Found 55 bookmarks
Custom sorting
Enhancing the motivation of African American students: An achievement goal theory perspective Journal of Negro Education, The - Find Articles
Enhancing the motivation of African American students: An achievement goal theory perspective Journal of Negro Education, The - Find Articles
Studies suggest that schools which emphasize task goals-the engagement in academic tasks for the purpose of learning and improving-are more conducive to Black students' academic success and well-being than are those that emphasize ego goals-engagement for the purpose of excelling and besting others.
#diversity#education#motivation#research
·findarticles.com·
Enhancing the motivation of African American students: An achievement goal theory perspective Journal of Negro Education, The - Find Articles
CITE Journal - Science: Blogs: Enhancing Links in a Professional Learning Community of Science and Mathematics Teachers
CITE Journal - Science: Blogs: Enhancing Links in a Professional Learning Community of Science and Mathematics Teachers
Small study of reflective blogging to build a learning community with teachers. Overall, the results were positive and the teachers felt the experience was beneficial, but there were some technical and other difficulties.
Anyone who can access the Internet can be part of the knowledge-access, knowledge-building, information-exchanging culture, regardless of location.
Learning communities do not have to be built through face-to-face interactions. They can be realized using nontraditional electronic communication.
Research suggests that in order for busy teachers to use an asynchronous learning environment they must feel part of a shared vision, have a sense of ownership of some part of the site, and benefit from the shared perspectives of others (Robertson, 2007).  Providing the kind of scaffolding that has these features is challenging.  Teachers are not typically given the time or the venue to share, discuss, or see examples of pedagogical alternatives for their classroom on any kind of regular basis (Darling-Hammond, 1997).
<p>Although our sample size is rather small, the findings of this study suggest that most participants (community college faculty members, mentor, and intern teachers) recognized the value of blogging as a platform for sharing resources and ideas and reflecting on personal experiences. Several teachers were planning to use blogging with their own students. </p> <p>Blogging seemed to at least indirectly benefit most&nbsp; PLC-MAP teachers in terms of integrating technology into their own teaching practices. </p>
#blog#community#education#research#plc
·citejournal.org·
CITE Journal - Science: Blogs: Enhancing Links in a Professional Learning Community of Science and Mathematics Teachers
ASCD: The Perils and Promises of Praise
ASCD: The Perils and Promises of Praise
<p class="MainText">Some students believe that their intellectual ability is a fixed trait. They have a certain amount of intelligence, and that's that. Students with this fixed mind-set become excessively concerned with how smart they are, seeking tasks that will prove their intelligence and avoiding ones that might not (Dweck, 1999, 2006). The desire to learn takes a backseat.</p> <p class="MainText">Other students believe that their intellectual ability is something they can develop through effort and education. They don't necessarily believe that anyone can become an Einstein or a Mozart, but they do understand that even Einstein and Mozart had to put in years of effort to become who they were. When students believe that they can develop their intelligence, they focus on doing just that.</p>
#education#k-12#motivation#research
·ascd.org·
ASCD: The Perils and Promises of Praise
Innovate: Online Teaching and Classroom Change: The Trans-Classroom Teacher in the Age of the Internet
Innovate: Online Teaching and Classroom Change: The Trans-Classroom Teacher in the Age of the Internet
Research on teachers doing both face-to-face and online teaching. 75% of the teachers said that teaching online improved their face-to-face teaching. Course design and communication changes were most common, but some teachers also added multimedia.
#assessment#communication#education#instructionaldesign#k-12#multimedia#research#elearning
·innovateonline.info·
Innovate: Online Teaching and Classroom Change: The Trans-Classroom Teacher in the Age of the Internet
Techdirt: Txt Spk In Schools Not A Big Deal
Techdirt: Txt Spk In Schools Not A Big Deal
Basically, the research shows that students do sometimes forget and let abbreviations from texting into other writing, but overall the technology use and writing students do improves their writing. Links to multiple studies done in the last several years.
In 2003, there was a study that showed that all this writing online was actually making kids <a href="http://www.techdirt.com/articles/20030520/1943254_F.shtml">more comfortable</a> with writing in general. In 2004, a study showed (like this one) that with a little instruction kids easily <a href="http://www.techdirt.com/blog/wireless/articles/20041223/1427218.shtml">understood the difference</a> between texting and writing. In 2005, a study actually found that kids were <a href="http://www.techdirt.com/articles/20051031/1836235.shtml">better writers</a> than in the past "using far more complex sentence structures, a wider vocabulary and a more accurate use of capital letters, punctuation and spelling" even if they sometimes let a txtism into their writing. And, in 2006, a study showed that students showed <a href="http://www.techdirt.com/articles/20060731/1938242.shtml">no ill effects</a> from widespread text and IM messaging.
#research#writing#education#technology
·techdirt.com·
Techdirt: Txt Spk In Schools Not A Big Deal
Top News - Online insight: Challenges beat cheerleading
Top News - Online insight: Challenges beat cheerleading

Network analysis in online discussions in two classes shows, not surprisingly, that asking probing questions and challenging posts results in more learner engagement than simple "cheerleading" posts like "Great job!"

New link: http://www.eschoolnews.com/2008/05/08/online-insight-challenges-beat-cheerleading/

#discussion#networks#education#research#teaching#engagement#elearning
·eschoolnews.com·
Top News - Online insight: Challenges beat cheerleading
Donald Clark Plan B: Immersive games beats classroom in maths
Donald Clark Plan B: Immersive games beats classroom in maths
18-week study comparing performance of high school students who learned math in a traditional classroom or with a game. Both classroom and game learning resulted in improvement in skills, but students who played the game scored significantly higher.
According to the teachers, the games were effective teaching and learning tools because they (a) were experiential in nature, (b) offered an alternative way of teaching and learning, (c) gave the students reasons to learn mathematics to solve the game problems and progress in the games, (d) addressed students' mathematics phobias and (e) increased time on task.
#games#education#math#research#k-12
·donaldclarkplanb.blogspot.com·
Donald Clark Plan B: Immersive games beats classroom in maths
Social networks 'teaching tech skills' - vnunet.com
Social networks 'teaching tech skills' - vnunet.com
Brief summary of research on the educational benefits of sites like MySpace and Facebook for high schoolers. Students self-report learning 21st century skills, although the study doesn't attempt to actually measure any of that learning.
When asked what they learn by using social networking sites, the students listed 'technology skills', followed by 'creativity', being 'open to new or diverse views' and 'communication skills'.
#socialnetworking#education#21stcenturyskills#research#k-12
·vnunet.com·
Social networks 'teaching tech skills' - vnunet.com
Ask the Cognitive Scientist: “Brain-Based” Learning: More Fiction than Fact
Ask the Cognitive Scientist: “Brain-Based” Learning: More Fiction than Fact
This article examines several myths of brain-based learning, looking at what the neuroscience research actually tells us. Very little of the research at this point is directly applicable to the classroom; it just doesn't tell us enough about how people learn in real environments.
For neuroscience to mean something to teachers, it must provide information beyond what is available without neuroscientific methods. It’s not enough to describe what’s happening in the brain, and pretend that you’ve learned something useful.
In general, if you are interested in describing effects at a given level of analysis, you are most likely to make progress by sticking to that level of analysis. If you’re interested in describing ways that students learn best, it makes sense to study classroom situations. To the extent that neuroscience will inform good teaching practice, it seems most likely that this influence will be funneled through the cognitive level of analysis: For example, neuroscience will help us better understand memory, and this improved understanding of memory might be used to improve classroom practice. It’s unlikely that leapfrogging the cognitive level analysis and going straight from the brain to the classroom will work out very often.
#education#learning#research#neuroscience#cognition
·aft.org·
Ask the Cognitive Scientist: “Brain-Based” Learning: More Fiction than Fact
Top News - Report challenges online-learning assumptions
Top News - Report challenges online-learning assumptions
Results of a study showing deeper learning in online courses than face-to-face ones
<p>Some critics of distance learning say face-to-face classes give students a better learning environment, but a recent Indiana University study found that online learners reported deeper approaches to learning than classroom-based learners.</p> <p>Deep learning, researchers said,&nbsp;is a type of learning that goes beyond rote memorization and focuses on reflection, integrative learning, and higher-order thinking--analysis, synthesis, and evaluation.</p>
According to the survey results, 37 percent of first-year online learners and 45 percent of seniors said they participated in course activities that challenged them intellectually "very often," compared to only 24 percent of first-year classroom-based learners and 35 percent of seniors. The survey also found that online learners reported slightly more deep approaches to learning in their coursework.
Survey results showed that 58 percent of first-year students taking most of their classes online reported using higher-order thinking in their coursework, compared to 55 percent of classroom-based learners. Results also showed that 69 percent of first-year students taking most of their classes online reported using integrative thinking in their coursework, compared to 67 percent of classroom-based learners. Additionally, 62 percent of first-year students taking most of their classes online reported using reflective learning in their coursework, compared to 59 percent of classroom-based learners.
#education#research#elearning
·eschoolnews.com·
Top News - Report challenges online-learning assumptions
NSSE 2008 Results
NSSE 2008 Results
Results from the National Survey of Student Engagement. The full report has limited information about online learning, but does include results showing that students in online courses report more deep learning, intellectual challenge, and reflection than those in face-to-face courses.
#education#research#elearning
·nsse.iub.edu·
NSSE 2008 Results
The Development Of A Community Of Inquiry Over Time In An Online Course: Understanding The Progression And Integration Of Social | The Sloan Consortium
The Development Of A Community Of Inquiry Over Time In An Online Course: Understanding The Progression And Integration Of Social | The Sloan Consortium
JALN article on creating a community of inquiry through online discussions, with positive results for students' perceived learning and satisfaction. Specifically, the authors found that, at least in this context, cognitive and teaching presence were correlated with both learning and satisfaction, but social presence only improved satisfaction. Registration required to download the PDF.
#education#inquiry#community#discussion#research#elearning
·sloan-c.org·
The Development Of A Community Of Inquiry Over Time In An Online Course: Understanding The Progression And Integration Of Social | The Sloan Consortium
Mind Hacks: The Straight Dope on Learning Styles
Mind Hacks: The Straight Dope on Learning Styles
Interesting perspective on learning style theories, arguing that they may be useful because they help teachers become more aware of how they're teaching, even if the research support for any given theory is lacking
Learning styles seem intuitively sensible. Having thought about learning styles helps teachers improve their teaching and also helps increase their confidence and motivation. But there is no strong evidence that any one theory of learning styles is the best, or most true, compared to the others. Learning style theories can be useful without being true, and it isn't clear that knowing the truth about the differences in how people learn will be immediately useful or produce a more useful theory of learning styles. This difference between truth and utility is a typical dilemma of psychology.
Using a learning style theory is great, but you lose a lot of flexibility and potential for change if you start to believe that the theory is based on proven facts about the way the world is, rather than just being a useful set of habits and suggestions which might, sometimes, help guide us through the maze of teaching and learning.
#learningstyles#education#research#cognition
·mindhacks.com·
Mind Hacks: The Straight Dope on Learning Styles
sciencegeekgirl » The burden of proof: What does education research really tell us?
sciencegeekgirl » The burden of proof: What does education research really tell us?
Looking at the resistance to change in education even when research supports certain strategies (like active learning). Educators resist using new teaching methods when they don't feel the research matches up with their personal experience. Education research isn't the same as pure scientific research in a lab where everything can be controlled, but if there is some repeatability in multiple contexts, isn't that educational research onto something?
#education#research#highered#activelearning#change
·blog.sciencegeekgirl.com·
sciencegeekgirl » The burden of proof: What does education research really tell us?