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Setting research priorities for applied cognitive sciences—What do teachers want from research? 确定应用认知科学的研究重点--教师想从研究中得到什么?
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-30 DOI: 10.1002/berj.3983
Lisa-Maria Müller, Victoria Cook

While research evidence has the potential to improve classroom practice, research–practice gaps continue to persist not least owing to the limited relevance of research findings for practice. A common approach in healthcare to address the research–practice gap is to form research priority setting partnerships (PSPs) in which stakeholders identify questions they would like research to answer. This paper presents the results from such a PSP in education with a focus on cognitive science research, which has received increased attention in the past few years owing to its potential to explain memory and learning processes and inform classroom practice. Over 400 questions from teachers were collected using an online survey. The final 15 research priorities highlight the need for research on a wider range of subjects, settings and phases as well as research designs that take the complexity of classrooms into consideration and aim to answer how different teaching strategies interact with each other as well as student motivation and agency at the micro- and macro-level. The role of teacher expertise vs. fidelity to original research designs should also be investigated further. Overall, this paper highlights the importance of taking teacher voice into account to ensure that new research in the field is both academically rigorous and practically relevant.

虽然研究证据具有改善课堂实践的潜力,但研究与实践之间的差距依然存在,这主要是因为研究成果与实践的相关性有限。在医疗保健领域,解决研究与实践差距的一种常见方法是建立研究重点确定伙伴关系(PSPs),由利益相关者确定他们希望研究回答的问题。由于认知科学研究具有解释记忆和学习过程并为课堂实践提供信息的潜力,因此在过去几年中受到了越来越多的关注。通过在线调查收集了教师提出的 400 多个问题。最后确定的 15 个研究重点强调,需要对更广泛的学科、环境和阶段进行研究,研究设计要考虑到课堂的复杂性,旨在回答不同教学策略之间如何相互作用,以及学生在微观和宏观层面的动机和能动性。此外,还应进一步研究教师专业知识与忠实于原始研究设计之间的关系。总之,本文强调了考虑教师意见的重要性,以确保该领域的新研究既具有严谨的学术性,又具有实用性。
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引用次数: 0
Mental health trajectories in adolescents during Covid-19: ‘Are we all in this together’? Covid-19 期间青少年的心理健康轨迹:"我们是否同舟共济?
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-30 DOI: 10.1002/berj.3982
Dimitra Hartas

This study used a longitudinal probability sample survey, Understanding Society: Covid-19, to examine trajectories in adolescents' mental health, via the Strengths and Difficulties Questionnaire, at three timepoints during Covid-19 with a particular emphasis on vulnerable groups (i.e., young carers, adolescent girls, BAME—Black, Asian and minority ethnic, and adolescents in financially strained households). Generally, self-reports of emotional and total difficulties remained stable during the pandemic, although adolescents who had limited social support were far more likely to report severe emotional and total difficulties. Young people with pre-existing mental and physical health conditions appeared more resilient, whereas vulnerable young people were hit the hardest during the pandemic. Compared to their less vulnerable peers, young carers, adolescent girls, Black or mixed-race young people and adolescents in financially strained households were more likely to report reduced mental health during the pandemic. It is hoped that the findings will contribute to debates about the pandemic unveiling existing mental health inequalities in society, and to public policy in an era of perma-crises as we currently face a cost of living crisis where public services are under enormous strain to reach those who need them most.

本研究采用了一项纵向概率抽样调查--"了解社会":Covid-19期间的三个时间点,通过优势与困难问卷调查青少年的心理健康轨迹,重点关注弱势群体(即年轻的照顾者、少女、黑人、亚裔和少数民族以及经济拮据家庭的青少年)。一般来说,在大流行病期间,青少年自我报告的情绪困难和全面困难保持稳定,但社会支持有限的青少年更有可能报告严重的情绪困难和全面困难。已有心理和生理健康状况的青少年似乎更有承受力,而脆弱的青少年在大流行期间受到的打击最大。与不那么脆弱的同龄人相比,年轻的照顾者、少女、黑人或混血青少年以及经济拮据家庭中的青少年更有可能在大流行期间精神健康状况下降。我们希望,这些研究结果将有助于人们就大流行病揭示了社会中现有的心理健康不平等现象展开讨论,并有助于在我们目前面临着生活成本危机的情况下制定公共政策,因为在这个危机四伏的时代,公共服务正面临着巨大的压力,难以惠及那些最需要帮助的人。
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引用次数: 0
Drivers of school choice: Primary school selection in a free choice context 学校选择的驱动因素:自由择校背景下的小学选择
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-29 DOI: 10.1002/berj.3981
Andrea Parma, Tommaso Agasisti, Costanzo Ranci

In Italy, parents are free to choose the primary school for their children without restrictions imposed by catchment areas. This freedom of choice, inspired by quasi-market mechanisms, aims to foster competition between schools and raise educational standards. Analysing the case of Milan using regression models and administrative data for the 2015–16 school year, we study the factors associated with the probability that parents choose a school different from the one closest to where they live. We focus on both push factors (the characteristics of local schools) and pull factors (the features of chosen schools). The findings indicate that parents select schools which have a lower proportion of immigrant pupils and higher socio-economic status of the student body. On the other hand, school performance in standardised tests is not statistically associated with parents' decisions to opt out of local schools, nor does it emerge as a feature of the schools most likely to attract non-local students after accounting for the socio-economic composition of school intake. The resulting picture shows that affluent Italian parents implement avoidance strategies to avoid schools attended by a high proportion of immigrant or lower-class students—with the potential of fostering segregation and concentrations of disadvantaged groups.

在意大利,家长可以自由选择子女就读的小学,不受施教区的限制。这种自由选择受准市场机制的启发,旨在促进学校之间的竞争,提高教育水平。通过使用回归模型和 2015-16 学年的行政数据分析米兰的情况,我们研究了与家长选择与其居住地最近的学校不同的学校的概率相关的因素。我们重点关注推力因素(当地学校的特点)和拉力因素(所选学校的特点)。研究结果表明,家长会选择移民学生比例较低、学生社会经济地位较高的学校。另一方面,学校在标准化测试中的表现与家长选择离开本地学校的决定在统计学上并无关联,在考虑了学校招生的社会经济成分后,学校的表现也不是最有可能吸引非本地学生的特征。由此可见,富裕的意大利家长会采取回避策略,避开移民或下层学生比例较高的学校--这有可能造成隔离和弱势群体的集中。
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引用次数: 0
Factors affecting secondary teacher wellbeing in England: Self-perceptions, policy and politics 影响英格兰中学教师福祉的因素:自我认知、政策和政治
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-29 DOI: 10.1002/berj.3973
Laura McQuade

After the challenges of the Covid-19 pandemic, the NEU (2021) report states that one in three teachers plan to leave the profession in the next 5 years. As previous studies published by the DfE focusing on workload have not affected the wastage rate of the profession, there is something deeper at work which needs to be explored. A critical theory, mixed-methods approach is used to gain a breadth and depth of understanding of the attitudes of 55 respondents to a survey and 17 participants in semi-structured interviews. All data collection was carried out in secondary schools in Lincolnshire, where teacher pay is good in comparison with the county average of workforce pay. These methods aim to test the assumption that concerns about workload and pay are causing teachers’ discontent. The findings reveal that teacher attitudes towards their working lives are complex owing to individuals trying to internalise the values of both traditional and new professionalisms. Owing to this, teachers can appear contradictory in their demands and tolerance of the demands of the profession and themselves. The characteristics of neoliberal management including transactional leadership, competition and ambivalence to processes in favour of outcomes, do not match traditional professional values of dedication, expertise and working for the greater good.

在经历了 Covid-19 大流行病的挑战之后,NEU(2021 年)报告指出,每三名教师中就有一人计划在未来 5 年内离开教师职业。由于英国教育部之前发布的以工作量为重点的研究报告并未影响教师队伍的流失率,因此有更深层次的问题需要探讨。本研究采用批判理论和混合方法,从广度和深度上了解 55 名调查对象和 17 名半结构式访谈参与者的态度。所有数据收集工作均在林肯郡的中学进行,与该郡劳动力平均工资相比,林肯郡的教师工资较高。这些方法旨在检验对工作量和薪酬的担忧是否会引起教师不满的假设。研究结果表明,教师对其工作生活的态度是复杂的,这是因为他们试图将传统的和新的职业价值观内化。因此,教师对职业和自身的要求和容忍度可能会出现矛盾。新自由主义管理的特点,包括交易型领导、竞争和重过程轻结果的矛盾心理,与传统 的敬业精神、专业知识和为更大利益而工作的职业价值观并不相符。
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引用次数: 0
Supporting teacher judgement and decision-making: Using focused analysis to help teachers see students, learning, and quality in assessment data 支持教师的判断和决策:利用重点分析帮助教师从评估数据中看到学生、学习和质量
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-29 DOI: 10.1002/berj.3984
Claire Wyatt-Smith, Lenore Adie, Lois Harris

This paper reports results from an Australian study into how teachers see features of quality in student work and connect these to next-step teaching. Data were drawn from a national 3 year project investigating teacher judgement using A–E standards. The project developed scaled exemplars of authentic student written performance assessments to support teacher judgement and inform next-step teaching and learning. Fifty-seven participants created evaluative explanations of grading decisions (i.e. cognitive commentaries), wrote reflective responses and participated in online meeting discussions of their cognitive commentaries. These data were examined using qualitative content and thematic analyses. Findings highlighted how stated standards influence teachers’ judgements of student work. Variation was evident in teachers’ focus on (1) content (i.e. core skills vs. extended thinking), (2) specificity of improvement points and suggested teaching strategies and (3) the connection between identified areas for improvement and teaching strategies. Most teachers were able to identify specific points for improvement. However, in the main, they selected next-step teaching strategies that were general rather than targeted and specific. Teachers reflected that structured analysis helped direct their thinking and judgements, targeting attention on next-step teaching. The results suggested that teacher education and professional development should focus on supporting teachers to link specific teaching strategies to identified student weaknesses. This study found that artefacts, such as cognitive commentaries that connect assessment, teaching and learning, can help build professional knowledge and expertise, which remain key components of teacher assessment literacy.

本文报告了澳大利亚一项研究的结果,即教师如何看待学生作业中的质量特征,并将这些特征与下一步教学联系起来。数据来自一个为期三年的全国性项目,该项目调查教师使用 A-E 标准进行判断的情况。该项目开发了真实学生书面表现评估的标尺范例,以支持教师的判断,并为下一步的教学提供信息。57 名参与者对评分决定做出了评价性解释(即认知评语),撰写了反思性回复,并参加了关于其认知评语的在线会议讨论。对这些数据进行了定性内容和主题分析。研究结果强调了既定标准如何影响教师对学生作业的判断。教师对以下方面的关注存在明显差异:(1) 内容(即核心技能与扩展思维);(2) 改进点的具体性和建议的教学策略;(3) 已确定的改进领域与教学策略之间的联系。大多数教师都能确定具体的改进点。但是,他们选择的下一步教学策略主要是一般性的,而不是有针对性和具体的。教师们反映,结构化分析有助于引导他们的思考和判断,将注意力集中在下一步的教学上。研究结果表明,教师教育和专业发展应侧重于支持教师将具体的教学策略与已发现的学生弱点联系起来。本研究发现,人工制品,如将评估、教学和学习联系起来的认知评论,可以帮助建立专业知识和专业技能,这仍然是教师评估素养的关键组成部分。
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引用次数: 0
Exploring teachers' views of cultural capital in English schools 探讨英国学校教师对文化资本的看法
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-29 DOI: 10.1002/berj.3965
Gareth Bates, Steve Connolly

This paper aims to raise questions about the role that cultural capital might have to play in English schooling. With the term being used by both the Department for Education and the Office for Standards in Education (Ofsted, the English schools' inspectorate) as a means of describing certain key characteristics of a school's curriculum, the authors of this paper consider what the term actually now means in this educational context. To ground this consideration in a real-world context, we present some data from a 2-year study, which evaluated an intervention programme for disadvantaged young people in one English local authority. One aspect of this programme was the development of cultural capital for disadvantaged young people, and in the course of the evaluation a number of teachers were interviewed about how they saw this role and what cultural capital meant to them. As we explore in the paper, while English policymakers' and regulators' views of cultural capital are both narrow and perhaps, in some senses, deviate from both traditional and contemporary definitions of the term, teachers take a much richer and more flexible approach to the idea. With this in mind, we explore both the term itself and what it means for these teachers.

本文旨在就文化资本在英国学校教育中可能发挥的作用提出问题。由于教育部和教育标准办公室(Ofsted,英国学校监察机构)都将文化资本作为描述学校课程某些关键特征的一种手段,本文作者考虑了该术语在这种教育背景下的实际意义。为了将这一思考建立在现实世界的背景下,我们提供了一项为期两年的研究的一些数据,该研究评估了一个英国地方当局针对弱势青少年的干预计划。在评估过程中,我们对一些教师进行了访谈,了解他们如何看待这一角色以及文化资本对他们的意义。正如我们在文中所探讨的那样,英国决策者和管理者对文化资本的看法是狭隘的,在 某些意义上可能偏离了该术语的传统和现代定义,而教师对这一概念的看法则更为丰富和 灵活。有鉴于此,我们将探讨这一术语本身及其对这些教师的意义。
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引用次数: 0
The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role 早期职业教师和导师对导师角色认知之间的定位矛盾
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-26 DOI: 10.1002/berj.3974
Elizabeth Curtis, Hoa Thi Mai Nguyen, Ellen Larsen, Tony Loughland

Early career teacher (ECT) mentoring has never been so important with escalating levels of attrition reported in numerous countries, including Australia, the US and the UK. However, inconsistent understanding of what a mentor can or should do continues to compromise the ways in which early career teachers experience this support. While previous research has reported on mentors’ differing perspectives on their role, we take a unique approach to this issue. In this paper, we explore the ways in which both mentors and ECTs understand the mentor role. We argue that where mentor and ECT understandings are in tension, the productive outcomes of mentoring for both the mentor and ECT are undermined. Drawing on Positioning Theory we report findings from the thematic analysis of 31 online interviews with 16 mentors and 15 ECTs in Australia. We found that while ECTs and mentors hold some common positionings, some significant differences were noted. These findings highlight the need to extend opportunities to learn about the mentoring role to include ECTs.

据报道,包括澳大利亚、美国和英国在内的许多国家的职业初期教师(ECT)流失率不断攀升,因此,职业初期教师的指导从未像现在这样重要。然而,由于对指导者能够或应该做些什么的理解不一致,早期职业教师体验这种支持的方式仍然受到影响。虽然以往的研究已经报道了导师对其角色的不同看法,但我们对这一问题采取了一种独特的方法。在本文中,我们探讨了导师和早期职业教师对导师角色的理解方式。我们认为,如果指导者和幼儿教师对指导者角色的理解存在矛盾,那么指导者和幼儿教师的指导成果就会受到损害。根据定位理论,我们报告了对澳大利亚 16 名指导者和 15 名幼儿教师进行的 31 次在线访谈的专题分析结果。我们发现,尽管幼儿教师和指导者持有一些共同的定位,但也存在一些显著的差异。这些发现突出表明,有必要将学习指导角色的机会扩大到幼儿保育员。
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引用次数: 0
Mapping active civic learning in primary schools across England—A call to action 绘制英格兰小学积极公民学习地图--行动呼吁书
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-25 DOI: 10.1002/berj.3975
Alison Body, Emily Lau, Jack Cunliffe, Lindsey Cameron

Encouraging children to become ‘good citizens’ who positively contribute towards society through charitable and philanthropic action as part of their civic participation has become a core focus of policy and practice. Yet the opportunities afforded to children for active civic learning within primary education remain under-researched. This article presents findings from a multi-survey study that seeks to unpick ‘what’ and ‘how’ active civic learning is happening in primary schools across England. By mapping active civic learning across the country, we find that these opportunities are unequally dispersed. Specifically, from an early age, children from more affluent backgrounds are more likely to be prepared for active civic engagement, orientated around ideas of social justice, than those from disadvantaged backgrounds. This raises significant challenges for education policy and practice and calls for greater attention to be paid to civic learning for all children in early and middle childhood.

鼓励儿童成为 "好公民",通过慈善和公益行动作为公民参与的一部分,为社会做出积极贡献,已成为政策和实践的核心重点。然而,在初等教育中为儿童提供积极的公民学习机会的研究仍然不足。本文介绍了一项多重调查研究的结果,该研究试图揭示英格兰小学积极公民学习的 "内容 "和 "方式"。通过绘制全国积极公民学习的地图,我们发现这些机会分布不均。具体而言,与来自贫困家庭的儿童相比,来自富裕家庭的儿童从小就更有可能为积极的公民参与做好准备,并以社会正义理念为导向。这对教育政策和实践提出了重大挑战,要求我们更加关注所有儿童在幼儿期和中期的公民学习。
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引用次数: 0
Mental wellbeing among higher education students in England during the pandemic: A longitudinal study of COVID-19 experiences, social connectedness and greenspace use 大流行病期间英格兰高校学生的心理健康:关于 COVID-19 体验、社会联系和绿地使用的纵向研究
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-23 DOI: 10.1002/berj.3976
Anaïs Lemyre, Benjamin W. Chrisinger, Emma Palmer-Cooper, Jane P. Messina

The COVID-19 pandemic control measures substantially impacted the life of university students in the UK. While multiple studies investigated early stages of the pandemic, focusing on risk factors for depression and anxiety, fewer studies assessed later phases of the pandemic or examined positive protective factors for mental wellbeing. Our longitudinal study investigated changes and associations between COVID-19 experiences, lifestyle behaviours, social connectedness and mental wellbeing in the second year of the pandemic. The validated Warwick–Edinburgh Mental Wellbeing Scale was used to measure the primary outcome mental wellbeing. Self-reported data from 161 university students (18–35-year-old) in England was obtained. Data collection took place across two time points with contrasting COVID-19 epidemiological and countermeasure attributes. T1 occurred in the spring of 2021, during the tail end of the third national lockdown when indoor household mixing was prohibited and vaccination rates were low among 18–35 year olds. T2 took place 6 months later, in the autumn of 2021, when restrictions had ended and vaccination rates were high. Within-participant changes in students showed that mental wellbeing significantly improved over 6 months, suggesting positive adjustment. Fear of COVID-19 and engagement in COVID-19 protective behaviours significantly decreased as pandemic restrictions eased. Physical activity levels were high and did not change over time, while greenspace visits significantly diminished. Social support remained the same and group membership significantly increased over time. Hierarchal regressions revealed that social support was the most critical contributor to mental wellbeing. We discuss lessons for mental wellbeing promotion strategies: encouraging the use of greenspace as locations for distanced social interaction and physical activity in times of lockdown constraints.

COVID-19 大流行控制措施对英国大学生的生活产生了重大影响。虽然有多项研究调查了大流行的早期阶段,重点关注抑郁和焦虑的风险因素,但较少研究评估大流行的后期阶段或研究心理健康的积极保护因素。我们的纵向研究调查了大流行第二年 COVID-19 体验、生活方式行为、社会联系和心理健康之间的变化和关联。我们使用经过验证的沃里克-爱丁堡心理健康量表来测量心理健康的主要结果。我们获得了英格兰 161 名大学生(18-35 岁)的自我报告数据。数据收集跨越了两个时间点,这两个时间点的 COVID-19 流行病学和对策属性截然不同。T1 发生在 2021 年春季,当时正值第三次全国封锁的尾声,禁止室内家庭混居,18-35 岁人群的疫苗接种率较低。T2 发生在 6 个月后,即 2021 年秋季,当时限制措施已经结束,疫苗接种率较高。学生的内部变化显示,心理健康在 6 个月内得到了显著改善,这表明学生已经适应了新环境。随着大流行限制的放松,对 COVID-19 的恐惧感和 COVID-19 防护行为的参与度明显下降。学生的体育锻炼水平很高,并且没有随着时间的推移而发生变化,而绿地的访问量则明显减少。随着时间的推移,社会支持保持不变,而团体成员人数则明显增加。分层回归显示,社会支持是影响心理健康的最关键因素。我们讨论了促进心理健康策略的经验教训:在封锁限制时期,鼓励使用绿地作为远距离社交互动和体育活动的场所。
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引用次数: 0
How hermeneutics can guide grading in integrated STEAM education: An evidence-informed perspective 诠释学如何指导 STEAM 综合教育中的分级工作:循证观点
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-22 DOI: 10.1002/berj.3979
Christopher DeLuca, Michelle Dubek, Nathan Rickey

Addressing calls to develop assessment theories for integrated teaching and learning, we propose an evidence-informed perspective on grading in Science, Technology, Engineering, Arts and Mathematics (STEAM) education. We leveraged a qualitative collective case study design to generate rich profiles of three exemplary STEAM teachers' grading approaches and practices. Data sources included semi-structured interviews and artefacts of teachers' instruction and assessment practice. We analysed qualitative data from interviews and artefacts using a general inductive approach. The teachers in our study pushed back against ‘objective’ views of grading, whereby grades are composites of summative assessments, in favour of informed and contextualised grading, which aims to document and support a negotiated understanding of each student's learning journey. Teachers' grading practices aligned with a hermeneutic approach to classroom assessment validity: the teachers (a) collected and interpreted a wide range of evidence of student (re)learning; (b) centred students' perspectives and evidences; and (c) employed their professional judgement to determine students' grades. Teachers characterised grading as a process of accounting for all available evidence, blurring the boundaries between formative and summative assessment. Documenting the learning process, rather than focusing on products, can support deeply integrated learning. Importantly, the teachers supported students in documenting their own learning and negotiating their grades with reference to self-generated evidence. This practice stands to reduce power imbalances between students and teachers and foster students' self-regulated learning. Our findings inform a framework which STEAM educators can use to guide grading in integrated classrooms, an enduring challenge for integrated learning.

为了响应为综合教学发展评估理论的号召,我们提出了一个关于科学、技术、工程、艺术和数学(STEAM)教育评分的循证观点。我们利用定性集体案例研究设计,对三位堪称典范的 STEAM 教师的评分方法和实践进行了丰富的剖析。数据来源包括半结构式访谈以及教师教学和评估实践的人工制品。我们采用一般归纳法对访谈和人工制品中的定性数据进行了分析。在我们的研究中,教师们反对 "客观 "的评分观点,即分数是终结性评价的综合,而倾向于有依据的、情境化的评分,其目的是记录和支持对每个学生学习历程的协商理解。教师的评分实践与课堂评价有效性的诠释学方法相一致:教师(a)收集和解释学生 (再)学习的各种证据;(b)以学生的观点和证据为中心;以及(c)运用他们的专业判 断来确定学生的成绩。教师认为评分是一个考虑所有可用证据的过程,模糊了形成性评价和终结性评价的界限。记录学习过程,而不是关注产品,可以支持深度综合学习。重要的是,教师支持学生记录自己的学习过程,并参考自己生成的证据来协商自己的成绩。这种做法有助于减少师生之间的权力失衡,促进学生的自我调节学习。我们的研究结果为 STEAM 教育工作者提供了一个框架,可用来指导综合课堂的评分工作,这是综合学习面临的一个长期挑战。
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引用次数: 0
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