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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.
{"title":"Content Language Integrated Learning (CLIL): Teachers’ metacognitive understanding of pedagogical translanguaging","authors":"Hoa T.M. Nguyen ,&nbsp;Hang T.Thu Nguyen ,&nbsp;Lisa Gilanyi ,&nbsp;Trang Hong Hoang ,&nbsp;Xuesong(Andy) Gao","doi":"10.1016/j.learninstruc.2025.102085","DOIUrl":"10.1016/j.learninstruc.2025.102085","url":null,"abstract":"<div><h3>Introduction</h3><div>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.</div></div><div><h3>Objectives</h3><div>The primary objective of this research is to explore CLIL teachers’ metacognitive knowledge of pedagogical translanguaging in the context of Vietnam.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102085"},"PeriodicalIF":4.7,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143474063","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
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.
{"title":"Education, not age, linked to narrative comprehension","authors":"Markus Huff ,&nbsp;Natalia Gagarina ,&nbsp;Ekaterina Varkentin ,&nbsp;Irina R. Brich","doi":"10.1016/j.learninstruc.2025.102102","DOIUrl":"10.1016/j.learninstruc.2025.102102","url":null,"abstract":"<div><h3>Background</h3><div>Understanding narratives is essential for societal participation. However, insufficient literacy or age-related cognitive changes can limit narrative comprehension and create participation barriers.</div></div><div><h3>Aims</h3><div>This study investigates the potential of pictorial narratives to convey information beyond text and break down barriers to comprehension.</div></div><div><h3>Sample</h3><div>A representative adult sample (<em>N</em> = 1487).</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102102"},"PeriodicalIF":4.7,"publicationDate":"2025-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143471530","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
Teacher collaboration to elevate student achievement?
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-02-20 DOI: 10.1016/j.learninstruc.2025.102104
Andrea Wullschleger , Katharina Maag Merki , Urs Grob , Beat Rechsteiner , Miriam Compagnoni , András Vörös

Background

Previous research on the relationship between teacher collaboration and student achievement yielded ambiguous results. From a theoretical perspective, an indirect association between high-quality teacher collaboration and student achievement is assumed, mediated by instructional quality. However, empirical evidence for this assumed theoretical mediation model is lacking.

Aim

This study analyses the relationship between the extent of high-quality teacher collaboration reported by teachers via social network ties and the development of fifth-grade students’ mathematics achievement over one school year. It examines whether and how this relationship is mediated by instructional quality assessed as effective teaching from the perspective of the students.

Sample

The sample included 80 primary school teachers and 770 fifth-grade students from the German-speaking part of Switzerland.

Method

A two-level structural equation model was applied, comprising two latent change models, one for instructional quality and one for mathematics achievement, to examine student survey data on instructional quality, student mathematics achievement tests, and teacher social network survey data on perceived high-quality teacher collaboration.

Results

The results revealed a significant positive indirect effect between high-quality teacher collaboration and student achievement, mediated by instructional quality. However, the direct effect between high-quality teacher collaboration and mathematics achievement, although positive, was not significant. Both the total and indirect effects of the model were significant.

Conclusion

This study underpins and extends previous findings emphasizing the significance of perceived high-quality teacher collaboration by demonstrating that these collaborations are crucial for fostering instructional quality and students’ mathematics achievement.
{"title":"Teacher collaboration to elevate student achievement?","authors":"Andrea Wullschleger ,&nbsp;Katharina Maag Merki ,&nbsp;Urs Grob ,&nbsp;Beat Rechsteiner ,&nbsp;Miriam Compagnoni ,&nbsp;András Vörös","doi":"10.1016/j.learninstruc.2025.102104","DOIUrl":"10.1016/j.learninstruc.2025.102104","url":null,"abstract":"<div><h3>Background</h3><div>Previous research on the relationship between teacher collaboration and student achievement yielded ambiguous results. From a theoretical perspective, an indirect association between high-quality teacher collaboration and student achievement is assumed, mediated by instructional quality. However, empirical evidence for this assumed theoretical mediation model is lacking.</div></div><div><h3>Aim</h3><div>This study analyses the relationship between the extent of high-quality teacher collaboration reported by teachers via social network ties and the development of fifth-grade students’ mathematics achievement over one school year. It examines whether and how this relationship is mediated by instructional quality assessed as effective teaching from the perspective of the students.</div></div><div><h3>Sample</h3><div>The sample included 80 primary school teachers and 770 fifth-grade students from the German-speaking part of Switzerland.</div></div><div><h3>Method</h3><div>A two-level structural equation model was applied, comprising two latent change models, one for instructional quality and one for mathematics achievement, to examine student survey data on instructional quality, student mathematics achievement tests, and teacher social network survey data on perceived high-quality teacher collaboration.</div></div><div><h3>Results</h3><div>The results revealed a significant positive indirect effect between high-quality teacher collaboration and student achievement, mediated by instructional quality. However, the direct effect between high-quality teacher collaboration and mathematics achievement, although positive, was not significant. Both the total and indirect effects of the model were significant.</div></div><div><h3>Conclusion</h3><div>This study underpins and extends previous findings emphasizing the significance of perceived high-quality teacher collaboration by demonstrating that these collaborations are crucial for fostering instructional quality and students’ mathematics achievement.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102104"},"PeriodicalIF":4.7,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143444993","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
Role of home math environment in the intergenerational transmission of math skills
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-02-17 DOI: 10.1016/j.learninstruc.2025.102080
Minna Torppa , Maria Psyridou , Daria Khanolainen , Tuire Koponen , Jenni Salminen

Background

Mathematical difficulties among parents seem to be a major risk factor for a child's mathematical development. At the same time, the home math environment (HME) has been reported to be associated with children's mathematical skills.

Aims

To examine the role of formal (teaching) and informal (games and everyday activities) HME in the intergenerational transmission of arithmetic skills.

Sample

The sample included Finnish children who were followed at ages 2, 5, Grade 1 spring (age 7–8) and Grade 2 spring (age 8–9). The sample (N = 402) comprised children who had skill assessment data from Grade 1 (N = 366) or 2 (N = 321), whose parents’ skills were assessed (N = 114 fathers and 153 mothers), and who had HME data available (340 families in Grade 1, 105 families at age 5, and 140 families at age 2).

Methods

The children's arithmetic fluency and parental mathematical skills were tested using several tasks. HME was assessed via parental questionnaires. The data were analysed using latent interaction models.

Results

Both mothers' and fathers' skills significantly predicted children's arithmetic skills. Formal and informal HME were found to moderate the effect of parental skills on children's skills. The formal HME factors suggested potential protective effects, whereas the informal HME factors indicated mixed results.

Conclusions

Lower parental mathematical skills were a significant risk factor for children's arithmetic skills. Teaching activities at home seem to have the potential to alleviate familial risk.
{"title":"Role of home math environment in the intergenerational transmission of math skills","authors":"Minna Torppa ,&nbsp;Maria Psyridou ,&nbsp;Daria Khanolainen ,&nbsp;Tuire Koponen ,&nbsp;Jenni Salminen","doi":"10.1016/j.learninstruc.2025.102080","DOIUrl":"10.1016/j.learninstruc.2025.102080","url":null,"abstract":"<div><h3>Background</h3><div>Mathematical difficulties among parents seem to be a major risk factor for a child's mathematical development. At the same time, the home math environment (HME) has been reported to be associated with children's mathematical skills.</div></div><div><h3>Aims</h3><div>To examine the role of formal (teaching) and informal (games and everyday activities) HME in the intergenerational transmission of arithmetic skills.</div></div><div><h3>Sample</h3><div>The sample included Finnish children who were followed at ages 2, 5, Grade 1 spring (age 7–8) and Grade 2 spring (age 8–9). The sample (N = 402) comprised children who had skill assessment data from Grade 1 (N = 366) or 2 (N = 321), whose parents’ skills were assessed (N = 114 fathers and 153 mothers), and who had HME data available (340 families in Grade 1, 105 families at age 5, and 140 families at age 2).</div></div><div><h3>Methods</h3><div>The children's arithmetic fluency and parental mathematical skills were tested using several tasks. HME was assessed via parental questionnaires. The data were analysed using latent interaction models.</div></div><div><h3>Results</h3><div>Both mothers' and fathers' skills significantly predicted children's arithmetic skills. Formal and informal HME were found to moderate the effect of parental skills on children's skills. The formal HME factors suggested potential protective effects, whereas the informal HME factors indicated mixed results.</div></div><div><h3>Conclusions</h3><div>Lower parental mathematical skills were a significant risk factor for children's arithmetic skills. Teaching activities at home seem to have the potential to alleviate familial risk.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102080"},"PeriodicalIF":4.7,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143422458","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
A play-based integrated curriculum with synchronous music efficiently enhance Children's fundamental movement skills (FMS)
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-02-14 DOI: 10.1016/j.learninstruc.2025.102086
Yue Ji , Xiaoman Li

Background

Integrated programs combining music and movement effectively enhance children's Fundamental Movement Skills (FMS). Nonetheless, the efficacy comparison between synchronous and asynchronous music in FMS improvement remains inconclusive.

Aims

The primary purposes of this study are threefold: 1) to evaluate the effectiveness of a play-based movement curriculum with synchronous music in FMS, 2) to determine if the intervention curriculum is particularly effective in improving object control skills, 3) to assess whether the intervention curriculum is effective across all tasks.

Methods

A multivariate analysis of covariance (MANCOVA) was conducted to examine the differences between the experimental group (EG) and control group (CG) following the intervention program.

Results

Large F values suggest that play-based movements with synchronous music are more effective in improving FMS, enhancing not only locomotor skills but also object control skills. The η2 value indicates that the integrated curriculum with synchronous music is more effective for enhancing object control skills. Tasks such as running, leaping, and horizontal jumping, along with two other tasks, did not show significant changes following the intervention.

Conclusions

Overall, the play-based movement curriculum with synchronous music enhance FMS, particularly in object control skills. However, it did not show significant effects on certain individual tasks. Future research should explore how other musical elements, such as tempo variations, influence specific FMS activities.
{"title":"A play-based integrated curriculum with synchronous music efficiently enhance Children's fundamental movement skills (FMS)","authors":"Yue Ji ,&nbsp;Xiaoman Li","doi":"10.1016/j.learninstruc.2025.102086","DOIUrl":"10.1016/j.learninstruc.2025.102086","url":null,"abstract":"<div><h3>Background</h3><div>Integrated programs combining music and movement effectively enhance children's Fundamental Movement Skills (FMS). Nonetheless, the efficacy comparison between synchronous and asynchronous music in FMS improvement remains inconclusive.</div></div><div><h3>Aims</h3><div>The primary purposes of this study are threefold: 1) to evaluate the effectiveness of a play-based movement curriculum with synchronous music in FMS, 2) to determine if the intervention curriculum is particularly effective in improving object control skills, 3) to assess whether the intervention curriculum is effective across all tasks.</div></div><div><h3>Methods</h3><div>A multivariate analysis of covariance (MANCOVA) was conducted to examine the differences between the experimental group (EG) and control group (CG) following the intervention program.</div></div><div><h3>Results</h3><div>Large F values suggest that play-based movements with synchronous music are more effective in improving FMS, enhancing not only locomotor skills but also object control skills. The η<sup>2</sup> value indicates that the integrated curriculum with synchronous music is more effective for enhancing object control skills. Tasks such as running, leaping, and horizontal jumping, along with two other tasks, did not show significant changes following the intervention.</div></div><div><h3>Conclusions</h3><div>Overall, the play-based movement curriculum with synchronous music enhance FMS, particularly in object control skills. However, it did not show significant effects on certain individual tasks. Future research should explore how other musical elements, such as tempo variations, influence specific FMS activities.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102086"},"PeriodicalIF":4.7,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143402989","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
A mixed-methods approach of the effect of physically active learning on time-on-task in the secondary education class: The ACTIVE CLASS study
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-02-10 DOI: 10.1016/j.learninstruc.2025.102091
María González-Pérez , David Sánchez-Oliva , Fátima Martín-Acosta , Abel Ruiz-Hermosa , Daniel Camiletti-Moirón , Alberto Grao-Cruces

Background

Physically active learning (PAL) is a methodology focused on counteracting children's and adolescents' inactivity and sedentary behaviour during school. It also improves academic factors like time-on-task (TOT). However, most interventions target primary education, with limited evidence in secondary education.

Aims

To examine quantitatively and qualitatively the impact of PAL on TOT in mathematics and the subsequent lesson for secondary education students.

Methods

One hundred and fifty-four 7th and 8th grade students and five teachers were included in this randomised controlled study. Students in the experimental group (n = 88) received a weekly PAL lesson in mathematics for 16 weeks. The control group (n = 66) followed traditional teaching methods. TOT was assessed by observing pupils' behaviour prior to and during the intervention in the mathematics lesson and the subsequent lesson. Generalised linear mixed models were used to analyse the effect of the intervention on TOT during the mathematics and subsequent lesson. Furthermore, semi-structured interviews were conducted with mathematics teachers to provide qualitative insights.

Results

The PAL intervention led to a significant increase in the TOT percentage (p = 0.019) and a decrease in off-task-noise (p = 0.015). Moreover, the effect on TOT was maintained in the post-PAL lesson, while off-task motor behaviour also decreased (p < 0.001). The teachers' testimonies underlined the increase in attention, improvement in behaviour and increased student participation observed during PAL lessons.

Conclusion

Incorporating strategies such as PAL into the secondary education is effective to increase TOT during academic lessons.
{"title":"A mixed-methods approach of the effect of physically active learning on time-on-task in the secondary education class: The ACTIVE CLASS study","authors":"María González-Pérez ,&nbsp;David Sánchez-Oliva ,&nbsp;Fátima Martín-Acosta ,&nbsp;Abel Ruiz-Hermosa ,&nbsp;Daniel Camiletti-Moirón ,&nbsp;Alberto Grao-Cruces","doi":"10.1016/j.learninstruc.2025.102091","DOIUrl":"10.1016/j.learninstruc.2025.102091","url":null,"abstract":"<div><h3>Background</h3><div>Physically active learning (PAL) is a methodology focused on counteracting children's and adolescents' inactivity and sedentary behaviour during school. It also improves academic factors like time-on-task (TOT). However, most interventions target primary education, with limited evidence in secondary education.</div></div><div><h3>Aims</h3><div>To examine quantitatively and qualitatively the impact of PAL on TOT in mathematics and the subsequent lesson for secondary education students.</div></div><div><h3>Methods</h3><div>One hundred and fifty-four 7th and 8th grade students and five teachers were included in this randomised controlled study. Students in the experimental group (n = 88) received a weekly PAL lesson in mathematics for 16 weeks. The control group (n = 66) followed traditional teaching methods. TOT was assessed by observing pupils' behaviour prior to and during the intervention in the mathematics lesson and the subsequent lesson. Generalised linear mixed models were used to analyse the effect of the intervention on TOT during the mathematics and subsequent lesson. Furthermore, semi-structured interviews were conducted with mathematics teachers to provide qualitative insights.</div></div><div><h3>Results</h3><div>The PAL intervention led to a significant increase in the TOT percentage (<em>p</em> = 0.019) and a decrease in off-task-noise (<em>p</em> = 0.015). Moreover, the effect on TOT was maintained in the post-PAL lesson, while off-task motor behaviour also decreased (<em>p</em> &lt; 0.001). The teachers' testimonies underlined the increase in attention, improvement in behaviour and increased student participation observed during PAL lessons.</div></div><div><h3>Conclusion</h3><div>Incorporating strategies such as PAL into the secondary education is effective to increase TOT during academic lessons.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102091"},"PeriodicalIF":4.7,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143376743","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
Analysing classroom videos in teacher education— How different instructional settings promote student teachers’ professional vision of classroom management
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-02-04 DOI: 10.1016/j.learninstruc.2025.102084
Isabell Tucholka, Bernadette Gold

Background

Working with video cases may enhance student teachers’ professional vision, i.e. their ability to notice and reason classroom events and generate alternatives. To foster professional vision successfully, videos need to be embedded into adequate instructional environments that need to be examined regarding their effectiveness.

Aims

This study investigates the effect of different instructional settings regarding video-based online courses on the development of student teachers’ professional vision (noticing, reasoning, generating alternatives).

Sample

Participants were 280 student teachers.

Methods

In a 2 × 2-pretest-posttest design, students attended a course assigned to one of four conditions (video analysis before or after conceptual input; video analysis with a comparative or non-comparative task). For the pre- and posttest, they analysed video clips using open writing and rating items to measure noticing, reasoning (subskill 1: interpretation depth, subskill 2: evaluation) and generating alternatives. We applied a multivariate growth model with time points (level 1) nested in individuals (level 2), regressing according random slope coefficients on conditions.

Results

Students improved across all course conditions. Students working with comparative tasks excelled in generating alternatives, while receiving conceptual input before working with the videos was slightly advantageous regarding video evaluation skills.

Conclusions

The effectiveness of instructional settings depends on the intended learning goal. Concerning noticing and interpretation depth, the specific instructional setting seems less decisive.
{"title":"Analysing classroom videos in teacher education— How different instructional settings promote student teachers’ professional vision of classroom management","authors":"Isabell Tucholka,&nbsp;Bernadette Gold","doi":"10.1016/j.learninstruc.2025.102084","DOIUrl":"10.1016/j.learninstruc.2025.102084","url":null,"abstract":"<div><h3>Background</h3><div>Working with video cases may enhance student teachers’ professional vision, i.e. their ability to notice and reason classroom events and generate alternatives. To foster professional vision successfully, videos need to be embedded into adequate instructional environments that need to be examined regarding their effectiveness.</div></div><div><h3>Aims</h3><div>This study investigates the effect of different instructional settings regarding video-based online courses on the development of student teachers’ professional vision (noticing, reasoning, generating alternatives).</div></div><div><h3>Sample</h3><div>Participants were 280 student teachers.</div></div><div><h3>Methods</h3><div>In a 2 × 2-pretest-posttest design, students attended a course assigned to one of four conditions (video analysis before or after conceptual input; video analysis with a comparative or non-comparative task). For the pre- and posttest, they analysed video clips using open writing and rating items to measure noticing, reasoning (subskill 1: interpretation depth, subskill 2: evaluation) and generating alternatives. We applied a multivariate growth model with time points (level 1) nested in individuals (level 2), regressing according random slope coefficients on conditions.</div></div><div><h3>Results</h3><div>Students improved across all course conditions. Students working with comparative tasks excelled in generating alternatives, while receiving conceptual input before working with the videos was slightly advantageous regarding video evaluation skills.</div></div><div><h3>Conclusions</h3><div>The effectiveness of instructional settings depends on the intended learning goal. Concerning noticing and interpretation depth, the specific instructional setting seems less decisive.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102084"},"PeriodicalIF":4.7,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093347","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
Enhancing students’ content and language development: Implications for researching multilingualism in CLIL classroom context
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-01-27 DOI: 10.1016/j.learninstruc.2025.102083
Kevin W.H. Tai , Li Wei , Elizabeth Ka Yee Loh
The articles in this special issue of Learning and Instruction emphasize four major research areas that have developed in Content and Language Integrated Learning (CLIL) education: (1) the role of translanguaging practices in CLIL classrooms, (2) the use of technological resources to create a technology-mediated translanguaging space in CLIL classrooms, (3) CLIL teachers’ awareness of the pedagogical philosophies of translanguaging, and (4) the role of translanguaging in designing CLIL assessments. This introduction will start by discussing the articles in this special issue and highlighting important theoretical and methodological themes. It will also examine the implications of using translanguaging as a methodological framework in CLIL research, which would help teachers and researchers to gain a deeper understanding of the meaning-making processes in CLIL classrooms. Additionally, this introduction will offer future research directions on dynamic multilingual practices in CLIL classrooms.
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引用次数: 0
Differences between low and high achievers in whole-classroom dialogue participation quality
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-01-27 DOI: 10.1016/j.learninstruc.2025.102088
Edith Bouton, Dina Yosef, Christa S.C. Asterhan

Background

Academically productive dialogue activities in classrooms aspire to be inclusive, such that students of all capabilities participate meaningfully and equally in discussions.

Aim

We empirically examine the extent to which this aspiration is achieved regarding students of different prior achievement levels.

Sample

Low- (N = 33), mid- (N = 90), and high-achieving (N = 22) upper elementary students participated in whole-classroom discussions around texts, facilitated by six highly motivated, trained teachers.

Method

Based on a quantitative ethnography approach, we coded 5975 separate speech turns and compared aggregated differences across the three subgroups using Epistemic Network Analysis (ENA).

Results

Whereas no differences were found in amount of speech turns, statistically significant differences were found in the quality of participation: Low-achievers' discussion participation was characterized by recitation-style talk, reduced network connectivity, and repetitive loops, compared to higher connectivity and more complex argumentative reasoning in their high-achieving classmates' network model. A follow-up qualitative analysis uncovered some of the social dynamics behind this inferior participation pattern, and highlighted the potentially stymieing behavior of peers.

Conclusion

The findings underscore the need for more empirical research that takes into account differences in quality of student participation in dialogic activities and the reasons behind it.
{"title":"Differences between low and high achievers in whole-classroom dialogue participation quality","authors":"Edith Bouton,&nbsp;Dina Yosef,&nbsp;Christa S.C. Asterhan","doi":"10.1016/j.learninstruc.2025.102088","DOIUrl":"10.1016/j.learninstruc.2025.102088","url":null,"abstract":"<div><h3>Background</h3><div>Academically productive dialogue activities in classrooms aspire to be inclusive, such that students of all capabilities participate meaningfully and equally in discussions.</div></div><div><h3>Aim</h3><div>We empirically examine the extent to which this aspiration is achieved regarding students of different prior achievement levels.</div></div><div><h3>Sample</h3><div>Low- (<em>N</em> = 33), mid- (<em>N</em> = 90), and high-achieving (<em>N</em> = 22) upper elementary students participated in whole-classroom discussions around texts, facilitated by six highly motivated, trained teachers.</div></div><div><h3>Method</h3><div>Based on a quantitative ethnography approach, we coded 5975 separate speech turns and compared aggregated differences across the three subgroups using Epistemic Network Analysis (ENA).</div></div><div><h3>Results</h3><div>Whereas no differences were found in amount of speech turns, statistically significant differences were found in the quality of participation: Low-achievers' discussion participation was characterized by recitation-style talk, reduced network connectivity, and repetitive loops, compared to higher connectivity and more complex argumentative reasoning in their high-achieving classmates' network model. A follow-up qualitative analysis uncovered some of the social dynamics behind this inferior participation pattern, and highlighted the potentially stymieing behavior of peers.</div></div><div><h3>Conclusion</h3><div>The findings underscore the need for more empirical research that takes into account differences in quality of student participation in dialogic activities and the reasons behind it.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102088"},"PeriodicalIF":4.7,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138027","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
Design fit in gamified online programming learning environment
IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Learning and Instruction
Pub Date : 2025-01-25 DOI: 10.1016/j.learninstruc.2025.102087
Wei-Tsong Wang , Mega Kartika Sari

Background

The strategy for designing online programming learning through a gamified learning environment and its effects on learning outcomes remains a subject of debate.

Objective

Using Task-Technology Fit (TTF) theory, this study investigates the impact of design fit on learning programming that supports game characteristics on learning outcomes.

Methods

The technique of component-based structural equation modeling was used to examine the research hypotheses.

Results

Learning performance is influenced by cognitive load and student perception of TTF. Additionally, task complexity affects students' applicability of learning strategies and perceptions on TTF.

Conclusion

The research findings can be used as guidelines for developing gamified online programming learning platforms by considering the features of the learning contexts to enhance students’ learning outcomes.
{"title":"Design fit in gamified online programming learning environment","authors":"Wei-Tsong Wang ,&nbsp;Mega Kartika Sari","doi":"10.1016/j.learninstruc.2025.102087","DOIUrl":"10.1016/j.learninstruc.2025.102087","url":null,"abstract":"<div><h3>Background</h3><div>The strategy for designing online programming learning through a gamified learning environment and its effects on learning outcomes remains a subject of debate.</div></div><div><h3>Objective</h3><div>Using Task-Technology Fit (TTF) theory, this study investigates the impact of design fit on learning programming that supports game characteristics on learning outcomes.</div></div><div><h3>Methods</h3><div>The technique of component-based structural equation modeling was used to examine the research hypotheses.</div></div><div><h3>Results</h3><div>Learning performance is influenced by cognitive load and student perception of TTF. Additionally, task complexity affects students' applicability of learning strategies and perceptions on TTF.</div></div><div><h3>Conclusion</h3><div>The research findings can be used as guidelines for developing gamified online programming learning platforms by considering the features of the learning contexts to enhance students’ learning outcomes.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102087"},"PeriodicalIF":4.7,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138026","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
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