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Articles 1 - 6 of 6
Full-Text Articles in Education
Acting With Inscriptions: Expanding Perspectives Of Writing, Learning, And Becoming, Kevin R. Roozen
Acting With Inscriptions: Expanding Perspectives Of Writing, Learning, And Becoming, Kevin R. Roozen
The Journal of the Assembly for Expanded Perspectives on Learning
This article argues for increased attention to people’s engagements with inscriptions and inscriptional practices and the long-term implications they have for the ongoing production of persons, practices, and social worlds across heterogeneous times, places, and activities. Based on a multi-year case study, this analysis examines one microbiology major’s production and use of inscriptions at the intersections of his participation in both disciplinary science and religious worship and traces the long-term consequences those uses have for his becoming as a scientist of faith. If, as Paul Prior asserts, “ literate activity is not located in acts of reading and writing but …
Solution-Focused Zone Of Proximal Development: A Vygotskyan Contribution To Solution-Focused Therapy, Stephanie Freeman
Solution-Focused Zone Of Proximal Development: A Vygotskyan Contribution To Solution-Focused Therapy, Stephanie Freeman
Journal of Solution Focused Practices
This theoretical paper explores the possibility of combining principles of solution-focused therapy with theories of learning and development by the psychologist Lev Vygotsky, whose thinking led to the development of Cultural-Historical Activity Theory. The similarities and complementaries between these traditions merit attention. Further, SFT has been characterized as an eclectic and constantly evolving approach, the theoretical and philosophical foundations of which are somewhat scattered. Hence, the article attempts to redefine the philosophical and theoretical location of SFT through a “Vygotskyan and CHAT-informed” lens. Since the emphasis in SFT seems to be on the identification and detailed description of the client’s …
Retrieval Practice Consistently Benefits Student Learning: A Systematic Review Of Applied Research In Schools And Classrooms, Pooja K. Agarwal, Ludmila D. Nunes, Janell R. Blunt
Retrieval Practice Consistently Benefits Student Learning: A Systematic Review Of Applied Research In Schools And Classrooms, Pooja K. Agarwal, Ludmila D. Nunes, Janell R. Blunt
Faculty Works
Given the growing interest in retrieval practice among educators, it is valuable to know when retrieval practice does and does not improve student learning—particularly for educators who have limited classroom time and resources. In this literature review, we developed a narrow operational definition for “classroom research” compared to previous reviews of the literature. We screened nearly 2,000 abstracts and systematically coded 50 experiments to establish a clearer picture of benefits from retrieval practice in real world educational settings. Our review yielded 49 effect sizes and a total n = 5,374, the majority of which (57%) revealed medium or large benefits …
Examining The Relationship Between Confusion And Learning: A Descriptive Meta-Analysis, Dara L. Mcweeney, Aaron Y. Wong, Caitlin Mills
Examining The Relationship Between Confusion And Learning: A Descriptive Meta-Analysis, Dara L. Mcweeney, Aaron Y. Wong, Caitlin Mills
Honors Theses and Capstones
Previous research into confusion and learning neglects to investigate how this relationship varies when faced with impact factors such as multiple types of affect and learning measurements, learning environment, or grade level. Moreover, past research also reports di-verse effect size values for this relationship, making the correlation ambiguous. As such, the current research seeks to reconcile these nuances between confusion and learning through a meta-analytic approach. In this analysis, it was found that there was no relationship between confusion and learning gains, or in the subgroup analysis of grade level. Since only one impact factor, grade level, was analyzed, it …
Educating For Global Competence: Co-Constructing Outcomes In The Field: An Action Research Project, Kristina A. Van Winkle
Educating For Global Competence: Co-Constructing Outcomes In The Field: An Action Research Project, Kristina A. Van Winkle
Antioch University Dissertations & Theses
Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data …
Academic Goal Orientation: New Insights And Cultural Adaptation Of Academic Goal Orientation Questionnaire Into The Turkish Language, Fuat Findikoglu, Mehmet Gurol
Academic Goal Orientation: New Insights And Cultural Adaptation Of Academic Goal Orientation Questionnaire Into The Turkish Language, Fuat Findikoglu, Mehmet Gurol
Georgia Educational Researcher
This study aims to review and provide new perspectives for academic goal orientation. The study introduces first chronological history of goal orientation and depicts how goal orientation evolved into a new construct in learning from the discussion on motivational factors. At first, this study isolates goal orientation from motivation and provides novel insights into goal orientation as a separated factor affecting learning. Then, this study provides analyses of the adaptation work of the academic goal orientation questionnaire into the Turkish language. The translated scale was applied to a sample of 729 undergraduate students, 376 (51.6%) of which were female and …