansell, Tandra Tyler-Wood, and Christina Stansell). An author index is included. Individual papers contain references.
- Published
- 2016
4. What the World Chemical Community Thinks about the Concept of Physical and Chemical Change?
- Author
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Palmer, W. P.
- Abstract
The concept of physical and chemical change is far from being the clearest and most self-explanatory concept in the world. If a number of chemists are asked to define physical and chemical change, there may well appear to be a fair degree of uniformity in their answers, until a few examples are suggested. When chemists are asked to place a variety of changes into the category of physical or chemical change, then differences inevitably arise. It is not difficult to demonstrate this by viewing school textbooks and articles about the topic. In spite of this, physical and chemical change is still taught in most in most secondary school courses. The problem arises from the definition and the historical layers of meaning that have grown around the concept, almost by accretion, without teachers being aware of their significance. The purpose of this paper is to describe the answers given by experienced educators to a questionnaire, which attempted to find out what the views of science educators/chemists worldwide about physical and chemical change now are. Four appendixes present: (1) List of Respondents; (2) List of Questionnaires Returned; (3) Physical and Chemical Change: An Information Sheet; and (4) Full Questionnaire: Interview Protocol or Basis for Written Response.
- Published
- 1996
5. What Does--and What Should--P21 Advocate?
- Author
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Munson, Lynne and Bornfreund, Laura
- Abstract
This article presents the authors' critique of lessons proposed by the Partnership for 21st Century Skills (P21). The authors initiate a discussion about content that they hope will play out in schoolhouses and statehouses across the country. They take on a different task: they present a handful of lesson ideas from P21 that could enhance studies of academic content. They present examples of content-rich education in which they hope P21 will use as models to revise its current skills maps. (Contains 11 endnotes.)
- Published
- 2010
6. Employer Engagement in Education: Insights from International Evidence for Effective Practice and Future Research
- Author
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Education Endowment Foundation (EEF) (United Kingdom), Mann, Anthony, Rehill, Jordan, and Kashefpakdel, Elnaz T.
- Abstract
This study, commissioned by the Education Endowment Foundation (EEF), is designed to review current evidence on the most effective ways in which employers can support schools to improve pupil educational and economic outcomes. It is a study in three parts. It aims, first, to conceptualise employer engagement in education as a strategic tool, developing a new typology to make sense of it, second, to review high quality research literature through the lens of the new typology, and, finally, to discuss the practical implications of the study for policy-makers and practitioners. The paper, moreover, seeks to provide an evidenced overview of promising approaches and programmes to support schools intending to undertake activities with employers. The report assesses the prospective impacts of employer engagement in terms of both educational and economic outcomes, focusing on pupils in both primary and secondary education. Specifically, the study: (1) identifies the different types of employer engagement in terms of what is intended by policymakers and users and the related evidenced outcomes; (2) identifies areas and interventions of promise, highlighting where further research is needed; and (3) identifies key features of successful practice. [This report was co-published by Education and Employers.]
- Published
- 2018
7. International Perspectives on Educational Change. Research on the Improvement Process in Schools and Colleges.
- Author
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Texas Univ., Austin. Research and Development Center for Teacher Education. and Marsh, Colin
- Abstract
These papers represent the efforts of individual researchers from five countries: Australia, Belgium, Canada, The Netherlands and the United States. Each paper reports on educational change in a different country, based on the Concerns-Based Adoption Model developed at the Research and Development Center for Teacher Education at the University of Texas at Austin. Papers included are as follows: "Implementing a High School Geography Curriculum in the State of Western Australia," by Colin J. Marsh (Australia); "Studying Change in Primary and Secondary Schools in Belgium and the Netherlands," by Roland Vandenberghe (Belgium); "The Effectiveness of Concerns-Based Staff Development in Facilitating Curriculum Implementation," by Jim Leary (Manitoba, Canada); "A Study of Curricular and Instructional Change Processes in Rural High Schools," by Robert Larson (Vermont, United States) and "The Functioning of School Principals in Relation to Large-Scale Change Efforts in the Netherlands," by Rudolf van den Berg (Netherlands). References are included with each paper. (TE)
- Published
- 1983
8. Public Finance of Private Schools: Observations from Abroad.
- Author
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Stanford Univ., CA. Inst. for Research on Educational Finance and Governance. and Sherman, Joel D.
- Abstract
An overview of several countries' experiences in financing private elementary and secondary education is provided in this paper. The first section presents some general observations about government finance of private schools. These observations are drawn from experience in Australia, Canada, the Federal Republic of Germany, and the Netherlands. The second section examines finance arrangements in Australia, which has instituted financial aid to private schools gradually over the last 30 years. This section describes the evolution of Commonwealth funding arrangements, outlines the structure of current Commonwealth aid programs and policies, and assesses the possible implications of the Australian experience in financing private education for the United States. Such implications include the recommendation that an aid program should not benefit only private schools but should be part of a package benefiting public schools also. It is also recommended that a slow evolutionary approach to government funding of private schools be taken. (Author/JM)
- Published
- 1982
9. Computer Integration in the Curriculum: Promises and Problems.
- Author
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Plomp, Tjeerd and Akker, Jan J. H. van den
- Abstract
This discussion of the integration of computers into the curriculum begins by reviewing the results of several surveys conducted in the Netherlands and the United States which provide insight into the problems encountered by schools and teachers when introducing computers in education. Case studies of three secondary and two elementary schools in the Netherlands are then presented. The discussion of these studies leads to the conclusion that there are two important types of problems in addition to those usually cited: lack of teacher involvement; and difficulty in integrating available software into usual classroom practice. Implementation strategies drawn from the literature on educational change are discussed, and a recently developed conceptual plan for the implementation of new information technology in the Ontario (Canada) schools is described, with the focus on implications for designers of courseware. Twenty-three references are listed. (MES)
- Published
- 1988
10. Public Support for Catholic and Denominational Schools: An International Perspective.
- Author
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Lawton, Stephen B.
- Abstract
Government policy on public support for private schools in Sweden, the United States, Australia, Hong Kong, The Netherlands, France and Malta, and Canada is reviewed. In Sweden virtually all schools are government schools funded by local and national grants; only a handful of private schools exist and they receive no government funds. The United States directly funds only government-operated elementary and secondary schools. Australia's constitution contains a clause forbidding the government from establishing a religion, but in recent years the courts have approved government funding for private schools. Recently in Hong Kong government support has been extended to private schools that must abide by the Code of Aid (no discrimination on the basis of religion in hiring or dismissal of staff). The Netherlands shifted from a government system of public schools before 1920 to a system of predominantly private schools that are fully government funded. In France and Malta the government recently made demands that could have placed private schools under government control. Massive demonstration in France forced withdrawal of the plan; in Malta it is still unresolved and private schools have closed in protest. Ontario and other provinces of Canada are unusual in that private schools are operated by the government. (MD)
- Published
- 1984
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