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The growth trajectories of oral and silent word reading fluency before and after COVID-19
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-03-06 DOI: 10.1016/j.learninstruc.2025.102105
George K. Georgiou , Tomohiro Inoue , Michael McMann , Scott McKenzie , Rauno Parrila

Purpose

We examined the growth of word-reading fluency (oral and silent) in two cohorts of English-speaking Canadian children in Grades 1 to 4 and whether the COVID-19 pandemic had an effect on it.

Method

The first cohort comprised 997 children (49% females) who were in Grades 1, 2, 3, and 4 in September 2018. The second cohort comprised 797 children (48% females) who were in Grades 1, 2, 3, and 4 in September 2020. Each cohort was assessed five times on a measure of oral word-reading fluency (Test of Sight Word Reading Efficiency) and on a measure of silent word-reading fluency (Test of Silent Word Reading Fluency).

Results

Results of multigroup latent basis growth modeling showed that whereas oral word-reading fluency followed decelerating growth from Grades 1 to 4, silent word-reading fluency showed slower growth in Grade 1 and prolonged growth thereafter. Our results further showed that although children's initial performance levels were slightly lower after the school closures due to the COVID-19 pandemic, their growth in both oral and silent word-reading fluency was generally faster after the schools reopened, catching up with the pre-pandemic levels of children's reading fluency.

Conclusion

These findings suggest that silent and oral word-reading fluency may differ not only in their predictors (as shown in previous studies), but also in their growth trajectories. COVID-19 impacted not only the initial performance levels, but also the growth trajectories in oral and silent word-reading fluency.
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引用次数: 0
Parents’ spatial talk predicts toddlers’ spatial language gains
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-03-05 DOI: 10.1016/j.learninstruc.2025.102107
Danielle S. Fox , Andrew Ribner , Joei Camarote , Elizabeth Vortuba-Drzal , Heather J. Bachman , Melissa E. Libertus

Background

Young children who hear more frequent spatial language demonstrate better spatial skills (Casasola et al., 2020). Additionally, play contexts can influence how much spatial language parents use (Ferrara et al., 2011). However, most studies have focused on preschoolers and have not specifically analyzed how different types of spatial language within various play contexts relate to outcomes.

Aims

The present study investigates how parents' use of spatial relational language (e.g., "next to," "below") and other spatial language during spatial and non-spatial play predicts toddlers’ concurrent and later verbal and non-verbal spatial skills.

Sample

The study involved 169 socio-economically diverse 2-year-olds and their parents from the Northeastern United States.

Methods

Dyads completed three structured play activities, including a spatial puzzle task and two non-spatial activities. At age 2 and 3, children completed modified versions of the Point-to-Spatial-Relation task (Casasola et al., 2020) and the Test of Spatial Assembly (Verdine et al., 2014).

Results

Parents' use of spatial relational language during the puzzle task predicted better performance on the Point-to-Spatial-Relation task concurrently at age 2 (β = .24, p = .02) and one year later at age 3 (β = .19, p = .04). Parents' use of other spatial language and spatial relational language during non-spatial activities was not associated with children's spatial skills regardless of age.

Conclusions

Frequent exposure to spatial relational language within a spatial play context supports toddlers' concurrent and later comprehension of spatial terms, highlighting the importance of providing specific learning opportunities that promote understanding of spatial language.
{"title":"Parents’ spatial talk predicts toddlers’ spatial language gains","authors":"Danielle S. Fox ,&nbsp;Andrew Ribner ,&nbsp;Joei Camarote ,&nbsp;Elizabeth Vortuba-Drzal ,&nbsp;Heather J. Bachman ,&nbsp;Melissa E. Libertus","doi":"10.1016/j.learninstruc.2025.102107","DOIUrl":"10.1016/j.learninstruc.2025.102107","url":null,"abstract":"<div><h3>Background</h3><div>Young children who hear more frequent spatial language demonstrate better spatial skills (Casasola et al., 2020). Additionally, play contexts can influence how much spatial language parents use (Ferrara et al., 2011). However, most studies have focused on preschoolers and have not specifically analyzed how different types of spatial language within various play contexts relate to outcomes.</div></div><div><h3>Aims</h3><div>The present study investigates how parents' use of spatial relational language (e.g., \"next to,\" \"below\") and other spatial language during spatial and non-spatial play predicts toddlers’ concurrent and later verbal and non-verbal spatial skills.</div></div><div><h3>Sample</h3><div>The study involved 169 socio-economically diverse 2-year-olds and their parents from the Northeastern United States.</div></div><div><h3>Methods</h3><div>Dyads completed three structured play activities, including a spatial puzzle task and two non-spatial activities. At age 2 and 3, children completed modified versions of the Point-to-Spatial-Relation task (Casasola et al., 2020) and the Test of Spatial Assembly (Verdine et al., 2014).</div></div><div><h3>Results</h3><div>Parents' use of spatial relational language during the puzzle task predicted better performance on the Point-to-Spatial-Relation task concurrently at age 2 (β = .24, p = .02) and one year later at age 3 (β = .19, p = .04). Parents' use of other spatial language and spatial relational language during non-spatial activities was not associated with children's spatial skills regardless of age.</div></div><div><h3>Conclusions</h3><div>Frequent exposure to spatial relational language within a spatial play context supports toddlers' concurrent and later comprehension of spatial terms, highlighting the importance of providing specific learning opportunities that promote understanding of spatial language.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102107"},"PeriodicalIF":4.7,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143552829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Do worked examples boost the spacing effect on lasting learning?
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-03-04 DOI: 10.1016/j.learninstruc.2025.102103
Julia Krauspe , Mirjam Ebersbach , Anne Ludwig, Florian Scharf

Background

The acquisition of lasting knowledge that is accessible for a long time is an important educational goal. Spacing the learning or practice phase across multiple sessions fosters lasting learning, but the effect is less robust for complex material.

Aims

We examined whether the meaningful elaboration of the learning material, evoked by means of self-explaining worked examples, contributes to a more robust spacing effect concerning the lasting learning in mathematics.

Sample

Participants were fourth graders (N = 213).

Methods

Children received a formal instruction to long multiplication in school. Thereafter, they practiced the procedure either in a massed or a spaced manner, and either by pure problem solving or by additionally self-explaining worked examples in their regular math lessons. Time on task was held constant in all conditions. In a delayed test after eight weeks, children's procedural and conceptual knowledge was assessed. Their general math ability and their specific prior knowledge served as control variables.

Results

Contrary to our expectations, there was neither a main effect of worked examples nor of spacing, and no interaction emerged between the two variables. Exploratory analyses revealed the same results concerning the forgetting rate between the last practice set and the test. These null effects were confirmed by Bayesian analyses. Only children's general math ability and their prior knowledge predicted their test performance.

Conclusions

The results suggest that the spacing effect in mathematics does not emerge reliably, even not when stimulated by worked examples. Further research on potential boundary conditions is required.
{"title":"Do worked examples boost the spacing effect on lasting learning?","authors":"Julia Krauspe ,&nbsp;Mirjam Ebersbach ,&nbsp;Anne Ludwig,&nbsp;Florian Scharf","doi":"10.1016/j.learninstruc.2025.102103","DOIUrl":"10.1016/j.learninstruc.2025.102103","url":null,"abstract":"<div><h3>Background</h3><div>The acquisition of lasting knowledge that is accessible for a long time is an important educational goal. Spacing the learning or practice phase across multiple sessions fosters lasting learning, but the effect is less robust for complex material.</div></div><div><h3>Aims</h3><div>We examined whether the meaningful elaboration of the learning material, evoked by means of self-explaining worked examples, contributes to a more robust spacing effect concerning the lasting learning in mathematics.</div></div><div><h3>Sample</h3><div>Participants were fourth graders (<em>N</em> = 213).</div></div><div><h3>Methods</h3><div>Children received a formal instruction to long multiplication in school. Thereafter, they practiced the procedure either in a <em>massed</em> or a <em>spaced</em> manner, and either by <em>pure problem solving</em> or by additionally self-explaining <em>worked examples</em> in their regular math lessons. Time on task was held constant in all conditions. In a delayed test after eight weeks, children's procedural and conceptual knowledge was assessed. Their general math ability and their specific prior knowledge served as control variables.</div></div><div><h3>Results</h3><div>Contrary to our expectations, there was neither a main effect of worked examples nor of spacing, and no interaction emerged between the two variables. Exploratory analyses revealed the same results concerning the forgetting rate between the last practice set and the test. These null effects were confirmed by Bayesian analyses. Only children's general math ability and their prior knowledge predicted their test performance.</div></div><div><h3>Conclusions</h3><div>The results suggest that the spacing effect in mathematics does not emerge reliably, even not when stimulated by worked examples. Further research on potential boundary conditions is required.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102103"},"PeriodicalIF":4.7,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143534920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Resilience research in learning disabilities: Guiding principles from developmental psychopathology 学习障碍的复原力研究：发展心理病理学的指导原则
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-03-01 DOI: 10.1016/j.learninstruc.2025.102090
Rebecca F. Slomowitz , Angela J. Narayan , Lauren M. McGrath

Background

The learning disabilities literature has had a long-standing focus on identifying risk factors that can inform diagnostic assessment and guide intervention efforts. While many existing conceptual models of learning disabilities have acknowledged the theoretical possibility of resilience mechanisms (Bishop & Snowling, 2004; Catts & Petscher, 2022; McGrath, Peterson, & Pennington, 2020; Pennington, 2006), few studies have empirically investigated such processes. However, more attention has been recently directed towards resilience mechanisms that may operate in the context of learning disabilities. Initial studies have found that cognitive-linguistic abilities and individual differences in task behaviors may play a role in supporting academic skills (specifically reading) despite the presence of risk factors (Eklund, Torppa, & Lyytinen, 2013; van Viersen, de Bree, & de Jong, 2019). However, many empirical results that signal potential for resilience processes are difficult to synthesize because methods and analyses are not consistent across studies. For example, studies may operationalize and analytically investigate resilience mechanisms in differing ways, leading to challenges in understanding the replicability and generalization of findings.

Conclusions

In this paper, we make recommendations for standardized practices for studying resilience mechanisms, drawing from the well-validated guidelines for resilience science that have been established within the developmental psychopathology (DP) literature (Masten, Narayan, & Wright, 2023).This theoretical paper outlines the DP perspective on resilience, demonstrates the application of specific DP principles to the learning disabilities field, and provides a set of methodological recommendations for the inclusion of resilience-based methods alongside the prevailing risk-based methodology in learning disability research.
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引用次数: 0
How do teachers process technology-based formative assessment results in their daily practice? Results from process mining of think-aloud data
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-02-27 DOI: 10.1016/j.learninstruc.2025.102100
Sarah Bez , Fabian Burkart , Martin J. Tomasik , Samuel Merk

Background

Technology-based formative assessments are considered promising in terms of reducing teachers’ workload and providing validity advantages but little is known how teachers use the assessment results to inform their instruction in their daily practice.

Aims

We explored how teachers process technology-based formative assessment results using think-aloud methodology in an ecologically valid setting.

Sample

Forty-eight experienced in-service teachers participated in the study.

Methods

We asked the teachers to verbalize their thoughts while they processed students’ formative assessment results as they usually do. Screencasts of the verbalizations and assessment results were recorded. Based on these, trained raters coded the main steps of processing and which specific aspects of the results were noticed based on a deductive-inductive coding scheme. Cluster analyses were applied to explore differences among teachers, and process mining was conducted to explore the main processes.

Results

We found four main steps: noticing results, comparing with personal perspective, analyzing errors and constructing instructional implications. Relative durations of these steps vary substantially among teachers. Cluster analyses indicate that processes were differentiated according to the complexity of summarizing and building relationships between single data points. The fitted process model revealed low dependency values in general and indicates that noticing results on its own seemed to be insufficient for constructing instructional implications.

Conclusions

This study generates the hypothesis that analyzing errors and comparing results with the personal perspective are important for teachers for next instructional decisions.
{"title":"How do teachers process technology-based formative assessment results in their daily practice? Results from process mining of think-aloud data","authors":"Sarah Bez ,&nbsp;Fabian Burkart ,&nbsp;Martin J. Tomasik ,&nbsp;Samuel Merk","doi":"10.1016/j.learninstruc.2025.102100","DOIUrl":"10.1016/j.learninstruc.2025.102100","url":null,"abstract":"<div><h3>Background</h3><div>Technology-based formative assessments are considered promising in terms of reducing teachers’ workload and providing validity advantages but little is known how teachers use the assessment results to inform their instruction in their daily practice.</div></div><div><h3>Aims</h3><div>We explored how teachers process technology-based formative assessment results using think-aloud methodology in an ecologically valid setting.</div></div><div><h3>Sample</h3><div>Forty-eight experienced in-service teachers participated in the study.</div></div><div><h3>Methods</h3><div>We asked the teachers to verbalize their thoughts while they processed students’ formative assessment results as they usually do. Screencasts of the verbalizations and assessment results were recorded. Based on these, trained raters coded the main steps of processing and which specific aspects of the results were noticed based on a deductive-inductive coding scheme. Cluster analyses were applied to explore differences among teachers, and process mining was conducted to explore the main processes.</div></div><div><h3>Results</h3><div>We found four main steps: <em>noticing results</em>, <em>comparing with personal perspective</em>, <em>analyzing errors</em> and <em>constructing instructional implications</em>. Relative durations of these steps vary substantially among teachers. Cluster analyses indicate that processes were differentiated according to the complexity of summarizing and building relationships between single data points. The fitted process model revealed low dependency values in general and indicates that noticing results on its own seemed to be insufficient for constructing instructional implications.</div></div><div><h3>Conclusions</h3><div>This study generates the hypothesis that analyzing errors and comparing results with the personal perspective are important for teachers for next instructional decisions.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102100"},"PeriodicalIF":4.7,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The role of feedback and working memory for goal-related monitoring and goal revision
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-02-26 DOI: 10.1016/j.learninstruc.2025.102108
Maria Theobald , Garvin Brod

Background

Goal revision in response to performance feedback is a highly important self-regulatory process. A central requirement for goal revision is the ability of learners to accurately judge their performance relative to their goals, i.e., goal-related monitoring. However, the determinants of accurate goal-related monitoring and goal revision remain poorly understood. School children may have particular difficulties in accurately monitoring their goals and performance and revising their goals accordingly.

Aims

The study (1) examined the determinants of accurate goal-related monitoring and adaptive goal revision and (2) tested feedback as a means of promoting accurate goal-related monitoring and adaptive goal revision in elementary and early secondary school children.

Sample

Eight-to eleven-year-old children (n = 106) participated in the study.

Methods

Children participated in a series of quizzes. They set performance goals before each task and then rated their performance. Children either received feedback on their goals and task performance (feedback condition), or they received no feedback (no feedback condition).

Results

Children generally overestimated their performance, especially those with lower working memory. Children in the feedback (vs. no feedback) condition (1) became more accurate in their goal-related monitoring and (2) revised their goals more adaptively over the course of the experiment.

Conclusions

The results highlight the role of interindividual differences in working memory for goal-related monitoring and goal revision, and underscore the effectiveness of feedback in promoting these metacognitive skills.
{"title":"The role of feedback and working memory for goal-related monitoring and goal revision","authors":"Maria Theobald ,&nbsp;Garvin Brod","doi":"10.1016/j.learninstruc.2025.102108","DOIUrl":"10.1016/j.learninstruc.2025.102108","url":null,"abstract":"<div><h3>Background</h3><div>Goal revision in response to performance feedback is a highly important self-regulatory process. A central requirement for goal revision is the ability of learners to accurately judge their performance relative to their goals, i.e., goal-related monitoring. However, the determinants of accurate goal-related monitoring and goal revision remain poorly understood. School children may have particular difficulties in accurately monitoring their goals and performance and revising their goals accordingly.</div></div><div><h3>Aims</h3><div>The study (1) examined the determinants of accurate goal-related monitoring and adaptive goal revision and (2) tested feedback as a means of promoting accurate goal-related monitoring and adaptive goal revision in elementary and early secondary school children.</div></div><div><h3>Sample</h3><div>Eight-to eleven-year-old children (<em>n</em> = 106) participated in the study.</div></div><div><h3>Methods</h3><div>Children participated in a series of quizzes. They set performance goals before each task and then rated their performance. Children either received feedback on their goals and task performance (feedback condition), or they received no feedback (no feedback condition).</div></div><div><h3>Results</h3><div>Children generally overestimated their performance, especially those with lower working memory. Children in the feedback (vs. no feedback) condition (1) became more accurate in their goal-related monitoring and (2) revised their goals more adaptively over the course of the experiment.</div></div><div><h3>Conclusions</h3><div>The results highlight the role of interindividual differences in working memory for goal-related monitoring and goal revision, and underscore the effectiveness of feedback in promoting these metacognitive skills.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102108"},"PeriodicalIF":4.7,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Unraveling low-educated adults' motivation for second-chance education: A multidimensional perspective
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-02-26 DOI: 10.1016/j.learninstruc.2024.102075
Bea Mertens, Katrien Cuyvers, Sven De Maeyer, Vincent Donche

Background

Low-educated adults' participation in second-chance education (SCE) is often implicitly imposed, as an ISCED level 3 degree is required to have access to a range of jobs or to higher education. This raises questions concerning SCE-learners’ participation motivation and subsequently, their motivation to invest in effective learning behavior to achieve.

Aims

This qualitative study aims to unravel SCE-learners’ distinct motivational drivers and to develop a conceptualization of motivation in lower adult education, an area that has been overlooked in motivational psychology.

Sample

Based on their variations in quantitatively measured motivational profiles, 19 SCE-participants were purposively selected.

Methods

In-depth interviews allowed participants to expand upon their participation and learning motivational narratives. Drawing on well-established theoretical frameworks, both theoretically expected, and data-driven codes were derived. Subsequent variable-oriented and person-oriented analyses yielded a model comprising six prevalent motivational dimensions. Extensive audit trailing was done to enhance the study's trustworthiness.

Results

Using in the model an axis distinguishing between motives higher and lower in internalization and an axis distinguishing between participation and learning motivation, five motivational dimensions could be classified. Three dimensions high in internalization – growth-orientation (participation-oriented), mastery-orientation (learning-oriented) and feel-good-orientation (participation-learning-oriented) – and two dimensions low in internalization – diploma-orientation (participation-oriented) and efficiency-orientation (learning-oriented) – were identified. The ambivalent orientation residing outside the quadrant, represents the sixth dimension, as this unclear orientation is strongly present among SCE-participants.

Conclusions

This study offers a concise classification of prevalent motives among SCE-learners, simultaneously highlighting that SCE-learners not necessarily have a clear understanding of what exactly motivates them.
{"title":"Unraveling low-educated adults' motivation for second-chance education: A multidimensional perspective","authors":"Bea Mertens,&nbsp;Katrien Cuyvers,&nbsp;Sven De Maeyer,&nbsp;Vincent Donche","doi":"10.1016/j.learninstruc.2024.102075","DOIUrl":"10.1016/j.learninstruc.2024.102075","url":null,"abstract":"<div><h3>Background</h3><div>Low-educated adults' participation in second-chance education (SCE) is often implicitly imposed, as an ISCED level 3 degree is required to have access to a range of jobs or to higher education. This raises questions concerning SCE-learners’ participation motivation and subsequently, their motivation to invest in effective learning behavior to achieve.</div></div><div><h3>Aims</h3><div>This qualitative study aims to unravel SCE-learners’ distinct motivational drivers and to develop a conceptualization of motivation in lower adult education, an area that has been overlooked in motivational psychology.</div></div><div><h3>Sample</h3><div>Based on their variations in quantitatively measured motivational profiles, 19 SCE-participants were purposively selected.</div></div><div><h3>Methods</h3><div>In-depth interviews allowed participants to expand upon their participation and learning motivational narratives. Drawing on well-established theoretical frameworks, both theoretically expected, and data-driven codes were derived. Subsequent variable-oriented and person-oriented analyses yielded a model comprising six prevalent motivational dimensions. Extensive audit trailing was done to enhance the study's trustworthiness.</div></div><div><h3>Results</h3><div>Using in the model an axis distinguishing between motives higher and lower in internalization and an axis distinguishing between participation and learning motivation, five motivational dimensions could be classified. Three dimensions high in internalization – <em>growth-orientation</em> (participation-oriented), <em>mastery-orientation</em> (learning-oriented) and <em>feel-good-orientation</em> (participation-learning-oriented) – and two dimensions low in internalization – <em>diploma-orientation</em> (participation-oriented) and <em>efficiency-orientation</em> (learning-oriented) – were identified. The <em>ambivalent orientation</em> residing outside the quadrant<em>,</em> represents the sixth dimension, as this unclear orientation is strongly present among SCE-participants.</div></div><div><h3>Conclusions</h3><div>This study offers a concise classification of prevalent motives among SCE-learners, simultaneously highlighting that SCE-learners not necessarily have a clear understanding of what exactly motivates them.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102075"},"PeriodicalIF":4.7,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Misconceptions of the order of operations and associativity use
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-02-25 DOI: 10.1016/j.learninstruc.2024.102074
Joanne Eaves , Nina Attridge , Camilla Gilmore

Background

Conceptual knowledge of arithmetic is essential for progressing in mathematics. Associativity is one concept, which permits some problems to be solved in different ways; for example, solving ‘a + b – c’ by ‘b – c’ then ‘+a’ is a ‘shortcut’ strategy derived from associativity. However, individuals struggle to apply associativity and misconceptions of the order of operations may be one factor that is responsible.

Aims

To investigate whether misconceptions of the order of operations hinder associativity shortcut use.

Samples

76 (Study 1) and 130 (Study 2) adults aged 18–60 years participated.

Method

In Study 1, we developed a novel instrument that quantitatively measures how people interpret the order of operations. In Study 2, we conducted a well-powered, pre-registered experiment to investigate whether reminding individuals of the correct order of operations improved a) knowledge of the order of operations and b) associativity shortcut use.

Results

We found that only 16% of adults fully understood the order of operations and almost 50% had specific ‘literal’ and ‘left-to-right’ misconceptions of acronyms used to teach it. Those with misconceptions were less likely to use associativity shortcut. Reminding individuals of the order of operations reduced misconceptions of the order of operations but did not improve associativity shortcut use.

Conclusions

Misconceptions of the order of operations hinder the application of associativity shortcut strategies. Our findings have theoretical impact on the relationship between procedural and conceptual knowledge of arithmetic and have practical benefits for teachers who could use our instrument to identify misconceptions.
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引用次数: 0
Content Language Integrated Learning (CLIL): Teachers’ metacognitive understanding of pedagogical translanguaging
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-02-24 DOI: 10.1016/j.learninstruc.2025.102085
Hoa T.M. Nguyen , Hang T.Thu Nguyen , Lisa Gilanyi , Trang Hong Hoang , Xuesong(Andy) Gao

Introduction

Content-Language Integrated Learning (CLIL) is gaining popularity all over the world, including Vietnam. Pedagogical translanguaging plays a critical role in promoting and sustaining multilingualism in the context of CLIL in schooling. While significant research has focused on teachers' implementation of pedagogical translanguaging, it has become equally imperative to investigate how teachers metacognitively construct translanguaging strategies.

Objectives

The primary objective of this research is to explore CLIL teachers’ metacognitive knowledge of pedagogical translanguaging in the context of Vietnam.

Methods

Using case study research design, the present study draws on Flavell's (1979) conceptualization of metacognitive knowledge to reiteratively analyse interviews with 42 Vietnamese CLIL teachers and identify their understanding of pedagogical translanguaging in CLIL.

Results

The results suggest that the participants were aware of the multilingual resources students bring to the school environment and committed to the social justice benefits but often felt guilty about overusing languages other than English in their CLIL classrooms. Furthermore, although they drew on a variety of translanguaging strategies, these were often used by some out of convenience rather than in a planned, strategic way. Finally, the study found that the teachers tended towards a deficit perspective on students, focusing more on addressing their weaknesses rather than leveraging their existing linguistic and cultural assets to benefit their learning.

Conclusion

These findings have significant implications for policymakers and teacher educators to develop appropriate professional development initiatives that empower CLIL teachers with adequate metacognitive understanding to effectively employ pedagogical translanguaging in CLIL contexts.
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引用次数: 0
Education, not age, linked to narrative comprehension 教育而非年龄与叙事理解力有关
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-02-23 DOI: 10.1016/j.learninstruc.2025.102102
Markus Huff , Natalia Gagarina , Ekaterina Varkentin , Irina R. Brich

Background

Understanding narratives is essential for societal participation. However, insufficient literacy or age-related cognitive changes can limit narrative comprehension and create participation barriers.

Aims

This study investigates the potential of pictorial narratives to convey information beyond text and break down barriers to comprehension.

Sample

A representative adult sample (N = 1487).

Methods

The experimental study assessed the influences of age and education on the comprehension of textual and pictorial narratives. Participants were tested on the generation of bridging inferences, a central aspect of narrative comprehension. The narratives used were based on the “Multilingual Assessment Instrument for Narratives” (MAIN), and comprehension was measured through a task where participants identified correct and false inference statements related to missing parts of the narratives.

Results

Narrative comprehension was higher within higher educated groups and stable across the measured adult age span. Comprehension was generally better for pictorial narratives than textual ones across all education and age groups. Frequentist and Bayesian analyses supported these findings, showing significant effects of education and narrative codality on comprehension but no interaction between these factors.

Conclusions

The findings lay the groundwork for more effectively addressing minoritized groups and refining theories on narrative comprehension. The results suggest that pictorial narratives could be a valuable approach to enhance comprehension and participation for individuals with literacy challenges or cognitive changes due to aging. This study also emphasizes the role of education in narrative comprehension and suggests stable comprehension abilities across the adult age span.
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