ethanporcaro/eric-fulltext-meta huggingface dataset:
Bullying and Belonging: Teachers' Reports of School Aggression
Author: Jones, Siân Emily
Date: 2014-00-00
Type: Journal Articles
Subjects: Aggression,Bullying,Qualitative Research,Online Surveys,Group Behavior,Social Psychology,Group Dynamics,Teacher Response,Questionnaires,Teacher Surveys,Teacher Attitudes,Group Membership

Research on bullying has confirmed that social identity processes and group-based emotions are pertinent to children's responses to bullying. However, such research has been done largely with child participants, has been quantitative in nature, and has often relied on scenarios to portray bullying. The present paper departs from this methodology by examining group processes in qualitative reports of bullying provided by teachers. Fifty-one teachers completed an internet-based survey about a bullying incident at a school where they worked. Thematic analysis of survey responses concerned two core themes in the reports: (a) children ganging up on another child and (b) children sticking together to protect each other. There was evidence that children act in specific ways, in line with social identity processes, in order to support or resist bullying. There was also evidence that teachers understand bullying to be a group phenomenon. The implications of these findings for anti-bullying interventions are discussed.
Web-Based Progress Monitoring in First Grade Mathematics
Author: Salaschek, Martin
Date: 2013-00-00
Type: Journal Articles
Subjects: Progress Monitoring,Grade 1,Elementary School Mathematics,Computer Assisted Testing,Mathematics Skills,Numeracy,Mathematics Tests,Competence,Predictive Validity,Grade 2,Correlation,Questionnaires,Elementary School Teachers,Elementary School Students,Foreign Countries,Evaluation Methods,Scores,Achievement Tests

The purpose of our research was to examine a web-based tool for mathematics progress monitoring in first grade. The newly developed assessment tool uses several robust indicators and curriculum-based measures forming three competences (Basic Precursors, Advanced Precursors, and Computation) to determine comprehensive early numeracy skills in regular education. 373 students completed a total of eight online tests every two or three weeks. Results indicate that delayed alternate-form reliability was adequate (r[subscript M] = 0.78). Repeated measures analyses with post hoc comparisons were used to ascertain the sensitivity to assess learning growth. All three competences showed linear growth rates that were significant over time, but only Computation and overall scores produced dependable increases from test to test. Predictive validity was determined using two standardised school achievement tests (end of first grade, end of second grade). Results indicate high predictive validity of the first four online tests (r[subscript M] = 0.67, r[subscript M] = 0.66 for 6 months and 18 months prediction). Correlations with teacher ratings of their students' skills confirmed this pattern. Results from student and teacher questionnaires indicate that the students were able to conduct the tests independently and that a three-week interval was adequate for regular-education use. Teachers stated to use the progress monitoring results diversely for classroom purposes. We conclude that the use of a web-based assessment setting with diverse measures is beneficial with respect to psychometric properties and feasibility for frequent use in regular education.
Beyond Evidence-Based Belief Formation: How Normative Ideas Have Constrained Conceptual Change Research
Author: Ohlsson, Stellan
Date: 2013-00-00
Type: Journal Articles
Subjects: Beliefs,Cognitive Processes,Concept Formation,Inquiry,Pragmatics,Cognitive Science,Evidence

The cognitive sciences, including psychology and education, have their roots in antiquity. In the historically early disciplines like logic and philosophy, the purpose of inquiry was normative. Logic sought to formalize valid inferences, and the various branches of philosophy sought to identify true and certain knowledge. Normative principles are irrelevant for descriptive, empirical sciences like psychology. Normative concepts have nevertheless strongly influenced cognitive research in general and conceptual change research in particular. Studies of conceptual change often ask why students do not abandon their misconceptions when presented with falsifying evidence. But there is little reason to believe that people evolved to conform to normative principles of belief management and conceptual change. When we put the normative traditions aside, we can consider a broader range of hypotheses about conceptual change. As an illustration, the pragmatist focus on action and habits is articulated into a psychological theory that claims that cognitive utility, not the probability of truth, is the key variable that determines belief revision and conceptual change.
Basic Arithmetical Skills of Students with Learning Disabilities in the Secondary Special Schools: An Exploratory Study Covering Fifth to Ninth Grade
Author: Gebhardt, Markus
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Arithmetic,Mathematics,Skills,Learning Disabilities,Secondary School Students,Special Schools,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Mathematics Tests,Test Validity,Mathematics Achievement,Scaling,Word Problems (Mathematics),Numbers,Numeracy

The mission of German special schools is to enhance the education of students with Special Educational Needs in the area of Learning (SEN-L). However, recent studies indicate that students with SEN-L from special schools show difficulties in basic arithmetical operations, and the development of basic mathematical skills during secondary special school is not warranted. This study presents a newly developed test of basic arithmetical skills, based on already established tests. The test examines the arithmetical skills of students with SEN-L from fifth to ninth grade. The sample consisted of 110 students from three special schools in Munich. Testing took place in January and June 2013. The test shows to be an effective tool that reliably and precisely assesses students' performance across different grades. The test items can be used without creating floor and ceiling effects among fifth to ninth grade students with SEN-L. The items' conformity to the dichotomous Rasch model is demonstrated. The students' skills turn out to be very heterogeneous, both overall and within grades. Many of the students do not even master basic arithmetical skills that are taught in primary school, although achievement improves in higher grades.
Using New Models to Analyze Complex Regularities of the World: Commentary on Musso et al. (2013)
Author: Nokelainen, Petri
Date: 2014-00-00
Type: Journal Articles
Subjects: Models,Classification,Accuracy,Regression (Statistics),Artificial Intelligence,Data Collection,Data Analysis,Research Methodology,Discriminant Analysis

This commentary to the recent article by Musso et al. (2013) discusses issues related to model fitting, comparison of classification accuracy of generative and discriminative models, and two (or more) cultures of data modeling. We start by questioning the extremely high classification accuracy with an empirical data from a complex domain. There is a risk that we model perfect nonsense perfectly. Our second concern is related to the relevance of comparing multilayer perceptron neural networks and linear discriminant analysis classification accuracy indices. We find this problematic, as it is like comparing apples and oranges. It would have been easier to interpret the model and the variable (group) importance's if the authors would have compared MLP to some discriminative classifier, such as group lasso logistic regression. Finally, we conclude our commentary with a discussion about the predictive properties of the adopted data modeling approach.
Strategies for Promoting Autonomous Reading Motivation: A Multiple Case Study Research in Primary Education
Author: De Naeghel, Jessie
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Motivation,Reading Motivation,Case Studies,Elementary School Teachers,Elementary School Students,Observation,Questionnaires,Interviews,Administrators,Personal Autonomy,Self Determination,Oral Reading,School Culture,Student Interests,Competence,Learner Engagement,Psychological Patterns,Grade 5,Qualitative Research,Statistical Analysis,Foreign Countries,Teaching Methods,Learning Strategies,Classroom Techniques

It is important to reveal strategies which foster students' reading motivation in order to break through the declining trend in reading motivation throughout children's educational careers. Consequently, the present study advances an underexposed field in reading motivation research by studying and identifying the strategies of teachers excellent in promoting fifth-grade students' volitional or autonomous reading motivation through multiple case study analysis. Data on these excellent teachers were gathered from multiple sources (interviews with teachers, SEN coordinators, and school leaders; classroom observations; teacher and student questionnaires) and analysed. The results point to the teaching dimensions of autonomy support, structure, and involvement--as indicated by self-determination theory--as well as to reading aloud as critical strategies to promote students' autonomous reading motivation in the classroom. A school culture supporting students' and teachers' interest in reading is also an essential part of reading promotion. The theoretical and practical significance of the study is discussed.
How We Use What We Learn in Math: An Integrative Account of the Development of Commutativity
Author: Haider, Hilde
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Grade 2,Grade 3,Elementary School Students,Adult Students,Mathematical Concepts,Mathematical Formulas,Numbers,Numeracy,Computation,Problem Solving,Foreign Countries,Correlation,Statistical Analysis

One crucial issue in mathematics development is how children come to spontaneously apply arithmetical principles (e.g. commutativity). According to expertise research, well-integrated conceptual and procedural knowledge is required. Here, we report a method composed of two independent tasks that assessed in an unobtrusive manner the spontaneous use of procedural and conceptual knowledge about commutativity. This allowed us to ask (1) in which grade students spontaneously apply this principle in different task formats and (2) in which grade they start to possess an integrated concept of the commutativity. Procedural and conceptual knowledge of 8 to 9 year olds (163 second and 180 third graders) as well as 46 adult students was assessed independently and without any hint concerning commutativity. Results indicated procedural as well as conceptual knowledge about commutativity for second graders. However, their procedural and conceptual knowledge was unrelated. An integrated relation between the two measures first emerged with some of the third graders and was further strengthened for adult students.
Team Entitativity and Teacher Teams in Schools: Towards a Typology
Author: Vangrieken, Katrien
Date: 2013-00-00
Type: Journal Articles
Subjects: Classification,Team Teaching,Teamwork,Teacher Collaboration,Teaching Methods,Teacher Effectiveness,Teachers,Educational Change,Governance,Innovation

In this article we summarise research that discusses &quot;teacher teams?. The central questions guiding this study are &quot;How is the term teacher team&quot; used and defined in previous research? And &quot;What types of teacher teams has previous research identified or explored?&quot; We attempted to answer these questions by searching literature on teacher teams and comparing what these articles present as being teacher teams. We attempted to further grasp the concept of teacher teams by creating a typology for defining different types of teacher teams. Overall, the literature pertaining to teacher teams appeared to be characterised by a considerable amount of haziness and teacher &quot;teams&quot; mostly do not seem to be proper &quot;teams? when keeping the criteria of a team as defined by Cohen and Bailey (1997) in mind. The proposed typology, characterising the groups of teachers by their task, whether they are organised disciplinary or interdisciplinary, whether they are situated within or cross grades, their temporal duration and degree of team entitativity or &quot;teamness?, appears to be a useful framework to further clarify different sorts of teacher &quot;teams?.
Modelling for Prediction vs. Modelling for Understanding: Commentary on Musso et al. (2013)
Author: Edelsbrunner, Peter
Date: 2013-00-00
Type: Journal Articles
Subjects: Prediction,Statistical Analysis,Structural Equation Models,Academic Achievement,Accuracy,Artificial Intelligence,Regression (Statistics)

Musso et al. (2013) predict students' academic achievement with high accuracy one year in advance from cognitive and demographic variables, using artificial neural networks (ANNs). They conclude that ANNs have high potential for theoretical and practical improvements in learning sciences. ANNs are powerful statistical modelling tools but they can mainly be used for exploratory modelling. Moreover, the output generated from ANNs cannot be fully translated into a meaningful set of rules because they store information about input-output relations in a complex, distributed, and implicit way. These problems hamper systematic theory-building as well as communication and justification of model predictions in practical contexts. Modern-day regression techniques, including (Bayesian) structural equation models, have advantages similar to those of ANNs but without the drawbacks. They are able to handle numerous variables, non-linear effects, multi-way interactions, and incomplete data. Thus, researchers in the learning sciences should prefer more theory-driven and parsimonious modelling techniques over ANNs whenever possible.
Conceptual Representations for Transfer: A Case Study Tracing Back and Looking Forward
Author: Sinha, Suparna
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Transfer of Training,Concept Formation,Biology,Marine Biology,Ecology,Teaching Methods,Generalization,Video Technology,Educational Technology,Semi Structured Interviews,Teacher Attitudes,Units of Study,Educational Research,Science Teachers,Science Instruction,Middle School Teachers,Grade 7,Hypermedia

A primary goal of instruction is to prepare learners to transfer their knowledge and skills to new contexts, but how far this transfer goes is an open question. In the research reported here, we seek to explain a case of transfer through examining the processes by which a conceptual representation used to reason about complex systems was transferred from one natural system (an aquarium ecosystem) to another natural system (human cells and body systems). In this case study, a teacher was motivated to generalize her understanding of the Structure, Behaviour, and Function (SBF) conceptual representation to modify her classroom instruction and teaching materials for another system. This case of transfer was unexpected and required that we trace back through the video and artefacts collected over several years of this teacher enacting a technology-rich classroom unit organized around this conceptual representation. We provide evidence of transfer using three data sources: (1) artefacts that the teacher created (2) in-depth semi-structured interview data with the teacher about how her understanding of the representation changed over time and (3) video data over multiple years, covering units on the aquatic ecosystem and the new system that the teacher applied the SBF representation to, the cell and body. Borrowing from interactive ethnography, we traced backward from where the teacher showed transfer to understand how she got there. The use of the actor-oriented transfer and preparation for future learning perspectives provided lenses for understanding transfer. Results of this study suggest that identifying similarities under the lens of SBF and using it as a conceptual tool are some primary factors that may have supported transfer.
Mapping Processing Strategies in Learning from Expository Text: An Exploratory Eye Tracking Study Followed by a Cued Recall
Author: Catrysse, Leen
Date: 2016-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Learning Processes,Preferences,Task Analysis,Cognitive Style,Reading Processes,College Students,Cues,Recall (Psychology),Interviews,Questionnaires,Student Attitudes,Eye Movements,Foreign Countries,Student Characteristics

This study starts from the observation that current empirical research on students' processing strategies in higher education has mainly focused on the use of self-report instruments to measure students' general preferences towards processing strategies. In contrast, there is a rather limited use of more direct and online observation techniques to uncover differences in processing strategies at a task specific level. We based our study on one of the most influential studies in the domain of Students' Approaches to Learning (SAL) (Marton, Dahlgren, Säljö, &amp; Svensson, 1975). In our exploratory experiment we used eye tracking followed by a cued recall to investigate how students use processing strategies in learning from expository text. Nineteen university students participated in the experiment. Results suggested that students in the deep condition did not look longer at the essentials in the text compared with students in the surface condition, but that they processed them in a more deep way. In our sample, students in the surface condition looked longer at facts and details and also reported repeating these facts and details more often. We suggest that the combination of eye tracking followed by a cued recall is a promising tool to investigate students' processing strategies since not all differences in processing strategies are reflected in overt eye movement behaviour. The current methodology allows researchers in the domain of SAL to complement and extend the present knowledge base that has accumulated through years of research with self-report questionnaires and interviews on students' general preferences towards processing strategies.
Meanings Are Acquired from Experiencing Differences against a Background of Sameness, Rather than from Experiencing Sameness against a Background of Difference: Putting a Conjecture to the Test by Embedding It in a Pedagogical Tool
Author: Marton, Ference
Date: 2013-00-00
Type: Journal Articles
Subjects: Novelty (Stimulus Dimension),Computer Games,Differences,Phenomenology,Cognitive Processes,Logical Thinking,Comparative Analysis,Second Language Learning,Supply and Demand,Economics,Grade 4,Foreign Countries,Pretests Posttests

In helping learners to make a novel meaning their own, such as when helping children to understand what a word means or teaching students a new concept in school, we frequently point to examples that share the aimed-at meaning but differ otherwise. This type of approach rests on the assumption that novel meanings can be acquired through the experience of sameness against a background of difference. This paper argues that this assumption is unfounded and that the opposite is the case: we make novel meanings our own through the experience of differences against a background of sameness. We put this conjecture to the test in an experimental study by embedding it in a computer game and the results support the conjecture.
Training the Brain or Tending a Garden? Students' Metaphors of Learning Predict Self-Reported Learning Patterns
Author: Wegner, Elisabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Educational Attitudes,Figurative Language,Predictor Variables,Learning Processes,Questionnaires,Learning Strategies,Epistemology,Beliefs,Learning Motivation,Discriminant Analysis,Psychological Patterns,Problem Solving

Conceptions of learning are seen as an important factor in shaping students' patterns of learning. However, conceptions are often implicit and difficult to assess. Metaphors have been proposed as a method to assess conceptions, because metaphors are closely linked to the conceptual system. Therefore, in our study we assessed which conceptions of learning are visible in students' metaphors of learning and examined whether these metaphors predict differences in students' learning patterns. Altogether, N = 91 students of educational science from a German university filled in a questionnaire on their personal metaphors of learning, their learning strategy use, epistemological beliefs, and their motivation. Four kinds of metaphors could be differentiated: regulation-related metaphors, learning as knowledge acquisition, learning as problem solving, or as personality development. A discriminant analysis revealed that students with personality development metaphors and with problem solving metaphors were more intrinsically motivated and more aware of the relativism of knowledge than students with regulation-related or knowledge acquisition metaphors. Students with personality development metaphors differed from students with problem solving metaphors in their stronger use of deep processing strategies, their lower extrinsic motivation and their stronger rejection of a dualism of knowledge. The study demonstrates that metaphors of learning are a suitable tool for assessing students' conceptions of learning and gives new insights on using this innovative method as an assessment tool.