Showing papers in "International Journal of Educational Research in 2008"

TL;DR: Nystrand et al. as mentioned in this paper identified features of classroom discourse that might serve as proximal indices of students' learning and comprehension and employed each of these features in analyzing and evaluating the discourse samples solicited from the proponents of the discussion approaches.

TL;DR: In this article, the authors analyzed higher education students' motivation in the context of collaborative learning tasks, applying quantitative and qualitative methods to gain an understanding of the dynamics of motivation in socially shared learning from both individual and group perspectives.

TL;DR: The authors examined whether and how beginning teachers can be mentored to develop practices that support elementary school children's development of and engagement in academically effective forms of self-regulated learning (SRL).

TL;DR: This article explored the perceptions of academics and students towards embedding Education for Sustainable Development (ESD) into undergraduate degree programs in the School for Earth, Ocean and Environmental Science (SEOES) at the University of Plymouth.

TL;DR: In this paper, two empirical studies were conducted in order to investigate conditions of learning from mistakes in everyday work in modern enterprises, and both studies indicated the presence of a culture of a learning from the mistakes in daily work.

TL;DR: In this article, the authors provide an account of the inter-psychological processes that constitute learning through work by drawing on deliberations about the relative contributions of the immediate social world (i.e., workplace setting) that individuals encounter and the personal premises for individuals' learning.

TL;DR: This paper found that teachers who are taught specific communication skills designed to challenge students' cognitive and metacognitive thinking during cooperative learning use more challenging and scaffolding behaviours to mediate students' learning than teachers who have not been taught these skills.

TL;DR: In this paper, a questionnaire on student well-being and a semi-structured daily diary about relevant emotional situations in school are introduced and their methodological quality is discussed in terms of reliability, validity and usefulness for improving school practice.

TL;DR: In this article, the authors focus on the impact of perceived teacher competencies on student well-being and anxiety in physics instruction and combine both qualitative and quantitative methods using questionnaires and semi-structured interviews.

TL;DR: The authors applied Engestrom's Activity Theory (AT) as an analytical lens to identify defining characteristics of the collaborative creative music-making activities of composing and arranging, focusing on the complex interrelationships among the various elements of interaction in children's collaborative creative musical music making.

TL;DR: The authors examines research into teaching, learning and assessment (TLA) in higher education in terms of structure and agency and argues that although issues of structural and agency are seen as crucial in social theory, they are very little discussed in research into TLA.

TL;DR: In this paper, the authors draw on two traditions of research: the social psychology of collaborative groups, and the ethnographic study of improvisational performance, and outline a general model of group creativity derived from these traditions.

TL;DR: There is a growing realisation that as work and occupational requirements constantly change, there is a need for ongoing development throughout working life and through work as discussed by the authors and the workplace and workplace experiences are seen as being central to this ongoing development, and developing the particular requirements for effective work practice within specific enterprises necessitates learning through engagement with particular instances of occupational practices.

TL;DR: In this article, the authors present a study of a series of band rehearsals run by five young people as they practised for a gig together: preparing new songs as well as developing their existing sets.

TL;DR: In this paper, the authors report on the work of two teachers within the same primary school who devised an initiative to support the development of composition skills of children aged 10 and 11, using Dance eJay software.

TL;DR: In this article, three teachers and a researcher engaged in a series of meetings to analyze children's drawings from several different theoretical perspectives, or'readings' Using two interrelated processes, deconstructive talks and an ethic of resistance, the teachers purposefully sought to recognize and challenge the taken-for-granted ideas, biases, hidden agendas, and theoretical discourses that informed their daily teaching practices.

TL;DR: For instance, the authors found that children placed highest value on friendships with peers, freedom to choose what to do, and playing, while parents valued having their children learn to interact well with others; show respect, affection, and honesty; and gain self-confidence and positive self-image.

TL;DR: The authors carried out a narrative learning project with vertically integrated multi-age groupings and carefully designed play-based learning environments for children from 4 to 8 years old, finding that children learned to use symbolic tools to conquer their fears, solve problems, and master basic social skills.

TL;DR: This paper used close-up ethnographic research to provide an account of students' engagement with learning in a South African university and found that students' unfamiliarity with the context of the university leads them to draw on other contexts in order to engage with the texts they must read, write and listen to in the course of their studies.

TL;DR: In this paper, the impact of a policy on anonymous examination marking which was implemented at the University of Cape Town in 2004 is discussed. But the authors focus on the assessment as social practice.

TL;DR: This paper found that the extent of construct differentiation in students' mathematics learning strategies is strongly associated with their level of mathematics achievement, and that the higher the level of academic achievement, the lower the probability of a non-response to the learning strategy questions.

TL;DR: In this paper, a study of collaborative music-making on instruments among 3-and 4-year-old children was conducted and it was found that children were coordinating their play through a repertoire of communicative and expressive behaviours.

TL;DR: In this paper, the authors identify and analyse specific instances of transactive communication as children engaged in a paired melody writing task using a computer-based composing environment and find that levels of transactiveness varied between pairs, and also within pairs as pupils took on different roles at the computer.

TL;DR: The authors conducted a sequential qualitative-quantitative mixed analysis of the characteristics of effective high school teachers as perceived by 615 college students, predominantly Hispanic, at two Hispanic-Serving Institutions.

TL;DR: In this paper, the authors explore an alternative way of characterising the student learning experience, drawing on sociocultural perspectives on learning, and identify implicit theories students use to make sense of their learning and assessment experiences, in which students construct an upbeat portrayal of their experience of a course, despite experiencing crises induced by assessment events.

TL;DR: In this paper, the authors investigate the interplay between a formal assessment system and the development of students' and teachers' work in the actual assessment process on the other hand, and reveal the distinction between the social processes involved in the teaching and learning process, and the rules and procedures shaping the assessment process.

TL;DR: The authors examined the level of agreement between end-of-task ratings based on two approaches to measuring flow, the four-channel model ratio of challenge and skill, and a classification based on ratings of absorption, timelessness and effort.