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## extractlibrary(psych)abs.ja <- read.xlsx("../Data/eric_psyc_ja.xlsx")abs.ja[3,c(3:11,13:14)]## db.seq author year
## 3 eric.3 Chan,Man C. E. and Clarke,David 2017
## title
## 3 Structured affordances in the use of open-ended tasks to facilitate collaborative problem solving
## journal volume number pages
## 3 ZDM: The International Journal on Mathematics Education 49 6 951-963
## keywords
## 3 ERIC, Current Index to Journals in Education (CIJE); Problem Based Learning; Task Analysis; Cooperative Learning; Problem Solving; Laboratory Training; Transcripts (Written Records); Skill Development; Scaffolding (Teaching Technique); Mathematics Activities; Classroom Techniques; Video Technology; Teaching Methods; Aptitude Treatment Interaction
## abstract
## 3 Contemporary curriculum demands the development of both problem solving skills and negotiative skills required for collaborative group work. Tasks are required that create the best possible conditions for students to develop both of these skill sets. Open-ended tasks have been shown to provide these conditions, but they also require the teacher to relinquish some level of control over student activity, since the open-endedness of the tasks provides students with the opportunity to realize their intentions rather than just the teacher's. It is necessary to investigate the nature of the affordances created by the use of open-ended tasks in order to anticipate how they might best be used for both instruction and learning. What is needed is a structured way to identify the affordances offered by open-ended tasks. This paper reports a study conducted in a laboratory classroom equipped to record classroom social interactions in great detail using advanced video technology. The reported analysis addresses the following question: What are the foci of the students' social interactions during collaborative problem solving while attempting open-ended mathematical tasks? Analysis was carried out in relation to each type of data generated: written response, transcripts and videos. Our research has identified structures to represent these affordances so that teachers can both anticipate them and draw on them in monitoring and facilitating student collaborative problem solving. The structured identification of affordances in relation to (a) written product and (b) negotiative focus provides teachers with two frameworks by which to scaffold student collaborative work while attempting open-ended tasks.
## abstract_ja
## 3 現代のカリキュラムでは、グループでの共同作業に必要な問題解決能力と交渉能力の両方が求められている。生徒がこの2つのスキルを身につけるための最良の条件を作り出す課題が求められている。オープンエンドの課題は、このような条件を提供することが示されているが、課題のオープンエンド性により、教師だけの意図ではなく、生徒の意図を実現する機会が与えられるため、教師が生徒の活動をある程度コントロールすることを放棄する必要もある。指導と学習の両方にどのように使うのがベストなのかを予想するためには、オープンエンドタスクの使用によって生み出されるアフォーダンスの性質を調査する必要がある。必要なのは、オープンエンドタスクが提供するアフォーダンスを特定するための構造化された方法である。本論文は、高度なビデオ技術を使って教室での社会的相互作用を詳細に記録するための設備を備えた実験教室で行われた研究について報告する。報告された分析では、次のような疑問を扱っている：オープンエンドの数学的課題に挑戦しているとき、共同問題解決中の生徒の社会的相互作用の焦点は何か？分析は、生成された各タイプのデータ（回答文、トランスクリプト、ビデオ）に関連して行われた。我々の研究は、教師がこれらのアフォーダンスを予測し、生徒の共同問題解決をモニタリングし促進する際に活用できるように、これらのアフォーダンスを表す構造を特定した。(a)書かれた成果物、(b)交渉の焦点に関連するアフォーダンスを構造的に特定することで、教師は、オープンエンドの課題に取り組みながら、生徒の共同作業を支援するための2つの枠組みを得ることができる。abs.ja[4,c(3:11,13:14)]## db.seq author year
## 4 eric.4 Zilka,Gila 2017
## title
## 4 Children in front of screens: alone or in company? Desktop or hybrid computer? Children's viewing and browsing habit
## journal volume number pages
## 4 Journal of Educational Technology 14 3 1-14
## keywords
## 4 Israel; ERIC, Current Index to Journals in Education (CIJE); Elementary Education; Interviews; Qualitative research; Access to Computers; Elementary School Students; Disadvantaged; Socioeconomic Status; Student Attitudes; Online Searching; Foreign Countries; Reading Interests; Questionnaires; Reading Habits; Parent Child Relationship; Statistical Analysis; Mass Media Use; Navigation (Information Systems); Aptitude Treatment Interaction
## abstract
## 4 The viewing and browsing habits of Israeli children age 8-12 are the subject of this study. The participants did not have a computer at home and were given either a desktop or hybrid computer for home use. Television viewing and internet surfing habits were described, examining whether the children did so with their parents, family members, and friends. For this mixed-measure study, (n = 1,248) participants across Israel were assessed in two rounds. During the second round, 128 interviews were conducted with the children. Findings revealed the children were afraid of being criticized for their choice of programmes, the characters they admire, and the sites they browse, and this fear causes them to avoid dialogue, joint viewing, and browsing with others. Findings show that, the sharing habits adopted by children who had no computer in the home and were provided with one were affected not only by the new computer itself, but also by the manner of interaction with their parents and by the television viewing habits they had acquired before the computer reached the home. It was recommended that criticism and judgment be reduced, and be replaced with an existential discussion with the children, and to formulate together ways to create clear boundaries without punishment, empathizing the children's free will and finding activities that meet their need for autonomy, competence, and relatedness.
## abstract_ja
## 4 イスラエルの8歳から12歳の子供の視聴・閲覧習慣が本研究の対象である。参加者は自宅にコンピューターを持っておらず、家庭用のデスクトップ・コンピューターかハイブリッド・コンピューターのどちらかを与えられた。テレビ視聴とネットサーフィンの習慣について、子どもたちが両親、家族、友人と一緒に視聴しているかどうかを調べた。この混合測定研究では、イスラエル全土の参加者（n=1,248）を2回に分けて評価した。第2ラウンドでは、子どもたちと128の面接が行われた。その結果、子どもたちは番組の選択、憧れのキャラクター、閲覧しているサイトについて批判されることを恐れており、この恐怖が他者との対話、共同視聴、閲覧を避ける原因となっていることが明らかになった。調査結果からは、家庭にパソコンがなかった子どもたちがパソコンを与えられたときに取り入れた共有の習慣は、新しいパソコンそのものだけでなく、親との接し方や、パソコンが家庭に届く前に身につけたテレビ視聴の習慣にも影響されていることが示された。批判や判断を減らし、子どもたちとの実存的な話し合いに置き換え、罰なしに明確な境界線を作る方法を一緒に考え、子どもたちの自由意志に共感し、自律性、能力、関連性の必要性を満たす活動を見つけることが推奨された。abs.ja[5,c(3:11,13:14)]## db.seq
## 5 eric.5
## author
## 5 Myhre,Cecilie O. and Myrvold,Hanne B. and Joramo,Unn-Wenche and Thoresen,Marianne
## year
## 5 2017
## title
## 5 Stumbling into the "kitchen island": becoming through intra-actions with objects and theories
## journal volume number pages
## 5 Contemporary Issues in Early Childhood 18 3 308-321
## keywords
## 5 Norway; ERIC, Current Index to Journals in Education (CIJE); Kindergarten; Workplace Learning; Educational Practices; Data Collection; Incidental Learning; Foreign Countries; Educational Researchers; Educational Theories; Instructional Materials; Educational Research; Ethics; Aptitude Treatment Interaction; Concept Formation
## abstract
## 5 This article draws on new materialism, especially the work of Karen Barad, in order to explore curious encounters and intra-actions within the context of a Norwegian kindergarten. The article argues that intra-actions between both human and non-human agents can potentiate forms of learning as well as forms of knowledge that can be neither anticipated nor predicted. This acquisition of new learning and new knowledge applies to both the (re)searchers as well as in relation to teachers and children. The article, in illustrating these transformations, calls attention to the work and play of diffraction, affect and agency. It is argued that the movements and intermingling that occur between and through each constitute what Gilles Deleuze refers to as "becoming." The article goes on to suggest that in becoming, including "becoming (re)searcher," there are possibilities for resisting habitual and sedimented practices.
## abstract_ja
## 5 本稿では、新物質論、特にカレン・バラッドの研究をもとに、ノルウェーの幼稚園の文脈における不思議な出会いと相互作用を探求する。この論文では、人間と人間以外の主体との相互作用が、予期も予測もできないような学習や知識の形態を促進する可能性があると論じている。このような新たな学習や知識の獲得は、（再）探索者にも教師や子どもたちにも当てはまる。この論文は、こうした変容を説明する上で、回折、影響、主体性の働きと遊びに注意を喚起している。それぞれの間で、またそれらを通して起こる動きや交錯が、ジル・ドゥルーズの言う「なりゆき」を構成していると論じている。さらに、「（再）探求者になること」を含む「なること」には、習慣的で沈殿した実践に抵抗する可能性があることを示唆する。abs.ja[6,c(3:11,13:14)]## db.seq author year
## 6 eric.6 Johnson,Iryna 2017
## title
## 6 Female faculty role models, self-efficacy and student achievement
## journal volume number pages
## 6 College Student Journal 51 1 151-172
## keywords
## 6 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Surveys & questionnaires; Qualitative research; School Statistics; Self Efficacy; Student Records; College Freshmen; Gender Differences; Role Models; Academic Achievement; Predictor Variables; Componential Analysis; Women Faculty; College Faculty; Females; Aptitude Treatment Interaction
## abstract
## 6 Based on data from a single institution, this study estimates the effect of having a female instructor, the effects of measures of self-efficacy, and the interaction effects of measures of self-efficacy and having a female instructor on female and male student grade performance. Self-efficacy for academic achievement, self-regulated learning, enlisting social resources, and control of rumination are measured using items from the Beginning College Survey of Student Engagement. A significant positive association is found between self-efficacy for self-regulated learning and academic success. The association between self-efficacy for enlisting social resources and control of rumination, on the one hand, and academic success, on the other hand, is negative. Female students score higher on those measures of self-efficacy that are positively correlated with academic success. Male students who report stronger ability for self-regulated learning have greater chances for success in a class taught by a female instructor. Confidence in academic ability has a negative effect on grades of males.
## abstract_ja
## 6 本研究では、ある教育機関のデータに基づき、女性教官を持つことの効果、自己効力感の尺度の効果、自己効力感の尺度と女性教官を持つことの交互作用が、女子学生と男子学生の成績に及ぼす影響を推定する。学業達成、自己調整学習、社会的資源の活用、反芻のコントロールに対する自己効力感は、Beginning College Survey of Student Engagementの項目を用いて測定された。自己調整学習に対する自己効力感と学業成就との間に有意な正の関連が認められた。一方、社会的資源を活用するための自己効力感および反芻のコントロールと学業成功との関連は負であった。学業成就と正の相関がある自己効力感の尺度では、女子学生の方が得点が高い。自己調整学習の能力が高いと答えた男子学生は、女性教官の授業で成功する可能性が高い。学力に対する自信は、男性の成績にマイナスの影響を与える。abs.ja[7,c(3:11,13:14)]## db.seq author year
## 7 eric.7 Degener,Sophie and Berne,Jennifer 2017
## title journal volume number
## 7 Complex questions promote complex thinking Reading Teacher 70 5
## pages
## 7 595-599
## keywords
## 7 ERIC, Current Index to Journals in Education (CIJE); Middle Schools; Teachers; Educational Strategies; Questioning Techniques; Educational Practices; Teacher Student Relationship; Common Core State Standards; Reading Comprehension; Reading Instruction; Teaching Methods; Reading Difficulties; Difficulty Level; Aptitude Treatment Interaction
## abstract
## 7 Intermediate-grade teachers often express concerns about meeting the Common Core State Standards for Reading, primarily because of the emphasis on deep understanding of complex texts. No matter how difficult the text, if teachers demand little of the reading, student meaning making is not challenged. This article offers a tool for teachers to consider as they elevate their questioning of students to create situations where complex comprehension is expected. Using a continuum for categorizing teacher questions, the article suggests ways for teachers to reconsider their interactions with students around texts, focusing on high-level questioning that prioritizes the deep meaning making emphasized in the Common Core.
## abstract_ja
## 7 主に、複雑な文章を深く理解することに重点が置かれているためである。どんなに難しい文章であっても、教師が読解に対してほとんど要求しなければ、生徒の意味づけは問われない。この記事では、複雑な理解が期待される状況を作り出すために、教師が生徒への質問を高める際に考慮すべきツールを提供する。この記事では、教師の質問を分類するための連続体を使って、コモン・コアで強調されている深い意味づけを優先する高レベルの質問に焦点を当てながら、テキストをめぐる生徒とのやり取りを再考する方法を提案している。abs.ja[8,c(3:11,13:14)]## db.seq author year
## 8 eric.8 Eckert,Andreas and Nilsson,Per 2017
## title
## 8 Introducing a symbolic interactionist approach on teaching mathematics: the case of revoicing as an interactional strategy in the teaching of probability
## journal volume number pages
## 8 Journal of Mathematics Teacher Education 20 1 31-48
## keywords
## 8 ERIC, Current Index to Journals in Education (CIJE); Grounded theory; Qualitative research; Educational Strategies; Mathematics Instruction; Educational Practices; Teacher Role; Interaction; Probability; Interaction Process Analysis; Classroom Communication; Interpersonal Communication; Mathematics Activities; Classroom Techniques; Teaching Methods; Aptitude Treatment Interaction
## abstract
## 8 This study examines an interactional view on teaching mathematics, whereby meaning is co-produced with the students through a process of negotiation. Further, teaching is viewed from a symbolic interactionism perspective, allowing the analysis to focus on the teacher's role in the negotiation of meaning. Using methods inspired by grounded theory, patterns of teachers' interaction are categorized. The results show how teachers' actions, interpretations and intentions form interactional strategies that guide the negotiation of meaning in the classroom. The theoretical case of revoicing as a teacher action, together with interpretations of mathematical objects from probability theory, is used to exemplify conclusions from the proposed perspective. Data are generated from a lesson sequence with two teachers working with known and unknown constant sample spaces with their classes. In the lessons presented in this article, the focus is on negotiations of the meaning of chance. The analysis revealed how the teachers indicate their interpretations of mathematical objects and intentions to the students to different degrees and, by doing so, create opportunities for the students to ascribe meaning to these objects. The discussion contrasts the findings with possible interpretations from other perspectives on teaching.
## abstract_ja
## 8 本研究は、数学教育における相互作用的な見方を検討するものであり、そこでは意味が交渉のプロセスを通じて生徒と共同生産される。さらに、象徴的相互作用論の観点から授業を捉え、意味の交渉における教師の役割に焦点を当てた分析を可能にする。グラウンデッド・セオリーに触発された手法を用いて、教師の相互作用のパターンが分類される。その結果、教師の行動、解釈、意図が、教室における意味の交渉を導く相互作用戦略をどのように形成しているかが示された。教師の行動としてのリヴォイシングの理論的事例を、確率論からの数学的対象の解釈とともに用いて、提案された視点からの結論を例証する。データは、2人の教師が既知と未知の一定の標本空間をクラスで扱う一連の授業から作成した。この論文で紹介する授業では、偶然性の意味の交渉に焦点が当てられている。分析の結果、教師がどのように数学的な対象や意図の解釈を生徒に示しているかが明らかになり、そうすることによって、生徒がこれらの対象に意味を付与する機会を作り出している。ディスカッションでは、この発見を、教育に関する他の視点からの解釈と対比させる。abs.ja[9,c(3:11,13:14)]## db.seq author year
## 9 eric.9 Bettinger,Eric and Liu,Jing and Loeb,Susanna 2016
## title
## 9 Connections matter: how interactive peers affect students in online college courses
## journal volume number pages
## 9 Journal of Policy Analysis and Management 35 4 932-954
## keywords
## 9 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Age Differences; Computer Mediated Communication; Online Courses; Learning Processes; Peer Relationship; Gender Differences; Geographic Location; Group Discussion; College Students; Academic Achievement; Peer Influence; Aptitude Treatment Interaction
## abstract
## 9 Peers affect individual's productivity in the workforce, in education, and in other team-based tasks. Using large-scale language data from an online college course, we measure the impacts of peer interactions on student learning outcomes and persistence. In our setting, students are quasi-randomly assigned to peers, and as such, we are able to overcome selection biases stemming from endogenous peer grouping. We also mitigate reflection bias by utilizing rich student interaction data. We find that females and older students are more likely to engage in student interactions. Students are also more likely to interact with peers of the same gender and with peers from roughly the same geographic region. For students who are relatively less likely to be engaged in online discussion, exposure to more interactive peers increases their probabilities of passing the course, improves their grade in the course, and increases their likelihood of enrolling in the following academic term. This study demonstrates how the use of large-scale, text-based data can provide insights into students' learning processes.
## abstract_ja
## 9 仲間は、労働、教育、その他のチームベースのタスクにおける個人の生産性に影響を与える。大学のオンラインコースから得られた大規模な言語データを用いて、学生の学習成果や学習継続に対するピアインタラクションの影響を測定する。我々の設定では、学生は準ランダムにピアに割り当てられているため、内生的なピアグルーピングから生じる選択バイアスを克服することができる。また、豊富な学生間の相互作用データを利用することで、反省バイアスを軽減することができる。その結果、女性や年上の学生ほど、学生同士の交流に参加する傾向があることがわかった。また、同じ性別の仲間や、ほぼ同じ地域の仲間と交流する傾向が高い。オンライン・ディスカッションに参加する可能性が相対的に低い学生にとって、よりインタラクティブな仲間と接することは、コースに合格する確率を高め、コースの成績を向上させ、次の学期に入学する可能性を高める。この研究は、大規模なテキストベースのデータを使用することで、学生の学習プロセスについてどのように洞察できるかを示している。abs.ja[10,c(3:11,13:14)]## db.seq
## 10 eric.10
## author
## 10 Busche,Kevin and Burak,Kelly W. and Veale,Pamela and Coderre,Sylvain and McLaughlin,Kevin
## year title
## 10 2016 Making progress in the ethical treatment of medical trainees
## journal volume number pages
## 10 Advances in Health Sciences Education 21 3 711-718
## keywords
## 10 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Change Strategies; Ethics; Trainees; Educational Practices; Interaction; Medical Education; Supervisor Supervisee Relationship; Educational Principles; Humanism; Aptitude Treatment Interaction
## abstract
## 10 There is an inherent conflict within clinician educators as we balance the roles of healthcare provider to patients in need of care with that of educator of learners in need of teaching. In this essay we use Beauchamp and Childress' principles of biomedical ethics as a framework to compare the relationship that clinician educators have with their patients and their learners, and suggest that while we typically apply ethical principles when addressing the needs of our patients, these principles are frequently lacking in our interactions with learners. This dichotomy reflects a person-by-situation interaction that may be partly explained by the expectations of the regulatory bodies that define how clinicians should interact with patients and how educators should interact with learners. The result is that we may fall short in applying respect for autonomy, beneficence/nonmaleficence, and justice when addressing the needs of our learners. Fortunately there are ways in which we can incorporate these ethical principles into our interactions with learners while still adhering to accreditation standards and institutional policy. These include flipped classrooms and simulated learning experiences, incorporating aspects of instructional design that have been shown to improve learning outcomes, providing additional resources to learners with greater needs, and organizing training curricula around entrustable professional activities. Although the consistent application of ethical principles with all learners during all learning experiences is likely unachievable, we can, and should, move towards more ethical treatment of our learners.
## abstract_ja
## 10 ケアを必要とする患者に対する医療提供者としての役割と、教育を必要とする学習者に対する教育者としての役割のバランスを取る中で、臨床家教育者の中には固有の葛藤が存在する。このエッセイでは、BeauchampとChildressの生物医学倫理の原則をフレームワークとして用い、臨床家教育者が患者と学習者との関係を比較し、患者のニーズに対応する際には倫理原則を適用するのが一般的であるが、学習者との関わりにおいてはこれらの原則が欠けていることが多いことを示唆する。この二律背反は、臨床医が患者とどのように接するべきか、また教育者が学習者とどのように接するべきかを規定する規制機関の期待によって部分的に説明されるかもしれない、状況ごとの相互作用を反映している。その結果、学習者のニーズに対応する際に、自律性の尊重、受益／非受益、正義の適用が不十分となる可能性がある。幸いなことに、認定基準や教育機関の方針を守りつつ、学習者との関わりにこれらの倫理原則を取り入れることができる方法がある。例えば、反転授業や模擬的な学習体験、学習成果を向上させることが示されているインストラクショナル・デザインの側面を取り入れること、ニーズの高い学習者に追加リソースを提供すること、委託可能な専門的活動を中心に研修カリキュラムを編成することなどが挙げられます。すべての学習経験において、すべての学習者に一貫した倫理原則を適用することは、おそらく達成不可能であろうが、私たちは学習者に対してより倫理的な扱いをする方向に進むことができるし、そうすべきである。abs.ja[11,c(3:11,13:14)]## db.seq author year
## 11 eric.11 Kim,Young K. and Lundberg,Carol A. 2016
## title
## 11 A structural model of the relationship between student-faculty interaction and cognitive skills development among college students
## journal volume number pages
## 11 Research in Higher Education 57 3 288-309
## keywords
## 11 California; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Surveys & questionnaires; Qualitative research; College Seniors; Structural Equation Models; United States--US; Interaction; Classroom Environment; Sense of Community; Student Attitudes; Student Surveys; Achievement Need; Thinking Skills; Teacher Student Relationship; Skill Development; Predictor Variables; Schematic Studies; Aptitude Treatment Interaction
## abstract
## 11 Using structural equation modeling, this study attempted to untangle the underlying mechanisms among student-faculty interaction, classroom engagement, and cognitive skills development by examining the role played by students' academic self-challenge and sense of belonging on the relationships among the variables. The study utilized data from the 2010 University of California Undergraduate Experience Survey and a sample of 5169 senior students across 10 campuses. This study found that student-faculty interaction is related to greater levels of classroom engagement, which in turn facilitates students' cognitive skills development and that students' academic self-challenge and sense of belonging mediate the relationship between faculty interaction and classroom engagement. Thus, the findings suggest that the pathways from student--faculty interaction to a desired college outcome seem more complex than those hypothesized in traditional college impact theories or models. The study discusses the theoretical and practical implications of the findings.
## abstract_ja
## 11 本研究では、構造方程式モデリングを用いて、学生の学問的自己挑戦と帰属意識が変数間の関係に果たす役割を検討することで、学生と教員の相互作用、授業への参加、認知能力開発の間にある根本的なメカニズムを解明することを試みた。本研究では、2010年カリフォルニア大学学士課程経験調査（University of California Undergraduate Experience Survey）のデータを利用し、10キャンパスにまたがる5169名の4年生をサンプルとした。その結果、学生と教員の相互作用は、授業への参加レベルの向上と関連しており、その結果、学生の認知的スキルの発達が促進されること、また、学生の学問的自己挑戦と帰属意識が、教員との相互作用と授業への参加との関係を媒介することがわかった。このように、学生-教員の相互作用から望ましい大学での成果への経路は、伝統的な大学インパクト理論やモデルで仮定されているものよりも複雑であることが示唆された。本研究では、得られた知見の理論的および実践的な意味について論じている。abs.ja[12,c(3:11,13:14)]## db.seq author year
## 12 eric.13 Burns,Elizabeth A. and Howard,Jody K. and Kimmel,Sue C. 2016
## title
## 12 Development of communities of practice in school library education
## journal volume number
## 12 Journal of Education for Library and Information Science 57 2
## pages
## 12 101-111
## keywords
## 12 Virginia; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Learner Engagement; United States--US; Alignment (Education); Online Courses; Library Education; Social Environment; Student Behavior; Group Dynamics; School Libraries; Distance Education; Information Science Education; College Students; Imagination; Communities of Practice; Aptitude Treatment Interaction
## abstract
## 12 To properly prepare pre-service school librarians, school library educators in online courses must provide opportunities for collaborative engagement. This collaborative education should also recognize the pedagogical benefit of the organic formation of communities of practice that develop within areas outside of curriculum content. This examination of Communities of Practice seeks to understand the influence a change in the learning context of today's digital courses has on these communities of practice for School Librarians. Findings address how different course structures promote a sense of belonging, organized along Wenger's (1998) three modes of belonging: Engagement, Alignment, and Imagination. How these modes of belonging facilitate the development of a community of practice among students in an online, introductory school library course is also explored. The role of LIS educators in developing collaborative practices in their students is discussed, especially for students studying in an online environment.
## abstract_ja
## 12 現職の学校図書館司書予備軍を適切に準備するために、オンラインコースにおける学校図書館教育者は、共同作業に参加する機会を提供しなければならない。このような共同教育は、カリキュラムの内容以外の領域で展開される実践共同体の有機的な形成による教育学的利益も認識すべきである。この「実践の共同体」についての考察は、今日のデジタルコースにおける学習状況の変化が、学校図書館員の実践の共同体に与える影響を理解しようとするものである。その結果、ウェンガー（1998）の「帰属の3つの様式」に沿って組織された、さまざまなコース構造がどのように帰属意識を促進するかを取り上げた：エンゲージメント、アラインメント、イマジネーションである。また、これらの帰属の様式が、オンラインの学校図書館入門コースにおいて、学生間の実践共同体の発展をどのように促進するかについても探求した。特にオンライン環境で学ぶ学生に対して、学生の共同実践を発展させる上でのLIS教育者の役割について議論する。abs.ja[13,c(3:11,13:14)]## db.seq author year
## 13 eric.14 Jensen,Karen and Nerland,Monika and Enqvist-Jensen,Cecilie 2015
## title
## 13 Enrolment of newcomers in expert cultures: an analysis of epistemic practices in a legal education introductory course
## journal
## 13 Higher Education: The International Journal of Higher Education Research
## volume number pages
## 13 70 5 867-880
## keywords
## 13 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Educational Practices; Epistemology; Introductory Courses; Legal Education (Professions); Transformative Learning; Student Experience; Educational Research; Knowledge Level; Enrollment; Schematic Studies; Student Educational Objectives; Aptitude Treatment Interaction
## abstract
## 13 This article focusses on the transformative role of knowledge in student learning, paying particular attention to the mechanisms that facilitate the "enrolment" of students into their prospective expert cultures. It is vital for educational policy and practice to develop an understanding of how students enter a specialised knowledge domain. This requires a transformation in understanding as well as the appropriation of specific tools, discourses and practices. However, to investigate how this happens and identify aspects that matter for supporting processes of transformation and change, we need frameworks that move beyond traditional divides in educational research. In particular, we need to develop frameworks that capture the dynamic relationship between knowledge as historically developed but unfolding, evolving institutional arrangements, and student experiences. Drawing on the work of sociologist Knorr Cetina, we suggest an approach that highlights the concepts of epistemic machineries, epistemic practices and "epistementalities" as a useful starting point to investigate such a relationship. We use a study of knowledge and learning in legal education during an intensive one-week course to illustrate how these more general concepts can be put to work to facilitate studies of the multiple levels and linkages involved in supporting enrolment processes. Thus the article builds on and contributes to previous discussions in this journal, where the need to develop new frameworks to account for the role of knowledge in student learning has been argued.
## abstract_ja
## 13 本稿では、学生の学習における知識の変容的役割に焦点を当て、特に、学生が将来の専門家文化への「入学」を促進するメカニズムに注目する。教育政策と実践にとって、学生がどのようにして専門的な知識領域に入っていくのかについて理解を深めることは極めて重要である。そのためには、特定のツール、言説、実践の利用だけでなく、理解の変容が必要である。しかし、このようなことがどのように起こるのかを調査し、変容と変化のプロセスを支援するために重要な側面を特定するためには、教育研究における従来の隔たりを超えた枠組みが必要である。特に、歴史的に発展しながらも展開する知識、進化する制度的取り決め、そして学生の経験との間のダイナミックな関係を捉える枠組みを開発する必要がある。社会学者クノール・セティナの研究を参考に、このような関係を調査するための有用な出発点として、エピステミック・マキナリー、エピステミック・プラクティス、そして「エピステメンタリティ」という概念に注目したアプローチを提案する。我々は、1週間の集中コースにおける法学教育における知識と学習の研究を用いて、これらのより一般的な概念が、入学プロセスを支援するために関与する複数のレベルと連関の研究を促進するために、どのように機能させることができるかを説明する。このように、本稿は、学生の学習における知識の役割を説明するための新たな枠組みを開発する必要性が主張されてきた本誌における過去の議論を基礎とし、それに貢献するものである。abs.ja[14,c(3:11,13:14)]## db.seq author year
## 14 eric.15 Griffiths,Carol 2015
## title journal volume number
## 14 What have we learnt from "good language learners"? ELT Journal 69 4
## pages
## 14 425-433
## keywords
## 14 ERIC, Current Index to Journals in Education (CIJE); Educational Strategies; Educational Practices; Learning Strategies; Cognitive Style; Definitions; Second Language Learning; Educational Theories; Consciousness Raising; Classification; Language Acquisition; Predictor Variables; Teaching Methods; Aptitude Treatment Interaction
## abstract
## 14 This year marks the fortieth anniversary of the publication of two landmark articles concerning the "good language learner". In the years since, vigorous debate has revolved around both theoretical issues (including definition, classification, theoretical foundation, and the relationship of strategies to successful learning) and practical issues (including teachability and the relationship to learner, and contextual and target variables). This article reviews these areas and concludes that strategies are teachable, especially if teachers include both explicit and implicit instructional techniques in their programmes to raise awareness, provide practice, and encourage evaluation so that learners can reflect on their strategy use and adjust their strategy repertoires accordingly. A number of areas still requiring further investigation are suggested, especially further exploration of how strategies might be taught more effectively and seeking evidence that this makes a difference in terms of "good language learning".
## abstract_ja
## 14 今年は、「優れた言語学習者」に関する2つの画期的な論文が発表されてから40周年にあたる。それ以来、理論的な問題（ストラテジーの定義、分類、理論的基礎、学習の成功とストラテジーの関係など）と実践的な問題（教えやすさ、学習者との関係、文脈や目標変数など）の両方をめぐって活発な議論が展開されてきた。この論文では、ストラテジーは教えられるものであり、特に、教師が明示的・暗示的な指導テクニックをプログラムに盛り込み、意識を高め、練習を提供し、評価を促して、学習者がストラテジーの使用を振り返り、それに応じてストラテジーのレパートリーを調整できるようにすれば、教えられるものであると結論付けている。特に、ストラテジーをより効果的に教えるにはどうしたらよいかをさらに探求し、それが「優れた言語学習」という点で違いを生むという証拠を求めることが重要である。abs.ja[15,c(3:11,13:14)]## db.seq author year
## 15 eric.16 de Freitas,Elizabeth and Zolkower,Betina 2015
## title
## 15 Tense and aspect in word problems about motion: diagram, gesture, and the felt experience of time
## journal volume number pages
## 15 Mathematics Education Research Journal 27 3 311-330
## keywords
## 15 ERIC, Current Index to Journals in Education (CIJE); Motion; Classroom Environment; Problem Solving; Protocol Analysis; Semiotics; Program Length; Spatial Ability; Word Problems (Mathematics); Visual Aids; Mathematical Applications; Time Perspective; Mathematics Activities; Morphemes; Mathematics Education; Language Styles; Verbs; Aptitude Treatment Interaction
## abstract
## 15 Word problems about motion contain various conjugated verb forms. As students and teachers grapple with such word problems, they jointly operationalize diagrams, gestures, and language. Drawing on findings from a 3-year research project examining the social semiotics of classroom interaction, we show how teachers and students use gesture and diagram to make sense of complex verb forms in such word problems. We focus on the grammatical category of "aspect" for how it broadens the concept of verb tense. Aspect conveys duration and completion or frequency of an event. The aspect of a verb defines its temporal flow (or lack thereof) and the location of a vantage point for making sense of this durational process.
## abstract_ja
## 15 運動に関する単語問題には、さまざまな活用動詞の形が含まれる。生徒と教師はこのような単語問題に取り組む際、図、ジェスチャー、言語を共同で運用する。教室での相互作用の社会記号論を研究する3年間の研究プロジェクトから得られた知見をもとに、このような単語問題で教師と生徒がどのようにジェスチャーや図を用いて複雑な動詞の形を理解しているかを示す。私たちは、「アスペクト」という文法カテゴリーに注目し、それが動詞の時制の概念をどのように広げるかを考える。アスペクトは、ある出来事の持続時間や完了、頻度を表します。動詞のアスペクトは、その時間的な流れ（またはその欠如）と、この継続的なプロセスを理解するための有利な点の位置を定義する。abs.ja[16,c(3:11,13:14)]## db.seq author year
## 16 eric.17 Wilcox,Kristen C. 2015
## title
## 16 An urban secondary school case study of disciplinary writing in tracked classrooms
## journal volume number pages
## 16 Education and Urban Society 47 2 242-268
## keywords
## 16 ERIC, Current Index to Journals in Education (CIJE); Secondary Education; Grade 8; Junior High Schools; Middle Schools; Elementary Education; Grade 10; High Schools; Grade 12; Case study; Qualitative research; Interviews; Student Experience; Instructional Effectiveness; Mathematics Education; Teaching Methods; Student Writing Models; Low Achievement; Aptitude Treatment Interaction; Secondary Schools; Ethnography; Basic Skills; Content Area Writing; Science Education; Achievement Rating; Social Studies; High Achievement; Writing Instruction; Case Studies; Observation; Urban Schools
## abstract
## 16 This yearlong ethnographic case study investigated higher and lower track adolescents' experiences with core content-area (social studies, science, and math) writing in one urban working-class district. Teacher, student, and administrator interviews; field notes; and students' written work comprised the data set. The findings from this study, framed by sociocultural theory and Bourdieu's theory of practice, suggest that higher and lower track students experienced disciplinary writing in distinct ways in terms of the expectations for the kinds and complexity of writing and the importance placed on writing in content learning. These contrasting experiences affected the quality of students' preparation to engage in advanced disciplinary discourse as they progressed through secondary school. The findings from this study are discussed in light of the increasing emphasis on disciplinary writing at the secondary level.
## abstract_ja
## 16 この1年間にわたるエスノグラフィック・ケース・スタディーは、ある都市部の労働者階級が住む地区で、高等科と中等科の青少年が主要教科（社会、科学、数学）の作文に取り組んだ経験を調査したものである。教師、生徒、管理者へのインタビュー、フィールドノート、生徒の作文がデータセットとなった。社会文化理論とブルデューの実践理論に基づく本研究の結果は、高等科の生徒と低学年の生徒が、ライティングの種類や複雑さに対する期待や、内容学習におけるライティングの重要性という点で、異なる方法で分野別ライティングを経験していることを示唆している。このような対照的な経験は、生徒が中等教育課程に進むにつれ、高度な学問的言説に取り組むための準備の質に影響を与えた。本研究で得られた知見を、中等教育レベルにおいてますます重視されるようになった分野別ライティングに照らして考察する。abs.ja[17,c(3:11,13:14)]## db.seq author year
## 17 eric.18 Stratman,Jacob 2015
## title
## 17 What's in a name: the place of recognition in a hospitable classroom
## journal volume number pages
## 17 International Journal of Christianity & Education 19 1 27-37
## keywords
## 17 ERIC, Current Index to Journals in Education (CIJE); Educational Strategies; Educational Practices; Classroom Environment; Caring; Recognition (Achievement); Peer Relationship; Ethics; Critical Theory; Teacher Student Relationship; Classroom Techniques; Teaching Methods; Recognition (Psychology); Aptitude Treatment Interaction
## abstract
## 17 In this brief article, I argue that recognition is the key virtue of a hospitable classroom. Whether we are discussing the relationship between the teacher and the student, the student and other students, the student and the subject of study, or the teacher and the subject of study, recognition is the building block to a classroom that welcomes diverse people and ideas--that welcomes "the stranger into the foreign land," and eventually blurs the line between host and guest. Essentially, what does it mean to recognize students? How is recognition central to a pedagogy of hospitality? And, how does recognition inform pedagogical decisions?
## abstract_ja
## 17 この短い記事では、「認識」こそがホスピタリティあふれる教室の重要な美徳であると主張する。教師と生徒の関係、生徒と他の生徒の関係、生徒と研究対象の関係、教師と研究対象の関係のいずれを論じるにせよ、認識こそが、多様な人々や考えを受け入れる教室--「見知らぬ者を異国の地に」迎え入れ、最終的にはホストとゲストの境界線を曖昧にする教室--の構成要素なのである。本質的に、生徒を認めるとはどういうことか？ホスピタリティの教育学にとって、生徒を認めることはどのように重要なのだろうか？そして、認知は教育学的な決定にどのように反映されるのだろうか？abs.ja[18,c(3:11,13:14)]## db.seq author year
## 18 eric.19 Giani,Matt S. 2015
## title
## 18 The postsecondary resource trinity model: exploring the interaction between socioeconomic, academic, and institutional resources
## journal volume number pages
## 18 Research in Higher Education 56 2 105-126
## keywords
## 18 ERIC, Current Index to Journals in Education (CIJE); Postsecondary Education; High Schools; Secondary Education; Longitudinal study; Educational Environment; Disadvantaged; Educational Resources; Institutional Characteristics; Academic Ability; Interaction; Outcome Measures; Measurement Techniques; Cohort Analysis; Success; Outcomes of Education; Socioeconomic Background; Socioeconomic Influences; High School Students; Models; Longitudinal Studies; Aptitude Treatment Interaction
## abstract
## 18 The purpose of this study is to revisit the widely held assumption that the impact of socioeconomic background declines steadily across educational transitions, particularly at the postsecondary level. Sequential logit modeling, a staple methodological approach for estimating the relative impact of SES across educational stages, is applied to a nationally representative cohort of high school sophomores drawn from the National Center for Education Statistics' Education Longitudinal Study of 2002. However, the study extends the traditional sequential logit approach by examining how socioeconomic background interacts with students' academic ability and postsecondary institutional selectivity and how the nature of these interactions varies across postsecondary stages. Analyzing the interactions between these three resources (socioeconomic, academic, and institutional) reveals the need for a more nuanced understanding of how SES influences students' postsecondary outcomes. This new approach is termed the Postsecondary Resource Trinity Model. The empirical results and conceptual model have important implications for the way in which policymakers and higher education practitioners promote the postsecondary success of disadvantaged students, as well as for how scholars of higher education and social mobility study the relationship between socioeconomic background and postsecondary outcomes.
## abstract_ja
## 18 本研究の目的は、社会経済的背景の影響は教育の変遷を経て、特に中等教育以降において着実に減少するという広く知られている仮定を再検討することである。逐次ロジット・モデリングは、教育段階を超えたSESの相対的影響を推定するための定番の方法論的アプローチであるが、本研究では、全米教育統計センターの2002年教育縦断調査から抽出した高校2年生の全国代表コホートに適用した。しかし、本研究では、社会経済的背景が学生の学力や中等教育後の機関選択性とどのように相互作用するか、また、これらの相互作用の性質が中等教育後の段階間でどのように異なるかを調べることで、従来の逐次ロジット・アプローチを拡張している。これら3つの資源（社会経済的、学業的、制度的）の相互作用を分析することで、SESがどのように学生の中等教育修了後の成果に影響を与えるかについて、よりニュアンスの異なる理解が必要であることが明らかになった。この新しいアプローチは、「中等教育後の資源三位一体型モデル」と呼ばれている。この実証結果と概念モデルは、政策立案者や高等教育関係者が恵まれない学生の中等教育修了後の成功を促進する方法や、高等教育や社会移動の研究者が社会経済的背景と中等教育修了後の成果の関係を研究する方法にとって重要な意味を持つ。abs.ja[19,c(3:11,13:14)]## db.seq author year
## 19 eric.20 Rocconi,Louis M. and Ribera,Amy K. and Nelson Laird,Thomas F. 2015
## title
## 19 College seniors' plans for graduate school: do deep approaches learning and holland academic environments matter?
## journal volume number pages
## 19 Research in Higher Education 56 2 178-201
## keywords
## 19 National Survey of Student Engagement; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Surveys & questionnaires; Qualitative research; College Seniors; Learner Engagement; Educational Environment; Learning Strategies; Student Attitudes; Social Environment; Academic Aspiration; Graduate Study; National Surveys; Effect Size; Expectation; Student Educational Objectives; Aptitude Treatment Interaction
## abstract
## 19 This study examines the extent to which college seniors' plans for graduate school are related to their tendency to engage in deep approaches to learning (DAL) and their academic environments (majors) as classified by Holland type. Using data from the National Survey of Student Engagement, we analyzed responses from over 116,000 seniors attending 499 four-year institutions. Findings revealed a significant positive relationship between seniors' uses of DAL and plans for earning a graduate degree. Further, seniors majoring in Investigative and Social environments were more likely to hold higher degree expectations. Significant interaction effects by DAL and Holland academic environment were also found. The impact of DAL on graduate degree expectations was greater for seniors majoring in Artistic environments than otherwise similar students in Investigative, Enterprising, or Social environments. In addition, the impact of DAL on degree expectations was greater for seniors in Enterprising environments than otherwise similar students in Social environments
## abstract_ja
## 19 本研究では、大学4年生の大学院進学計画が、オランダのタイプ別に分類された学習への深いアプローチ（DAL）の傾向や学問的環境（専攻）とどの程度関連しているかを調べた。National Survey of Student Engagementのデータを用いて、4年制大学499校に通う4年生116,000人以上の回答を分析した。その結果、4年生のDALの利用と大学院での学位取得計画との間に有意な正の関係があることが明らかになった。さらに、調査および社会環境を専攻する4年生は、より高い学位を期待する傾向が強かった。また、DALとオランダの学問的環境による有意な交互作用も認められた。芸術的環境を専攻する4年生は、調査的環境、企業的環境、社会的環境の同じような学生よりも、DALが大学院での学位取得期待に与える影響が大きかった。さらに、学位取得期待に対するDALの影響は、進取的環境を専攻する4年生において、社会的環境を専攻する他の同様の学生よりも大きかった。abs.ja[20,c(3:11,13:14)]## db.seq
## 20 eric.21
## author
## 20 Ioannou,Andri and Vasiliou,Christina and Zaphiris,Panayiotis and Arh,Tanja and Klobucar,Tomaž and Pipan,Matija
## year
## 20 2015
## title
## 20 Creative multimodal learning environments and blended interaction for problem-based activity in hci education
## journal volume number
## 20 TechTrends: Linking Research and Practice to Improve Learning 59 2
## pages
## 20 47-56
## keywords
## 20 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Case study; Qualitative research; Problem Based Learning; Educational Environment; Creative Activities; Meetings; Interaction; Computer Mediated Communication; Cooperative Learning; Educational Resources; Interaction Process Analysis; Blended Learning; Web 2.0 Technologies; College Students; Educational Technology; Case Studies; Observation; Self Disclosure (Individuals); Technology Uses in Education; Teaching Methods; Aptitude Treatment Interaction; Program Effectiveness
## abstract
## 20 This exploratory case study aims to examine how students benefit from a multimodal learning environment while they engage in collaborative problem-based activity in a Human Computer Interaction (HCI) university course. For 12 weeks, 30 students, in groups of 5-7 each, participated in weekly face-to-face meetings and online interactions. Students' self reports and tutor' observations showed that overall students benefited from the multimodal learning environment while they engaged in blended interactions across physical and digital tools and across collocated and networked learning spaces. With respect to tool use, it was found that the downward pointing projector and Facebook were used in all phases of problem based activity, while portable devices for record keeping were mainly used in progress evaluation and reflection phases.
## abstract_ja
## 20 この探索的ケース・スタディは、ヒューマン・コンピュータ・インタラクション（HCI）の大学のコースにおいて、学生が共同的な問題ベースの活動に取り組む際に、マルチモーダルな学習環境からどのような恩恵を受けているかを調べることを目的としている。12週間にわたり、30名の学生が5～7名のグループに分かれ、毎週対面でのミーティングとオンラインでのインタラクションに参加した。学生の自己報告とチューターの観察によると、全体的に学生はマルチモーダルな学習環境から恩恵を受け、物理的・デジタル的なツールを横断し、配置された学習スペースとネットワーク化された学習スペースを横断して、ブレンドされたインタラクションを行った。ツールの使用に関しては、下向きのプロジェクターとフェイスブックが問題ベースの活動の全フェーズで使用され、記録用の携帯機器は主に進捗評価と振り返りのフェーズで使用されたことがわかった。abs.ja[21,c(3:11,13:14)]## db.seq author year
## 21 eric.22 Jõgi,Larissa and Karu,Katrin and Krabi,Kristiina 2015
## title
## 21 Rethinking teaching and teaching practice at university in a lifelong learning context
## journal volume number pages
## 21 International Review of Education 61 1 61-77
## keywords
## 21 Estonia; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Adult Education; Surveys & questionnaires; Qualitative research; Teacher Attitudes; Correlation; Educational Practices; Learning Experience; Semi Structured Interviews; Student Attitudes; Adult Learning; Learning Processes; Foreign Countries; Lifelong Learning; Universities; Student Experience; Student Surveys; Teaching Experience; Questionnaires; Context Effect; Teacher Surveys; Teaching Methods; Educational Principles; Statistical Analysis; Aptitude Treatment Interaction
## abstract
## 21 The development visions of universities, the growing heterogeneity of learners at all levels and changes in higher education are increasing expectations of academics' professionalism and their teaching practices. Learning experiences and teaching practices at university influence further choices and support continuing lifelong learning of university students. This paper presents research results from an empirical survey carried out at Tallinn University in Estonia. It investigates how students experience teaching and teaching practices and how academics experience their own teaching. Within a theoretical framework of adult learning principles, the emphasis is on the importance of and interrelations between teaching practices and the student learning process at university. Relevant data were collected from 235 students, who were asked to fill in a semi-structured questionnaire, and from 9 academic staff members, who were asked to submit reflection papers. The students and the academics in the sample came from three different disciplines: (1) mathematics/natural sciences; (2) educational sciences/teacher education; and (3) social sciences. The empirical data thus gathered were then analysed both qualitatively and quantitatively. The authors' findings indicate that while students experience current teaching practices as somewhat limited to a one-sided passing on of knowledge to learners, academic staff perceive their teaching as a collaborative process which helps their students' development. This discrepancy creates tension and thus calls for change.
## abstract_ja
## 21 大学の発展ビジョン、あらゆるレベルにおける学習者の異質性の高まり、高等教育における変化は、アカデミックのプロフェッショナリズムとその教育実践への期待を高めている。大学での学習経験や教育実践は、その後の進路選択に影響を与え、大学生の継続的な生涯学習を支えている。本稿では、エストニアのタリン大学で実施された実証的調査の結果を紹介する。学生がどのように授業や教育実践を体験しているか、また学者がどのように自らの授業を体験しているかを調査している。成人学習の原則という理論的枠組みの中で、大学における教育実践と学生の学習プロセスの重要性と相互関係に重点を置いている。関連データは、半構造化アンケートに回答してもらった学生235名と、リフレクション・ペーパーの提出を求めた教職員9名から収集した。サンプルに含まれる学生と教職員は、（1）数学／自然科学、（2）教育科学／教員教育、（3）社会科学という3つの異なる分野の出身者である。こうして収集された実証的データは、質的にも量的にも分析された。その結果、学生は現在の教育実践を、学習者への一方的な知識の伝達にやや限定されたものとして経験しているのに対し、教員は自分たちの教育を、学生の成長を助ける協力的なプロセスとして認識していることがわかった。この食い違いが緊張を生み、変化を促している。abs.ja[22,c(3:11,13:14)]## db.seq author year
## 22 eric.23 De Blasio,Cataldo and Järvinen,Mika 2014
## title journal
## 22 The teaching-learning environment, an information-dynamic approach Education
## volume number pages
## 22 134 4 497-505
## keywords
## 22 ERIC, Current Index to Journals in Education (CIJE); Concept Teaching; Educational Strategies; Educational Environment; Educational Practices; Background; Learning Processes; Motivation; Academic Achievement; Predictor Variables; Generalizability Theory; Teaching Methods; Aptitude Treatment Interaction
## abstract
## 22 In the present study a generalized approach is given for the description of acquisition procedures with a particular focus on the knowledge acquisition process. The learning progression is given as an example here letting the theory to be applied to different situations. An analytical approach is performed starting from the generalized fundamental definitions of the main characterizing variables of the learning process: motivation, background, interaction; the environmental stability was presented here as a derived quantity which has the features of a property or a state variable. This approach can be generalized to any process by performing an abstraction to its macro-state and with a rigorous definition of the mentioned variables. The derivation of parameters describing transfer in general, in this case related to information and knowledge, and further treatment of them leading to state properties, is a fundamental aspect which allows optimizing systems putting investigators in a condition of independence.
## abstract_ja
## 22 本研究では、特に知識習得過程に焦点を当て、習得手順を記述するための一般化されたアプローチを示す。ここでは、理論がさまざまな状況に適用できるように、学習の進行を例として挙げている。分析的アプローチは、学習過程を特徴づける主な変数（動機づけ、背景、相互作用）の一般化された基本定義から出発している。このアプローチは、マクロ状態への抽象化を行い、言及した変数の厳密な定義を行うことで、あらゆるプロセスに一般化することができる。一般的な伝達を記述するパラメーターの導出、この場合は情報と知識に関連するパラメーターの導出、さらにそれらを状態特性に導く処理は、調査員を独立状態に置くシステムの最適化を可能にする基本的な側面である。abs.ja[23,c(3:11,13:14)]## db.seq author year
## 23 eric.24 Nielson,Katharine B. 2014
## title
## 23 Can planning time compensate for individual differences in working memory capacity?
## journal volume number pages
## 23 Language Teaching Research 18 3 272-293
## keywords
## 23 Virginia; ERIC, Current Index to Journals in Education (CIJE); Two Year Colleges; Higher Education; Postsecondary Education; Intervention; Language Processing; Multivariate Analysis; Oral Language; Task Analysis; English (Second Language); Learning Strategies; United States--US; Metacognition; Second Language Learning; Community Colleges; Individual Differences; Short Term Memory; Pictorial Stimuli; Accuracy; Second Language Instruction; College Students; Language Fluency; Teaching Methods; Syntax
## abstract
## 23 Language learners with high working memory capacity have an advantage, all other factors being equal, during the second language acquisition (SLA) process; therefore, identifying a pedagogical intervention that can compensate for low working memory capacity would be advantageous to language learners and instructors. Extensive research on the provision of planning time before non-native speakers complete various oral and written tasks in the target language suggests that planning time might provide the processing support needed to overcome the constraints of low working memory capacity. This article reports on an empirical aptitude-treatment interaction (ATI) study of the interaction of working memory capacity and pre-task planning time with a population of English as a second language (ESL) learners in the USA. Learners were asked to complete two different oral, monologic, picture-guided narratives in two conditions: with pre-task planning time and without pre-task planning time. The results did not show an effect for the interaction of working memory capacity with pre-task planning time; that is, the results demonstrate the facilitative effect of planning time on learner fluency for participants with both high and low working memory capacity. In addition, the results demonstrate that learners with pre-task planning time produce more fluent and more complex speech than learners without pre-task planning time, with mixed results for accuracy. Finally, the results suggest that planning time may have a carry-over effect and benefit the fluency and complexity of learners' speech during subsequent, unplanned tasks.
## abstract_ja
## 23 第二言語習得（SLA）プロセスにおいて、ワーキングメモリーの容量が大きい言語学習者は、他のすべての要因が同じであっても有利である。非母語話者が目標言語の様々な口頭・筆記課題をこなす前に計画時間を設けることに関する広範な研究は、計画時間がワーキングメモリ容量の低さという制約を克服するために必要な処理支援を提供する可能性を示唆している。本稿では、米国の第二言語としての英語（ESL）学習者を対象に、ワーキングメモリ容量とタスク前のプランニング時間の相互作用に関する実証的な適性-治療相互作用（ATI）研究について報告する。学習者は、2つの異なる口頭、単語、絵誘導によるナレーションを、事前課題計画時間あり、事前課題計画時間なしの2つの条件で完了するよう求められた。その結果、ワーキングメモリ容量と事前計画時間の交互作用の効果は示されなかった。つまり、ワーキングメモリ容量が高い参加者も低い参加者も、学習者の流暢さには計画時間の促進効果があることが示された。さらに、この結果は、事前計画時間のある学習者は、事前計画時間のない学習者よりも流暢で複雑な発話をすることを示す。最後に、この結果は、プランニングの時間が、その後の無計画なタスクにおいて、学習者のスピーチの流暢さと複雑さを向上させることを示唆している。abs.ja[24,c(3:11,13:14)]## db.seq author year
## 24 eric.25 Hwu,Fenfang and Pan,Wei and Sun,Shuyan 2014
## title
## 24 Aptitude-treatment interaction effects on explicit rule learning: a latent growth curve analysis
## journal volume number pages
## 24 Language Teaching Research 18 3 294-319
## keywords
## 24 Modern Language Aptitude Test; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Language Research; Logical Thinking; Correlation; Language Aptitude; Memory; Second Language Learning; Error Correction; Scoring; Grammar; Associative Learning; Second Language Instruction; Language Tests; College Students; Sentences; Spanish; Teaching Methods; Statistical Analysis
## abstract
## 24 Finding the match between individuals and educational treatments is the aim of both educators and the aptitude-treatment interaction research paradigm. Using the latent growth curve analysis, the present study investigates the interaction between the type of explicit instructional approaches (deductive vs. explicit-inductive) and the level of foreign language aptitude (high vs. low) in the learning of explicit grammar rules. The results indicate that on the whole the two equally explicit instructional approaches did not differentially affect learning performance. However, when the level of language aptitude, measured by grammatical sensitivity, associative memory, and memory for text (with the last variable being the best measure), was taken into account, low-aptitude learners performed significantly better with the deductive instruction, in the sentence-correction tests. The interaction effects of equally explicit instructional approaches suggest the need for considering aptitude-treatment interaction to maximize learners' potential for success in second language learning.
## abstract_ja
## 24 個人と教育的処置のマッチングを見出すことは、教育者と適性と処置の相互作用研究パラダイムの双方の目的である。本研究では、潜在成長曲線分析を用いて、明示的文法規則の学習における明示的教育アプローチの種類（演繹的か明示的帰納的か）と外国語適性のレベル（高いか低いか）との相互作用を調べた。その結果、全体的には、2つの同じ明示的指導アプローチが学習成績に異なる影響を与えることはなかった。しかし、文法的感受性、連想記憶、文章記憶によって測定される言語適性のレベル（最後の変数が最も良い尺度である）を考慮すると、低適性学習者は演繹的指導の方が、文章添削テストにおいて有意に良い成績を収めた。同様に明示的な指導アプローチの相互作用効果は、学習者の第二言語学習における成功の可能性を最大化するために、適性と治療の相互作用を考慮する必要性を示唆している。abs.ja[25,c(3:11,13:14)]## db.seq
## 25 eric.26
## author
## 25 Fuchs,Lynn S. and Schumacher,Robin F. and Sterba,Sonya K. and Long,Jessica and Namkung,Jessica and Malone,Amelia and Hamlett,Carol L. and Jordan,Nancy C. and Gersten,Russell and Siegler,Robert S. and Changas,Paul
## year
## 25 2014
## title
## 25 Does working memory moderate the effects of fraction intervention? An aptitude-treatment interaction
## journal volume number pages
## 25 Journal of educational psychology 106 2 499-514
## keywords
## 25 National Assessment of Educational Progress; Wide Range Achievement Test; ERIC, Current Index to Journals in Education (CIJE); Grade 4; Intermediate Grades; Elementary Education; Intervention; Measurement; Mathematics Instruction; Elementary School Students; Mathematics; Short Term Memory; Individual Differences; Pretests Posttests; At Risk Students; Elementary School Mathematics; Aptitude Treatment Interaction
## abstract
## 25 This study investigated whether individual differences in working memory (WM) moderate effects of 2 variations of intervention designed to improve at-risk 4th graders' fraction knowledge. We also examined the effects of each intervention condition against a business-as-usual control group and assessed whether children's measurement interpretation of fractions mediated those effects. At-risk students (n = 243) were randomly assigned to control and 2 intervention conditions. The interventions each lasted 12 weeks, with three 30-min sessions per week. The major focus of both intervention conditions was the measurement interpretation of fractions. Across the 2 conditions, only 5 min of each 30-min session differed. One condition completed activities to build fluency with 4 measurement interpretation topics; in the other, activities were completed to consolidate understanding on the same 4 topics. Results revealed a significant aptitude-treatment interaction, in which students with very weak WM learned better with conceptual activities but children with more adequate (but still low) WM learned better with fluency activities. Both intervention conditions outperformed the control group on all outcomes, and improvement in the measurement interpretation of fractions mediated those effects.
## abstract_ja
## 25 本研究では、リスクのある小学4年生の分数の知識を向上させるためにデザインされた2種類の介入の効果が、ワーキングメモリー（WM）の個人差によって中和されるかどうかを検討した。また、通常通りの対照群に対する各介入条件の効果を調べ、分数の測定解釈がこれらの効果を媒介するかどうかを評価した。リスクのある生徒（n = 243）を対照群と2つの介入条件に無作為に割り付けた。介入はそれぞれ12週間で、週3回30分のセッションが行われた。どちらの介入条件でも、分数の測定解釈に主眼が置かれた。2つの条件では、各30分のセッションのうち5分のみが異なっていた。一方の条件では、4つの測定解釈のトピックについて流暢さを身につけるための活動を行い、もう一方の条件では、同じ4つのトピックについて理解を定着させるための活動を行った。その結果、有意な適性-治療相互作用が認められ、WMが非常に弱い生徒は概念的な活動のほうがよく学習できたが、WMがより適切な（しかしまだ低い）子どもは流暢さの活動のほうがよく学習できた。どちらの介入条件もすべての結果において対照群を上回ったが、分数の測定解釈の向上がこれらの効果を媒介した。abs.ja[26,c(3:11,13:14)]## db.seq
## 26 eric.27
## author
## 26 Bellocchi,Alberto and Ritchie,Stephen M. and Tobin,Kenneth and Sandhu,Maryam and Sandhu,Satwant
## year title
## 26 2013 Exploring emotional climate in preservice science teacher education
## journal volume number pages
## 26 Cultural Studies of Science Education 8 3 529-552
## keywords
## 26 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Learner Engagement; Educational Practices; Classroom Environment; Protocol Analysis; Emotional Response; Science Education; Investigations; Preservice Teachers; Controversial Issues (Course Content); Debate; Audience Response Systems; Preservice Teacher Education; Social Psychology; Protocol Materials; Aptitude Treatment Interaction; Classroom Observation Techniques
## abstract
## 26 Classroom emotional climates (ECs) are interrelated with students' engagement with university courses. Despite growing interest in emotions and EC research, little is known about the ways in which social interactions and different subject matter mediate ECs in preservice science teacher education classes. In this study we investigated the EC and associated classroom interactions in a preservice science teacher education class. We were interested in the ways in which salient classroom interactions were related to the EC during lessons centered on debates about science-based issues (e.g., nuclear energy alternatives). Participants used audience response technology to indicate their perceptions of the EC. Analysis of conversation for salient video clips and analysis of non-verbal conduct (acoustic parameters, body movements, and facial expressions) supplemented EC data. One key contribution that this study makes to preservice science teacher education is to identify the micro-processes of successful and unsuccessful class interactions that were associated with positive and neutral EC. The structure of these interactions can inform the practice of other science educators who wish to produce positive ECs in their classes. The study also extends and explicates the construct of "intensity of EC."
## abstract_ja
## 26 教室の感情的風土（EC）は、学生の大学授業への取り組みと相互に関連している。感情やEC研究への関心が高まっているにもかかわらず、現職の科学教師教育クラスにおける社会的相互作用や異なる主題がECを媒介する方法についてはほとんど知られていない。本研究では、理科教員養成前教育の授業におけるECとそれに関連する教室での相互作用を調査した。我々は、科学に基づく問題（例えば、原子力エネルギーの代替案）に関する討論を中心とした授業において、顕著な教室での相互作用がECとどのように関連しているかに関心を持った。参加者は聴衆応答技術を使い、ECについての認識を示した。注目すべきビデオクリップの会話分析と非言語的行動（音響パラメータ、体の動き、表情）の分析がECデータを補足した。本研究が現職の理科教員教育にもたらす重要な貢献の1つは、ECの肯定的・中立的な相互作用に関連する、クラスの相互作用が成功した場合と失敗した場合の微小プロセスを特定することである。これらの相互作用の構造は、授業で肯定的なECを生み出したいと願う他の科学教育者の実践に役立つ。本研究はまた、「ECの強度」という概念を拡張し、説明する。abs.ja[27,c(3:11,13:14)]## db.seq author year
## 27 eric.28 Kupczynski,Lori and Mundy,Marie-Anne and Ruiz,Alberto 2013
## title
## 27 A comparison of traditional and cooperative learning methods in online learning
## journal volume number pages
## 27 Journal of Educational Technology 10 2 21-28
## keywords
## 27 ERIC, Current Index to Journals in Education (CIJE); Two Year Colleges; Higher Education; Postsecondary Education; Student Characteristics; Cooperative Learning; Intermode Differences; Online Courses; Community Colleges; Conventional Instruction; Student Surveys; Interpersonal Communication; Comparative Analysis; Teaching Methods; Social Cognition; Aptitude Treatment Interaction
## abstract
## 27 The purpose of this study was to examine the effects of the Community of Inquiry framework through an in-depth examination of learning comprised of teaching, social and cognitive presence in traditional versus cooperative online teaching at a community college. A total of 21 students participated in this study, with approximately 45% having taken online courses previously. Repeated Measures ANOVA were completed for all analyses via the SPSS General Linear Model--Repeated Measures with alpha set at a = 0.05 across all tests Cooperative learning (Mean = 72.18, SD = 12.31) was significantly higher than traditional learning (Mean = 70.91, SD = 12.70). The effect size of 0.22 as measured by Partial Eta Squared was quite large, with 22% of the difference in variance explained by overall learning. CL in teaching presence (Mean = 33.62, SD = 5.17) was significantly higher than traditional in teaching presence (Mean = 32.82, SD = 5.74). The effect size of 0.46 as measured by Partial Eta Squared was very large, with 46% of the difference in variance explained by teaching presence. Social and cognitive were not statistically significant (p>0.05). Future studies should examine different designs of teaching presence, such as allowing students to choose their own groups, which may lead to increased social presence and cognitive presence and in turn increased learning.
## abstract_ja
## 27 本研究の目的は、コミュニティ・カレッジにおける伝統的なオンライン授業と協力的なオンライン授業において、教授、社会的存在、認知的存在から構成される学習の詳細な検討を通して、Community of Inquiryのフレームワークの効果を検証することである。この研究には合計21名の学生が参加し、約45％が以前にオンラインコースを受講した経験があった。反復測定ANOVAは、SPSS General Linear Model--Repeated Measuresによってすべての分析が完了し、すべてのテストにおいてαは0.05に設定された。 協力的学習（平均値＝72.18、SD＝12.31）は、伝統的学習（平均値＝70.91、SD＝12.70）よりも有意に高かった。Partial Eta Squaredによって測定された0.22の効果量はかなり大きく、分散の差の22％が全体的な学習によって説明された。ティーチング・プレゼンスにおけるCL（平均値＝33.62、SD＝5.17）は、従来のティーチング・プレゼンス（平均値＝32.82、SD＝5.74）よりも有意に高かった。Partial Eta Squaredで測定した効果量は0.46と非常に大きく、分散の差の46％がティーチング・プレゼンスによって説明された。社会性と認知性は統計的に有意ではなかった（p>0.05）。今後の研究では、生徒が自分でグループを選択できるようにするなど、ティーチング・プレゼンスに関するさまざまなデザインを検討すべきである。abs.ja[28,c(3:11,13:14)]## db.seq
## 28 eric.29
## author year
## 28 Keshavarz,Mohsen and Vaziri,Seyed A. and Jafari,Ahmad and Alizadeh,Hadi 2013
## title
## 28 Students' learning environment and education quality in faculty of education of university of tehran
## journal volume number pages
## 28 Educational Research and Reviews 8 13 980-985
## keywords
## 28 Iran; Multifactor Leadership Questionnaire; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Surveys & questionnaires; Qualitative research; Teacher Leadership; Educational Environment; Demography; Factor Analysis; Institutional Characteristics; Regression (Statistics); Leadership Styles; Hypothesis Testing; Foreign Countries; Statistical Significance; Educational Quality; Delphi Technique; Questionnaires; Predictor Variables; Schematic Studies; Aptitude Treatment Interaction
## abstract
## 28 The main aim of this article is to review between students' learning environment and education quality. A non-experimental, quantitative, SPSS 17.0 research design was used to explore the relationship between background demographic characteristics, transformational, and transactional leadership styles, learning environment, and education quality. The data collection includes 292 returned surveys from 350 distributed questionnaires, yielding 83% return rate. Analysis of the research results found a significant relationship among learning environment, quality education, and teachers' transformational and transactional leadership styles. A background demographic characteristic of type of schools was also statistically significant in transformational and transactional leadership, learning environment, and education quality. Teachers' transformational leadership style has significance for the learning environment, and transformational leadership styles. Transformational and transactional leadership styles have no significant explanatory variables of perceived learning environment with student cohesiveness, teacher support, involvement, order and organization, cooperation, and equity. (Contains 7 tables and 1 figure.)
## abstract_ja
## 28 本稿の主な目的は、学生の学習環境と教育の質との関係について検討することである。非実験的、定量的、SPSS 17.0の研究デザインを用いて、背景的人口統計学的特性、変革的リーダーシップ・スタイル、取引的リーダーシップ・スタイル、学習環境、教育の質との関係を調査した。データ収集は、配布された350の質問票から292の調査票が返送され、回収率は83％であった。調査結果を分析した結果、学習環境、教育の質、教師の変革的・取引的リーダーシップ・スタイルに有意な関係があることが判明した。また、学校の種類という背景的な人口統計学的特性も、変革的リーダーシップ、取引的リーダーシップ、学習環境、教育の質において統計的に有意であった。教師の変容的リーダーシップ・スタイルは、学習環境、変容的リーダーシップ・スタイルに有意であった。変革的リーダーシップ・スタイルと取引的リーダーシップ・スタイルは、学習環境の認知において、生徒の団結力、教師の支援、関与、秩序と組織、協力、公平性との有意な説明変数を示さなかった。(7つの表と1つの図を含む。）abs.ja[29,c(3:11,13:14)]## db.seq author year
## 29 eric.30 Hooley,Neil 2013
## title
## 29 Exposing the intricacies of pre-service teacher education: incorporating the insights of freire and bourdieu
## journal volume number pages
## 29 Review of Education 1 2 125-158
## keywords
## 29 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Educational Practices; Professional Development; Reflection; Learning Processes; Inquiry; Vignettes; Reflective Teaching; Educational Theories; Transformative Learning; Critical Theory; Teacher Collaboration; Participatory Research; Praxis; Preservice Teacher Education; Aptitude Treatment Interaction
## abstract
## 29 All education proceeds within a complex array of epistemological and ontological factors that constitute a shifting and intricate learning environment for teachers, pre-service teachers and school students alike. We have expanded a "praxis inquiry" protocol into a "critical praxis" protocol for use in pre-service programs. A framework of collaborative practitioner research beginning with the community and cultural understandings of Freire has drawn us to the work of Bourdieu. Accordingly, we have introduced a process with pre-service teachers of constructing a collaborative habitus-field analysis throughout the year. This tracks and details the changing experience of participants as they come to grips with their new world of classrooms and teacher education and provides a fertile delta of ideas, uncertainties and possibilities for continuing discourse. Based on this reflexive process, members of the research team have written brief "vignettes" of their own changing understanding, following which other team members have written brief "commentaries" as ongoing professional dialogue. Preliminary analysis of our own reflexive understanding suggests that specific characteristics of the critical praxis protocol such as practice imagined and practice re-imagined are significant and that the complex mix of ideology critique, self-reflexive consciousness and emancipatory action may only receive superficial consideration by teacher educators.
## abstract_ja
## 29 すべての教育は、認識論的、存在論的要因の複雑な配列の中で進行しており、教師、現職教師、そして学校の生徒にとっても同様に、移り変わる複雑な学習環境を構成している。私たちは、「プラクシス探究」プロトコルを、現職前教育課程で使用するための「クリティカル・プラクシス」プロトコルに拡張した。フレイレのコミュニティと文化的理解から始まった共同実践者研究の枠組みは、ブルデューの仕事に私たちを引き寄せました。従って、私たちは現職教師とともに、一年を通して共同でハビトゥス-フィールド分析を構築するプロセスを導入した。これは、参加者が教室と教師教育という新しい世界を理解するにつれて変化する経験を追跡し、詳述するものであり、継続的な言説のためのアイデア、不確実性、可能性の肥沃な三角州を提供するものである。この内省的プロセスに基づき、研究チームのメンバーは、自身の理解の変化について簡単な「ヴィネット」を書き、それに続いて他のメンバーが、継続的な専門家としての対話として簡単な「コメント」を書いた。私たち自身のリフレクシス的理解を予備的に分析すると、想像された実践と再想像された実践といった批判的プラクシスプロトコルの特定の特徴が重要であり、イデオロギー批判、自己反省的意識、解放的行動の複雑な組み合わせは、教師教育者によって表面的にしか考慮されない可能性があることが示唆される。abs.ja[30,c(3:11,13:14)]## db.seq author year
## 30 eric.31 Rodriguez,Vanessa 2013
## title
## 30 The potential of systems thinking in teacher reform as theorized for the teaching brain framework
## journal volume number pages
## 30 Mind, Brain, and Education 7 2 77-85
## keywords
## 30 Race to the Top; ERIC, Current Index to Journals in Education (CIJE); Educational Change; Educational Practices; Systems Approach; Interaction; Classroom Environment; Teacher Improvement; Learning Processes; Master Teachers; Educational Theories; Change Strategies; Instructional Innovation; Teacher Student Relationship; Teaching Experience; Classroom Techniques; Neuropsychology; Teaching Methods; Aptitude Treatment Interaction
## abstract
## 30 The teaching brain is a dynamic system that is in constant interaction with the learning brain. If we fail to explore the teaching brain we will continue to design educational reform policies that ignore the most important lens in the classroom: the teachers'. Master teachers recognize their perspective and leverage their teaching brains to embody a systems thinking view of their practice.?If all teachers were taught how to recognize themselves as self-created, organized systems existing within the larger teaching-learning interaction, they would understand how their context and intentions affect the teacher-student interaction. Education reform must acknowledge and understand more about the teaching brain, how master teachers practice systems thinking and the mutually interacting brains of teacher and student if we hope to truly improve how we educate children. (Contains 3 endnotes.)
## abstract_ja
## 30 教える脳は、学習する脳と常に相互作用するダイナミックなシステムである。教える脳を探求しなければ、教室で最も重要なレンズである教師の脳を無視した教育改革政策を立案し続けることになる。もしすべての教師が、自分自身をより大きな教授と学習の相互作用の中に存在する自己創造的で組織化されたシステムとして認識する方法を教えられれば、自分の文脈や意図が教師と生徒の相互作用にどのような影響を与えるかを理解できるだろう。教育改革は、子どもたちの教育方法を真に改善したいと願うのであれば、教える脳について、優れた教師がどのようにシステム思考を実践しているか、教師と生徒の相互作用する脳について、もっと認識し、理解しなければならない。(注：3つの注を含む）abs.ja[31,c(3:11,13:14)]## db.seq author year
## 31 eric.32 Stephen,Christine and Stevenson,Olivia and Adey,Claire 2013
## title
## 31 Young children engaging with technologies at home: the influence of family context
## journal volume number pages
## 31 Journal of Early Childhood Research 11 2 149-164
## keywords
## 31 United Kingdom (Scotland); Scotland; ERIC, Current Index to Journals in Education (CIJE); Preschool Education; Case study; Interviews; Qualitative research; Family Attitudes; Learner Engagement; Access to Computers; Use Studies; Protocol Analysis; Interaction Process Analysis; Foreign Countries; Family Influence; Family Environment; Video Games; Case Studies; Young Children; Video Technology; Context Effect; Preferences; Preschool Children; Aptitude Treatment Interaction
## abstract
## 31 This article is about the ways in which young children engage with technological toys and resources at home and, in particular, the ways in which the family context makes a difference to young children’s engagement with these technologies. The data reviewed come from family interviews and parent-recorded video of four case study children as they used specific resources: a screen-based games console designed for family use, a technology-mediated reading scheme, a child’s games console and two technological "pets". We found the same repertoire of direct pedagogical actions across the families when they supported their children's use of the resources, yet the evidence makes it clear that the child's experience was different in each home. The article goes on to present evidence that four dimensions of family context made a difference to children’s engagement with technological toys and resources at home. We argue that understanding children’s experiences with technologies at home necessitates finding out about the distinct family contexts in which they engage with the resources. (Contains 2 tables.)
## abstract_ja
## 31 この論文は、幼児が家庭でどのようにテクノロジー玩具やリソースと関わっているか、特に、家庭の状況が幼児のこれらのテクノロジーへの関わり方にどのような違いをもたらしているかについて述べている。検討したデータは、家族用にデザインされたスクリーンベースのゲーム機、テクノロジーを媒介とした読書スキーム、子ども用ゲーム機、そして2つのテクノロジー「ペット」である。その結果、子どものリソース利用をサポートする際の直接的な教育的行為のレパートリーは、どの家庭でも同じであったが、子どもの体験はそれぞれの家庭で異なっていたことが明らかになった。この論文では、家庭の状況の4つの側面が、家庭における子どもの技術的玩具やリソースへの関与に違いをもたらしたという証拠を提示する。家庭における子どものテクノロジー体験を理解するためには、子どもたちがそのリソースと関わっている明確な家庭の文脈を知ることが必要であることを論じている。(2つの表を含む）abs.ja[32,c(3:11,13:14)]## db.seq author year
## 32 eric.33 D'Andrea,Katherine C. 2013
## title
## 32 Trust: a master teacher's perspective on why it is important: how to build it and its implications for mbe research
## journal volume number pages
## 32 Mind, Brain, and Education 7 2 86-90
## keywords
## 32 ERIC, Current Index to Journals in Education (CIJE); Cognitive Processes; Educational Environment; Educational Practices; Interaction; Classroom Environment; Conflict Resolution; Master Teachers; Interpersonal Relationship; Teacher Student Relationship; Teaching Experience; Trust (Psychology); Social Cognition; Interpersonal Competence; Aptitude Treatment Interaction
## abstract
## 32 Teaching is an interaction. It is a relationship between my students and myself. For successful interactions to take place there needs to be trust. In order for my students to be successful I have to be successful as well. My students and I have to have a variety of interactions. These interactions build trust, which leads to bonding. I believe these are the core components to success for myself and therefore my students. The environment that I work in also has to be about trust. I have to feel trusted to do my job in order to be successful. My experiences hopefully will lead to more research and the understanding of trust in the cognitive process of learning. (Contains 1 figure.)
## abstract_ja
## 32 教えることは相互作用です。生徒と私との関係です。相互作用を成功させるためには、信頼関係が必要です。生徒が成功するためには、私も成功しなければなりません。生徒と私はさまざまな交流を持たなければなりません。こうした交流が信頼関係を築き、絆を深めるのです。これらは私自身、ひいては生徒たちの成功の核となる要素だと信じています。私が働く環境もまた、信頼に基づいたものでなければなりません。成功するためには、信頼されていると感じなければなりません。私の経験が、より多くの研究と、学習の認知過程における信頼の理解につながることを願っています。図1abs.ja[33,c(3:11,13:14)]## db.seq
## 33 eric.34
## author
## 33 Van Wylen, David G. L. and Abdella,Beth R. J. and Dickinson,Shelly D. and Engbrecht,Jason J. and Vandiver,Rebecca
## year
## 33 2013
## title
## 33 Interdisciplinarity: the right "people", a supportive "place", and a "program" emerges
## journal volume number pages
## 33 CBE - Life Sciences Education 12 2 140-143
## keywords
## 33 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Educational Change; Interdisciplinary Approach; Biology; Science Course Improvement Projects; Change Strategies; Undergraduate Study; Case Studies; Unified Studies Curriculum; Best Practices; Effective Schools Research; Aptitude Treatment Interaction; Educational Innovation
## abstract
## 33 Twenty-first-century biology is inherently interdisciplinary. Every aspect of biology, from molecules to organisms to ecosystems, is richly informed by the physical, mathematical, and computational sciences. It is both an exciting and daunting time for biology educators--exciting because of the vast opportunity for important new discoveries that will come about in an interdisciplinary context, yet daunting for many current biology educators who were not trained within such a framework. The call for transformation of the undergraduate biology experience to better address interdisciplinarity is not new. At St. Olaf College, a liberal arts college with an undergraduate-only population of approximately] 3000, school administrators are fortunate in that their relatively small size allows for a certain degree of nimbleness as they consider changes that foster interdisciplinarity. In this essay, the authors share some perspectives and examples that have emerged for them over the past 10 years or so as they have attempted to offer a broadly interdisciplinary environment in which their students and faculty explore and understand biology. (Contains 1 figure.)
## abstract_ja
## 33 21世紀の生物学は、本質的に学際的なものです。分子から生物、生態系に至るまで、生物学のあらゆる側面が、物理学、数学、計算科学から豊かな情報を得ています。学際的な文脈の中で重要な新発見が生まれる可能性が大いにあるため、生物学の教育者にとってはエキサイティングな時代であると同時に、大変な時代でもあります。学際性によりよく対応するために、生物学の学士課程での経験を変革することを求める声 は、今に始まったことではありません。セント・オラフ・カレッジはリベラルアーツ・カレッジで、学部生のみの学生数は約3000人です。］3,000人という比較的小規模な大学であるため、学際性を育むための改革を検討する際にも、ある程度の機敏な対応が可能であるという点で恵まれている。このエッセイでは、過去10年ほどの間に、学生や教員が生物学を探求し理解するための幅広い学際的な環境を提供しようと試みてきた中で、著者が見えてきたいくつかの視点や事例を紹介する。図1abs.ja[34,c(3:11,13:14)]## db.seq author year
## 34 eric.35 Goldberg,Sanford 2013
## title
## 34 Epistemic dependence in testimonial belief, in the classroom and beyond
## journal volume number pages
## 34 Journal of Philosophy of Education 47 2 168-186
## keywords
## 34 ERIC, Current Index to Journals in Education (CIJE); Early Childhood Education; Educational Practices; Epistemology; Beliefs; Self Determination; Learning Processes; Inferences; Active Learning; Educational Objectives; Intellectual Freedom; Instructional Effectiveness; Young Children; Educational Philosophy; Teaching Methods; Teacher Effectiveness; Aptitude Treatment Interaction
## abstract
## 34 The process of education, and in particular that involving very young children, often involves students' taking their teachers' word on a good many things. At the same time, good education at every level ought to inculcate, develop, and support students' ability to think for themselves. While these two features of education need not be regarded as contradictory, it is not clear how they relate to one another, nor is it clear how (when taken together) these features ought to bear on educational practice itself. This article, which is largely programmatic, aims to provide tentative answers to these questions. (Contains 31 notes.)
## abstract_ja
## 34 教育の過程、特に幼い子供たちが関わる教育では、生徒が教師の言うことを鵜呑みにすることが多い。同時に、あらゆるレベルの優れた教育は、生徒が自分で考える力を養い、育て、支援するものでなければならない。教育におけるこの2つの特徴は矛盾するものではないが、それらが互いにどのように関係し合っているのか、また、これらの特徴がどのように教育実践そのものに影響を及ぼすべきなのか、明らかではない。本稿は、これらの疑問に対する暫定的な答えを提供することを目的としている。(31の注を含む）。abs.ja[35,c(3:11,13:14)]## db.seq author year
## 35 eric.36 Bennett,Susan V. 2013
## title
## 35 Effective facets of a field experience that contributed to eight preservice teachers' developing understandings about culturally responsive teaching
## journal volume number pages
## 35 Urban Education 48 3 380-419
## keywords
## 35 ERIC, Current Index to Journals in Education (CIJE); Elementary Secondary Education; Higher Education; Case study; Qualitative research; Student Teachers; Field Experience Programs; Reflection; Preservice Teachers; Culturally Relevant Education; Performance Factors; Tutoring; Instructional Effectiveness; Teacher Student Relationship; Knowledge Base for Teaching; Scaffolding (Teaching Technique); Barriers; After School Programs; Case Studies; Teaching Methods; Preservice Teacher Education; Student Diversity; Community Centers; Aptitude Treatment Interaction
## abstract
## 35 I investigated eight preservice teachers' understandings about culturally responsive pedagogy as they tutored children in writing from different ethnic, socioeconomic, cultural, and linguistic backgrounds in an afterschool program at a local community center. I utilized an embedded case study and chose constant comparison, within-case analysis and cross-case analysis. I recommend effective aspects of the field experience, which facilitated preservice teachers' development of deeper understandings about culturally responsive pedagogy: one-on-one student teacher interaction and scaffolding critical reflection. (Contains 2 tables.)
## abstract_ja
## 35 私は、地元のコミュニティセンターのアフタースクール・プログラムにおいて、異なる民族的、社会経済的、文化的、言語的背景を持つ子どもたちにライティングの個人指導を行う8人の現職教師の、文化的対応教育法についての理解を調査した。私は埋め込み型事例研究を利用し、定比例分析、事例内分析、事例間分析を選択した。私は、現職教師が文化的に対応した教育法についてより深い理解を深めることを促進した、現場体験の効果的な側面、すなわち、1対1の生徒教師の相互作用と批判的省察の足場づくりを推奨する。(2つの表を含む）abs.ja[36,c(3:11,13:14)]## db.seq author year title
## 36 eric.37 Murris,Karin 2013 The epistemic challenge of hearing child's voice
## journal volume number pages
## 36 Studies in Philosophy and Education 32 3 245-259
## keywords
## 36 ERIC, Current Index to Journals in Education (CIJE); Elementary Secondary Education; Social Justice; Educational Practices; Epistemology; Teaching Models; Adult Learning; Child Advocacy; Child Role; Learning Processes; Knowledge Base for Teaching; Child Psychology; Educational Philosophy; Hermeneutics; Teaching Methods; Aptitude Treatment Interaction
## abstract
## 36 Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child (as educator) and adult (as learner). Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers' prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults view education, knowledge, as much as child, and is even more extreme when child is also black. The idea is what Miranda Fricker calls "epistemic injustice" which occurs when someone is wronged specifically in their capacity as a knower. Although her work concerns gender and race, I extrapolate her radical ideas to (black) child. Awareness of the epistemic injustice that is done to children and my proposal for increased epistemic modesty and epistemic equality could help transform pedagogical spaces to include child subjects as educators. A way forward is suggested that involves "cracking" the concept of child and a different non-individualised conception of education.
## abstract_ja
## 36 教育哲学における古典的な概念区分は、個人主義的な主観性を前提としており、（教育者としての）子どもと（学習者としての）大人の間の空間で起こりうる学びを隠している。私は経験から得た2つの事例に基づき、大人は子どもとの教育的な出会いの中で、しばしば自分の耳に比喩的な棒を刺してしまうという議論を展開する。聞き手の偏見によって、子どもから提供された知識を聞き逃してしまう。これは、大人が子ども同様に教育や知識をどのように見ているかに関係しており、子どもが黒人である場合はさらに極端である。この考え方は、ミランダ・フリッカーが「認識論的不公正」と呼ぶもので、誰かが特に知識者としての能力において不当な扱いを受けたときに起こる。彼女の研究はジェンダーと人種に関わるものだが、私は彼女のラディカルな考えを（黒人の）子どもに外挿する。子どもたちに対して行われている認識論的不公正に対する認識と、認識論的謙虚さと認識論的平等を高めるための私の提案は、子どもの主体を教育者として取り込むための教育学的空間の変革に役立つだろう。子どもという概念に「亀裂」を入れ、教育の非個人化された概念を変えることで、前進する道が示唆される。abs.ja[37,c(3:11,13:14)]## db.seq author year
## 37 eric.38 Dixon,Kerryn 2013
## title
## 37 A change of perspective: seeing through children at the front of the classroom, to seeing children from the back of the classroom
## journal volume number pages
## 37 Studies in Philosophy and Education 32 3 273-284
## keywords
## 37 ERIC, Current Index to Journals in Education (CIJE); Elementary Secondary Education; Higher Education; Learner Engagement; Student Teachers; Student Teaching; Foreign Countries; Classroom Research; Knowledge Base for Teaching; Teacher Student Relationship; Classroom Techniques; Educational Philosophy; Preservice Teacher Education; Interpersonal Competence; Teacher Education Programs; Emotional Intelligence; Classroom Observation Techniques; Perspective Taking; Aptitude Treatment Interaction
## abstract
## 37 This article considers a noted trend by teacher educators at a South African University where student teachers seem to have very little connection with children they teach on their teaching practicals. This lack of engagement and ability to see individual children that are being taught and respond to them is the focus of the paper. The paper considers how such a circumstance may come into being by looking at socio-historical practices in education through a Foucauldian lens using the notions of government and governmentality. Ways in which people were managed and dominant forms of knowledge and being are in tension with curricular shift that construct children as competent and able. It then proposes that within teacher education a shift of perspective is needed in enabling students to "look" at the children in their classrooms in a deeper, more engaged way. This draws from research methods that use observation as for researchers to understand participants through their eyes (Hatch A, "Doing qualitative research in education settings," State University of New York Press, Albany, 2002). Three examples are given from classroom observations as a way of exploring what close observations of children can teach us about children's needs and interests. The paper concludes with a general framework students might draw on that places children as the focus in the classroom.
## abstract_ja
## 37 この論文では、南アフリカのある大学の教師教育者が指摘している、学生教師が教育実習で教える子どもたちとほとんど関わりがないように見える傾向について考察する。このような、教えている子どもたち一人ひとりを見て対応するという関わりや能力の欠如が、本稿の焦点である。本稿では、政府とガバメント性という概念を用いて、フーコー的なレンズを通して教育における社会史的実践を見ることで、このような状況がどのようにして生まれるのかを考察する。人々が管理される方法、知識と存在の支配的な形態は、子どもたちを有能で有能な存在として構築するカリキュラムの転換と緊張関係にある。そして、教師教育において、学生が教室の子どもたちをより深く、より深く関わる方法で「見る」ことができるようにするためには、視点の転換が必要であることを提案する。これは、研究者が彼らの目を通して参加者を理解するために観察を用いる研究方法から導き出される（Hatch A, 'Doing qualitative research in education settings,' State University of New York Press, Albany, 2002）。子どもの身近な観察が、子どものニーズや興味について何を教えてくれるかを探る方法として、教室観察から3つの例を挙げる。最後に、生徒が教室で子どもを中心に据える一般的な枠組みを紹介する。abs.ja[38,c(3:11,13:14)]## db.seq author year
## 38 eric.39 Forbes,Cory T. and Biggers,Mandy and Zangori,Laura 2013
## title
## 38 Investigating essential characteristics of scientific practices in elementary science learning environments: the practices of science observation protocol (p-sop)
## journal volume number pages
## 38 School Science and Mathematics 113 4 180-190
## keywords
## 38 ERIC, Current Index to Journals in Education (CIJE); Elementary Education; Learner Engagement; Educational Practices; Science Instruction; Professional Development; Classroom Environment; Scientific Literacy; Protocol Analysis; Scientific Concepts; Inquiry; Science Course Improvement Projects; Elementary School Science; Investigations; Protocol Materials; Classroom Observation Techniques; Aptitude Treatment Interaction
## abstract
## 38 Within the field of science education, there remains little agreement as to the definition and characteristics of classroom inquiry. The emerging emphasis on scientific practices in science education reform discourse is underpinned by a need to better articulate the constituent elements of inquiry-based science. While a small number of observation-based instruments have been developed to characterize science learning environments, few are explicitly aligned with theoretical constructs articulated by the National Research Council and/or have been substantially field-tested. We employ a newly developed instrument, the "Practices of Science Observation Protocol" (P-SOP), to investigate essential features of inquiry and scientific practices in which early learners engage in elementary classrooms. This research is part of a multiyear professional development program designed to support elementary teachers (K-5) in a large, urban school district to learn to better engage students in scientific practices. Project teachers video-recorded enacted science lessons ("n" = 124) which were used as data. Findings illustrate both essential features of inquiry and scientific practices observed in elementary classrooms, as well as establish the P-SOP as a valid and reliable observation protocol. These findings have important implications for the design of elementary science learning environments and associated research and development efforts in the field. (Contains 1 table and 3 figures.)
## abstract_ja
## 38 科学教育の分野では、教室での探究の定義や特徴について、まだほとんど合意が得られていない。科学的実践を重視する科学教育改革の言説は、探究型科学の構成要素をより明確にする必要性に支えられている。科学的学習環境を特徴づけるために、観察に基づく測定器がいくつか開発されているが、全米研究評議会によって明確にされた理論的構成要素に明確に沿ったもの、および／または実質的にフィールドテストされたものはほとんどない。我々は、小学校の教室で早期学習者が行っている探究と科学的実践の本質的な特徴を調査するために、新しく開発した「科学観察プロトコル」（P-SOP）を用いている。この研究は、都市部の大規模学区の小学校教員（幼稚園児から5年生）が、科学的実践に生徒がよりよく参加できるようになるための支援を目的とした、複数年にわたる専門能力開発プログラムの一環である。プロジェクトの教師は、実施された理科の授業をビデオ録画し（n'=124）、それをデータとして使用した。得られた知見は、小学校の教室で観察された探究と科学的実践の本質的な特徴を示すとともに、P-SOPが有効で信頼できる観察プロトコルであることを立証した。これらの知見は、小学校の科学学習環境の設計や、この分野における関連する研究開発の取り組みに重要な示唆を与えるものである。(1つの表と3つの図を含む。）abs.ja[39,c(3:11,13:14)]## db.seq author year
## 39 eric.40 Thornton,Holly 2013
## title
## 39 Middle level professors' perspectives regarding online teacher education
## journal volume number pages
## 39 Middle School Journal (J3) 44 4 30-39
## keywords
## 39 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Surveys & questionnaires; Qualitative research; Teacher Attitudes; Learner Engagement; Educational Practices; Electronic Learning; Online Courses; Interpersonal Relationship; Educational Objectives; Surveys; Performance Factors; Instructional Effectiveness; Teacher Educators; College Faculty; Teacher Education Programs; Aptitude Treatment Interaction
## abstract
## 39 This article reports findings from a survey of middle level teacher educators to determine their views of online teacher education. The questions were grounded in the literature about effective middle level education and the important aspects of providing teacher preparation unique to those seeking to teach young adolescent learners. The survey questions were derived from the following research questions: (1) What types of best practices are participants able to model and use consistently in online environments? (2) How are relationships and the social aspects of teaching impacted by online instruction? (3) How does online coursework impact student performance in terms of rigor and teaching for understanding? and (4) What do instructors perceive as the benefits of online teaching? What are their concerns? The survey was distributed to 125 middle level education professors from 38% of all states offering middle level licensure or endorsements. (Contains 7 figures.)
## abstract_ja
## 39 本稿では、中堅レベルの教師教育者を対象に、オンライン教師教育に対する彼らの見解を調査した結果を報告する。質問は、効果的なミドルレベル教育に関する文献と、若い思春期の学習者を教えようとする人々にとってユニークな教員養成を提供するための重要な側面に基づいたものである。アンケートの質問は、次のようなリサーチクエスチョンから導き出された：(1)参加者は、どのようなタイプのベストプラクティスをオンライン環境でモデル化し、一貫して使用することができるか？(2) オンライン指導によって、人間関係や指導の社会的側面はどのような影響を受けるか？(3) オンライン授業は、厳密性や理解のための授業という点で、学生の成績にどのような影響を与えるか？ (4) 教師はオンライン授業の利点として何を認識しているか？彼らの懸念は何か？調査は、中等教育免許または推薦状を授与している全州の38％から、125人の中等教育教授に配布された。(7図を含む）abs.ja[40,c(3:11,13:14)]## db.seq author year title
## 40 eric.41 Yano,Kazuo 2013 The science of human interaction and teaching
## journal volume number pages
## 40 Mind, Brain, and Education 7 1 19-29
## keywords
## 40 ERIC, Current Index to Journals in Education (CIJE); Cognitive Processes; Learning Theories; Interaction; Interaction Process Analysis; Learning Processes; Foreign Countries; Cognitive Psychology; Group Dynamics; Educational Theories; Teacher Student Relationship; Teaching Experience; Behavior Theories; Social Psychology; Aptitude Treatment Interaction
## abstract
## 40 There is a missing link between our understanding of teaching as high-level social phenomenon and teaching as a physiological phenomenon of brain activity. We suggest that the science of human interaction is the missing link. Using over one-million days of human-behavior data, we have discovered that "collective activenes" (CA), which indicates the simple high-frequency-motion ratio of a group to total time, plays a fundamental role. Even solo-work performance, such as telephone-sales success rate, is more influenced by CA than by one's individual skill level, which has been the conventional target of employee efficiency education. CA is experimentally found to drive people collectively to challenge for greater performance and happiness through a synchronized proactive mind. This is, in fact, deeply related to understanding the question "What is teaching?" (Contains 6 figures.)
## abstract_ja
## 40 高度な社会現象としての教育と、脳活動の生理学的現象としての教育との間には、ミッシングリンクがある。私たちは、人間の相互作用の科学がミッシングリンクであることを提案する。私たちは100万日以上の人間行動データを用いて、集団の単純な高頻度動きの総時間に対する比率を示す「集団的アクティヴィネス」（CA）が基本的な役割を果たしていることを発見した。電話営業の成功率に代表されるようなソロワークのパフォーマンスでさえも、従来の従業員効率化教育の対象であった個人のスキルレベルよりも、CAに大きく影響される。CAは実験的に、人々の積極的なマインドをシンクロさせることで、より高いパフォーマンスと幸福への挑戦を集団的に駆り立てることがわかっている。これは実は、「教えるとは何か」という問いを理解することと深く関係している（6図を含む）。abs.ja[41,c(3:11,13:14)]## db.seq author year
## 41 eric.42 Maheux,Jean-Francois and Roth,Wolff-Michael 2013
## title
## 41 Creating learning opportunities for teachers and students: a cultural-historical understanding of classroom research
## journal volume number pages
## 41 Curriculum Inquiry 43 2 233-260
## keywords
## 41 ERIC, Current Index to Journals in Education (CIJE); Elementary Secondary Education; Lesson Observation Criteria; Educational Environment; Educational Practices; Learning Theories; Cultural Context; Class Activities; Interaction; Interaction Process Analysis; Learning Processes; Educational Researchers; Group Dynamics; Educational Theories; Classroom Research; Instructional Innovation; Instructional Effectiveness; Educational History; Educational Opportunities; Aptitude Treatment Interaction
## abstract
## 41 There is considerable agreement about the fact that the presence of researchers in the classroom mediates teaching and learning. Why "should" two very different forms of human activity, one designed to study the other, interact and mediate each other? In this article, we propose cultural-historical activity theory as a framework for understanding the opportunities that arise for students and teachers from the presence of researchers in the classroom. From the perspective of cultural-historical activity theory and the concept of expansive learning, we articulate the significance of making use of the affordances that arise with the presence of researchers in educational settings. We analyze three vignettes from our research in elementary mathematics classrooms for the purpose of illustrating a cultural-historical activity theoretic explanation of the interaction. We conclude by suggesting that the "impact" of research can be increased at least locally when participants capitalize on the opportunities that arise for teaching and learning when researchers are present. (Contains 5 notes and 3 figures.)
## abstract_ja
## 41 教室における研究者の存在が、教育と学習を仲介しているという事実については、かなりの合意がある。一方が他方を研究するためにデザインされた、全く異なる2つの人間活動の形態が、なぜ「相互に作用し、媒介し合う」必要があるのだろうか。本稿では、教室に研究者が存在することによって生徒と教師に生じる機会を理解するための枠組みとして、文化史的活動理論を提案する。文化史的活動理論と拡大学習の概念から、教育現場における研究者の存在によって生じるアフォーダンスを活用することの意義を明確にする。この相互作用の文化史的活動理論的説明を説明する目的で、小学校の数学教室での研究から3つのビネットを分析する。結論として、研究者が存在するときに生じる教育や学習の機会を参加者が活用することで、研究の「インパクト」は少なくとも局所的には増大しうることを示唆する。(5つの注と3つの図を含む）。abs.ja[42,c(3:11,13:14)]## db.seq
## 42 eric.43
## author
## 42 Kuo,Yu-Chun and Walker,Andrew E. and Belland,Brian R. and Schroder,Kerstin E. E.
## year title
## 42 2013 A predictive study of student satisfaction in online education programs
## journal volume number
## 42 International Review of Research in Open and Distance Learning 14 1
## pages
## 42 16-39
## keywords
## 42 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Quantitative research; Surveys & questionnaires; Qualitative research; Regression analysis; Self Efficacy; Interaction; Self Management; Electronic Learning; Online Courses; Student Attitudes; Distance Education; Content Validity; Multiple Regression Analysis; Predictor Variables; Participant Satisfaction; Aptitude Treatment Interaction
## abstract
## 42 This paper is intended to investigate the degree to which interaction and other predictors contribute to student satisfaction in online learning settings. This was a preliminary study towards a dissertation work which involved the establishment of interaction and satisfaction scales through a content validity survey. Regression analysis was performed to determine the contribution of predictor variables to student satisfaction. The effects of student background variables on predictors were explored. The results showed that learner-instructor interaction, learner-content interaction, and Internet self-efficacy were good predictors of student satisfaction while interactions among students and self-regulated learning did not contribute to student satisfaction. Learner-content interaction explained the largest unique variance in student satisfaction. Additionally, gender, class level, and time spent online per week seemed to have influence on learner-learner interaction, Internet self-efficacy, and self-regulation. (Contains 8 tables.)
## abstract_ja
## 42 本稿は、オンライン学習環境において、相互作用やその他の予測因子が学生の満足度にどの程度寄与しているかを調査することを目的としている。これは学位論文に向けた予備的研究であり、内容妥当性調査を通じて相互作用と満足度の尺度を設定した。学生の満足度に対する予測変数の寄与を明らかにするために回帰分析を行った。学生の背景変数が予測変数に及ぼす影響についても検討した。その結果、学習者とインストラクターの相互作用、学習者とコンテンツの相互作用、インターネット自己効力感は、学生の満足度の良い予測因子であったが、学生間の相互作用と自己調整学習は学生の満足度に寄与しなかった。学習者とコンテンツの相互作用は、学生の満足度における独自の分散を最も大きく説明した。さらに、性別、クラスレベル、1週間あたりのオンライン利用時間は、学習者と学習者の相互作用、インターネット自己効力感、自己統制に影響を与えるようであった。(8つの表を含む）abs.ja[43,c(3:11,13:14)]## db.seq author year
## 43 eric.44 Hostetter,Carol 2013
## title
## 43 Community matters: social presence and learning outcomes
## journal volume number pages
## 43 Journal of the Scholarship of Teaching and Learning 13 1 77-86
## keywords
## 43 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Surveys & questionnaires; Qualitative research; Computer Mediated Communication; Intermode Differences; Online Courses; Writing Assignments; Mixed Methods Research; Educational Objectives; Discourse Analysis; Student Surveys; Social Networks; Content Analysis; Academic Achievement; Discourse Communities; Classroom Techniques; Evidence; Teaching Methods; Network Analysis; Social Psychology; Aptitude Treatment Interaction
## abstract
## 43 The study examines the relationship between social presence and students' learning outcomes. An emerging body of research connects social presence with learning outcomes in online coursework. Social presence is the "degree to which a person is perceived as a 'real person' in mediated communication" (Gunwardena & Zittle, 1997, p.9). The study of 121 student participants addresses the following questions: (1) What is the evidence of social presence in students' communication in an online discussion forum and in an attitudinal survey? (2) What pedagogical methods affect students' perceptions of social presence? (3) What is the relationship between social presence and students' learning outcomes? The regression model revealed that students with higher demonstrations of social presence in discussion forum posts had statistically significantly higher ratings on the CAT. This seems to indicate that social presence influences student outcomes on written assignments. (Contains 3 tables and 1 figure.)
## abstract_ja
## 43 この研究では、ソーシャルプレゼンスと学生の学習成果の関係を検証している。オンライン・コースワークにおいて、ソーシャル・プレゼンスと学習成果を関連付ける新たな研究が始まっている。ソーシャル・プレゼンスとは、「媒介されたコミュニケーションにおいて、ある人物が『実在の人物』として認識される度合い」のことである（Gunwardenaabs.ja[44,c(3:11,13:14)]## db.seq author year
## 44 eric.45 Webb,M. 2013
## title
## 44 Changing models for researching pedagogy with information and communications technologies
## journal volume number pages
## 44 Journal of Computer Assisted Learning 29 1 53-67
## keywords
## 44 ERIC, Current Index to Journals in Education (CIJE); Elementary Secondary Education; Higher Education; Educational Change; Educational Practices; Discussion (Teaching Technique); Teaching Models; Learning Processes; Research Methodology; Inquiry; Active Learning; Instructional Innovation; Formative Evaluation; Models; Technology Uses in Education; Teaching Methods; Pedagogical Content Knowledge; Aptitude Treatment Interaction; Information Technology
## abstract
## 44 This paper examines changing models of pedagogy by drawing on recent research with teachers and their students as well as theoretical developments. In relation to a participatory view of learning, the paper reviews existing pedagogical models that take little account of the use of information and communications technologies as well as those that are focused more specifically on technology-rich learning environments. A possible framework for understanding pedagogy is beginning to emerge, which can be applied to both face-to-face and online learning. This framework combines individual and group regulation of learning where pedagogical reasoning is transparent and shared between students, teachers, and others involved in students' learning. The framework needs to integrate the purposeful elements and sharing of roles characteristic of formative assessment in pedagogy as well as a learning culture that could enable supportive interaction. (Contains 6 figures and 1 note.)
## abstract_ja
## 44 本論文では、教師とその生徒を対象とした最近の調査や理論的な発展から、教育法のモデルの変化について考察する。参加型の学習観に関連して、本稿では、情報通信技術の利用をほとんど考慮しない既存の教育学モデルと、技術が豊富な学習環境に特化した教育学モデルを検討する。対面学習とオンライン学習の両方に適用できる、教育学を理解するための可能な枠組みが現れ始めている。この枠組みは、教育学的理由が透明で、生徒、教師、その他生徒の学習に関わる人々の間で共有されるような、個人とグループによる学習の規制を組み合わせたものである。このフレームワークは、教育学における形成的評価の特徴である、目的を持った要素や役割の共有、また支援的な相互作用を可能にする学習文化を統合する必要がある。(図6、注1）。abs.ja[45,c(3:11,13:14)]## db.seq
## 45 eric.46
## author
## 45 Jitendra,Asha K. and Rodriguez,Michael and Kanive,Rebecca and Huang,Ju-Ping and Church,Chris and Corroy,Kelly A. and Zaslofsky,Anne
## year
## 45 2013
## title
## 45 Impact of small-group tutoring interventions on the mathematical problem solving and achievement of third-grade students with mathematics difficulties
## journal volume number pages
## 45 Learning Disability Quarterly 36 1 21-35
## keywords
## 45 ERIC, Current Index to Journals in Education (CIJE); Grade 3; Intervention; Problem Solving; Intermode Differences; Small Group Instruction; Learning Disabilities; Pretests Posttests; At Risk Students; Word Problems (Mathematics); Tutoring; Mathematics Education; Teaching Methods; Mathematics Achievement; Reading Achievement; Achievement Gains; Mathematical Enrichment; Aptitude Treatment Interaction
## abstract
## 45 This intervention study compared the efficacy of small-group tutoring on the mathematics learning of third-grade students at risk for mathematics difficulty using either a school-provided standards-based curriculum (SBC) or a schema-based instruction (SBI) curriculum. The SBI curriculum placed particular emphasis on the underlying mathematical structure of additive problems to represent and solve word problems. At-risk students (N = 136) from 35 classrooms scoring below a proficiency level on their district accountability assessment were assigned randomly to treatment groups. Results indicated interaction effects on the word problem-solving (WPS) posttest and retention tests such that SBI students with higher incoming (pretest) WPS scores outperformed SBC students with higher pretest scores, whereas SBC students with lower pretest scores outperformed SBI students with lower pretest scores. No effects were found on number combinations automaticity, and mathematics and reading achievement. Implications to improve the problem-solving performance of at-risk students are discussed. (Contains 4 tables and 2 figures.)
## abstract_ja
## 45 この介入研究では、学校が提供する標準に基づいたカリキュラム（SBC）とスキーマに基づいた指導（SBI）のどちらかを用いて、数学が苦手なリスクのある小学3年生の数学学習に対する少人数制個別指導の効果を比較した。SBIカリキュラムでは、単語問題を表現し解くために、加法問題の基礎となる数学的構造に特に重点を置いた。35の学級のアットリスクの生徒（N = 136）が、地区アカウンタビリティ・アセスメントで習熟度以下の点数を取っており、無作為に治療群に割り付けられた。その結果、単語問題解決（WPS）事後テストとリテンション・テストにおける交互作用効果が示され、入学時（テスト前）のWPS得点が高いSBIの生徒は、テスト前の得点が高いSBCの生徒を上回ったが、テスト前の得点が低いSBCの生徒は、テスト前の得点が低いSBIの生徒を上回った。数の組み合わせの自動性、数学と読解の達成度には影響は見られなかった。リスクのある生徒の問題解決能力を向上させるための示唆が議論されている。(4つの表と2つの図を含む。）abs.ja[46,c(3:11,13:14)]## db.seq author year
## 46 eric.47 Britzman,Deborah P. 2013
## title
## 46 Between psychoanalysis and pedagogy: scenes of rapprochement and alienation
## journal volume number pages
## 46 Curriculum Inquiry 43 1 95-117
## keywords
## 46 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Self Efficacy; Educational Practices; Educational Environment; Student Teachers; Learning Theories; Instructional Development; Transformative Learning; Educational Theories; Educational Research; Projective Measures; Instructional Effectiveness; Teaching Experience; Psychological Patterns; Psychological Characteristics; Essays; Pedagogical Content Knowledge; Aptitude Treatment Interaction
## abstract
## 46 With the question of what is between psychoanalysis and pedagogy, this essay presents a psychoanalytic frame for thinking about the study of uncertainty in teaching and learning from the vantage of the education of the author and her notion of "difficult knowledge." I review my body of research through these dilemmas to picture a theory of learning curious about the fate of uncertainty and affected by the object of study namely, the human subject of education. Two problematics are explored: the theoretical impetus for representing a learning matrix through the vicissitudes of uncertainty, and second, commentary on an affected research. The essay suggests a research and writing style that returns to what could not be known from the immediacy of felt experience and that only later can be narrated as a story of the disparities, accidents, vacillations and fragmentary impressions that come to compose the problem that education as an emotional situation and as such difficult to know.
## abstract_ja
## 46 精神分析と教育学の間にあるものは何かという問いのもと、このエッセイでは、筆者の教育と彼女の「困難な知識」という概念から、教育や学習における不確実性の研究について考えるための精神分析的フレームを提示する。これらのジレンマを通して、不確実性の運命に好奇心を抱き、研究対象である教育という人間の主体に影響される学習理論を描くために、筆者の一連の研究をレビューする。不確実性の波乱を通して学習マトリックスを表現する理論的な原動力と、影響を受けた研究についての解説である。このエッセイは、感情的な状況としての教育、そしてそれゆえに知ることが困難な教育という問題を構成することになる、格差、偶然、揺らぎ、断片的な印象の物語として、後になって初めて語られることになる、感じた経験の即時性から知ることができなかったものに立ち戻る研究と執筆のスタイルを提案している。abs.ja[47,c(3:11,13:14)]## db.seq author year
## 47 eric.48 Holmes,Robyn M. and Liden,Sharon and Shin,Lisa 2013
## title
## 47 Children's thinking styles, play, and academic performance
## journal volume number pages
## 47 American Journal of Play 5 2 219-238
## keywords
## 47 Group Embedded Figures Test; ERIC, Current Index to Journals in Education (CIJE); Middle Schools; Correlation; Cognitive Style; Cultural Influences; Middle School Students; Play; Filipino Americans; Hawaiians; Academic Achievement; Standardized Tests; Preferences; Extracurricular Activities; Program Effectiveness; Aptitude Treatment Interaction
## abstract
## 47 Based on the study of seventy-four middle school children of mostly Filipino and part Hawaiian heritages, this article explores the relationships of children's thinking styles, play preferences, and school performance. Using the Group Embedded Figures Test, the Articulation of the Body Scale, and written responses to three questions, the authors found significant relationships between children's field-independent or field-dependent thinking styles and play preferences; play preferences and academic performance; thinking styles and academic performance; and thinking styles and cultural setting. They also discovered that children's preferences for sports related, both positively and negatively, to their scores on state-mandated tests for language and math; that children who preferred unstructured play activities tended to achieve academic success; and that cultural values were correlated to thinking style. The authors argue that their study has applied value for educators because it relates children's play preferences to other aspects of their life experiences, which can help school policy makers decide the extracurricular activities and the types of play they should encourage. (Contains 9 figures.)
## abstract_ja
## 47 この論文は、フィリピン人とハワイ人の血を引く中学生74人を対象に、子どもたちの思考スタイル、遊びの好み、学業成績の関係を調べたものである。筆者らは、集団埋没図形テスト、Articulation of the Body Scale、および3つの質問に対する筆記回答を用いて、子どもたちのフィールド非依存的またはフィールド依存的思考スタイルと遊びの好み、遊びの好みと学業成績、思考スタイルと学業成績、思考スタイルと文化的環境との間に有意な関係があることを発見した。また、子どもたちのスポーツへの嗜好は、国が定めた言語と算数のテストの得点とプラスにもマイナスにも関係していること、構造化されていない遊びを好む子どもは学業で成功を収める傾向があること、文化的価値観が思考スタイルと相関していることも発見した。また、文化的価値観は思考スタイルと相関していた。著者らは、子どもの遊びの嗜好を人生経験の他の側面と関連づけることで、学校政策立案者が奨励すべき課外活動や遊びのタイプを決定するのに役立つとして、この研究は教育者にとって応用価値があると論じている。(9図を含む）abs.ja[48,c(3:11,13:14)]## db.seq author year
## 48 eric.49 Russo-Gleicher,Rosalie 2013
## title
## 48 Qualitative insights into faculty use of student support services with online students at risk: implications for student retention
## journal volume number pages
## 48 Journal of Educators Online 10 1 1-32
## keywords
## 48 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Two Year Colleges; Qualitative research; Interviews; Grounded theory; Teacher Attitudes; Online Courses; Semi Structured Interviews; Community Colleges; Student Behavior; At Risk Students; School Holding Power; Referral; Academic Support Services; Aptitude Treatment Interaction
## abstract
## 48 This article provides qualitative insights into the ways that faculty can impact retention rates of online students. Semi-structured, in-depth interviews were conducted at random with 16 faculty who teach online courses at a community college in the Northeast. Faculty were asked to describe behaviors of online students that made them feel concerned, conversations with these students, and whether or not they referred these students to the college's student support services. Qualitative analysis using grounded theory methodology revealed that few faculty referred online students that they were concerned about to any of the student support services available at the college. Faculty who did not refer online students to student support services discussed a lack of knowledge about student support services, or did not believe in using these services. College administrators need to educate and encourage online faculty about using the wide variety of student support services that are available to community college students. Under-utilization of student support services can contribute to a low retention rate found in online courses. (Contains 1 table.)
## abstract_ja
## 48 この論文は、教員がオンライン学生の学習継続率にどのような影響を与えることができるかについて、定性的な洞察を提供するものである。北東部のコミュニティカレッジでオンラインコースを教えている16人の教員を対象に、無作為に半構造化、詳細なインタビューを行った。教員は、オンライン受講生が心配になるような行動、そのような受講生との会話、そのような受講生を大学の学生支援サービスに紹介したかどうかについて尋ねられた。グラウンデッド・セオリー（基礎理論）の方法論を用いた質的分析の結果、心配になったオンライン学生を大学で利用できる学生支援サービスのいずれかに紹介した教員はほとんどいなかった。オンライン学生を学生支援サービスに紹介しなかった教員は、学生支援サービスについての知識不足、またはこれらのサービスを利用することを信じていないことを議論した。大学の管理者は、コミュニティカレッジの学生が利用できる多様な学生支援サービスの利用について、オンライン教員を教育し、奨励する必要がある。学生支援サービスが十分に利用されていないことが、オンライン・コースで見られる定着率の低さにつながっている可能性がある。(1つの表を含む）abs.ja[49,c(3:11,13:14)]## db.seq author year
## 49 eric.50 Dorfman,Shari and Rosenberg,Ruth 2013
## title
## 49 Building a community that includes all learners
## journal volume number pages
## 49 Social Studies and the Young Learner 25 3 5-8
## keywords
## 49 United States; ERIC, Current Index to Journals in Education (CIJE); Elementary Secondary Education; Teachers; Educational Strategies; Enrichment Activities; Learner Engagement; United States--US; Class Activities; Instructional Development; Multiple Intelligences; Learning Activities; Instructional Innovation; Classroom Techniques; Best Practices; Lesson Plans; Aptitude Treatment Interaction
## abstract
## 49 One way to engage all students and ensure that they feel valued within a classroom is to provide opportunities for learning that tap into varied intelligences. According to Howard Gardner, "It is of the utmost importance that we recognize and nurture all of the varied human intelligences, and all of the combinations of intelligences." Because this reflects their thinking, the authors plan lessons that embrace more than one way of knowing. As a result, they have worked to "expand their repertoire of techniques, tools, and strategies beyond the typical linguistic and logical ones predominantly used in U.S. classrooms." They incorporate activities that honor multiple intelligences right from the start of their school year. When they offer possibilities within their lessons in this way, they enable students to experience success, which, in turn, encourages them to reach beyond their comfort level at subsequent points during the year. In this article, the authors share a set of lessons that they incorporate to achieve their goals: build community, set the tone for an appreciation of diversity, and tap into various intelligences to foster a sense of competence within their students. (Contains 9 notes.)
## abstract_ja
## 49 すべての生徒を教室に引き込み、生徒が教室で大切にされていると感じられるようにする一つの方法は、多様な知性を活用した学習の機会を提供することである。ハワード・ガードナーによると、「人間の多様な知性、そして知性の組み合わせのすべてを認識し、育てることが最も重要である」。この考え方が反映されているため、著者たちは複数の知り方を受け入れるようなレッスンを計画している。その結果、彼らは「米国の教室で主に使われている典型的な言語的、論理的なものを超えて、テクニック、ツール、戦略のレパートリーを広げる」ことに努めてきた。彼らは学年の初めから、複数の知性を尊重する活動を取り入れている。このように授業の中で可能性を提供することで、生徒が成功体験を得ることができ、その結果、その後の1年間で、生徒が快適なレベルを超えて到達することを促すのである。この記事では、著者が目標を達成するために取り入れている一連の授業を紹介する。それは、コミュニティを築き、多様性を認める基調を作り、さまざまな知性を活用し、生徒の有能感を育むことである。(9つの注を含む)abs.ja[50,c(3:11,13:14)]## db.seq author year
## 50 eric.51 Xu,Yi 2023
## title
## 50 Exploring individual differences in the prediction of awareness and improvement in trainee interpreters: an aptitude-treatment interaction approach
## journal volume number pages
## 50 Interpreter and Translator Trainer 17 1 133-154
## keywords
## 50 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Correlation; English (Second Language); Computer Software; Error Correction; Student Attitudes; Second Language Learning; Foreign Countries; Personality Traits; Accuracy; Second Language Instruction; Instructional Effectiveness; Second Languages; Undergraduate Students; China; Teaching Methods; Feedback (Response); Language Processing; Translation; Language Aptitude; Prediction; Learning Motivation; Short Term Memory; Individual Differences; Masters Programs; Metalinguistics; Chinese; Student Improvement; Error Patterns
## abstract
## 50 The research on interpreting aptitude has focused on the abilities, skills and personal traits of individuals in order to predict their future interpreting performance. However, an important variable between the personal characteristics and success of trainee interpreters in interpreter training, which is instructional practices, is overlooked. Consequently, the different outcomes that were seen in trainees with various characteristics could be attributed to their adaptations to different instructional conditions. In order to address this gap in the literature, this exploratory study used the aptitude-treatment interaction (ATI) paradigm to examine the interactions between individual differences in trainee interpreters and feedback treatment. The findings of regression analyses suggested that working memory capacity predicted interpreting improvement under explicit and mixed feedback conditions rather than implicit conditions, and motivation predicted performance in the mixed group. Working memory capacity also predicted trainees' awareness in the explicit and mixed feedback groups, but not the implicit group. The results also showed that feedback awareness predicted interpreting progress, and error awareness predicted an improvement in the mixed group. Based on these findings, this study highlighted the importance of instruction-related factors in the relationship between aptitude and interpreter training success.
## abstract_ja
## 50 通訳適性に関する研究は、将来の通訳パフォーマンスを予測するために、個人の能力、スキル、個人的特徴に焦点を当ててきた。しかし、通訳訓練における個人的特性と通訳訓練生の成功の間にある重要な変数、すなわち指導実践は見落とされている。その結果、様々な特性を持つ訓練生に見られた異なる成果は、異なる指導条件への適応に起因している可能性がある。このような文献的ギャップを解決するために、本研究では、適性-治療相互作用（ATI）パラダイムを用いて、通訳訓練生の個人差とフィードバック治療との相互作用を検討した。回帰分析の結果、ワーキングメモリ容量が、明示的フィードバック条件下と混合フィードバック条件下での通訳上達を暗黙的条件下よりも予測し、動機づけが混合グループでの成績を予測することが示唆された。また、ワーキングメモリ容量は、明示的フィードバック群および混合フィードバック群では訓練生の気づきを予測したが、暗黙的フィードバック群では予測しなかった。また、フィードバックの意識は通訳の上達を予測し、エラーの意識は混合グループでの上達を予測することが示された。以上の結果から、本研究は、適性と通訳訓練成功の関係における指導関連要因の重要性を浮き彫りにした。abs.ja[51,c(3:11,13:14)]## db.seq author year
## 51 eric.54 Johnson,Hailey A. and Adams,Peter N. and Antonenko,Pavlo D. 2022
## title
## 51 Geoapps: interactive numerical models of geomorphic processes and application in a post-secondary coastal processes course
## journal volume number pages
## 51 Journal of Geoscience Education 70 1 25-39
## keywords
## 51 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Intervention; Mathematics Instruction; Science Instruction; Geology; Computer Software; Scores; Student Attitudes; Computer Assisted Instruction; Physics; Outcomes of Education; Earth Science; Prerequisites; Comparative Analysis; Visual Aids; Instructional Effectiveness; Undergraduate Students; Science Tests; Marine Education; Barriers; Teaching Methods
## abstract
## 51 The vast extent to which quantitative prerequisites vary among post-secondary geoscience programs often presents a challenge for educators and students alike in courses for which math and physics are foundational. This study discusses the design of GEOAppS, a suite of educational numerical models, and its application toward lowering the barrier-to-entry for quantitative concepts in an upper-level post-secondary coastal processes course. GEOAppS is a software package, built in MATLAB®, that provides animated visualizations of course concepts through a graphical user interface. Nineteen students enrolled in the course participated in this study, which used a within-subjects experimental design, in which students alternated between experimental and control treatments, to evaluate the efficacy of GEOAppS at facilitating student understanding of quantitative concepts. GEOAppS was used as the experimental instructional intervention, while complementary, static visualizations (paper handouts) composed the control treatment. For each instructional treatment, students' learning outcomes were evaluated by: (a) a written exercise completed concurrently to the treatment, and (b) a course quiz administered the following week. Results indicate that students' performance on the written exercises was higher when using GEOAppS than with static visualizations; however, no significant difference between the two treatments was present in the delayed testing quiz scores. Additionally, the data suggest the existence of aptitude-treatment interaction, in which lower-performing students benefited more from GEOAppS than high-expertise students. An end of study survey of student perceptions showed that most students perceived greater learning from GEOAppS and preferred using the models to the static visuals.
## abstract_ja
## 51 中等教育後の地球科学課程では、定量的な前提条件が課程によって大きく異なるため、数学や物理が基礎となる課程では、教育者や学生にとって困難が伴うことが多い。本研究では、教育用数値モデル群であるGEOAppSの設計と、中等教育後の上級沿岸プロセスコースにおける定量的概念への参入障壁を下げるためのその応用について議論する。GEOAppSはMATLAB®で構築されたソフトウェアパッケージであり、グラフィカルユーザーインターフェースを介してコースの概念をアニメーションで可視化する。この研究には、このコースに在籍する19名の学生が参加し、実験と対照を交互に行う被験者内実験計画を用いて、学生の定量的概念の理解を促進するGEOAppSの有効性を評価した。GEOAppSは実験的な教育介入として使用され、補完的な静的視覚化（紙の配布物）が対照治療を構成した。各指導処置について、学生の学習成果は以下によって評価された：(a)治療と同時に行われた筆記試験と、(b)翌週に行われた小テストである。結果は、静的な可視化よりもGEOAppSを使用した場合の方が、記述式演習における学生の成績が高かったことを示している。しかし、遅延テストにおける小テストの得点では、2つの処置の間に有意な差は見られなかった。さらに、このデータは適性と処置の相互作用の存在を示唆しており、成績の低い生徒は高い生徒よりもGEOAppSの恩恵を受けた。生徒の認識に関する研究終了時の調査では、ほとんどの生徒がGEOAppSからより大きな学びを感じており、静的なビジュアルよりもモデルを使用することを好んでいることが示された。abs.ja[52,c(3:11,13:14)]## db.seq author year
## 52 eric.55 Bolibaugh,Cylcia and Foster,Pauline 2021
## title
## 52 Implicit statistical learning in naturalistic and instructed morphosyntactic attainment: an aptitude-treatment interaction design
## journal volume number pages
## 52 Language Learning 71 4 959-1003
## keywords
## 52 ERIC, Current Index to Journals in Education (CIJE); Decision Making; Correlation; Polish; Task Analysis; English (Second Language); Language Aptitude; Age Differences; Second Language Learning; Learning Processes; Grammar; Short Term Memory; Immersion Programs; Comparative Analysis; Language Tests; Morphology (Languages); Auditory Stimuli; Cognitive Ability; Predictor Variables; Phonology; Bilingualism; Language Usage; Teaching Methods; Syntax
## abstract
## 52 We investigated the potential influence of implicit learning mechanisms on L2 morphosyntactic attainment by examining the relationship between age of onset (AoO), two cognitive abilities hypothesized to underlie implicit learning (phonological short-term memory and implicit statistical learning), and performance on an auditory grammaticality judgment test (GJT). Participants were 71 Polish-English long-term bilinguals with a wide range of AoOs (1-35 years) who differed in their context of learning and use (immersed vs. instructed). In immersed learners, we observed a growing dissociation between performance on grammatical and ungrammatical sentences as AoO was delayed. This effect was attenuated in those with better phonological short-term memory and statistical learning abilities and is consistent with a decline in the ability to learn from implicit negative evidence. In instructed learners, GJT performance was subject to additive effects of AoO and grammaticality and was not associated with either cognitive predictor, suggesting that implicit learning mechanisms were not involved.
## abstract_ja
## 52 我々は、暗黙的学習メカニズムがL2形態統語の達成に及ぼす潜在的影響について、学習開始年齢（AoO）、暗黙的学習の根底にあると仮定される2つの認知能力（音韻短期記憶と暗黙的統計学習）、聴覚的文法性判定テスト（GJT）の成績との関係を調べることによって調査した。参加者は、学習と使用の状況（没入型と指示型）が異なる、幅広い年齢層（1～35歳）のポーランド語と英語の長期バイリンガル71名であった。没頭型学習者では、AoOが遅れるにつれて、文法的文と非文法的文の成績に差が生じることが観察された。この効果は、音韻短期記憶や統計的学習能力の高い学習者では弱く、暗黙の否定的証拠から学習する能力の低下と一致した。指示された学習者では、GJTの成績はAoOと文法性の相加効果に左右され、どちらの認知的予測因子とも関連しなかったことから、暗黙的学習メカニズムが関与していないことが示唆された。abs.ja[53,c(3:11,13:14)]## db.seq author year
## 53 eric.57 Ruiz,Simón and Rebuschat,Patrick and Meurers,Detmar 2021
## title
## 53 The effects of working memory and declarative memory on instructed second language vocabulary learning: insights from intelligent call
## journal volume number pages
## 53 Language Teaching Research 25 4 510-539
## keywords
## 53 ERIC, Current Index to Journals in Education (CIJE); Adult Education; Higher Education; Postsecondary Education; Correlation; Task Analysis; English (Second Language); News Reporting; Web Based Instruction; Second Language Learning; German; Computer Assisted Instruction; Adult Students; Second Language Instruction; Instructional Effectiveness; Semantics; Cognitive Ability; Language Proficiency; Teaching Methods; Prediction; Grammar; Phrase Structure; Short Term Memory; Individual Differences; Comparative Analysis; Vocabulary Development; College Students; Language Tests; Reading Comprehension; Advanced Students; Internet; Native Language; Verbs
## abstract
## 53 The extent to which learners benefit from instruction may be largely dependent on their individual abilities. However, there is relatively little work on the interaction between instructional effectiveness in second language learning and learner individual factors. In this study, we investigated the relationship between instruction, individual differences in cognitive abilities (working memory and declarative memory), and second language vocabulary acquisition in the context of web-based intelligent computer assisted language learning (ICALL). To this end, 127 adult learners of English, predominantly advanced-level, German-speaking learners, read news texts on the web for about two weeks using an ICALL system under two instructional conditions: form-focused and meaning-focused instruction. Learners in the form-focused condition read and completed automatically-generated multiple-choice gaps where phrasal verbs appeared in the text, while learners in the meaning-focused condition simply read and did not complete any gaps. Mixed-effects regression analyses showed that working memory was associated with vocabulary acquisition and that this association depended on the instructional context, with working memory being predictive of learning only in the form-focused condition, suggesting an aptitude-treatment interaction. Furthermore, declarative memory abilities were related to learning only as measured by the Continuous Visual Memory Task, and the relationship was not moderated by instructional condition. Overall, the study contributes to accounting for variability in second language learning in general, as well as in instructional contexts supported by intelligent CALL.
## abstract_ja
## 53 学習者が指導からどの程度恩恵を受けるかは、学習者個人の能力に大きく依存すると考えられる。しかし、第二言語学習における指導効果と学習者の個人的要因との相互作用に関する研究は比較的少ない。本研究では、ウェブベースの知的コンピュータ支援言語学習（ICALL）の文脈において、学習指導と認知能力（ワーキングメモリと宣言記憶）の個人差、第二言語語彙習得との関係を調査した。この目的のため、127名の成人英語学習者（主にドイツ語圏の上級レベルの学習者）が、2つの指導条件（形式重視の指導と意味重視の指導）のもと、ICALLシステムを用いて約2週間ウェブ上のニューステキストを読んだ。形に焦点を当てた条件の学習者は、文章中に句動詞が登場する箇所を読み、自動生成された複数選択肢のギャップを埋めたが、意味に焦点を当てた条件の学習者は、単に読み、ギャップを埋めなかった。混合効果回帰分析の結果、ワーキングメモリは語彙習得と関連し、この関連は指導文脈に依存することが示された。ワーキングメモリが学習の予測因子となったのは、形式に焦点を当てた条件のみであり、適性と治療の相互作用を示唆した。さらに、宣言的記憶能力は、連続視覚記憶課題によって測定された学習のみに関連しており、その関係は指導条件によって緩和されなかった。全体として、本研究は、一般的な第二言語学習、および知的CALLによって支援される教育文脈におけるばらつきを説明することに貢献する。abs.ja[54,c(3:11,13:14)]## db.seq author year
## 54 eric.58 Maniktala,Mehak and Cody,Christa and Barnes,Tiffany and Chi,Min 2020
## title
## 54 Avoiding help avoidance: using interface design changes to promote unsolicited hint usage in an intelligent tutor
## journal volume number
## 54 International Journal of Artificial Intelligence in Education 30 4
## pages
## 54 637-667
## keywords
## 54 ERIC, Current Index to Journals in Education (CIJE); Cues; Design; Intelligent Tutoring Systems; Problem Solving; Help Seeking; Academic Persistence; Computer Interfaces; Aptitude Treatment Interaction
## abstract
## 54 Within intelligent tutoring systems, considerable research has investigated hints, including how to generate data-driven hints, what hint content to present, and when to provide hints for optimal learning outcomes. However, less attention has been paid to "how" hints are presented. In this paper, we propose a new hint delivery mechanism called "Assertions" for providing unsolicited hints in a data-driven intelligent tutor. Assertions are "partially-worked" example steps designed to appear within a student workspace, and in the same format as student-derived steps, to show students a possible subgoal leading to the solution. We hypothesized that Assertions can help address the well-known "hint avoidance" problem. In systems that only provide hints upon request, hint avoidance results in students not receiving hints when they are needed. Our unsolicited Assertions do not seek to improve student help-seeking, but rather seek to ensure students receive the help they need. We contrast Assertions with Messages, text-based, unsolicited hints that appear after student inactivity. Our results show that Assertions significantly increase unsolicited hint usage compared to Messages. Further, they show a significant aptitude-treatment interaction between Assertions and prior proficiency, with Assertions leading students with low prior proficiency to generate shorter (more efficient) posttest solutions faster. We also present a clustering analysis that shows patterns of productive persistence among students with low prior knowledge when the tutor provides unsolicited help in the form of Assertions. Overall, this work provides encouraging evidence that hint presentation can significantly impact how students use them and using Assertions can be an effective way to address help avoidance.
## abstract_ja
## 54 知的チュータリングシステムでは、データ駆動型ヒントの生成方法、提示すべきヒント内容、最適な学習結果を得るためのヒント提示のタイミングなど、ヒントに関する研究が数多く行われてきた。しかし、「どのように」ヒントを提示するかについてはあまり注目されていない。本論文では、データ駆動型インテリジェント・チューターにおいて、未承諾のヒントを提供するための「アサーション」と呼ばれる新しいヒント提供メカニズムを提案する。アサーションは、生徒のワークスペース内に表示されるように設計された「部分的に実行された」サンプルステップであり、生徒が作成したステップと同じ形式で、解答につながる可能性のあるサブゴールを生徒に示す。アサーションは、よく知られている「ヒント回避」問題の解決に役立つという仮説を立てました。要求に応じてのみヒントを提供するシステムでは、ヒント回避の結果、生徒は必要なときにヒントを受け取ることができません。私たちの未承諾のアサーションは、生徒が助けを求めることを改善しようとするのではなく、生徒が必要な助けを確実に受け取れるようにしようとするものです。私たちは、アサーションと、生徒が何もしていないときに表示されるテキストベースの未承諾ヒントのメッセージを比較します。その結果、アサーションはメッセージと比較して、未承諾ヒントの利用を有意に増加させることがわかった。さらに、アサーションと事前習熟度の間に有意な適性-治療交互作用があり、アサーションは事前習熟度の低い生徒がより短い（より効率的な）試験後の解答をより速く生成することを示す。また、家庭教師がアサーションという形で未承諾の支援を提供した場合に、事前知識の低い生徒の間で生産的な持続性が見られるパターンを示すクラスタリング分析も示している。全体として、この研究は、ヒントの提示が学生のヒントの使い方に大きな影響を与え、アサーションを使用することがヘルプ回避に対処する効果的な方法であるという心強い証拠を提供する。abs.ja[55,c(3:11,13:14)]## db.seq
## 55 eric.59
## author
## 55 Bogomolova,Katerina and van der Ham, Ineke J. M. and Dankbaar,Mary E. W. and van den Broek, Walter W. and Hovius,Steven E. R. and van der Hage, Jos A. and Hierck,Beerend P.
## year
## 55 2020
## title
## 55 The effect of stereoscopic augmented reality visualization on learning anatomy and the modifying effect of visual-spatial abilities: a double-center randomized controlled trial
## journal volume number pages
## 55 Anatomical Sciences Education 13 5 558-567
## keywords
## 55 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Visualization; Medical Students; Anatomy; Spatial Ability; Knowledge Level; Undergraduate Students; Educational Technology; Computer Simulation; Human Body; Visual Perception; Models; Technology Uses in Education
## abstract
## 55 Monoscopically projected three-dimensional (3D) visualization technology may have significant disadvantages for students with lower visual-spatial abilities despite its overall effectiveness in teaching anatomy. Previous research suggests that stereopsis may facilitate a better comprehension of anatomical knowledge. This study evaluated the educational effectiveness of stereoscopic augmented reality (AR) visualization and the modifying effect of visual-spatial abilities on learning. In a double-center randomized controlled trial, first- and second-year (bio)medical undergraduates studied lower limb anatomy with stereoscopic 3D AR model (n = 20), monoscopic 3D desktop model (n = 20), or two-dimensional (2D) anatomical atlas (n = 18). Visual-spatial abilities were tested with Mental Rotation Test (MRT), Paper Folding Test (PFT), and Mechanical Reasoning (MR) Test. Anatomical knowledge was assessed by the validated 30-item paper posttest. The overall posttest scores in the stereoscopic 3D AR group (47.8%) were similar to those in the monoscopic 3D desktop group (38.5%; P = 0.240) and the 2D anatomical atlas group (50.9%; P = 1.00). When stratified by visual-spatial abilities test scores, students with lower MRT scores achieved higher posttest scores in the stereoscopic 3D AR group (49.2%) as compared to the monoscopic 3D desktop group (33.4%; P = 0.015) and similar to the scores in the 2D group (46.4%; P = 0.99). Participants with higher MRT scores performed equally well in all conditions. It is instrumental to consider an aptitude-treatment interaction caused by visual-spatial abilities when designing research into 3D learning. Further research is needed to identify contributing features and the most effective way of introducing this technology into current educational programs.
## abstract_ja
## 55 単眼鏡で投影される3次元（3D）視覚化技術は、解剖学教育において全体的に有効であるにもかかわらず、視覚・空間的能力の低い学生にとっては重大な欠点がある可能性がある。先行研究は、立体視が解剖学的知識のより良い理解を促進する可能性を示唆している。本研究では、立体視による拡張現実（AR）視覚化の教育効果と、視覚空間能力が学習に及ぼす修飾効果を評価した。二重施設無作為化比較試験において、医学部1年生および2年生を対象に、立体視3D ARモデル（n＝20）、単眼視3Dデスクトップモデル（n＝20）、または二次元（2D）解剖学アトラス（n＝18）を用いて下肢解剖学を学習させた。視覚空間能力は、メンタルローテーションテスト（MRT）、ペーパーフォールディングテスト（PFT）、メカニカル推論（MR）テストでテストされた。解剖学的知識は、有効な30項目のペーパーポストテストで評価された。立体視3D AR群（47.8％）のポストテスト総合得点は、単眼式3Dデスクトップ群（38.5％；P = 0.240）および2D解剖学アトラス群（50.9％；P = 1.00）と同程度であった。視覚空間能力テストのスコアで層別化すると、MRTのスコアが低い生徒は、立体視3D AR群（49.2％）で、モノスコピック3Dデスクトップ群（33.4％；P = 0.015）と比較して、テスト後のスコアが高く、2D群（46.4％；P = 0.99）と同程度であった。MRTのスコアが高い参加者は、どの条件でも同じように良好な結果を示した。3D学習に関する研究を計画する際には、視覚-空間能力に起因する適性と治療の相互作用を考慮することが重要である。3D学習に寄与する特徴や、この技術を現在の教育プログラムに導入する最も効果的な方法を特定するためには、さらなる研究が必要である。abs.ja[56,c(3:11,13:14)]## db.seq
## 56 eric.61
## author
## 56 Fuchs,Douglas and Kearns,Devin M. and Fuchs,Lynn S. and Elleman,Amy M. and Gilbert,Jennifer K. and Patton,Samuel and Peng,Peng and Compton,Donald L.
## year
## 56 2019
## title
## 56 Using moderator analysis to identify the first-grade children who benefit more and less from a reading comprehension program: a step toward aptitude-by-treatment interaction
## journal volume number pages
## 56 Exceptional children 85 2 229-247
## keywords
## 56 ERIC, Current Index to Journals in Education (CIJE); Grade 1; Primary Education; Elementary Education; Early Childhood Education; Academic Aptitude; Tutors; Reading Fluency; Decoding (Reading); Reading Instruction; Reading Difficulties; Control Groups; Reading Programs; Experimental Groups; Tutoring; Reading Comprehension; Tennessee (Nashville); Early Reading; Aptitude Treatment Interaction
## abstract
## 56 Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program's decoding/fluency and reading comprehension dimensions (DF and COMP), creating DF and DF+COMP treatments to parse the value of COMP. Students (N = 125) were randomly assigned to the two active treatments and controls. Treatment children were tutored three times per week for 21 weeks in 45-min sessions. Children in DF and DF+COMP together performed more strongly than controls on word reading and comprehension. However, pretreatment word reading appeared to moderate these results such that children with weaker beginning word reading across the treatments outperformed similarly low-performing controls to a significantly greater extent than treatment children with stronger beginning word reading outperformed comparable controls. DF+COMP children did not perform better than DF children. Study limitations and implications for research and practice are discussed.
## abstract_ja
## 56 幼い読者に読解力を教えることの重要性と、その実施や評価の頻度の低さから、我々は1年生の読解力育成のための包括的なプログラムを考案した。プログラムのデコーディング・フルエンシーと読解の次元（DFとCOMP）の成分分析を行い、COMPの価値を解析するためにDFとDF COMPの処理を作成した。生徒（N = 125）は、2つの積極的治療と対照に無作為に割り付けられた。治療群の児童は、週3回、21週間、45分のセッションで個人指導を受けた。DFとDFのCOMPを併用した児童は、単語の読解力と理解力において対照群よりも高い成績を示した。しかし、治療前の単語読解は、これらの結果を中程度にするようであり、治療全体を通して、初めの単語読解が弱い児童は、初めの単語読解が強い治療児童が同程度の対照児童よりも有意に高い程度に、同様の低成績の対照児童を上回った。DF COMPの子どもはDFの子どもよりも成績が良くなかった。研究の限界と研究および実践への影響について考察する。abs.ja[57,c(3:11,13:14)]## db.seq author
## 57 eric.62 Shen,Shitian and Mostafavi,Behrooz and Barnes,Tiffany and Chi,Min
## year
## 57 2018
## title
## 57 Exploring induced pedagogical strategies through a markov decision process framework: lessons learned
## journal volume number pages
## 57 Journal of Educational Data Mining 10 3 27-68
## keywords
## 57 North Carolina; ERIC, Current Index to Journals in Education (CIJE); Decision Making; Correlation; Intelligent Tutoring Systems; Mathematics Instruction; United States--US; Equations (Mathematics); Problem Solving; Markov Processes; Student Behavior; Guidelines; Pretests Posttests; Course Descriptions; Mathematics Tests; Rewards; Academic Achievement; Reinforcement; Data Analysis; Teaching Methods
## abstract
## 57 An important goal in the design and development of Intelligent Tutoring Systems (ITSs) is to have a system that adaptively reacts to students' behavior in the short term and effectively improves their learning performance in the long term. Inducing effective pedagogical strategies that accomplish this goal is an essential challenge. To address this challenge, we explore three aspects of a Markov Decision Process (MDP) framework through four experiments. The three aspects are: 1) "reward function," detecting the impact of immediate and delayed reward on effectiveness of the policies; 2) "state representation," exploring ECR-based, correlation-based, and ensemble feature selection approaches for representing the MDP state space; and 3)"policy execution," investigating the effectiveness of stochastic and deterministic policy executions on learning. The most important result of this work is that there exists an aptitude-treatment interaction (ATI) effect in our experiments: the policies have significantly different impacts on the particular types of students as opposed to the entire population. We refer the students who are sensitive to the policies as the Responsive group. All our following results are based on the Responsive group. First, we find that an immediate reward can facilitate a more effective induced policy than a delayed reward. Second, The MDP policies induced based on low correlation-based and ensemble feature selection approaches are more effective than a Random yet reasonable policy. Third, no significant improvement was found using stochastic policy execution due to a ceiling effect.
## abstract_ja
## 57 インテリジェント・チュータリング・システム（ITS）の設計と開発における重要な目標は、短期的には生徒の行動に適応的に反応し、長期的には学習成績を効果的に向上させるシステムを持つことである。この目標を達成するための効果的な教育戦略を導き出すことは、本質的な課題である。この課題を解決するために、マルコフ決定過程（MDP）フレームワークの3つの側面を4つの実験を通して探求する。その3つの側面とは1)「報酬関数」：即時報酬と遅延報酬がポリシーの有効性に与える影響を検出する、2)「状態表現」：MDP状態空間を表現するためのECRベース、相関ベース、アンサンブル特徴選択アプローチを探索する、3)「ポリシー実行」：確率的ポリシー実行と決定論的ポリシー実行が学習に与える有効性を調査する。この研究の最も重要な結果は、我々の実験には適性-治療交互作用（ATI）効果が存在することである。我々は、政策に敏感な生徒を「反応グループ」と呼ぶ。以下の結果はすべてResponsiveグループに基づいている。第一に、即時報酬は遅延報酬よりも効果的な誘導政策を促進することができる。第二に、低相関ベースおよびアンサンブル特徴選択アプローチに基づいて誘導されたMDP政策は、ランダムでありながら合理的な政策よりも効果的である。第三に、確率的政策実行を用いた場合、天井効果による有意な改善は見られなかった。abs.ja[58,c(3:11,13:14)]## db.seq author year
## 58 eric.63 Weidlich,Joshua and Bastiaens,Theo J. 2018
## title
## 58 Technology matters--the impact of transactional distance on satisfaction in online distance learning
## journal volume
## 58 International Review of Research in Open and Distributed Learning 19
## number pages
## 58 3 222-242
## keywords
## 58 Germany; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Regression analysis; Quantitative research; Correlation; Test Reliability; Computer Mediated Communication; Regression (Statistics); Electronic Learning; Online Courses; Test Validity; Foreign Countries; Interpersonal Relationship; Student Surveys; Distance Education; Undergraduate Students; Multiple Regression Analysis; Questionnaires; Predictor Variables; Replication (Evaluation); Technology Uses in Education; Social Isolation; Participant Satisfaction; Aptitude Treatment Interaction
## abstract
## 58 Transactional distance (TD), the perception of psychological distance between the student and his peers, his instructor/teacher, and the learning content, has long been a prominent construct in research on distance education. Today, distance education primarily takes place over the internet, with technology mediating engagement and communication. Because transactional distance in online distance learning will always rely on technologically-mediated communication or interaction, we argue that in order to get the full picture, this aspect of technological mediation needs to be considered. For this purpose, we introduce a new scale for measuring transactional distance between students and the learning technology (TDSTECH), comprised of two interrelated dimensions. Reliability, convergent, and discriminant validity suggest a suitable scale. Preliminary inferential analyses are conducted with multiple linear regression and mediation analysis. Regression models show that TDSTECH is the single most important predictor of satisfaction in this population. This may have important implications for practitioners trying design and facilitate satisfying online distance learning experiences. Also, mediator analysis reveals that TDSTECH mediates the relationship between TD student-teacher and satisfaction, but not for TD student-content. Surprisingly, TD student-student shows no significant relationship with satisfaction. Implications for practice and further research are discussed.
## abstract_ja
## 58 トランザクショナル・ディスタンス（TD）とは、生徒と仲間、指導者・教師、学習内容との間に心理的な距離があると感じることであり、遠隔教育に関する研究において長い間、顕著な構成要素となってきた。今日、遠隔教育は主にインターネット上で行われ、テクノロジーが学習への参加とコミュニケーションを仲介している。オンライン遠隔教育におけるトランザクショナル・ディスタンスは、常にテクノロジーを媒介としたコミュニケーションや相互作用に依存しているため、全体像を把握するためには、このようなテクノロジー媒介の側面を考慮する必要があると主張する。この目的のために、我々は、相互に関連する2つの次元からなる、学生と学習技術との間の取引距離を測定するための新しい尺度（TDSTECH）を導入する。信頼性、収束妥当性、判別妥当性から、適切な尺度であることが示唆される。予備的推論として、重回帰分析と媒介分析を行った。回帰モデルは、TDSTECHがこの集団における満足度の唯一で最も重要な予測因子であることを示している。このことは、満足のいくオンライン遠隔学習体験をデザインし、促進しようとする実務家にとって重要な意味を持つかもしれない。また、メディエーター分析により、TDSTECHはTD学生-教師間の満足度の関係を媒介するが、TD学生-コンテンツ間の関係は媒介しないことが明らかになった。意外なことに、TD学生-生徒は満足度と有意な関係を示さなかった。実践とさらなる研究への示唆が議論されている。abs.ja[59,c(3:11,13:14)]## db.seq author year
## 59 eric.64 Nguyen,Hoang and Terry,Daniel R. 2017
## title
## 59 English learning strategies among efl learners: a narrative approach
## journal volume number pages
## 59 IAFOR Journal of Language Learning 3 1 4-19
## keywords
## 59 Vietnam; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Interviews; Qualitative research; Teacher Attitudes; Educational Environment; English (Second Language); Learning Strategies; Semi Structured Interviews; Student Attitudes; Foreign Countries; Individual Differences; Barriers; College Second Language Programs; Aptitude Treatment Interaction
## abstract
## 59 Language learning strategies (LLSs) are believed to be influenced by individual differences as well as environmental and contextual factors. Therefore, the effective use of LLSs is determined by various factors, including both learning and learner variables. This dynamic and complex nature of LLSs renders it appropriate to use a qualitative approach to undertake research into this issue. This paper details the qualitative findings from a larger-scale study on English LLSs among tertiary students in the context of Vietnam. The data was gathered from semi-structured interviews with 10 English as a foreign language (EFL) teaching staff and 10 EFL students at a university in Vietnam. Interviews were conducted in Vietnamese lasting 30 to 40 minutes, and were audio recorded with consent. The interview questions for students focussed on their general attitudes and lived experiences of LLSs. Similarly, the interview questions for EFL staff were structured around their general attitudes. The interview data were translated into English, rechecked, and thematically analysed. The findings are of a textual and interpretative nature with emerging themes and issues related to the attitudes towards and actual use of LLSs among the target learners. The findings provide practical implications for practitioners, researchers and educational policy makers alike.
## abstract_ja
## 59 言語学習ストラテジー(LLSs)は、個人差だけでなく、環境や文脈の要因にも影響されると考えられている。したがって、LLSの効果的な使用は、学習と学習者の両方の変数を含む様々な要因によって決定される。このようなLLSのダイナミックで複雑な性質から、質的アプローチを用いてこの問題を研究することが適切であると考えられる。本論文では、ベトナムの高等教育機関の学生を対象とした英語のLLSに関する大規模な研究から得られた定性的な知見について詳述する。データは、ベトナムの大学の外国語としての英語（EFL）教員10名とEFL学生10名を対象とした半構造化インタビューから収集した。インタビューはベトナム語で30～40分間行われ、同意を得た上で録音された。学生へのインタビューでは、LLSに対する一般的な態度や生活体験に焦点を当てた。同様に、EFLスタッフへのインタビュー質問は、彼らの一般的な態度を中心に構成された。インタビュー・データは英語に翻訳され、再チェックされた後、テーマ別に分析された。その結果、対象学習者のLLSに対する態度と実際の使用に関するテーマや問題が浮かび上がり、テキスト的かつ解釈的な性質が明らかになった。この調査結果は、実務家、研究者、教育政策立案者に実用的な示唆を与えるものである。abs.ja[60,c(3:11,13:14)]## db.seq author year
## 60 eric.65 Jacques,Peter J. 2017
## title
## 60 Dialectics and the megamachine: a critique of ersatz education
## journal volume number pages
## 60 Journal of Political Science Education 13 2 211-224
## keywords
## 60 ERIC, Current Index to Journals in Education (CIJE); Educational Environment; Educational Practices; Intermode Differences; Online Courses; Classroom Communication; Critical Thinking; Interpersonal Communication; Educational Quality; Teacher Student Relationship; Context Effect; Classroom Techniques; Aptitude Treatment Interaction
## abstract
## 60 This article proposes that the learning environment matters, and that there are qualitative differences in online versus face-to-face classes. While online education provides some benefits, they also narrow the opportunities for dialectical conflict that thoroughly challenge student thinking, an interaction more likely to be found in real-time conversations. In person, there is more opportunity for an instructor to challenge the reasoning of students in real time, and for students to ask probing and follow-up questions. The article considers the structure of educational dialectic suggested by important thinkers including Galtung, Habermas, and Buber. Online education is then situated as a technology that interferes with human relations and dialectical reasoning and fits within the notion of technics and the megamachine advanced by Lewis Mumford, which dehumanizes personal interactions with instrumental processes for growth and efficiency. Students follow suit by focusing more on the instrumental absorption of course content to pass the course, instead of higher order critique. Of particular interest to political science education is that if conversational dialectics are weakened in universities, and therefore polities--and the technics are simply considered a natural replacement for in-person conversation--the opportunities to teach critical reasoning required for critique of complex political phenomena are also narrowed. We might temper the dangers of the megamachine by reflexively discussing the political economy of online teaching itself with our students and by starting to expect synchronous conversation, which will open dialectical opportunities.
## abstract_ja
## 60 本稿では、学習環境は重要であり、オンライン授業と対面授業には質的な違いがあることを提案する。オンライン教育には利点もあるが、生徒の思考に徹底的に挑戦するような弁証法的対立の機会も狭められてしまう。対面授業では、講師がリアルタイムで学生の推論に異議を唱えたり、学生が突っ込んだ質問やフォローアップの質問をしたりする機会が増える。この記事では、ガルトゥング、ハーバーマス、ブーバーなどの重要な思想家が示唆する教育弁証法の構造を考察する。そしてオンライン教育は、人間関係や弁証法的推論を妨げるテクノロジーとして位置づけられ、ルイス・マンフォードによって提唱されたテクニクスやメガマシンという概念の中に収まる。学生もそれに倣い、高次の批評ではなく、コースに合格するためにコース内容を道具的に吸収することに重点を置く。政治学教育にとって特に興味深いのは、もし大学、ひいては政治において会話による弁証法が弱められ、技術的なものが単に対面での会話の自然な代替物とみなされるなら、複雑な政治現象の批評に必要な批判的推論を教える機会も狭められるということである。私たちは、オンライン教育そのものの政治経済について学生と反射的に話し合い、弁証法的な機会を開く同期的な会話を期待し始めることで、メガマシンの危険性を和らげることができるかもしれない。abs.ja[61,c(3:11,13:14)]## db.seq author year
## 61 eric.66 DiGiacomo,Daniela K. and Gutiérrez,Kris D. 2017
## title
## 61 Seven "chilis": making visible the complexities in leveraging cultural repertories of practice in a designed teaching and learning environment
## journal volume number pages
## 61 Pedagogies: An International Journal 12 1 41-57
## keywords
## 61 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Educational Environment; Educational Practices; Interaction; College School Cooperation; Teaching Skills; Preservice Teachers; Discourse Analysis; Culturally Relevant Education; Faculty Development; Teaching Methods; Novices; Aptitude Treatment Interaction
## abstract
## 61 Drawing upon four years of research within a social design experiment, we focus on how teacher learning can be supported in designed environments that are organized around robust views of learning, culture, and equity. We illustrate both the possibility and difficulty of helping teachers disrupt the default teaching scripts that privilege traditional forms of participation, support, and hierarchal relations, as well as disrupt static and reductive notions of culture. In doing so, we hope to make visible the complexities of leveraging cultural repertoires of practice within a designed learning environment in which novice teachers work to negotiate both common sense and normative conceptualizations of learning and culture.
## abstract_ja
## 61 社会デザイン実験における4年間の研究をもとに、学習、文化、公平性についての強固な見解を中心に組織されたデザインされた環境において、教師の学習がどのようにサポートされうるかに焦点を当てる。伝統的な形の参加、支援、上下関係を優遇するデフォルトの教育スクリプトを破壊し、静的で還元的な文化の概念を破壊することを教師が支援する可能性と難しさの両方を説明する。そうすることで、新米教師が学習と文化に関する常識的な概念化と規範的な概念化の両方について交渉するために設計された学習環境の中で、実践の文化的レパートリーを活用することの複雑さを可視化することができる。abs.ja[62,c(3:11,13:14)]## db.seq author year
## 62 eric.67 Emlek,Baris and Akturk,Ahmet O. 2017
## title
## 62 Student views with regard to the web-based problem solving method
## journal volume number
## 62 International Journal of Research in Education and Science 3 1
## pages
## 62 180-192
## keywords
## 62 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Correlation; Self Efficacy; Learning Strategies; Problem Solving; Web Based Instruction; Programming; Student Attitudes; Semi Structured Interviews; Student Motivation; Undergraduate Students; Skill Development; Qualitative Research; Teaching Methods; Preferences; Usability; Aptitude Treatment Interaction
## abstract
## 62 The purpose of this study is to determine the views of 2nd year students at a university who received the Programming course designed in accordance with the Web-based Problem Solving Method about the said method (WBPSM). The views of 11 students selected from among the 29 students who had taken the course on a voluntary basis were elicited concerning WBPSM. In this study, in which the qualitative research method was used, the semi-structured interview technique was used as the data collection instrument. The interview form, which consisted of 11 open-ended questions, was administered to the 11 students, who had taken the course. As a result of the analysis of the data obtained from the students, it was seen that the students had stated that WBPSM supported individual learning, raised interest in the course, ensured non-spatial learning, increased their self-confidence in learning on their own, gained them problem solving ability, enabled them to assume responsibility in learning, encouraged them investigate, saved time and that it was applicable for other courses, too.
## abstract_ja
## 62 本研究の目的は、Webベースの問題解決手法に従って設計されたプログラミングコース（WBPSM）を受講した某大学の2年生が、WBPSMについてどのように考えているかを明らかにすることである。受講生29名の中から任意で選ばれた11名からWBPSMに関する意見を聴取した。質的研究法を用いた本研究では、データ収集手段として半構造化インタビュー技法を用いた。11の自由形式の質問からなるインタビュー・フォームを、コースを受講した11人の学生に実施した。学生から得られたデータを分析した結果、学生は、WBPSMが個人の学習を支援し、コースへの関心を高め、非空間的な学習を保証し、自分で学習する自信を高め、問題解決能力を獲得し、学習における責任を負うことを可能にし、調査を奨励し、時間を節約し、他のコースにも適用できると述べていることがわかった。abs.ja[63,c(3:11,13:14)]## db.seq
## 63 eric.68
## author
## 63 Ruzek,Erik A. and Hafen,Christopher A. and Allen,Joseph P. and Gregory,Anne and Mikami,Amori Y. and Pianta,Robert C.
## year
## 63 2016
## title
## 63 How teacher emotional support motivates students: the mediating roles of perceived peer relatedness, autonomy support, and competence
## journal volume number pages
## 63 Learning and Instruction 42 <NA> 95-103
## keywords
## 63 United States (Mid Atlantic States); ERIC, Resources in Education (RIE); Middle Schools; Secondary Education; Junior High Schools; Teacher Influence; Teacher Behavior; Competence; Structural Equation Models; Middle School Students; Emotional Experience; Interaction Process Analysis; Affective Behavior; Student Empowerment; Student Motivation; Peer Relationship; Teacher Student Relationship; Randomized Controlled Trials; Middle School Teachers; Mediation Theory; Statistical Analysis; Aptitude Treatment Interaction
## abstract
## 63 Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.
## abstract_ja
## 63 マルチレベル媒介分析により、生徒が年度半ばに報告した自律性、仲間との関係性、能力に関する教室での体験が、年度初めの情緒的に支持的な教師と生徒の相互作用（独立に観察）と、生徒が報告した習得意欲と行動関与の年度中の変化との関連を媒介するかどうかを検証した。学年初めに教師がより感情的に支援的であることが観察された場合、青年は学年を通じて行動的関与と習得意欲が高まったと報告した。学年半ばの生徒の報告によると、情緒的に支援的な教室では、青少年は日々の活動において自律性を発揮する発達段階に適した機会をより多く経験し、仲間との関係もより良好であった。教師による情緒的サポートが生徒の学習意欲と学習関与に及ぼす間接的効果を分析した結果、米国12校の中学・高校教師68人の教室に在籍する960人の生徒（11～17歳）のサンプルにおいて、自律性と仲間との関係性の経験が有意な媒介効果を示したが、能力信念は媒介効果を示さなかった。abs.ja[64,c(3:11,13:14)]## db.seq
## 64 eric.69
## author
## 64 Vassiou,Aikaterini and Mouratidis,Athanasios and Andreou,Eleni and Kafetsios,Konstantinos
## year
## 64 2016
## title
## 64 Students' achievement goals, emotion perception ability and affect and performance in the classroom: a multilevel examination
## journal volume number pages
## 64 Educational Psychology 36 5 879-897
## keywords
## 64 Greece; Motivated Strategies for Learning Questionnaire; Patterns of Adaptive Learning Survey; ERIC, Current Index to Journals in Education (CIJE); Secondary Education; Self Efficacy; Correlation; Emotional Response; Foreign Countries; Language Teachers; Affective Behavior; Mathematics Teachers; Secondary School Students; Likert Scales; Student Motivation; Achievement Need; Measures (Individuals); Academic Achievement; Goal Orientation; Aptitude Treatment Interaction
## abstract
## 64 Performance at school is affected not only by students' achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students' achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes and their Greek language and mathematics teachers. Results from multilevel analyses indicated that students' mastery-approach and performance-approach goals were positively related to positive affect whereas performance-avoidance goals were negatively related to positive affect. At class-level, relationships between achievement goals and affect were moderated by students' emotion perception ability. These findings highlight the importance of emotion abilities and their role in motivational processes for class-level outcomes.
## abstract_ja
## 64 学校での成績は、生徒の達成目標だけでなく、クラスメートや教師間の感情交流にも影響される。本研究では、生徒の達成目標と感情認知能力、およびクラスの影響と成績との関係を調査した。参加者は、49クラスのギリシア青年期の生徒949名と、そのギリシア語教師および数学教師であった。マルチレベル分析の結果、生徒の達成目標（mastery-approach）および達成目標（performance-approach）はポジティブな情動と正の相関を示し、達成目標（performance-avoidance）はポジティブな情動と負の相関を示した。クラスレベルでは、達成目標と感情との関係は、生徒の感情知覚能力によって調整された。これらの知見は、クラスレベルの成果に対する情動能力の重要性と動機づけ過程におけるその役割を強調するものである。abs.ja[65,c(3:11,13:14)]## db.seq
## 65 eric.70
## author
## 65 Hernández-Bravo,Juan R. and Cardona-Moltó,M. C. and Hernández-Bravo,José A.
## year
## 65 2016
## title
## 65 The effects of an individualised ict-based music education programme on primary school students' musical competence and grades
## journal volume number pages
## 65 Music Education Research 18 2 176-194
## keywords
## 65 Spain; ERIC, Current Index to Journals in Education (CIJE); Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6; Quasiexperimental Design; Music Teachers; Elementary School Students; Scores; Music Techniques; Musical Instruments; Foreign Countries; Control Groups; Pretests Posttests; Experimental Groups; Aptitude; Music Activities; Music; Music Education; Statistical Analysis; Information Technology; Music Theory
## abstract
## 65 The purpose of this study was to examine the effect of an information and communications technology (ICT)-based individualised music education programme on primary students' musical competence. A 2 × 3 aptitude treatment interaction factorial design was used to assess the impact of the programme as a function of students' musical aptitude (MA) (low-average-high) and type of intervention (experimental vs. control). Participants were a convenient sample of 90 fifth- and sixth-grade students drawn from one public primary school in Albacete, Spain. Results indicated that average and high musically able participants developed a significantly higher competence in audition, vocal expression, instrumental expression, musical language, movement and dance, as well as in arts and culture in the ICT-based than in the non-ICT-based programme, while those with low MA appeared to benefit more from the non-ICT-based programme suggesting that students responded differently to the two types of interventions. Results are discussed in terms of implications to better adapt music teaching for student diversity.
## abstract_ja
## 65 本研究の目的は、情報通信技術（ICT）を活用した個別音楽教育プログラムが小学生の音楽的能力に及ぼす影響を検討することであった。生徒の音楽的適性（MA）（低-平均-高）と介入の種類（実験対対照）の関数として、プログラムの影響を評価するために、2×3の適性治療交互作用の要因デザインを用いた。参加者は、スペインのアルバセーテにある公立小学校の5年生と6年生の生徒90人である。その結果、音楽的に平均的な能力を持つ生徒と高い能力を持つ生徒が、ICTを用いたプログラムでは、そうでないプログラムよりも、オーディション、声楽表現、楽器表現、音楽言語、運動、ダンス、そして芸術と文化において有意に高い能力を身につけた一方、MAが低い生徒は、ICTを用いないプログラムからより多くの恩恵を受けたようであった。結果は、生徒の多様性に音楽教育をよりよく適応させるための示唆という観点から議論されている。abs.ja[66,c(3:11,13:14)]## db.seq author year
## 66 eric.72 Giossos,Yiannis and Koutsouba,Maria and Mavroidis,Ilias 2016
## title
## 66 Development of an instrument for measuring learner-teacher transactional distance
## journal volume number pages
## 66 American Journal of Distance Education 30 2 98-108
## keywords
## 66 Greece; Bartletts Test of Sphericity; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Qualitative research; Factor analysis; Quantitative research; Surveys & questionnaires; Multivariate Analysis; Teacher Behavior; Test Reliability; Beliefs; Psychometrics; Test Validity; Foreign Countries; Affective Behavior; Goodness of Fit; Graduate Students; Student Surveys; Gender Differences; Test Construction; Teacher Student Relationship; Measures (Individuals); Questionnaires; Social Distance; Familiarity; Emotional Intelligence; Aptitude Treatment Interaction
## abstract
## 66 An instrument was developed to assess the perceived learner-teacher transactional distance in the context of the Hellenic Open University and to provide psychometric evidence of reliability and validity of the interpretation of the scores derived from the scale. First, an elicitation study gathered information on students' beliefs and feelings about their teachers' behavior. Two dimensions of learner-teacher transactional distance, namely, co-understanding and awareness, were revealed. Then, an item pool was developed and the preliminary questionnaires (one for each dimension) were field tested on 60 postgraduate students who commented on their clarity. Reliability and validity were then tested using exploratory and confirmatory factor analysis with two samples of 220 and 201 postgraduate students. The confirmatory factor analysis results indicated good model fit for the dimensions of co-understanding and awareness. Univariate "F" tests showed no significant difference between males and females for (a) co-understanding of cognitive skills and aptitudes, (b) co-understanding of emotional state, (c) awareness of cognitive skills and aptitudes, and (d) awareness of emotional state. A final questionnaire included ten items for the co-understanding dimension and fifteen items for the awareness dimension.
## abstract_ja
## 66 ヘレニック・オープン・ユニバーシティの文脈における学習者と教師の取引距離の認知を評価するための尺度を開発し、その尺度から導かれる得点の解釈の信頼性と妥当性に関する心理測定学的証拠を提供した。まず、教師の行動に対する学生の信念と感情に関する情報を収集した。その結果、学習者と教師の相互作用的距離の2つの次元、すなわち、「共同理解」と「気づき」が明らかになった。次に、項目プールを作成し、予備的質問紙（各次元に1枚ずつ）を60名の大学院生にフィールドテストし、その明確さについてコメントを得た。その後、220名と201名の大学院生を対象に、探索的因子分析と確認的因子分析を用いて信頼性と妥当性を検証した。確認的因子分析の結果、「共同理解」と「気づき」の次元について、モデルの適合性が良好であることが示された。単変量'F'検定の結果、(a)認知的スキルと適性についての共同理解、(b)感情状態についての共同理解、(c)認知的スキルと適性についての自覚、(d)感情状態についての自覚については、男女間に有意差は見られなかった。最終的な質問票には、共通理解の次元に10項目、自覚の次元に15項目が含まれた。abs.ja[67,c(3:11,13:14)]## db.seq author year title
## 67 eric.73 Lo,Mun L. and Chik,Pakey P. M. 2016 Two horizons of fusion
## journal volume number pages
## 67 Scandinavian Journal of Educational Research 60 3 296-308
## keywords
## 67 Hong Kong; ERIC, Current Index to Journals in Education (CIJE); Vocabulary; Cognitive Processes; Correlation; Learning Theories; Classroom Environment; Foreign Countries; Inquiry; China; Data Analysis; Hong Kong China; Schematic Studies; Chinese; Astronomy; Aptitude Treatment Interaction
## abstract
## 67 In this paper, we aim to differentiate the internal and external horizons of "fusion." "Fusion" in the internal horizon relates to the structure and meaning of the object of learning as experienced by the learner. It clarifies the interrelationships among an object's critical features and aspects. It also illuminates the part-whole relationships of these features and aspects with the object itself. "Fusion" in the external horizon elucidates the relationships between the object of learning and its environment as seen by the learner. These relationships extend beyond the object's boundaries. This paper uses classroom data to show how these two horizons of "fusion" function at different levels and scopes to help learners achieve a deeper understanding of objects of learning.
## abstract_ja
## 67 本稿では、「融合」の内的地平と外的地平を区別することを目的とする。内的視野における「融合」は、学習者が経験する学習対象の構造と意味に関係する。それは対象の重要な特徴や側面の相互関係を明らかにする。また、これらの特徴や側面と対象そのものとの部分-全体の関係も明らかにする。外的視野における「融合」は、学習者が見ている学習対象とその環境との関係を明らかにする。これらの関係は、対象の境界を越えて広がっていく。この論文では、学習者が学習対象をより深く理解するために、これら2つの「融合」の地平がどのように異なるレベルやスコープで機能するかを、授業データを用いて示す。abs.ja[68,c(3:11,13:14)]## db.seq author year
## 68 eric.74 D'Amato,Rik C. and Wang,Yuan Y. 2015
## title
## 68 Using a brain-based approach to collaborative teaching and learning with asians
## journal volume number pages
## 68 New Directions for Teaching and Learning <NA> 143 41-60
## keywords
## 68 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Intervention; Team Teaching; Learning Strategies; Student Evaluation; Cooperative Learning; Advocacy; Evidence; Teaching Methods; Neuropsychology; Asians; Aptitude Treatment Interaction
## abstract
## 68 This chapter advocates for a more contemporary ecological neuropsychology approach, where brain-learner-environmental interactions are the focus of study, assessment, and evidence-based intervention.
## abstract_ja
## 68 本章では、より現代的な生態学的神経心理学的アプローチを提唱し、脳-学習者-環境の相互作用が研究、評価、エビデンスに基づく介入の焦点となる。abs.ja[69,c(3:11,13:14)]## db.seq author year
## 69 eric.75 Yang,Kai-Ti and Wang,Tzu-Hua and Chiu,Mei-Hung 2015
## title
## 69 Study the effectiveness of technology-enhanced interactive teaching environment on student learning of junior high school biology
## journal volume number
## 69 EURASIA Journal of Mathematics, Science & Technology Education 11 2
## pages
## 69 263-275
## keywords
## 69 Taiwan; ERIC, Current Index to Journals in Education (CIJE); Junior High Schools; Secondary Education; Middle Schools; Qualitative research; Quantitative research; Surveys & questionnaires; Experimental design; Quasi-experimental design; Multimedia Instruction; Quasiexperimental Design; Educational Environment; Student Attitudes; Biology; Foreign Countries; Pretests Posttests; Experimental Groups; Student Surveys; Instructional Effectiveness; Teacher Student Relationship; Academic Achievement; Teaching Methods; Protocol Materials; Statistical Analysis; Aptitude Treatment Interaction; Discussion (Teaching Technique); Constructivism (Learning); Intermode Differences; Multimedia Materials; Control Groups; Junior High School Students; Conventional Instruction; Summative Evaluation; Technology Uses in Education; Technology Integration
## abstract
## 69 This research investigates the effectiveness of integrating Interactive Whiteboard (IWB) into the junior high school biology teaching. This research adopts a quasi-experimental design and divides the participating students into the conventional ICT-integrated learning environment and IWB-integrated learning environment. Before teaching, students took the pre-test of summative assessment. The entire teaching process was recorded as a teaching video for analysis of teacher-student verbal interactions. Finally, students took the post-test of summative assessment and Constructivist Multimedia Learning Environment Survey (Maro & Fraser, 2005). The findings show that students in the IWB group have significantly better learning effectiveness. They also tend to have more positive attitudes towards their learning environment. The verbal interactions in the IWB group tend to involve less lecturing and more active participation by students.
## abstract_ja
## 69 本研究は、中学校の生物教育におけるインタラクティブ・ホワイトボード（IWB）の導入効果について検討するものである。本研究は準実験的デザインを採用し、参加生徒を従来のICTを統合した学習環境とIWBを統合した学習環境に分けた。授業を行う前に、生徒は総括評価のプレテストを受けた。教師と生徒の言葉のやりとりを分析するために、授業プロセス全体がビデオとして録画された。最後に、学生は総括評価の事後テストと構成主義マルチメディア学習環境調査（Maroabs.ja[70,c(3:11,13:14)]## db.seq author year
## 70 eric.76 Radovan,Marko and Makovec,Danijela 2015
## title
## 70 Relations between students' motivation, and perceptions of the learning environment
## journal volume number pages
## 70 Center for Educational Policy Studies Journal 5 2 115-138
## keywords
## 70 Slovenia; Motivated Strategies for Learning Questionnaire; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Surveys & questionnaires; Qualitative research; Student Satisfaction; Correlation; Motivation Techniques; Educational Environment; Learning Strategies; Student Characteristics; Regression (Statistics); Student Attitudes; Foreign Countries; Graduate Students; Student Motivation; Performance Factors; Questionnaires; Predictor Variables; Goal Orientation; Individual Development; Rating Scales; Aptitude Treatment Interaction
## abstract
## 70 In this research, we have examined the characteristics of university students' motivation and its connection with perceptions of the learning environment. Higher education teachers often find it challenging to decide how to organize their lectures and what instructional strategy they should use to be most effective. Therefore, we endeavoured to determine which characteristics of the learning environment best predict the motivational orientation of students and their satisfaction with the course. The survey included 120 postgraduate students of the Faculty of Arts at the University of Ljubljana. In order to measure their motivation, we employed several scales of the Motivated Strategies for Learning Questionnaire (Pintrich et al., 1991). For the purpose of this research, we created a new questionnaire for their evaluation of the learning environment. The results revealed a high correlation between the intrinsic goal orientation, self-efficacy, and control beliefs. The most important factors of the learning environment that are connected with the formation of intrinsic goal-orientation and the enjoyment of education are the perception of the usefulness of the studied topics, a feeling of autonomy, and teacher support. To an extent, these findings are supported by the findings of those authors who recommend using those methods of teaching that are in compliance with the student-centred understanding of teaching and learning.
## abstract_ja
## 70 本研究では、大学生のモチベーションの特徴と学習環境に対する認識との関連について検討した。高等教育の教師は、講義をどのように構成し、どのような指導戦略を用いれば最も効果的であるかを決定することに困難を感じることが多い。そこで我々は、学習環境のどのような特徴が学生の動機づけ志向やコースへの満足度を最もよく予測するかを明らかにすることに努めた。調査対象は、リュブリャナ大学芸術学部の大学院生120名である。学生の動機づけを測定するために、学習動機づけ質問票（Motivated Strategies for Learning Questionnaire）（Pintrich et al.、1991）のいくつかの尺度を用いた。また、本研究の目的のために、学習環境を評価するための新しい質問票を作成した。その結果、内発的目標志向、自己効力感、統制信念の間に高い相関関係があることが明らかになった。内発的目標志向の形成と教育の楽しさに関連する学習環境の最も重要な要因は、学習テーマの有用性の認識、自律性の感覚、教師のサポートである。これらの知見は、生徒中心の教育・学習理解に準拠した教育方法の使用を推奨している著者らの知見にもある程度裏付けられている。abs.ja[71,c(3:11,13:14)]## db.seq
## 71 eric.77
## author
## 71 Huang,Xiaoxia and Chandra,Aruna and DePaolo,Concetta and Cribbs,Jennifer and Simmons,Lakisha
## year
## 71 2015
## title
## 71 Measuring transactional distance in web-based learning environments: an initial instrument development
## journal volume number pages
## 71 Open Learning 30 2 106-126
## keywords
## 71 United States (Midwest); ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Factor analysis; Quantitative research; College Programs; Course Content; Educational Environment; Structural Equation Models; Test Reliability; Web Based Instruction; Online Courses; Test Validity; Personal Autonomy; Educational Theories; Interpersonal Relationship; Likert Scales; Student Surveys; Peer Relationship; Test Construction; Distance Education; Teacher Student Relationship; Usability; Aptitude Treatment Interaction
## abstract
## 71 This study was an initial attempt to operationalise Moore's transactional distance theory by developing and validating an instrument measuring the related constructs: dialogue, structure, learner autonomy and transactional distance. Data were collected from 227 online students and analysed through an exploratory factor analysis. Results suggest that the instrument, in general, shows promise as a valid and reliable measure of the constructs related to transactional distance theory. Potential refinement of the instrument and future research directions are included at the end of the article.
## abstract_ja
## 71 本研究は、ムーアのトランザクショナル・ディスタンス理論を運用するための最初の試みであり、関連する構成要素である対話、構造、学習者の自律性、トランザクショナル・ディスタンスを測定する尺度を開発・検証した。227名のオンライン学生からデータを収集し、探索的因子分析によって分析した。その結果、この測定器は、一般的に、取引距離理論に関連する構成要素の有効かつ信頼性の高い測定器として有望であることが示唆された。この尺度の改良の可能性と今後の研究の方向性については、論文の最後に記載した。abs.ja[72,c(3:11,13:14)]## db.seq author year
## 72 eric.78 Garfath,Toby 2015
## title
## 72 Gambling with nonsense: play and the secondary english classroom
## journal volume number pages
## 72 Changing English: Studies in Culture and Education 22 1 112-124
## keywords
## 72 United Kingdom; ERIC, Current Index to Journals in Education (CIJE); Secondary Education; Educational Strategies; Educational Practices; United Kingdom--UK; Classroom Environment; Secondary School Curriculum; Teaching Skills; Foreign Countries; Teaching Styles; Play; English Instruction; Teaching Experience; Classroom Techniques; Teaching Methods; Aptitude Treatment Interaction
## abstract
## 72 Dominant and common-sense contemporary conceptions of practice tend to frame the emotional volatility of the classroom--most commonly explored in discussions about student behaviour--as a fundamental obstacle to teaching and learning. The "outstanding" classroom is both orderly and, paradoxically perhaps, characterised by its passionate, and vocal, student engagement. In this piece I draw on D.W. Winnicott's writing about play and aggression, exploring his ideas in the context of my work with two classes as a secondary English teacher at an inner-city comprehensive; doing so, I attempt to reframe both my own and my students' affectively charged experience of the classroom as valuable rather than problematic. I posit certain moments of playfulness as a kind of pedagogical patience: less an evasion of, or a disruption to, the business of the curriculum, and more a route to meaningful engagement with it.
## abstract_ja
## 72 現代の支配的で常識的な実践概念は、教室の情緒的な不安定さ--生徒の行動に関する議論において最も一般的に探求される--を、教授と学習の根本的な障害と決めつける傾向がある。卓越した」教室は、秩序があり、逆説的かもしれないが、生徒の情熱的で声高な関与によって特徴づけられる。この作品では、遊びと攻撃性に関するD.W.ウィニコットの著作を引用し、都心の総合学校で中等英語教師として2つのクラスを担当している私の仕事の文脈から彼の考えを探る。私は、ある種の教育的忍耐として、遊び心のある瞬間を仮定する。abs.ja[73,c(3:11,13:14)]## db.seq author year
## 73 eric.79 Insulander,Eva and Ehrlin,Anna and Sandberg,Anette 2015
## title
## 73 Entrepreneurial learning in swedish preschools: possibilities for and constraints on children's active participation
## journal volume number pages
## 73 Early Child Development and Care 185 10 1545-1555
## keywords
## 73 Sweden; ERIC, Current Index to Journals in Education (CIJE); Preschool Education; Early Childhood Education; Student Participation; Educational Environment; Educational Practices; Curriculum Design; Decision Making Skills; Foreign Countries; Creative Development; Investigations; Preschool Teachers; Active Learning; Performance Factors; Entrepreneurship; Barriers; Observation; Protocol Materials; Preschool Children; Preschool Evaluation; Aptitude Treatment Interaction
## abstract
## 73 The website of the Swedish National Agency for Education states that preschools are to promote entrepreneurial learning. Many Swedish preschools, therefore, have started to work consciously with entrepreneurial learning as a way of fostering pupils' creativity and ability to make their own decisions. This article investigates whether and how children in different preschool settings receive support and recognition in their efforts to make sense of the world around them. Nine preschool teachers and children from three preschools participated. Three video observations were conducted focusing on the work of each team of teachers. Our study challenges the assumption that an entrepreneurial learning design enhances pupils' learning, creativity, and decision-making. Even though the ambition is to encourage such abilities, our observations demonstrate that the learning design and setting do not always give children the opportunity to be creative.
## abstract_ja
## 73 スウェーデン国立教育庁のウェブサイトには、就学前教育は起業家的学習を促進するものであると記されている。そのため、スウェーデンの多くの幼稚園は、児童の創造性と自分で決断する能力を育む方法として、起業家的学習に意識的に取り組み始めている。本稿では、さまざまな就学前の環境において、子どもたちが自分の周りの世界を理解しようとする努力を支援し、どのように認めてもらっているのかを調査した。3つの園の9人の教師と子どもたちが参加した。各チームの教師の仕事に焦点を当て、3回のビデオ観察が行われた。私たちの研究は、起業家的な学習設計が児童の学習、創造性、意思決定を高めるという仮定に挑戦するものである。そのような能力を奨励することが目的であるにもかかわらず、我々の観察結果は、学習デザインと設定が必ずしも子どもたちに創造的である機会を与えていないことを示している。abs.ja[74,c(3:11,13:14)]## db.seq author year
## 74 eric.80 Soysal,Y. 2015
## title
## 74 A critical review: connecting nature of science and argumentation
## journal volume number pages
## 74 Science Education International 26 4 501-521
## keywords
## 74 ERIC, Current Index to Journals in Education (CIJE); Correlation; Science Instruction; Epistemology; Online Searching; Science Education; Persuasive Discourse; Educational Research; Predictor Variables; Literature Reviews; Periodicals; Reputation; Teaching Methods; Books; Conference Papers
## abstract
## 74 The purpose of this critical review is to examine studies incorporating interconnectedness between Nature of Science (NOS) and Argumentation. This in-depth critical review seeks to illuminate insights and direction of the linkage between these two eminent research fields in science education. It involves a computerized, web-based search to provide relevant studies consisting of conference papers, academic and peer-reviewed journals and well-known book chapters. The main selection criterion is the appropriateness of included products associated with the purpose of the review. Reputation of the research and recent impacts factors of higher-quality products are indicatives in specifying selection criteria. Additively, methodological aspect is considered to draw a more complete and holistic portrayal of the related studies regarding Argumentation and NOS. The presence of an Aptitude-Treatment Interaction (ATI) effect between NOS and argumentation instruction and, in addition to NOS understanding, gives necessary consideration to learners' Scientific Personal Epistemological Beliefs (SEBs) found to be prominent implications of the review. Other functional and methodological implications are also pointed out for further research related to the linkage between NOS and argumentation.
## abstract_ja
## 74 このクリティカル・レビューの目的は、「科学の本質（NOS）」と「論証（Argumentation）」の相互関連性を取り入れた研究を検証することである。この徹底的な批判的レビューは、科学教育におけるこれら2つの著名な研究分野の関連性についての洞察と方向性を明らかにしようとするものである。コンピュータを用いたウェブ検索により、会議論文、学術雑誌、査読付き雑誌、著名な書籍の章からなる関連研究を提供する。主な選択基準は、レビューの目的に関連する収録論文の妥当性である。研究の評判や、より質の高い論文の最近のインパクトファクターは、選択基準を定める際の指標となる。さらに、論証とNOSに関する関連研究をより完全かつ全体的に描写するために、方法論的側面も考慮されている。NOSとアーギュメンテーション指導の間にATI（Aptitude-Treatment Interaction）効果があること、NOSの理解に加え、学習者のSEB（Scientific Personal Epistemological Beliefs：科学的個人的認識論的信念）への配慮が必要であることは、このレビューの顕著な示唆である。その他の機能的・方法論的含意も指摘され、NOSと論証の関連性に関する更なる研究が期待される。abs.ja[75,c(3:11,13:14)]## db.seq author year
## 75 eric.81 Tsiakara,Angeliki and Digelidis,Nikolaos 2015
## title
## 75 Learning environment and type of goals: how it affects preschool children's performance and their perceptions of their performance?
## journal volume number pages
## 75 Early Child Development and Care 185 3 464-474
## keywords
## 75 ERIC, Current Index to Journals in Education (CIJE); Preschool Education; Early Childhood Education; Educational Strategies; Educational Environment; Educational Practices; Student Surveys; Play; Educational Games; Performance Factors; Behavioral Objectives; Performance Based Assessment; Teaching Methods; Childhood Attitudes; Preschool Children; Preschool Evaluation; Participant Satisfaction; Aptitude Treatment Interaction; Rating Scales
## abstract
## 75 The aim of this research was to study the effect of learning environment and type of goals on: (a) preschool children's performance during a play, (b) preschool children's perception of their performance and (c) preschool children's satisfaction. Fifty-six preschool children (24 boys and 32 girls; Msubscript age]?=?5.5 years) took part in this study. The children played a game three times with different goal and under different learning environment each time. Results showed that preschool children had higher performance when the game was conducted under the presence of their classmates independently of the type of goal being set by the researchers. Furthermore, the vast majority of preschool children evaluates their performance as very good and answered that they felt happy in every condition.
## abstract_ja
## 75 本研究の目的は、学習環境と目標の種類が、(a)未就学児の劇中のパフォーマンス、(b)未就学児のパフォーマンスに対する認識、(c)未就学児の満足度に及ぼす影響を調べることである：(a)未就学児の遊びにおけるパフォーマンス、(b)未就学児のパフォーマンスに対する認識、(c)未就学児の満足度。本研究には56名の未就学児（男児24名、女児32名、Msubscript年齢]?=?5.5歳）が参加した。園児は、毎回異なる学習環境のもとで、異なる目標のゲームを3回行った。その結果、未就学児は、研究者が設定したゴールの種類とは無関係に、クラスメートがいる状況でゲームを行った場合に高いパフォーマンスを示した。また、未就学児の大半は、どの条件でも自分の成績を「とても良い」と評価し、「楽しい」と回答した。abs.ja[76,c(3:11,13:14)]## db.seq author year
## 76 eric.82 Burnett,Cathy 2015
## title
## 76 Investigating children's interactions around digital texts in classrooms: how are these framed and what counts?
## journal volume number pages
## 76 Education 3-13 43 2 197-208
## keywords
## 76 ERIC, Current Index to Journals in Education (CIJE); Multimedia Instruction; Educational Practices; Use Studies; Multimedia Materials; Online Searching; Literacy; Classroom Communication; Investigations; Classroom Techniques; Technology Uses in Education; Children; Electronic Publishing; Aptitude Treatment Interaction
## abstract
## 76 This article argues that, in informing our understanding of the possibilities and challenges associated with new technologies in educational contexts, we need to explore what counts to children when using digital texts in classrooms, and what children think counts for their teachers. It suggests that such insights can be gained by investigating children's interactions around these texts and, drawing on Goffman's work, considering how these are framed. This is illustrated using examples from a study of classroom digital literacy events. The article suggests that it is important to consider how frames disrupt, intersect with and over-layer each other.
## abstract_ja
## 76 本稿では、教育的文脈における新しいテクノロジーの可能性と課題を理解するために、教室でデジタルテキストを使用する際に子どもにとって何が重要なのか、また子どもは教師にとって何が重要だと考えているのかを探る必要があると主張する。そのような洞察は、これらのテキストをめぐる子どもたちのやりとりを調査し、ゴフマンの仕事を引きながら、それらがどのようにフレーミングされるかを検討することによって得られることを示唆している。これは、教室で行われたデジタルリテラシーのイベントの研究から得られた例を用いて説明されている。この論文は、フレームがどのように互いを混乱させ、交差させ、重ね合わせるかを考えることが重要であることを示唆している。abs.ja[77,c(3:11,13:14)]## db.seq author year
## 77 eric.83 Siler,Stephanie A. and VanLehn,Kurt 2015
## title
## 77 Investigating microadaptation in one-to-one human tutoring
## journal volume number pages
## 77 Journal of Experimental Education 83 3 344-367
## keywords
## 77 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Student Adjustment; Minimum Competency Testing; Student Evaluation; Scores; Pretests Posttests; Interpersonal Communication; Performance Factors; Accuracy; Tutoring; Instructional Effectiveness; Teacher Student Relationship; Undergraduate Students; Time Perspective; Questionnaires; Academic Achievement; Teaching Methods; Familiarity; Achievement Gains; Aptitude Treatment Interaction; Concept Teaching; Questioning Techniques; Investigations; Interpersonal Relationship; Teaching Experience; Models; Difficulty Level
## abstract
## 77 The authors investigated whether some advantages of tutoring over other instructional methods are due to microadaptation, or, tutors basing their actions on assessments of tutees they develop during tutoring. In a 2 × 2 between-subjects experiment, independent variables were shared experience (tutors either worked with the same or a different tutee in each of four segment of the tutoring session) and communication context (face-to-face or computer-mediated). Although there were no overall learning differences across experience conditions, tutees who worked with the same tutor demonstrated better learning of concepts initially discussed during the final tutoring segment. Shared experience led to accurate competence assessments only in the computer-mediated context, suggesting that cognitive load influences assessment development. However, there was no evidence of micro-adaptation.
## abstract_ja
## 77 著者らは、個別指導の利点が他の指導法よりも優れているのは、ミクロ適応によるものなのか、あるいは、個別指導中に培った受講者の評価にチューターが基づいて行動しているからなのかを調査した。2×2の被験者間実験では、独立変数として、共有経験（チューターがチュータリングセッションの4つのセグメントそれぞれで、同じ被チューターまたは異なる被チューターを担当）とコミュニケーション状況（対面またはコンピュータ媒介）を用いた。経験条件による全体的な学習の差は見られなかったが、同じチューターと学習した受講者は、最終的なチューター・セッションで最初に議論された概念についてよりよく学習したことが示された。共有された経験は、コンピュータを介した場合のみ正確な能力評価につながり、認知的負荷が評価の発達に影響することが示唆された。しかし、ミクロ適応の証拠はなかった。abs.ja[78,c(3:11,13:14)]## db.seq
## 78 eric.84
## author
## 78 Linton,Debra L. and Pangle,Wiline M. and Wyatt,Kevin H. and Powell,Karli N. and Sherwood,Rachel E.
## year
## 78 2014
## title
## 78 Identifying key features of effective active learning: the effects of writing and peer discussion
## journal volume number pages
## 78 CBE - Life Sciences Education 13 3 469-477
## keywords
## 78 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Discussion (Teaching Technique); Questioning Techniques; Introductory Courses; Intermode Differences; Scores; Writing (Composition); Biology; Active Learning; Pretests Posttests; Learning Activities; Lecture Method; Instructional Effectiveness; College Students; Predictor Variables; Multiple Choice Tests; Audience Response Systems; Teaching Methods; Achievement Gains; Teacher Effectiveness; Majors (Students); Aptitude Treatment Interaction
## abstract
## 78 We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning.
## abstract_ja
## 78 専攻科の生物学入門コースにおいて、3つの異なる方法でアクティブ・ラーニングを実施した結果を比較することで、効果的なアクティブ・ラーニングの主な特徴のいくつかを調べた。学生は、ディスカッション、ライティング、ディスカッション・ライティングの3つの方法のいずれかを選択した。3つの異なる講師が担当する3つのセクションを毎週ローテーションし、全因数分解デザインを採用した。データセットは、一般化線形混合効果モデルによって分析され、3つの独立変数：学生の適性、治療、講師、3つの従属（評価）変数：活動前後のクリッカー問題の得点の変化、授業中のライティングと試験小論文のコーディング得点。すべての独立変数は、従属変数の少なくとも1つについて、生徒の成績に有意な影響を与えた。適性の高い生徒は、すべての評価で高い得点を獲得した。試験の小論文問題では、ピアディスカッションのみと比較して、ライティング要素を含むアクティビティが実施された場合、生徒のスコアはより高かった。インストラクターによる効果が有意に認められ、インストラクターによってアクティブ・ラーニング手法の有効性が異なることが示された。我々は、可能な限りアクティブ・ラーニングの一環として個々のライティングを実施すべきであり、アクティブ・ラーニングを効果的に行うためには、インストラクターにトレーニングと練習が必要であることを示唆する。abs.ja[79,c(3:11,13:14)]## db.seq author
## 79 eric.85 Henscheid,Jean M. and Brown,Gary and Gordon,Aifang and Chen,Helen L.
## year title
## 79 2014 Unlocking eportfolio practice: teaching beliefs
## journal volume number pages
## 79 International Journal of ePortfolio 4 1 21-48
## keywords
## 79 United States (Northwest); ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Surveys & questionnaires; Qualitative research; Action research; Portfolios (Background Materials); Intervention; Educational Practices; Student Teacher Attitudes; Beliefs; Reflection; Mixed Methods Research; Individual Differences; Portfolio Assessment; Preservice Teachers; Likert Scales; Graduate Students; Surveys; Aptitude Treatment Interaction
## abstract
## 79 The Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL) annual ePortfolio survey focuses on understanding ePortfolio practitioners' teaching beliefs and practices. The action research reported here extends that survey research to a population of emerging educators (i.e., graduate students in education). In addition to surveying the teaching beliefs of the target population as a comparison with respondents to the annual AAEEBL survey of ePortfolio practitioners, the researchers collected data through a sequence of reflective activities with the students. The belief constructs of the survey--teacher-, learner-, and learning-centered beliefs--maintained face and statistical validity. Graduate students were high in all three belief constructs. They particularly prized learner-centered beliefs and practices. Their reflections reveal barriers to embracing, implementing, and in some cases even comprehending, learning-centered practices.
## abstract_ja
## 79 Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL)が毎年行っているeポートフォリオ調査は、eポートフォリオ実践者の教育信念と実践を理解することに焦点を当てている。ここで報告するアクション・リサーチは、その調査研究を新興教育者（すなわち教育大学院生）の集団に拡張したものである。eポートフォリオ実践者を対象としたAAEEBLの年次調査の回答者との比較として、対象集団の教育信念を調査することに加え、研究者は学生との一連の振り返り活動を通じてデータを収集した。調査の信念構成要素--教師、学習者、学習中心の信念--は、顔面妥当性と統計的妥当性を維持していた。大学院生は3つの信念構成要素すべてにおいて高い値を示した。特に学習者中心の信念と実践を重視していた。彼らの考察から、学習者中心の実践を受け入れ、実践し、場合によっては理解することにさえ障壁があることが明らかになった。abs.ja[80,c(3:11,13:14)]## db.seq author year
## 80 eric.86 Schroeder,Noah L. and Adesope,Olusola O. 2014
## title
## 80 A systematic review of pedagogical agents' persona, motivation, and cognitive load implications for learners
## journal volume number pages
## 80 Journal of Research on Technology in Education 46 3 229-251
## keywords
## 80 ERIC, Current Index to Journals in Education (CIJE); Systematic review; Cognitive Processes; Outcome Measures; Multimedia Materials; Affective Measures; Computer Managed Instruction; Instructional Material Evaluation; Motivation; Literature Reviews; Animation; Design Preferences; Professional Identity; Difficulty Level; Aptitude Treatment Interaction
## abstract
## 80 After more than a decade of pedagogical agent research, this review synthesizes the affective implications of learning with pedagogical agents. The review investigates different affective measures within 99 pedagogical agent outcome measures. The results suggest that learners may prefer pedagogical agents compared to non-agent control conditions, and pedagogical agents may provide motivational benefits for some populations under certain conditions. However, it is unclear whether pedagogical agents impose extraneous cognitive load. Overall, consistent with research around learning outcomes (Mayer, Dow, & Mayer, 2003), the results suggest that the image of the agent may not be necessary for the learner to receive the affective benefits of the interaction. We delineate limitations of the current study and future research directions.
## abstract_ja
## 80 10年以上にわたる教育エージェント研究の後、この総説は、教育エージェントによる学習の感情的な意味合いを総合したものである。このレビューでは、99の教育エージェントの成果指標におけるさまざまな感情指標を調査している。その結果、学習者は、非エージェント対照条件と比較して、教育エージェントを好む可能性があり、教育エージェントは、特定の条件下で、ある集団に動機付け効果をもたらす可能性があることが示唆された。しかし、教育エージェントが余計な認知負荷を与えるかどうかは不明である。全体として、学習成果に関する研究（Mayer, Dow、abs.ja[81,c(3:11,13:14)]## db.seq author year
## 81 eric.87 White,Waneen A. and Rosado,Caleb 2014
## title
## 81 How can international students overcome their biggest obstacle in an american university?
## journal volume number pages
## 81 Journal of International Education Research 10 3 241-248
## keywords
## 81 United States (Northeast); ERIC, Current Index to Journals in Education (CIJE); Postsecondary Education; Higher Education; Foreign Students; Student Adjustment; Sensitivity Training; English (Second Language); Interaction; Student Attitudes; English Language Learners; Intercultural Communication; Peer Relationship; Native Speakers; Social Integration; College Students; Barriers; Intercultural Programs; Teaching Methods; Interviews; Cultural Awareness; Aptitude Treatment Interaction; Student Journals
## abstract
## 81 This paper focuses on an interdisciplinary project using an innovative teaching methodology developed to generate substantive interaction between international students and mainstream students on American campuses. The process was created after asking international students from a variety of countries the question, "What is the biggest obstacle you have in learning English here at our university in America?" The response of these students was that despite their best efforts, they could not seem to connect with their American peers on campus. The international students found it difficult to interact with American students on anything other than a superficial conversational level; and as a result, they tended to feel invisible on campus. A project was designed to bring about greater interaction and cultural awareness by bringing international students together with native speakers in stimulating and authentic conversations. The project was a success for both mainstream American students and international students by creating a space of equal status between the two student groups; this lowered the social, cultural, and linguistic barriers that were normally present. This paper shows how this was done.
## abstract_ja
## 81 本稿では、アメリカのキャンパスで留学生と主流派の学生との間に実質的な交流を生み出すために開発された革新的な教授法を用いた学際的プロジェクトに焦点を当てる。このプロセスは、様々な国から来た留学生に「アメリカの大学で英語を学ぶ上で最大の障害は何ですか？これらの学生の回答は、最善を尽くしても、キャンパスでアメリカ人の仲間とつながることができないようだ、というものだった。留学生たちは、表面的な会話レベルでしかアメリカ人学生と交流することが難しく、その結果、キャンパスで透明な存在だと感じがちだった。そこで、留学生とネイティブ・スピーカーが刺激的で本格的な会話をすることで、交流と文化的認識を深めるプロジェクトが企画された。このプロジェクトは、2つの学生グループの間に対等な立場の空間を作ることで、アメリカの主流派学生と留学生の双方にとって成功した。本稿では、このプロジェクトがどのように行われたかを紹介する。abs.ja[82,c(3:11,13:14)]## db.seq author year
## 82 eric.88 Choi,Ji Y. and Dobbs-Oates,Jennifer 2014
## title
## 82 Childcare quality and preschoolers' math development
## journal volume number pages
## 82 Early Child Development and Care 184 6 915-932
## keywords
## 82 Indiana; ERIC, Current Index to Journals in Education (CIJE); Preschool Education; Early Childhood Education; Correlation; Student Characteristics; United States--US; Incidence; Educational Quality; Teacher Student Relationship; Teacher Qualifications; Mathematics Tests; Mathematics Activities; Teaching Experience; Questionnaires; Child Care; Mathematics Achievement; Telephone Surveys; Interviews; Hierarchical Linear Modeling; Preschool Children; Achievement Gains; Aptitude Treatment Interaction
## abstract
## 82 This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other indicators of childcare quality were examined. Findings indicated that teacher-child closeness was positively associated with math gains, and the main effect was moderated by teacher experience: the association between teacher-child closeness and gains in math was weaker for children with more experienced teachers. Findings also showed that the frequency of math activities related to shapes and patterns were positively related to gains in math, while none of the other frequencies of math-related activities were significant. Lastly, teacher's experience was negatively associated with early math development. Policy implications were discussed.
## abstract_ja
## 82 本研究では、4種類の保育の質（教師と子どもの親密さ、算数に関連した活動の頻度、教師の学歴と経験）と、就学前児童の6ヵ月間の算数の残差増加との関連を検討した。さらに、教師-子どもの親密さと保育の質の他の指標との潜在的な相互作用が検討された。その結果、教師と子どもの親密さは算数の上達と正の相関があり、その主効果は教師の経験によって調整されることが示された。また、図形やパターンに関連する算数活動の頻度は算数の上達と正の相関があったが、算数に関連する他の活動の頻度はいずれも有意ではなかった。最後に、教師の経験は算数の早期発達と負の相関があった。政策的な意味合いについても議論された。abs.ja[83,c(3:11,13:14)]## db.seq author year
## 83 eric.89 Feeney,Eric 2014
## title
## 83 Design principles for learning to guide teacher walk throughs
## journal volume
## 83 Clearing House: A Journal of Educational Strategies, Issues and Ideas 87
## number pages
## 83 1 21-29
## keywords
## 83 ERIC, Current Index to Journals in Education (CIJE); Instructional Design; Teacher Leadership; Workplace Learning; Educational Change; Learning Strategies; Classroom Techniques; Teaching Methods; Educational Principles; Aptitude Treatment Interaction
## abstract
## 83 Design principles for learning provide a framework for creating a collaborative culture, structures, and dispositions as part of an effective professional learning system to continuously inform and improve teaching and learning. Design principles engage teachers in continuous, accelerated, and sustained learning about instructional practices in the setting in which they actually work. Classroom walk throughs are brief, structured, nonevaluative observations followed by collaborative conversations. This "teacher walk-through" protocol gives opportunities for teachers to observe and be observed, followed by them sharing through collaborative reflective discussions and co-planning how to improve Common Core curricula and teaching practices. It is about teachers gaining an understanding of their current practice and then acting to improve based on what they see, rather than someone from the outside telling them what they need. When we regard these design principles we get closer to sustaining teacher leadership and ownership of learning. In an era of high-stakes accountability, even the best professional developers will disregard design principles for learning to push for immediate results. As a consequence, teachers feel pressured and experience professional development that is not useful for improving teaching and student learning.
## abstract_ja
## 83 学習のデザイン原則は、効果的なプロフェッショナル・ラーニング・システムの一部として、協力的な文化、構造、気質を創り出すための枠組みを提供し、指導と学習を継続的に知らせ、改善する。学習設計の原則は、教師が実際に働いている環境において、指導方法について継続的、加速的、持続的に学習するものである。教室のウォークスルーは、短く、構造化された、非評価的な観察であり、その後、協力的な会話が続く。この「教師ウォークスルー」プロトコルは、教師が観察し、観察される機会を提供し、その後、共同での振り返りディスカッションを通して共有し、コモン・コア・カリキュラムと教育実践を改善する方法を共同で計画する。これは、教師が自分たちの現在の実践を理解し、外部から必要なことを指示されるのではなく、自分たちが見たことに基づいて改善するために行動することである。このような設計原則を考慮することで、教師のリーダーシップと学習のオーナーシップを維持することに近づくことができる。説明責任が重視される時代には、どんなに優れた専門家であっても、すぐに結果を出そうとするあまり、学習のデザイン原則を無視してしまう。その結果、教師はプレッシャーを感じ、授業や生徒の学習の改善に役立たない専門能力開発を経験することになる。abs.ja[84,c(3:11,13:14)]## db.seq
## 84 eric.90
## author
## 84 Warden,Clyde A. and Stanworth,James O. and Ren,Jian B. and Warden,Antony R.
## year title
## 84 2013 Synchronous learning best practices: an action research study
## journal volume number pages
## 84 Computers & Education 63 <NA> 197-207
## keywords
## 84 ERIC, Current Index to Journals in Education (CIJE); Elementary Secondary Education; Higher Education; Qualitative research; Action research; Delivery Systems; Technological Literacy; Online Courses; Virtual Classrooms; Educational Technology; Program Implementation; Best Practices; Classroom Techniques; Teaching Methods; Technology Uses in Education; Technology Integration; Aptitude Treatment Interaction
## abstract
## 84 Low cost and significant advances in technology now allow instructors to create their own virtual learning environments. Creating social interactions within a virtual space that emulates the physical classroom remains challenging. While students are familiar with virtual worlds and video meetings, they are inexperienced as virtual learners. Over a nine year period we applied iterative cycles of action research through numerous large classes to systematically uncover attributes of success when executing synchronous learning in distributed environments. Findings show technology is not the source of problems; rather, difficulties emerge from human behaviors and their interactions with system features. We conclude with practical takeaway guidelines for video conferencing and immersive virtual environments and a model of nexus of control that elaborates software and classroom management attributes that can lead to successful execution. (Contains 9 figures.)
## abstract_ja
## 84 低コストと技術の大幅な進歩により、指導者は独自の仮想学習環境を作ることができるようになった。物理的な教室を模倣した仮想空間内で社会的な相互作用を生み出すことは、依然として困難である。学生は仮想世界やビデオ会議には慣れているが、仮想学習者としては経験が浅い。私たちは、9年間にわたり、多くの大規模クラスでアクション・リサーチを繰り返し、分散環境で同期学習を実施する際の成功要因を体系的に明らかにした。その結果、技術は問題の原因ではなく、むしろ人間の行動とシステム機能との相互作用から困難が生じることがわかった。最後に、ビデオ会議と没入型バーチャル環境に関する実践的なガイドラインと、成功に導くソフトウェアと教室管理の属性を詳しく説明する制御の結びつきのモデルを示す。(9図を含む）abs.ja[85,c(3:11,13:14)]## db.seq author year
## 85 eric.91 Ward,Phillip 2013
## title
## 85 The role of content knowledge in conceptions of teaching effectiveness in physical education
## journal volume number pages
## 85 Research quarterly for exercise and sport 84 4 431-440
## keywords
## 85 ERIC, Current Index to Journals in Education (CIJE); Elementary Secondary Education; Instructional Effectiveness; Accountability; Academic Standards; Physical Education Teachers; Physical Education; Teaching Skills; Pedagogical Content Knowledge; Role Perception; Aptitude Treatment Interaction
## abstract
## 85 Physical education teachers and the programs that prepare them find themselves in the early part of the 21st century in a public policy environment that differs significantly from that of the 20th century. This policy environment is grounded in an ideology that postulates that schools and teachers, rather than social forces, should be held responsible for academic outcomes, and in turn, economic success. For the first time, physical education teachers are being held accountable for student learning in the same way as their classroom peers. Improving the effectiveness of teachers is seen as the primary mechanism for improving student learning. In discussing how teaching effectiveness has evolved, I describe a relationship among the process--product paradigm, the ecological paradigm, and a neo-ecological paradigm called the instructional core. The latter paradigm extends our understanding of teaching effectiveness in new ways by describing the dynamic and interdependent relationship among teacher, student, and content in the gymnasium. It has significant implications for the professional development of teachers and the conduct of teaching effectiveness research. I conclude by discussing why content is so critical to conceptions of teaching effectiveness.
## abstract_ja
## 85 体育教師と彼らを養成するプログラムは、21世紀初頭、20世紀とは大きく異なる公共政策環境の中に身を置いている。この政策環境は、学業成果、ひいては経済的成功の責任は、社会的な力ではなく、学校と教師にあるとするイデオロギーに根ざしている。体育教師は初めて、学級の同僚と同じように生徒の学習に対する責任を問われるようになった。教師の有効性を向上させることが、生徒の学習を改善するための主要なメカニズムであると考えられている。指導の有効性がどのように進化してきたかを論じるにあたって、私は、プロセス--生産物パラダイム、生態学的パラダイム、そして指導の中核と呼ばれる新生生態学的パラダイムの関係を説明する。後者のパラダイムは、体育館における教師、生徒、コンテンツの間のダイナミックで相互依存的な関係を記述することによって、教授効果についての理解を新たな方法で拡張するものである。このパラダイムは、教師の専門的能力開発や教育効果研究の実施に重要な示唆を与えるものである。最後に、教授効果に関する概念において、なぜ内容が非常に重要であるのかについて論じる。abs.ja[86,c(3:11,13:14)]## db.seq author year
## 86 eric.92 Amro,Hanan and Maxwell,Gerri M. and Kupczynski,Lori 2013
## title
## 86 Faculty perceptions of student performance in the online classroom
## journal volume number pages
## 86 E-Learning and Digital Media 10 3 294-304
## keywords
## 86 Texas; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Decision Making; Teacher Attitudes; Time Management; Student Participation; United States--US; Intermode Differences; Web Based Instruction; Electronic Learning; Online Courses; Semi Structured Interviews; Success; Conventional Instruction; Hispanic American Students; Performance Factors; Attribution Theory; Participant Characteristics; Academic Achievement; College Faculty; Course Selection (Students); Aptitude Treatment Interaction
## abstract
## 86 With continually increasing enrollment, and colleges and universities struggling to meet the demand, leaders in education are turning to the web instruction to deliver instruction to students. In order to meet the needs of these online students, institutions of higher education need more data concerning the factors that influence students' decision to pursue online instruction. More importantly, factors that affect student performance in both traditional and online settings need to be understood in order to provide students with a more comprehensive educational experience. This study examines the factors that influence students' decision to seek online coursework over a traditional classroom setting. Additionally, this study explores faculty perceptions concerning the factors necessary to succeed in a web-enhanced environment, and similarly explores faculty perceptions as to whether online students' learning outcomes are the same as those of traditional students. This work correlates with the findings of previous studies, and contributes to the growing body of knowledge regarding the factors that affect student performance in both traditional and online settings.
## abstract_ja
## 86 入学者数が増加の一途をたどり、大学がその需要に対応するのに苦慮している中、教育界のリーダーたちは、学生に指導を提供するためにウェブ指導に目を向けている。このようなオンライン学生のニーズに応えるために、高等教育機関は、学生がオンライン教育を受けることを決定する要因に関するより多くのデータを必要としている。さらに重要なことは、学生により包括的な教育経験を提供するためには、従来の環境とオンライン環境の両方において学生の成績に影響を与える要因を理解する必要があるということである。本研究では、学生が従来の教室での授業よりもオンラインでの授業を求める決断に影響を与える要因について検討する。さらに、本研究では、Webを活用した環境で成功するために必要な要因に関する教員の認識を調査し、同様に、オンライン学生の学習成果が従来の学生と同じであるかどうかに関する教員の認識を調査する。この研究は、先行研究の結果と相関しており、従来型とオンライン設定の両方において学生の成績に影響を与える要因に関する知識の拡大に貢献するものである。abs.ja[87,c(3:11,13:14)]## db.seq author year
## 87 eric.93 Joo,Young J. and Joung,Sunyoung and Kim,Eun K. 2013
## title
## 87 Structural relationships among e-learners' sense of presence, usage, flow, satisfaction, and persistence
## journal volume number pages
## 87 Educational Technology & Society 16 2 310-324
## keywords
## 87 South Korea; ERIC, Current Index to Journals in Education (CIJE); Adult Education; Learner Engagement; Correlation; Structural Equation Models; Outcome Measures; Measurement Techniques; Electronic Learning; Foreign Countries; Corporate Education; Likert Scales; Surveys; Achievement Need; Virtual Classrooms; Predictor Variables; Teaching Methods; Social Cognition; Construct Validity; Participant Satisfaction; Aptitude Treatment Interaction
## abstract
## 87 This study aimed to investigate the structural relationships among teaching presence, cognitive presence, usage, learning flow, satisfaction, and learning persistence in corporate e-learners. The research participants were 462 e-learners registered for cyber-lectures through an electronics company in South Korea. The extrinsic variables were sense of teaching presence, sense of cognitive presence, and usage. According to structural equation modeling, each of these variables and flow significantly affected satisfaction. Although sense of teaching presence and satisfaction significantly affected sense of cognitive presence, usage and flow did not significantly affect learning persistence. Accordingly, we established a corrected model after removing insignificant paths and investigated again. We confirmed that learning flow significantly intermediated among sense of teaching presence, sense of cognitive presence, and satisfaction but not between usage and satisfaction. In addition, satisfaction intermediated among sense of teaching presence, sense of cognitive presence, usage, flow, and learning persistence. These findings demonstrate the importance of sense of teaching presence, sense of cognitive presence, and usage for e-learners. We expect that the results will contribute to the formation and improvement of fundamental learning strategies for successful e-learning.
## abstract_ja
## 87 本研究は、企業のeラーニング受講者において、ティーチング・プレゼンス、認知的プレゼンス、利用状況、学習フロー、満足度、学習持続性の構造的関係を調査することを目的とした。研究対象者は、韓国のある電子企業を通じてサイバー講義に登録した462名のeラーナーである。外発的変数は、教授臨場感、認知臨場感、利用状況であった。構造方程式モデリングによると、これらの変数とフローはそれぞれ満足度に有意な影響を与えた。教授臨場感と満足感は認知臨場感に有意な影響を与えたが、使用感とフローは学習の持続性に有意な影響を与えなかった。そこで、重要でないパスを除去した補正モデルを構築し、再度調査を行った。その結果、学習フローは、教示臨場感、認知臨場感、満足感の間に有意な仲介関係を持つが、使用感と満足感の間には介在しないことが確認された。また、満足度は、教授臨場感、認知臨場感、利用度、フロー、学習の持続性の間に介在していた。これらの結果は、eラーニング学習者にとって、教授臨場感、認知的臨場感、利用が重要であることを示している。この結果は、eラーニングを成功させるための基本的な学習方略の形成と改善に貢献するものと期待される。abs.ja[88,c(3:11,13:14)]## db.seq author year title
## 88 eric.94 Svinth,Lone 2013 Children's collaborative encounters in pre-school
## journal volume number pages
## 88 Early Child Development and Care 183 9 1242-1257
## keywords
## 88 Denmark; ERIC, Current Index to Journals in Education (CIJE); Preschool Education; Early Childhood Education; Facilitators (Individuals); Institutional Characteristics; Interaction Process Analysis; Foreign Countries; Group Dynamics; Interpersonal Relationship; Learning Activities; Cooperation; Video Technology; Educational Opportunities; Preschool Children; Aptitude Treatment Interaction
## abstract
## 88 Collaboration is often described as a situation whereby two or more children work together towards a common goal. When viewed from a socio-cultural learning perspective, a broader understanding of collaboration is suggested. This article investigates the forms and pathways of children's collaboration and how the institutional demands influence children's collaborative encounters. The study is based on video recordings of paedagogical activities (workshops and circle times) in two Danish pre-schools over a period of 11 months. Although institutional demands challenge children's initiatives, it is found that children build friendships, assist, inspire, and imitate one another in their collaborative encounters in paedagogical activities. In order to better support children's learning and engaged participation in paedagogical activities, an increased attention to the institutional demands on children's collaborative encounters in early childhood education is suggested.
## abstract_ja
## 88 コラボレーションとは、2人以上の子どもたちが共通の目標に向かって協力することである。しかし、社会文化的な学習という観点から見ると、より広い意味での協働が示唆される。本稿では、子どもたちの協働の形態と経路、そして制度的な要求が子どもたちの協働の出会いにどのような影響を与えるかを調査する。この研究は、デンマークの2つの幼稚園における11ヶ月間の教育活動（ワークショップとサークルタイム）のビデオ録画に基づいている。制度的な要求が子どもたちのイニシアチブに挑戦している一方で、子どもたちは、教育的活動における共同的な出会いの中で、友情を築き、援助し、鼓舞し、互いを模倣していることがわかった。子どもたちの学習と教育活動への参加をよりよく支援するために、幼児教育における子どもたちの共同的な出会いに対する制度的な要求への関心を高めることが提案される。abs.ja[89,c(3:11,13:14)]## db.seq author year
## 89 eric.95 Paaso,E. and Uusiautti,S. and Maatta,K. 2013
## title
## 89 "Peace to learn"-- a discourse analysis of pupils' perceptions
## journal volume number pages
## 89 Journal of Classroom Interaction 48 1 16-27
## keywords
## 89 ERIC, Current Index to Journals in Education (CIJE); Grade 5; Grade 6; Elementary Education; Discourse analysis; Qualitative research; Classroom Environment; Student Attitudes; Individual Characteristics; Student Experience; Childrens Writing; Peace; Language Usage; Social Psychology; Social Cognition; Essays; Aptitude Treatment Interaction
## abstract
## 89 Peace to learn refers to a peaceful state that makes meaningful and productive learning possible--in other words, the conditions that allow or hinder pupils to work peacefully in the classroom. How pupils perceive theirown position in the classroom is related to their perception of peace to learn. In this research, the purpose was to draw a picture of pupils' conceptions of their positions and peace to learn through discourse analysis. Two groupsof sixth-graders and one group of fifth-graders participated in this research. The pupils were asked to write a description of a peaceful or restless lesson by continuing short frame stories. Altogether, 59 essays were received. The data were analyzed by discourse analysis method: attention was paid to the smallest units of language and the position of language in the construction of reality. Two discourses could be found in essays: the staid pupil's andpeace breaker's discourses. Both discourses included four interpretative repertoires that illustrate pupils' perceptions of their subject positions in the classroom: all of them see peace to learn differently. In conclusion, the connection between peace to learn and a learning event is discussed.Peace to learn means different things to different pupils; it is a real challenge to teaching. (Contains 1 table.)
## abstract_ja
## 89 学習する平和」とは、有意義で生産的な学習を可能にする平和な状態のことである。言い換えれば、生徒が教室で平和的に活動することを可能にしたり、妨げたりする条件のことである。児童生徒が教室における自分の立場をどのように認識しているかは、「学ぶ平和」に対する児童生徒の認識と関連している。この研究では、談話分析を通して、児童生徒が自分の立場と学ぶ平和についてどのように考えているかを明らかにすることを目的とした。小学6年生の2つのグループと小学5年生の1つのグループがこの研究に参加した。生徒たちは、平和な授業や落ち着きのない授業について、短編の物語を書き続けるよう求められた。全部で59の作文が寄せられた。データは談話分析法によって分析され、言語の最小単位と現実の構築における言語の位置に注意が払われた。エッセイには2つの言説が見られた：堅物な生徒の言説と平和を壊す者の言説である。どちらの言説にも、教室における主体的な立場に対する生徒の認識を示す4つの解釈レパートリーが含まれていた。結論として、「学ぶ平和」と学習イベントとの関連について考察する。「学ぶ平和」は、生徒によって意味するところが異なり、教えることの真の課題である。(1つの表を含む）abs.ja[90,c(3:11,13:14)]## db.seq author year
## 90 eric.96 Freeman,Rebecca and Dobbins,Kerry 2013
## title
## 90 Are we serious about enhancing courses? Using the principles of assessment for learning to enhance course evaluation
## journal volume number pages
## 90 Assessment & Evaluation in Higher Education 38 2 142-151
## keywords
## 90 United Kingdom; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Student Participation; United Kingdom--UK; Course Evaluation; Action Research; Workshops; Foreign Countries; Improvement Programs; Instructional Improvement; Change Strategies; Instructional Effectiveness; Teacher Student Relationship; Student Improvement; Educational Principles; Feedback (Response); Aptitude Treatment Interaction
## abstract
## 90 A series of workshops with educators at Birmingham City University about enhancing student involvement in course evaluation prompted us to consider the principles of assessment for learning as an approach to enhancing the quality and value of this evaluative activity. We focus on student enhanced learning through effective feedback which is a model designed to support the integration of "feedback" and "feed-forward" as a social practice in higher education. In the same way that dialogue between student and educator is now viewed as an essential part of student development we suggest that this approach should apply equally to the development of courses. In this paper we outline the principles of the model-- reflection, transparency and developmental dialogue, and set out the case for using the approach to facilitate greater collaboration between students and educators to create a framework to facilitate shared ownership of course enhancement.
## abstract_ja
## 90 バーミンガム市立大学の教育関係者と、コース評価への学生の参加を強化するための一連のワークショップを行ったことをきっかけに、この評価活動の質と価値を高めるためのアプローチとして、学習評価の原則を検討することになった。私たちは、高等教育における社会的実践としての「フィードバック」と「フィード・フォワード」の統合を支援するためにデザインされたモデルである、効果的なフィードバックによる学生の学習強化に焦点を当てている。現在、学生と教育者の対話が学生の成長に不可欠なものとみなされているのと同様に、このアプローチはコースの開発にも同様に適用されるべきであると提案する。本論文では、このモデルの原則である「振り返り」、「透明性」、「発展的対話」について概説し、このアプローチを用いて学生と教育者の協力を促進し、コースの向上を共有するための枠組みを構築するケースについて述べる。abs.ja[91,c(3:11,13:14)]## db.seq
## 91 eric.97
## author
## 91 Orsmond,Paul and Maw,Stephen J. and Park,Julian R. and Gomez,Stephen and Crook,Anne C.
## year title
## 91 2013 Moving feedback forward: theory to practice
## journal volume number pages
## 91 Assessment & Evaluation in Higher Education 38 2 240-252
## keywords
## 91 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Educational Change; Educational Practices; Self Management; Instructional Improvement; Change Strategies; Interpersonal Communication; Instructional Effectiveness; Behavioral Objectives; Teacher Student Relationship; Praxis; Theory Practice Relationship; Educational Principles; Educational Opportunities; Feedback (Response); Aptitude Treatment Interaction
## abstract
## 91 There is substantial research interest in tutor feedback and students' perception and use of such feedback. This paper considers some of the major issues raised in relation to tutor feedback and student learning. We explore some of the current feedback drivers, most notably the need for feedback to move away from simply a monologue from a tutor to a student to a valuable tutor-student dialogue. In relation to moving feedback forward the notions of self regulation, dialogue and social learning are explored and then considered in relation to how such theory can translate into practice. The paper proposes a framework (GOALS) as a tool through which tutors can move theory into practice with the aim of improving student learning from feedback. (Contains 1 table.)
## abstract_ja
## 91 家庭教師のフィードバックとそのようなフィードバックの学生の認識と利用については、かなりの研究関心がある。本稿では、家庭教師のフィードバックと学生の学習に関して提起された主要な問題のいくつかを考察する。特に、家庭教師から学生への単なる独白から、価値ある家庭教師と学生の対話へのフィードバックの必要性について述べる。フィードバックを前進させることに関連して、自己規制、対話、社会的学習の概念を探求し、そしてそのような理論がどのように実践に反映できるかに関連して考察する。本稿では、家庭教師がフィードバックから学生の学びを向上させることを目的として、理論を実践に移すためのツールとして、フレームワーク（GOALS）を提案する。表1abs.ja[92,c(3:11,13:14)]## db.seq
## 92 eric.98
## author
## 92 Biemans,Harm J. A. and de Bruijn,Elly and den Boer,Peter R. and Teurlings,Christa C. J.
## year
## 92 2013
## title
## 92 Differences in design format and powerful learning environment characteristics of continuing pathways in vocational education as related to student performance and satisfaction
## journal volume number pages
## 92 Journal of Vocational Education and Training 65 1 108-126
## keywords
## 92 Netherlands; ERIC, Current Index to Journals in Education (CIJE); Secondary Education; Educational Environment; Academic Records; Agricultural Education; Intermode Differences; Articulation (Education); Foreign Countries; Nontraditional Education; Grades (Scholastic); Program Design; Vocational Education; Academic Achievement; Competency Based Education; Questionnaires; Participant Satisfaction; Aptitude Treatment Interaction; Qualifications
## abstract
## 92 An important trend in Dutch Vocational Education and Training (VET) to ensure the curriculum continuity of sequential educational programmes is the design of continuing pathways encompassing more than one qualification level. These continuing pathways are characterised by different design formats and differences in learning environment characteristics that are regarded as powerful. In this study, the variety in design formats and powerful learning environment characteristics of existing continuing pathways, and the relationships between design formats and powerful learning environment characteristics on the one hand and student performance and satisfaction on the other hand were examined. Participants were five co-ordinators and 161 students from five so-called Green Lycea--each of which comprises a two-level (i.e. "Pre-Vocational Secondary Education (vmbo)" and "Secondary Vocational Education (mbo)") agricultural VET trajectory. There are preliminary indications that students benefit most from continuing pathways in which vmbo and mbo elements are truly interwoven, as these have relatively more powerful learning environment characteristics than those of separate pathways. When separate vmbo and mbo programmes are simply stuck together, the pathways seem to be relatively less powerful and to lead to lower satisfaction scores and a decrease in learning performance. (Contains 4 tables, 1 box, and 2 figures.)
## abstract_ja
## 92 オランダの職業教育訓練（Vocational Education and Training：VET）では、連続した教育プログラムのカリキュラムの連続性を確保するために、複数の資格レベルにまたがる継続パスウェイの設計が重要な傾向となっている。これらの継続パスウェイは、異なるデザイン形式と、強力とみなされる学習環境の特性の違いによって特徴づけられる。本研究では、既存の継続パスウェイの多様な設計形式と強力な学習環境特性、および設計形式と強力な学習環境特性の一方と学生のパフォーマンスと満足度との関係を調査した。参加者は、いわゆるグリーン・リセアと呼ばれる5つの学校の5人のコーディネーターと161人の学生で、各校は2つのレベル（すなわち「中等職業前教育（vmbo）」と「中等職業教育（mbo）」）の農業VETコースを構成している。vmboとmboの要素が真に織り込まれた継続的な進路は、別々の進路よりも比較的強力な学習環境特性を持つため、学生が最も恩恵を受けるという予備的な兆候がある。vmboとmboの別々のプログラムが単にくっついている場合、パスウェイの力は相対的に弱く、満足度スコアの低下と学習成績の低下につながるようである。(表4、囲み1、図2）。abs.ja[93,c(3:11,13:14)]## db.seq author year
## 93 eric.99 Kent,Alexis 2013
## title
## 93 Synchronization as a classroom dynamic: a practitioner's perspective
## journal volume number pages
## 93 Mind, Brain, and Education 7 1 13-18
## keywords
## 93 ERIC, Current Index to Journals in Education (CIJE); Elementary Secondary Education; Higher Education; Educational Practices; Religion Studies; Teaching Models; Classroom Environment; Group Dynamics; Teaching Styles; Teaching Experience; Classroom Techniques; Teaching Methods; Educational Principles; Social Cognition; Aptitude Treatment Interaction
## abstract
## 93 While carefully plotted lesson plans are invaluable in a classroom, tuning into the flow of the moment is just as essential. My experience has shown me that the most effective teaching happens when everyone in the room is in synch with one another. Teaching requires intuiting what each student is experiencing individually and adjusting in order to bring the room to a united rhythm. Too often we define teaching in terms of curriculum, assessment, and practical measures that do not encompass this instinctive evolutionary skill. Teaching is a natural cognitive ability that requires human interaction and is optimal when a form of synchrony or flow exists in interactions. As an experienced classroom teacher, I describe how these principles infuse my practice, which I hope serves as a useful lens for the Mind, Brain, and Education (MBE) research community in its quest to uncover the underlying processes of teaching.
## abstract_ja
## 93 入念に計画された授業計画は教室では貴重だが、その場の流れに同調することも同じくらい重要だ。私の経験によると、最も効果的な授業は、教室にいる全員が互いに同調しているときに行われる。教えるということは、各生徒が個々に経験していることを直感し、教室がひとつのリズムになるように調整することが必要なのだ。私たちは往々にして、カリキュラムや評価、実践的な手段で教えることを定義しがちだが、それはこの本能的な進化スキルを包含していない。教えるということは、人間同士の相互作用を必要とする自然な認知能力であり、相互作用にシンクロやフローが存在するときに最適となる。経験豊かなクラス担任として、これらの原則が私の実践にどのように浸透しているかを説明する。この原則が、教えることの根本的なプロセスを解明しようとする「心・脳・教育（MBE）」研究コミュニティにとって有益なレンズとなることを願っている。abs.ja[94,c(3:11,13:14)]## db.seq author year
## 94 eric.100 Friesen,Norm and Murray,Judith 2013
## title
## 94 "Open learning 2.0"? Aligning student, teacher and content for openness in education
## journal volume number pages
## 94 E-Learning and Digital Media 10 2 200-207
## keywords
## 94 Canada; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Courseware; Educational Methods; Educational Change; Educational Practices; Alignment (Education); Electronic Learning; Instructional Development; Foreign Countries; Instructional Design; Open Education; Aptitude Treatment Interaction; Educational Innovation
## abstract
## 94 The mission of Thompson Rivers University Open Learning (TRU-OL) can be understood in terms of three entities: the student, the faculty member and the curriculum content. Their conjuncture--when a TRU-OL student works with TRU-OL courseware and is supported by a TRU-OL faculty member--is where learning, assessment and, ultimately, credentialing take place. These three elements may form three points in a triangle, with assessment and credentialing in the centre. TRU-OL is currently exploring the results of defining these three elements differently. Instead of designating TRU-OL students, teachers and contents specifically, these elements may serve as placeholders for "any" students, "any" instructional personnel or supports, and "any" open content. These can, in theory, all be shared, opened and disaggregated among various institutions, with assessment and credentialing remaining as the principal service offered locally. The purpose of this article is to explain this model in the context of the open educational movement, to describe its various permutations and implications, and to consider some questions and objections that may arise in relation to it. The result is an updated version of similar triangular models that would interconnect student, teacher and content in pedagogical interrelationship. (Contains 5 figures and 1 note.)
## abstract_ja
## 94 トンプソンリバーズ・ユニバーシティ・オープン・ラーニング（TRU-OL）の使命は、「学生」、「教員」、「カリキュラムの内容」という3つの観点から理解することができる。TRU-OLの学生がTRU-OLのコースウェアを使用し、TRU-OLの教員によってサポートされるとき、学習、評価、そして最終的には資格認定が行われます。この3つの要素は、評価と資格認定を中心とした三角形の3つの点を形成している。TRU-OLは現在、これら3つの要素を異なる形で定義した場合の結果を探っている。TRU-OLの学生、教師、コンテンツを具体的に指定する代わりに、これらの要素は「あらゆる」学生、「あらゆる」指導要員や支援者、「あらゆる」オープンコンテンツのプレースホルダーとして機能するかもしれない。理論的には、これらはすべて、評価と資格認定がローカルで提供される主要なサービスのまま、さまざまな機関の間で共有、公開、分割することができる。この記事の目的は、オープン教育運動の文脈でこのモデルを説明し、その様々な組み合わせと意味合いを説明し、それに関連して生じる可能性のあるいくつかの疑問や異論を検討することである。その結果、教育学的相互関係において生徒、教師、コンテンツを相互接続する、同様の三角形モデルの更新版が生まれる。(5つの図と1つの注を含む。）abs.ja[95,c(3:11,13:14)]## db.seq author year
## 95 eric.101 Dunn,Rita and Honigsfeld,Andrea 2013
## title journal volume
## 95 Learning styles: what we know and what we need Educational Forum 77
## number pages
## 95 2 225-232
## keywords
## 95 No Child Left Behind Act 2001; ERIC, Current Index to Journals in Education (CIJE); Student Needs; Instructional Effectiveness; Learning Strategies; Teaching Models; Cognitive Style; Academic Achievement; Best Practices; Essays; Needs Assessment; Instructional Improvement; Aptitude Treatment Interaction
## abstract
## 95 In this essay, the authors argue that understanding students' learning styles is likely to (a) help teachers recognize the causes of some academic problems, and (b) lead to better planned, differentiated instruction. Learning style, as defined by Dunn and Dunn, is highlighted, and research supporting its effectiveness is outlined. By citing numerous examples, the author proposes that identifying patterns of individual learning needs and responding to students' learning styles can result in improved academic achievement.
## abstract_ja
## 95 このエッセイの中で著者らは、生徒の学習スタイルを理解することは、（a）教師が学業上の問題の原因を認識するのに役立ち、（b）計画的で差別化されたよりよい指導につながると主張している。ダンとダンが定義した学習スタイルに注目し、その有効性を裏付ける研究について概説する。著者は、多くの事例を挙げながら、個々の学習ニーズのパターンを特定し、生徒の学習スタイルに対応することが、学力向上につながることを提案している。abs.ja[96,c(3:11,13:14)]## db.seq author year
## 96 eric.102 Maftoon,Parviz and Ziafar,Meisam 2013
## title
## 96 Effective factors in interactions within japanese efl classrooms
## journal volume
## 96 Clearing House: A Journal of Educational Strategies, Issues and Ideas 86
## number pages
## 96 2 74-79
## keywords
## 96 Japan; ERIC, Current Index to Journals in Education (CIJE); Educational Strategies; Teacher Attitudes; Educational Practices; English (Second Language); Classroom Environment; Cultural Influences; Student Attitudes; Interaction Process Analysis; Foreign Countries; English Language Learners; Performance Factors; Classroom Research; Aptitude Treatment Interaction
## abstract
## 96 Classroom interactional patterns depend on some contextual, cultural and local factors in addition to the methodologies employed in the classroom. In order to delineate such factors, the focus of classroom interaction research needs to shift from the observables to the unobservables like teachers' and learners' psychological states and cultural backgrounds. This article demonstrates how the attitudes of EFL (English as a Foreign Language) Japanese learners and teachers and other (unobservable) factors influence the classroom interactional patterns. One important factor is the Japanese EFL learners' attitudes towards the role of English within their society; since they do not feel any immediate needs for English use (as a language awareness attribute), they would rather direct their interactions toward "self-expression" and "personal growth" rather than authentic communication. The second factor is anxiety, which inhibits Japanese learners from initiating conversations, raising new topics, and challenging their teachers. The third factor is Japanese culture, which is characterized by valuing indirect speech, face saving, group conformity, reticence, competition avoidance, and preference for teacher dominated classrooms. The fourth factor pertains to Japanese English (JE) as a different form of English which imposes certain interactional patterns like quick turn-taking, more frequent use of repetitions, and backchanneling. The fifth factor is Japanese learners' motivation and disunity in their learning styles. The last factor is concerned with the idea of "willingness to communicate" (WTC) in L2 situations. It is supposed that cooperative learning and critical thinking can promote WTC. Based on these factors some pedagogical suggestions for Japanese EFL context are offered.
## abstract_ja
## 96 教室での相互作用のパターンは、教室で採用されている方法論に加えて、いくつかの文脈的、文化的、地域的要因に依存する。そのような要因を明らかにするために、教室での相互作用研究の焦点は、観察可能なものから、教師や学習者の心理状態や文化的背景のような観察不可能なものへと移行する必要がある。本稿では、EFL（外国語としての英語）の日本人学習者と教師の態度やその他の（観察不可能な）要因が、教室での相互作用パターンにどのような影響を与えるかを明らかにする。重要な要因の1つは、日本人のEFL学習者の社会における英語の役割に対する態度である。彼らは（言語認識属性としての）英語使用の必要性をすぐに感じていないため、本物のコミュニケーションよりもむしろ「自己表現」や「自己成長」にインタラクションを向けようとする。第二の要因は不安であり、日本人学習者が会話を始めたり、新しい話題を提供したり、教師に挑戦したりすることを抑制している。第3の要因は日本文化であり、間接的な話し方、面子を保つこと、集団への順応性、寡黙さ、競争の回避、教師主導の教室を好むといった特徴がある。第4の要因は、日本英語（Japanese English：JE）が英語の異なる形態であることで、素早い順番取り、繰り返しの多用、裏口入学など、ある種の相互作用パターンを課していることである。第5の要因は、日本人学習者のモチベーションと学習スタイルの不一致である。最後の要因は、L2状況における「コミュニケーションへの意欲」（WTC）の考え方に関するものである。協同学習と批判的思考がWTCを促進すると考えられている。これらの要因に基づき、日本のEFL文脈における教育学的提案をいくつか提示する。abs.ja[97,c(3:11,13:14)]## db.seq author year
## 97 eric.103 Quebec Fuentes,Sarah 2013
## title
## 97 Small-group discourse: establishing a communication-rich classroom
## journal volume
## 97 Clearing House: A Journal of Educational Strategies, Issues and Ideas 86
## number pages
## 97 3 93-98
## keywords
## 97 ERIC, Current Index to Journals in Education (CIJE); Secondary Education; Teachers; Researchers; Practitioners; Qualitative research; Action research; Intervention; Student Participation; Interaction; Cooperative Learning; Interaction Process Analysis; Classroom Communication; Discourse Modes; Group Discussion; Teacher Student Relationship; Secondary School Mathematics; Classroom Techniques; Mathematics Education; Teaching Methods; Aptitude Treatment Interaction
## abstract
## 97 Establishing a communication-rich classroom can be difficult. This article describes the process and findings of a practitioner action research study addressing the question of how teachers can interact with their students while they are working in groups to encourage and enhance student-to-student communication. Recommended research-based teacher interventions that foster small-group discourse are provided as well as suggestions for practitioners who are interested in conducting practitioner action research to improve their practice. (Contains 1 table and 3 figures.)
## abstract_ja
## 97 コミュニケーション豊かな教室を作ることは難しい。この論文では、生徒同士のコミュニケーションを促進し、強化するために、教師が生徒とどのように接すればよいかという問題に取り組んだ実践者行動研究の過程と結果について述べる。小集団での談話を促進する、研究に基づいた教師の介入策を推奨するとともに、実践を改善するための実践者アクション・リサーチの実施に関心のある実践者への提案も提供する。(1つの表と3つの図を含む。）abs.ja[98,c(3:11,13:14)]## db.seq author year title
## 98 eric.104 Kahu,Ella R. 2013 Framing student engagement in higher education
## journal volume number pages
## 98 Studies in Higher Education 38 5 758-773
## keywords
## 98 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Learner Engagement; Educational Practices; Holistic Approach; Psychological Needs; Cultural Influences; Student Behavior; Achievement Need; Performance Factors; Educational Research; Behavioral Objectives; Academic Achievement; Models; Social Influences; Aptitude Treatment Interaction
## abstract
## 98 Student engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes. (Contains 1 figure.)
## abstract_ja
## 98 学生エンゲージメントは、高等教育における達成と学習に重要な影響を与えるものとして広く認識されており、そのため広く理論化され研究されている。すなわち、学生の行動と組織的実践を重視する行動学的視点、エンゲージメントを個人の心理社会的プロセスとして明確に定義する心理学的視点、社会的・政治的文脈の重要な役割を強調する社会文化的視点、そして最後に、エンゲージメントをより広範にとらえる総合的視点である。特に、エンゲージメントの定義が曖昧であること、エンゲージメントの状態、学生のエンゲージメントに影響を与える要因、エンゲージメントの即時的・長期的な結果の区別がなされていないことが、主な問題点として挙げられている。本稿の第2部では、これらの問題を克服するための概念的枠組みを提示し、各視点から価値ある要素を取り入れることで、学生エンゲージメントに関するより良い共通理解を可能にし、今後の研究の枠組みを構築し、学生の成果を向上させる。(1図を含む）abs.ja[99,c(3:11,13:14)]## db.seq author year
## 99 eric.105 Horstmanshof,Louise and Brownie,Sonya 2013
## title
## 99 A scaffolded approach to discussion board use for formative assessment of academic writing skills
## journal volume number pages
## 99 Assessment & Evaluation in Higher Education 38 1 61-73
## keywords
## 99 Australia; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Educational Environment; Academic Discourse; Online Courses; Foreign Countries; Instructional Improvement; Change Strategies; Web 2.0 Technologies; Performance Factors; Writing Skills; Scaffolding (Teaching Technique); Barriers; Formative Evaluation; Technology Uses in Education; Teaching Methods; Evaluation Methods; Student Diversity; Feedback (Response); Participant Satisfaction; Aptitude Treatment Interaction
## abstract
## 99 Mastery of academic writing skills remains one of the greatest challenges for university students, especially in the first year. Amongst the reasons offered for the challenges are lack of clarity about the university's expectations and low levels of teacher feedback on work submitted, a failure to engage, and low levels of contact with teaching staff and other students. Academic staff are challenged by increased class numbers and increased student diversity in classes and university policies to adopt a wide range of information technologies into teaching modes. In this paper, we offer one attempt at addressing these three important contemporary academic challenges: use of information technology to provide timely feedback through formative assessment to help students with a range of abilities to acquire the academic writing skills necessary to succeed in higher education. Early indications show that students find this form of formative assessment very useful. They value the timely and focused feedback from the lecturer and are developing collegiality as they learn from each others' writing and feedback. We believe that this strategy is sustainable and can be adapted to facilitate academic and social integration for students across many disciplines. (Contains 1 table.)
## abstract_ja
## 99 アカデミック・ライティング・スキルの習得は、大学生、特に1年生にとって、依然として最大の課題の一つである。課題の理由として挙げられているのは、大学が期待することが明確でないこと、提出された課題に対する教師のフィードバックが少ないこと、積極的に取り組まないこと、教員や他の学生との接触が少ないことなどである。教員は、授業数の増加や授業における学生の多様性の増加、大学の方針によって、幅広い情報技術を授業形態に取り入れるという課題を抱えている。この論文では、これら3つの重要な現代の学問的課題に対処する試みの1つとして、形成的評価を通じてタイムリーなフィードバックを提供し、さまざまな能力を持つ学生が高等教育で成功するために必要なアカデミック・ライティング・スキルを習得できるようにするための情報技術の活用を提案する。初期の兆候によれば、学生はこの形成的評価が非常に有用であると感じている。彼らは、講師からのタイムリーで焦点の絞られたフィードバックを評価し、互いのライティングとフィードバックから学ぶことで同僚性を育んでいる。私たちは、この戦略は持続可能であり、多くの学問分野にまたがる学生の学問的・社会的統合を促進するために適応できると信じている。表1abs.ja[100,c(3:11,13:14)]## db.seq author year
## 100 eric.106 Cheung,Derek and Lai,Edith 2013
## title
## 100 The effects of classroom teaching on students' self-efficacy for personal development
## journal volume number pages
## 100 British Journal of Guidance & Counselling 41 2 164-177
## keywords
## 100 Hong Kong; ERIC, Current Index to Journals in Education (CIJE); Secondary Education; Qualitative research; Surveys & questionnaires; Self Efficacy; Learning Strategies; Structural Equation Models; Classroom Environment; Parents; Hypothesis Testing; Student Attitudes; Foreign Countries; Secondary School Students; Likert Scales; Gender Differences; Instructional Effectiveness; China; Questionnaires; Hong Kong China; Teaching Methods; Feedback (Response); Aptitude Treatment Interaction; Educational Attainment; Student Participation; School Counseling; Academic Ability; Metacognition; Prior Learning; Goodness of Fit; Student Development
## abstract
## 100 The personal development of students is an essential component of school guidance and counselling programmes, but no published research on guidance and counselling has investigated the effects of regular classroom teaching on students' self-efficacy for personal development. In this study, questionnaire items were constructed to measure classroom teaching, student self-efficacy for personal development and student use of deep learning strategies. Data were collected from 16,208 secondary school students in Hong Kong. Using structural equation modelling, regular classroom teaching was found to have a direct effect on personal development self-efficacy as well as an indirect effect through student use of deep learning strategies. Implications of these findings for implementing a whole-school approach to guidance and counselling are discussed. (Contains 1 table and 2 figures.)
## abstract_ja
## 100 生徒の自己啓発は、学校のガイダンスやカウンセリング・プログラムにとって不可欠な要素であるが、ガイダンスやカウンセリングに関する研究発表では、通常の授業が生徒の自己啓発に対する自己効力感に及ぼす影響について調査したものはない。本研究では、教室での授業、生徒の自己開発に対する自己効力感、生徒の深い学習方略の使用を測定するための質問項目を作成した。データは香港の中等学校の生徒16,208人から収集した。構造方程式モデリングを用いると、通常の授業が自己啓発の自己効力感に直接的な影響を与えるだけでなく、生徒が深い学習方略を用いることによって間接的な影響を与えることがわかった。これらの知見は、ガイダンスとカウンセリングに対する全校的アプローチの実施に示唆するものである。(表1、図2)abs.ja[101,c(3:11,13:14)]## db.seq author year
## 101 eric.107 Hughes,Hilary 2013
## title
## 101 International students using online information resources to learn: complex experience and learning needs
## journal volume number pages
## 101 Journal of Further and Higher Education 37 1 126-146
## keywords
## 101 Australia; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Foreign Students; Learning Experience; Cultural Differences; Educational Resources; Cognitive Style; Information Sources; Use Studies; User Needs (Information); Information Literacy; Semi Structured Interviews; Student Attitudes; Protocol Analysis; Online Searching; Foreign Countries; College Students; Critical Incidents Method; Qualitative Research; Aptitude Treatment Interaction
## abstract
## 101 This paper reports the findings of a qualitative study that investigated 25 international students' use of online information resources for study purposes at two Australian universities. Using an expanded critical incident approach, the study viewed international students through an information literacy lens, as information-using learners. The findings are presented in two complementary parts: as a word picture that describes their whole experience of using online information resources to learn; and as a tabulated set of critical findings that summarises their associated information literacy learning needs. The word picture shows international students' resource use as a complex interplay of eight interrelated elements: students; information-learning environment; interactions (with online resources); strengths-challenges; learning-help; affective responses; reflective responses; and cultural-linguistic dimensions. In using online resources, the international students experience an array of strengths and challenges, and an apparent information literacy imbalance between their more developed information skills and less-developed critical information use. The critical findings about information literacy needs provide a framework for developing an inclusive informed learning approach that responds to international students' complex information using experiences and needs. While the study is situated in Australia, the findings are of potential interest to educators, information professionals and researchers worldwide who seek to support learning in culturally diverse higher education contexts. (Contains 1 table, 1 figure, and 1 note.)
## abstract_ja
## 101 本論文は、オーストラリアの2つの大学において、25人の留学生が学習目的でオンライン情報資源を利用していることを調査した質的研究の結果を報告するものである。拡張クリティカル・インシデント・アプローチを用いて、留学生を情報リテラシー・レンズを通して、情報を利用する学習者として捉えた。調査結果は、学習目的でオンライン情報資源を利用した彼らの経験全体を描写する「言葉の絵」と、関連する情報リテラシー学習ニーズを要約した「批判的所見」の表として、2つの補完的な部分で提示されている。ワードピクチャーは、留学生のリソース利用を、学生、情報学習環境、（オンラインリソースとの）相互作用、強みと課題、学習支援、感情的反応、反省的反応、文化的言語的側面という8つの相互に関連する要素の複雑な相互作用として示している。オンラインリソースを利用する際、留学生はさまざまな強みと課題を経験し、情報スキルの発達と情報活用の重要性の未発達の間に、明らかに情報リテラシーの不均衡が見られる。情報リテラシーのニーズに関する批判的な発見は、留学生の複雑な情報利用の経験とニーズに応える包括的な情報学習アプローチを開発するための枠組みを提供する。本研究はオーストラリアで行われたものであるが、文化的に多様な高等教育の文脈における学習を支援しようとする世界中の教育者、情報専門家、研究者にとって有益な知見である。(表1、図1、注1）。abs.ja[102,c(3:11,13:14)]## db.seq author year
## 102 eric.108 Lee,Jihyun and Porretta,David L. 2013
## title
## 102 Enhancing the motor skills of children with autism spectrum disorders: a pool-based approach
## journal volume number pages
## 102 Journal of Physical Education, Recreation & Dance 84 1 41-45
## keywords
## 102 ERIC, Current Index to Journals in Education (CIJE); Elementary Secondary Education; Teachers; Autism; Psychomotor Skills; Learning Activities; Recreational Facilities; Accessibility (for Disabled); Skill Development; Pervasive Developmental Disorders; Psychomotor Objectives; Lesson Plans; Aquatic Sports; Aptitude Treatment Interaction
## abstract
## 102 Children with autism spectrum disorders (ASDs) often experience difficulties with motor skill learning and performance. The pool is a unique learning environment that can help children with ASDs learn or improve aquatic skills, fitness, and social skills. A pool-based approach is also aligned with the elements of dynamic systems theory, which suggests that movement patterns develop as a result of a complex interaction between the environment, task, and learner. This article introduces pool-based activities for enhancing fundamental motor-skill development in children with ASDs, as well as task, environment, and learner variations. A lesson plan is also provided. (Contains 3 tables.)
## abstract_ja
## 102 自閉症スペクトラム障害（ASD）の子どもたちは、運動スキルの学習やパフォーマンスに困難を感じることが多い。プールはユニークな学習環境であり、ASDの子どもたちがアクアスキル、フィットネス、ソーシャルスキルを学んだり、向上させたりするのに役立ちます。プールを利用したアプローチは、環境、課題、学習者の間の複雑な相互作用の結果として運動パターンが発達することを示唆する動的システム理論の要素とも一致している。この記事では、ASD児の基本的な運動スキルの発達を高めるためのプールを使ったアクティビティや、タスク、環境、学習者のバリエーションを紹介する。レッスンプランも掲載。(3つの表を含む）abs.ja[103,c(3:11,13:14)]## db.seq author year
## 103 eric.109 White,Kelley M. 2013
## title
## 103 Associations between teacher-child relationships and children's writing in kindergarten and first grade
## journal volume number pages
## 103 Early Childhood Research Quarterly 28 1 166-176
## keywords
## 103 ERIC, Current Index to Journals in Education (CIJE); Early Childhood Education; Grade 1; Kindergarten; Receptive Language; Teacher Attitudes; Emergent Literacy; Interpersonal Relationship; Childrens Writing; Teacher Student Relationship; Conflict; Language Acquisition; Schematic Studies; Aptitude Treatment Interaction
## abstract
## 103 When children experience conflict in relationships with their teachers during early education, they perform more poorly on measures of language development and overall academic competence. Whereas children who have close relationships with teachers, often perform better on these measures. A close teacher-child relationship may be important for children learning to write, given the complex and personal nature of writing. Yet, scholars have not examined associations between teacher-child relationship quality and children's early success in writing. The current study examined associations between quality of the teacher-child relationship (defined as teachers' perceptions of closeness and conflict and children's feelings about teachers) and children's writing quality in kindergarten and first grade. Children's receptive language was also investigated as a moderator of these associations. Results indicated teacher-child conflict was significantly associated with children's writing quality, after accounting for grade level, initial reading status, and type of instruction. Findings of the study have important implications for future research and practice. Attention to the importance of conflict in teacher-child relationships and its' influence on children's literacy learning and development should be included in future research studies. (Contains 4 tables.)
## abstract_ja
## 103 早期教育中に教師との関係で葛藤を経験した子どもは、言語発達や全般的な学力の測定において、より低い成績となる。一方、教師と親密な関係にある子どもは、これらの指標でより良い結果を示すことが多い。書くことは複雑で個人的なことであるため、親密な教師・子ども関係は書くことを学ぶ子どもにとって重要かもしれない。しかし、教師と子どもの関係の質と子どもの書くことの早期成功との関連については、これまで研究されてこなかった。本研究では、幼稚園児と小学1年生を対象に、教師と子どもの関係の質（教師の親密さと葛藤の認識、子どもの教師に対する感情）と子どもの書くことの質との関連を調べた。また、これらの関連性のモデレーターとして、子どもの受容言語を調査した。その結果、教師と子どもの葛藤は、学年、最初の読書状況、指導の種類を考慮した上で、子どもの作文の質と有意な関連があることが示された。本研究の結果は、今後の研究と実践に重要な示唆を与えるものである。教師と子どもの関係における葛藤の重要性と、それが子どもの読み書きの学習と発達に及ぼす影響に注目することは、今後の研究において含まれるべきである。(4つの表を含む）abs.ja[104,c(3:11,13:14)]## db.seq author year
## 104 eric.110 Pinto,Ana I. and Pessanha,Manuela and Aguiar,Cecilia 2013
## title
## 104 Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes
## journal volume number pages
## 104 Early Childhood Research Quarterly 28 1 94-101
## keywords
## 104 Portugal; ERIC, Current Index to Journals in Education (CIJE); Early Childhood Education; Kindergarten; Preschool Education; Child Care Centers; Emergent Literacy; Metropolitan Areas; Foreign Countries; Family Environment; Outcomes of Education; Communication Skills; Educational Quality; Child Language; Toddlers; Child Care; Preschool Children; Preschool Evaluation; Aptitude Treatment Interaction
## abstract
## 104 This study examined the joint effects of home environment and center-based child care quality on children's language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children's language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children's language and early literacy skills--but not communication skills--at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children's language and early literacy outcomes: positive associations among home environment quality and children's developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms. (Contains 3 tables.)
## abstract_ja
## 104 本研究は、家庭環境と保育の質が、子どもの言語、コミュニケーション、早期読み書き能力の発達に及ぼす影響を、事前の発達レベルも考慮しながら検討した。参加者は、幼児（平均年齢＝26.33ヵ月、時間1）と就学前児童（平均年齢＝68.71ヵ月、時間2）とその家族として評価された95人の子ども（46人の男児）とその家族であった。両時期とも、子どもはポルトガルのポルト都市圏にあるセンターベースの保育教室に通っていた。階層的線形モデルの結果、家庭環境と就学前教育の質は、第2時点の子どもの言語と読み書き能力と関連していたが、センター型幼児保育の質は関連していなかった。さらに、就学前教室の質は、家庭環境と就学前教育の質の正の累積効果を示唆し、家庭環境の質と子どもの言語能力および早期読み書き能力との関連を緩和した。さらに、就学前教育の質の低さが、子どもの言語能力および早期読み書き能力の発達に有害な影響を及ぼすことが示唆された。家庭環境の質と子どもの発達結果との正の関連は、子どもが質の低い就学前教室に通うことで、大幅に減少することがわかった。abs.ja[105,c(3:11,13:14)]## db.seq author year
## 105 eric.111 Langan,Kathleen A. and Sachs,Dianna E. 2013
## title
## 105 Opening pandora's stream: piping music into the information literacy classroom
## journal volume number pages
## 105 Public Services Quarterly 9 2 89-109
## keywords
## 105 Michigan; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Cognitive Processes; Learner Engagement; Enrichment Activities; United States--US; Classroom Environment; Information Literacy; Student Attitudes; Control Groups; Pretests Posttests; Experimental Groups; Music; Online Surveys; Classroom Techniques; Affective Objectives; Library Instruction; Aptitude Treatment Interaction
## abstract
## 105 Although it is well known that music can affect cognitive processes, little research has been conducted examining the influence of background music on students in information literacy classrooms. In 2010, librarians at Western Michigan University investigated the effect of background music on student engagement and retention of information literacy concepts. This article examines the theory and practical applications of background music to improve a classroom atmosphere and its impact on students' learning. Results from this qualitative and quantitative study indicate positive correlations between background music and student comfort, confidence, and retention. (Contains 6 tables and 1 note.)
## abstract_ja
## 105 音楽が認知プロセスに影響を与えることはよく知られているが、情報リテラシーの授業でBGMが生徒に与える影響を調べた研究はほとんどない。2010年、ウェスタンミシガン大学の図書館員は、BGMが生徒の学習意欲と情報リテラシーの概念の定着に与える影響を調査した。この論文では、教室の雰囲気を改善するためのBGMの理論と実際的な応用、および生徒の学習への影響について検証している。この質的・量的研究の結果、BGMと学生の快適さ、自信、定着度の間には正の相関関係があることが示された。(表6、注1）。abs.ja[106,c(3:11,13:14)]## db.seq author year
## 106 eric.112 Pulkka,Antti-Tuomas and Niemivirta,Markku 2013
## title
## 106 Adult students' achievement goal orientations and evaluations of the learning environment: a person-centred longitudinal analysis
## journal volume number pages
## 106 Educational Research and Evaluation 19 4 297-322
## keywords
## 106 Finland; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Educational Environment; Military Schools; Factor Analysis; Student Attitudes; Foreign Countries; Achievement Need; Adult Students; Cluster Grouping; Profiles; Questionnaires; Goal Orientation; Longitudinal Studies; Attitude Change; Aptitude Treatment Interaction
## abstract
## 106 This study focused on the stability and change in students' achievement goal orientations and whether the students' perceptions of the learning environment vary as a function of their achievement goal orientations. Participants were 169 students of the Finnish National Defense University. The students' goal orientations and their evaluations of the learning environment were assessed twice, approximately four months apart. Four groups of students were identified based on their achievement goal orientation profiles, and 60% of the participants displayed identical profiles in both measurements. Students with different goal orientation profiles differed in their evaluations of the quality of pedagogical materials, effort and attainment, and participation. Students oriented towards an increase of competence and mastery or towards normative performance and success were most positive in their evaluations. Students oriented towards avoidance of effort or display of incompetence gave less positive ratings. The relation between motivation and perceptions of learning environment is discussed. (Contains 7 tables, 1 figure, and 1 note.)
## abstract_ja
## 106 本研究は、学生の達成目標志向の安定性と変化、および学習環境に対する学生の認識が達成目標志向の関数として変化するかどうかに焦点を当てた。参加者はフィンランド国防大学の学生169名である。学生の目標志向と学習環境に対する評価は、約4ヶ月間隔で2回評価された。学生の達成目標志向性プロファイルに基づいて4つのグループが同定され、参加者の60％が両方の測定で同一のプロファイルを示した。異なる目標志向プロファイルを持つ学生は、教育教材の質、努力と達成度、参加度に対する評価が異なっていた。能力の向上や習得を志向する学生、あるいは規範的なパフォーマンスや成功を志向する学生は、その評価において最も肯定的であった。努力の回避や無能さの誇示を志向する学生は、あまり肯定的な評価をしなかった。動機づけと学習環境の認識との関係について論じている。(表7、図1、注1）。abs.ja[107,c(3:11,13:14)]## db.seq author year
## 107 eric.113 O'Rourke,John and Main,Susan and Ellis,Michelle 2013
## title
## 107 "It doesn't seem like work, it seems like good fun": perceptions of primary students on the use of handheld game consoles in mathematics classes
## journal volume number pages
## 107 Technology, Pedagogy and Education 22 1 103-120
## keywords
## 107 Australia; ERIC, Current Index to Journals in Education (CIJE); Elementary Education; Grade 4; Grade 5; Parent Attitudes; Learner Engagement; Teacher Attitudes; Semi Structured Interviews; Student Attitudes; Foreign Countries; Change Strategies; Performance Factors; Educational Games; Video Games; Mathematics Education; Self Esteem; Classroom Observation Techniques; Aptitude Treatment Interaction; Educational Strategies; Mental Computation; Educational Research; Mathematics Activities; Educational Technology; Handheld Devices; Elementary School Mathematics; Technology Uses in Education; Mathematics Skills
## abstract
## 107 A Chinese proverb suggests "Tell me and I'll forget; show me and I may remember; involve me and I'll understand." How to involve or engage today's learner is at the forefront of much educational research and was the impetus for the study reported herein. This study explored the perceptions of Year 4/5 students from nine separate schools in Western Australia about the use of the Handheld Game Console (HGC) Nintendo DS to develop mental mathematics skills. It revealed that students perceived the use of the HGCs as both fun and engaging. Further, students identified that they were challenged, developed strategies for success and made independent choices during these classes. These discussions are presented as a framework of factors that impacted on the participating students' self-improvement, self-determination and self-esteem. (Contains 3 figures.)
## abstract_ja
## 107 中国のことわざに「教えれば忘れ、見せれば思い出す。今日の学習者をどのように巻き込むかは、多くの教育研究の最前線であり、ここで報告する研究のきっかけとなった。この研究では、西オーストラリア州の9つの学校の4年生と5年生の生徒が、暗算力を伸ばすために携帯ゲーム機（HGC）であるニンテンドーDSを使用することについて、どのように認識しているかを調査した。その結果、生徒たちはHGCの使用を楽しく魅力的なものとして認識していることが明らかになった。さらに、生徒たちは、HGCの授業中に挑戦し、成功のための戦略を立て、自主的な選択をしたことも明らかになった。これらの考察は、参加生徒の自己改善、自己決定、自尊心に影響を与えた要因の枠組みとして提示されている。(3図を含む）abs.ja[108,c(3:11,13:14)]## db.seq author year title
## 108 eric.114 Hoskins,Barbara J. 2013 Is distance learning transformational?
## journal volume number pages
## 108 Journal of Continuing Higher Education 61 1 62-63
## keywords
## 108 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Distance Education; Instructional Effectiveness; Educational Practices; Teaching Methods; Reflective Teaching; Transformative Learning; Educational Theories; Aptitude Treatment Interaction
## abstract
## 108 Is distance learning transformational? The author heard this question posed to a panel of faculty members during Distance Education Week activities. After reflecting upon her own students' reaction to her syllabus, her answer to the question changed from an initial, enthusiastic "yes" to a reflective "maybe," given the most favorable environment. Experiencing her own on line classes often convinces her students to reevaluate their perceptions if they thought being online equated to being easier. She therefore argues that the process of transformational learning depends more on the instructional design, students, and faculty than on the delivery method. It is most successful with adult learners. It can be facilitated by actively encouraging students to be critically reflective about their beliefs; by providing a safe environment to discuss alternative perspectives; by providing guidance as students explore, validate, and expand new views; and by being supportive as they develop new roles. This can be accomplished in the distance learning environment as well as the traditional classroom environment.
## abstract_ja
## 108 遠隔教育は変革的か？筆者は、遠隔教育ウィークの活動の中で、この質問が教員パネルに投げかけられるのを聞いた。自分のシラバスに対する学生たちの反応を振り返った後、この質問に対する彼女の答えは、当初の熱心な「イエス」から、最も恵まれた環境であれば「そうかもしれない」という内省的なものに変わった。自身のオンライン授業を経験することで、オンラインであることが簡単であることと同じだと考えていた学生たちは、しばしば自分の認識を見直すようになる。従って彼女は、変革的学習のプロセスは、提供方法よりも、教育デザイン、学生、教授陣によるところが大きいと主張する。それは、成人学習者に最も成功する。学生が自分の信念を批判的に振り返ることを積極的に奨励すること、代替的な視点について議論する安全な環境を提供すること、学生が新しい見解を探求し、検証し、拡大する際に指導を提供すること、学生が新しい役割を開発する際に支援することによって、変容学習を促進することができる。これは、従来の教室環境だけでなく、遠隔学習環境でも達成することができる。abs.ja[109,c(3:11,13:14)]## db.seq author year
## 109 eric.115 Gerlock,Jennifer A. and McBride,Dawn L. 2013
## title
## 109 Managing online discussion forums: building community by avoiding the drama triangle
## journal volume number pages
## 109 College Teaching 61 1 23-29
## keywords
## 109 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Teachers; Educational Strategies; Educational Practices; Learning Strategies; Learning Theories; Computer Mediated Communication; Discussion Groups; Electronic Learning; Online Courses; Role Perception; Game Theory; Group Discussion; Discourse Communities; Role Theory; Teaching Methods; Communities of Practice; Aptitude Treatment Interaction
## abstract
## 109 The authors critically analyze how the concept of the drama triangle--part of the game theory associated with transactional analysis--can be used by post secondary instructors teaching online to build a sense of community and decrease students' dependence on instructors in discussion forums. The article begins with an overview of sense of community, followed by a detailed discussion on the drama triangle and its applicability to online instruction and discussion forum management. Observational data as an online instructor are presented in order to illustrate how drama triangle interactions in the online environment can stall sense of community formation. In addition, the authors provide online instructors with specific strategies for recognizing and avoiding instructor-student interactions that promote the rescuing, victim, and persecutor behaviors that detract from sense of community formation.
## abstract_ja
## 109 著者らは、ドラマ・トライアングルの概念（取引分析に関連するゲーム理論の一部）を、オンラインで教える中等教育後の指導者が、コミュニティ感覚を構築し、ディスカッション・フォーラムにおける生徒の指導者への依存を減少させるために、どのように利用できるかを批判的に分析している。本稿では、まずセンス・オブ・コミュニティについて概説し、次にドラマ・トライアングルとオンライン指導およびディスカッション・フォーラム運営への適用可能性について詳細に論じる。オンライン指導者としての観察データを提示し、オンライン環境におけるドラマトライアングルの相互作用が、いかに共同体感覚の形成を停滞させるかを説明する。さらに、著者らはオンライン指導者に対し、コミュニティ形成の感覚を損なう救済者、被害者、迫害者の行動を促進する指導者と生徒の相互作用を認識し、回避するための具体的な戦略を提供している。abs.ja[110,c(3:11,13:14)]## db.seq
## 110 eric.117
## author
## 110 Maskur,Ruhban and Rahmawati,Yasinta and Pradana,Kenny and Syazali,Muhamad and Septian,Ari and Kinarya Palupi,Endah and Sumarno
## year
## 110 2020
## title
## 110 The effectiveness of problem based learning and aptitude treatment interaction in improving mathematical creative thinking skills on curriculum 2013
## journal volume number pages
## 110 European Journal of Educational Research 9 1 375-383
## keywords
## 110 ERIC, Current Index to Journals in Education (CIJE); Problem Based Learning; Cognitive Processes; Mathematics Instruction; Creative Thinking; Foreign Countries; Control Groups; Experimental Groups; Instructional Effectiveness; Thinking Skills; Models; Teaching Methods; Mathematics Skills; Aptitude Treatment Interaction; Indonesia
## abstract
## 110 The development of the revolution era 4.0 which increasingly rapidly demands the wider community to have the ability to think creatively mathematically. One effort to improve the ability to think creatively is through quality education. Quality education can be improved through to train thinking using the right learning model. This study aims to see which results are more effective in improving students' thinking skills between the two learning models applied. The two models are Problem Based Learning (PBL) and Aptitude Treatment Interaction (ATI) models. This research method uses quasi experimental method with a posttest only control test design not control group. This study uses two group subjects with two experimental classes. The analysis of the data used the hypothesis testing of the non-correlated 2-sample t-test. Based on the research results obtained Aptitude Treatment Interaction (ATI) models have a better effect on students' creative thinking abilities compared to Problem Based Learning (PBL) models.
## abstract_ja
## 110 ますます急速に進展する4.0革命時代の進展は、より広い社会に対して、数学的に創造的に考える能力を要求している。創造的思考能力を向上させるための取り組みのひとつが、質の高い教育である。教育の質は、適切な学習モデルを用いて思考を訓練することによって向上させることができる。本研究では、2つの学習モデルを適用し、どちらが生徒の思考力向上に効果的であるかを確認することを目的とする。2つのモデルとは、問題解決型学習（PBL）と適性治療相互作用（ATI）モデルである。この研究方法は、対照群を用いないポストテストのみの対照試験デザインによる準実験法を用いている。本研究では、2つの実験クラスを持つ2つのグループの被験者を使用する。データの分析には、無相関2標本のt検定の仮説検定を用いた。得られた研究結果によると、適性治療相互作用（ATI）モデルは、問題解決型学習（PBL）モデルと比較して、学生の創造的思考能力に優れた効果をもたらす。abs.ja[111,c(3:11,13:14)]## db.seq author year
## 111 eric.118 Saz,Alexandra and Engel,Anna and Coll,Cé 2016
## title
## 111 Introducing a personal learning environment in higher education. An analysis of connectivity
## journal volume number pages
## 111 Digital Education Review <NA> 29 1-14
## keywords
## 111 Spain; ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Educational Environment; Teaching Models; Learning Processes; Instructional Development; Mixed Methods Research; Foreign Countries; Instructional Design; Teacher Student Relationship; College Students; Case Studies; Technology Uses in Education; College Faculty; Network Analysis; Aptitude Treatment Interaction
## abstract
## 111 Universities have a key role to play in the progress and development of the Knowledge Society. They should lead the way in the design of teaching strategies that promote knowledge building. Personal learning environments (PLE) represent a groundbreaking new development in educational practices through the incorporation of Information and Communications Technology (ICT), and an opportunity to promote the creation of universities without walls able to meet the demands of the knowledge society. This study focuses on the relationships established by the participants (students and teachers) in two higher education instructional sequences using institutionally-powered PLE (iPLE). One of the sequences was carried out at the University of Barcelona and the other at the University of Andorra. Both used the same technological support, the "Elgg" platform, which allows users to build their own personal work and learning environment. The main hypothesis of the study is that the relationships formed depend on the techno-pedagogical design of the teaching and learning process. The results show that in both cases the relationships that the participants establish with their peers and teachers are indeed related to the characteristics and requirements of the particular techno-pedagogical designs. Although the technological environment allowed all the participants to establish relationships with others, the main interactions were found in small working groups created to carry out learning and assessment activities. In conclusion, we stress the importance of planning teaching and learning activities and assessment processes that are able to exploit the full potential of PLE.
## abstract_ja
## 111 大学は知識社会の進展と発展において重要な役割を担っている。大学は、知識構築を促進する教育戦略の設計において、先導的な役割を果たすべきである。パーソナル・ラーニング環境（PLE）は、情報通信技術（ICT）を取り入れた教育実践の画期的な新展開であり、知識社会の要求に応えられる壁のない大学づくりを推進する機会である。本研究は、教育機関主導型PLE（iPLE）を利用した2つの高等教育における参加者（学生と教員）の関係性に焦点を当てる。1つはバルセロナ大学、もう1つはアンドラ大学で実施された。どちらも同じ技術的支援である「Elgg」プラットフォームを使用し、ユーザーは自分だけの作業・学習環境を構築することができる。研究の主な仮説は、形成される関係は、教育・学習プロセスのテクノ教育学的デザインに依存するというものである。その結果、どちらのケースにおいても、参加者が仲間や教師との間に築く関係は、特定のテクノ教育デザインの特徴や要件と実際に関連していることが示された。技術的環境は、すべての参加者が他者との関係を築くことを可能にしたが、主な交流は、学習・評価活動を実施するために作られた小さなワーキンググループで見られた。結論として、PLEの可能性を最大限に活用できる教育・学習活動と評価プロセスを計画することの重要性を強調する。abs.ja[112,c(3:11,13:14)]## db.seq author year
## 112 eric.119 Yeh,Yu-chu and Lin,Chun F. 2015
## title
## 112 Aptitude-treatment interactions during creativity training in e-learning: how meaning-making, self-regulation, and knowledge management influence creativity
## journal volume number pages
## 112 Educational Technology & Society 18 1 119-131
## keywords
## 112 ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Intervention; Academic Aptitude; Factor Analysis; Knowledge Management; Influences; Self Management; Electronic Learning; Creative Development; Creativity; Likert Scales; Pretests Posttests; Phenomenology; Performance Factors; Undergraduate Students; Online Surveys; Web Sites; Student Improvement; Aptitude Treatment Interaction; Program Effectiveness
## abstract
## 112 The goal of aptitude-treatment interactions (ATIs) is to find the interactions between treatments and learners' aptitudes and therefore to achieve optimal learning. This study aimed at understanding whether the aptitudes of meaning-making, self-regulation, and knowledge management (KM) would interact with the treatment of 17-week KM-based training and then influence creativity in e-learning. The participants were 31 university students, and all variables were measured using online systems. ATIs and mediation effects during the training were found. Specifically, while meaning-making indirectly influenced creativity via KM, self-regulation influenced creativity both directly and indirectly via KM; moreover, university students with higher level of KM and self- regulation ability benefited more from the training than their counterparts. This study not only sheds lights on understanding how ATIs influence creativity learning, but also provides a new approach--KM-based training--to improve university students' creativity in environments of e-learning.
## abstract_ja
## 112 適性-治療相互作用（ATI）の目的は、治療と学習者の適性との相互作用を見出し、最適な学習を達成することである。本研究は、意味形成、自己調整、知識管理（KM）の適性が、17週間のKMベースのトレーニングの治療と相互作用し、eラーニングにおける創造性に影響を与えるかどうかを理解することを目的とした。参加者は31名の大学生で、すべての変数はオンラインシステムを用いて測定された。研修中のATIと媒介効果が認められた。具体的には、意味づけがKMを介して間接的に創造性に影響を与える一方で、自己調節はKMを介して直接的・間接的に創造性に影響を与え、さらに、KMと自己調節の能力が高い大学生は、他の学生よりも研修から多くの利益を得た。本研究は、ATIが創造性学習にどのような影響を与えるかを解明するだけでなく、eラーニング環境における大学生の創造性を向上させるための新しいアプローチ--KMベースのトレーニング--を提供するものである。abs.ja[113,c(3:11,13:14)]## db.seq author year
## 113 eric.121 Johnston,Sam C. and Greer,Diana and Smith,Sean J. 2014
## title journal volume
## 113 Peer learning in virtual schools Journal of Distance Education 28
## number pages
## 113 1 <NA>
## keywords
## 113 ERIC, Current Index to Journals in Education (CIJE); Case study; Qualitative research; Teacher Attitudes; Administrator Attitudes; Educational Environment; Semi Structured Interviews; Student Attitudes; Social Environment; Student Experience; Program Design; Interpersonal Communication; Virtual Classrooms; Accessibility (for Disabled); Distance Education; Profiles; Context Effect; Student Diversity; Aptitude Treatment Interaction; Academic Aptitude; Focus Groups; Electronic Learning; Peer Groups; Case Studies; Predictor Variables; Observation; Communities of Practice
## abstract
## 113 This article examines peer-to-peer learning--in virtual schools--among the most vulnerable of students. As a description of a comprehensive case study focused on three different students with disabilities, their parents, their teachers, and their school administrators, this article examines the effects of three kinds of variables on the prevalence and quality of peer-to-peer learning among the students: these variables include 1) student aptitude for and ability to take part in peer-to-peer learning, 2) design of the virtual learning environment and its affordances for interpersonal interactions, and 3) the social and pedagogical contexts in which learning is targeted. The findings show that variation in these areas influenced whether or not peer-to-peer learning occurred.
## abstract_ja
## 113 この論文は、最も弱い立場にある生徒の、バーチャルスクールにおけるピアツーピア学習について考察している。障害のある3人の異なる生徒、その両親、教師、学校管理者に焦点を当てた包括的なケース・スタディの記述として、この論文は、生徒間のピアツーピア学習の普及と質に対する3種類の変数の影響を検証する。これらの変数には、1）ピアツーピア学習に対する生徒の適性と参加能力、2）仮想学習環境の設計と対人交流のためのそのアフォーダンス、3）学習の対象となる社会的・教育的文脈が含まれる。調査結果は、これらの領域におけるばらつきが、ピア・ツー・ピア・ラーニングの発生の有無に影響を与えたことを示している。abs.ja[114,c(3:11,13:14)]## db.seq author year
## 114 psyc.1 Matthews, Sarah D. and Proctor, Michael D. 2021
## title
## 114 Can public health workforce competency and capacity be built through an agent-based online, personalized intelligent tutoring system?
## journal volume number pages
## 114 Journal of Educational Technology & Society 24 1 29-43
## keywords
## 114 agent; intelligent tutoring system; public health; surge capacity; competencies; Intelligent Tutoring Systems; Personalization; Professional Competence; Public Health; Information and Communication Technology; Medical Personnel; Pandemics; Training
## abstract
## 114 The COVID-19 pandemic hit the United States in 2020 resulting in a public health caseload surge precipitating deployment of military and federal medical units, states issuing emergency orders to engage retired medical professionals, and novice or inadequately trained healthcare workers thrust into service to meet the pressing need. The novelty and scope of the pandemic exposed a gap in the competency and the surge capacity of the public health workforce to address the societal needs during the pandemic. This research investigated the capability of an agent-based, online personalized (AOP) intelligent tutoring system (ITS) that adaptively uses aptitude treatment interaction (ATI) to deliver public health workforce training in a prescribed health regime and assure their competency. This research also considers the ability of such an AOP ITS to support rapidly surging capacity of the public workforce to scale to meet healthcare demands while remaining accessible and flexible enough to ad
## abstract_ja
## 114 COVID-19パンデミックは2020年に米国を襲い、その結果、公衆衛生の症例数が急増し、軍や連邦政府の医療部隊の派遣、引退した医療専門家を従事させるための緊急命令の発令、緊急の必要性に対応するために投入された新米または不十分な訓練を受けた医療従事者などが発生した。パンデミックの斬新さと範囲の広さは、パンデミック時の社会的ニーズに対応するための公衆衛生人材の能力とサージ能力のギャップを露呈した。この研究では、エージェントベースのオンラインパーソナライズド（AOP）インテリジェントチューターリングシステム（ITS）の能力を調査し、適性治療インタラクション（ATI）を適応的に使用することで、規定された保健体制における公衆衛生要員のトレーニングを提供し、その能力を保証する。この研究はまた、このようなAOP ITSが、医療需要に対応するために急速に増大する公的労働力の能力をサポートし、同時に、医療需要に対応するために十分なアクセス性と柔軟性を維持する能力についても検討する。abs.ja[115,c(3:11,13:14)]## db.seq
## 115 psyc.2
## author
## 115 Heinonen, Erkki and Knekt, Paul and Härkänen, Tommi and Virtala, Esa and Lindfors, Olavi
## year
## 115 2018
## title
## 115 Childhood adversities as predictors of improvement in psychiatric symptoms and global functioning in solution-focused and short- and long-term psychodynamic psychotherapy during a 5-year follow-up
## journal volume number pages
## 115 Journal of Affective Disorders 235 <NA> 525-534
## keywords
## 115 Depression; Anxiety; Childhood adversity; Psychotherapy; Effectiveness; Aptitude-treatment interaction; Adult; Adverse Childhood Experiences; Anxiety Disorders; Female; Follow-Up Studies; Humans; Male; Mood Disorders; Outpatients; Personality Disorders; Psychotherapy; Brief; Psychotherapy; Psychodynamic; Surveys and Questionnaires; Treatment Outcome; Childhood Development; Early Experience; Psychiatric Symptoms; Psychodynamic Psychotherapy; Psychotherapeutic Outcomes; Test Construction; Childhood Adversity; Adversity
## abstract
## 115 Background: Childhood adversities are frequent among adults who seek treatment for depression or anxiety. These disorders are commonly treated by psychotherapy. Yet it is not known if specific types or durations of psychotherapy are particularly suited for patients who have suffered various early adversities. Methods: 221 depressed and anxious adult outpatients from community, student, occupational, and private healthcare services filled the Childhood Family Atmosphere Questionnaire. They were randomly assigned to short- (solution-focused or psychodynamic) or long-term (psychodynamic) psychotherapy. Outcome was assessed via patient questionnaires and clinician interviews of psychiatric symptoms and global functioning during a 5-year follow-up. Linear regression analyses were conducted. Results: Less separations from caregivers expectedly predicted better outcomes in all therapies; unexpectedly, so did greater abuse. Family unhappiness and parental problems predicted faster or greater
## abstract_ja
## 115 背景うつ病や不安障害の治療を求める成人には、幼少期の逆境が頻繁にみられる。これらの疾患は心理療法によって治療されるのが一般的である。しかし、特定のタイプや期間の心理療法が、様々な早期逆境を経験した患者に特に適しているかどうかはわかっていない。方法：地域医療、学生医療、職業医療、民間医療に従事する221人のうつ病および不安症の成人外来患者が、小児期家族雰囲気質問票に回答した。この患者を無作為に短期（解決焦点療法または精神力動療法）または長期（精神力動療法）に割り付けた。転帰は、5年間の追跡期間中に、精神症状および全体的機能についての患者質問票および臨床家による面接によって評価された。線形回帰分析が行われた。結果養育者からの分離が少ないことは、すべての治療においてより良い転帰を予測した。家族の不幸と親の問題は、より早く、あるいはより大きい転帰を予測した。abs.ja[116,c(3:11,13:14)]## db.seq author year
## 116 psyc.3 Coyne, Alice E. and Gros, Daniel F. 2022
## title
## 116 Comorbidity as a moderator of the differential efficacy of transdiagnostic behavior therapy and behavioral activation for affective disorders
## journal volume number pages
## 116 Psychotherapy Research <NA> <NA> <NA>
## keywords
## 116 aptitude-treatment interaction research; comorbidity; transdiagnostic behavior therapy; behavioral activation; anxiety disorders; mood disorders; dropout; No terms assigned
## abstract
## 116 ABSTRACT Objective Transdiagnostic psychotherapies have been proposed as an effective means for addressing the needs of patients with multiple, comorbid disorders. Yet, it remains unknown whether transdiagnostic approaches empirically outperform disorder-specific psychotherapies for patients with comorbid disorders. Thus, this study tested whether comorbidity moderated the efficacy of transdiagnostic behavior therapy (TBT) and behavioral activation (BA) for patients with various affective disorders. Methods Data derived from a randomized controlled trial in which 93 treatment-seeking veterans received 12 sessions of TBT (n = 46) or BA (n = 47). Baseline comorbidity was assessed with a diagnostic interview. Patients rated their symptoms and functioning throughout treatment, and therapists recorded premature treatment discontinuation. Results Multilevel models revealed significant interactive effects on changes in symptoms and functioning, but not on the posttreatment levels of these ou
## abstract_ja
## 116 ABSTRACT 目的 複数の障害を併存する患者のニーズに対処する効果的な手段として、診断横断的な心理療法が提唱されている。しかし、障害を併存する患者にとって、診断学的横断的アプローチが経験的に障害に特異的な心理療法よりも優れているかどうかは依然として不明である。そこで本研究では、様々な感情障害を有する患者に対する他覚的行動療法（TBT）と行動活性化（BA）の有効性が、併存疾患によって修飾されるかどうかを検証した。方法 治療を希望する退役軍人93人が12セッションのTBT（n = 46）またはBA（n = 47）を受けたランダム化比較試験のデータから得られた。ベースラインの併存疾患は診断面接で評価された。患者は治療期間中の症状と機能を評価し、治療者は早期治療中止を記録した。結果 マルチレベルモデルにより、症状および機能の変化に対する有意な相互作用が明らかになったが、これらの項目の治療後のレベルには有意な相互作用は認められなかった。abs.ja[117,c(3:11,13:14)]## db.seq author year
## 117 psyc.4 Tetzlaff, Leonard and Schmiedek, Florian and Brod, Garvin 2021
## title
## 117 Developing personalized education: a dynamic framework
## journal volume number pages
## 117 Educational Psychology Review 33 3 863-882
## keywords
## 117 Aptitude-treatment interaction; Personalized education; Individualization; Formative assessment; Intelligent tutoring systems; Intelligent Tutoring Systems; Learning Environment; Personalization; Formative Assessment; Education; Individual Education Programs
## abstract
## 117 Personalized education—the systematic adaptation of instruction to individual learners—has been a long-striven goal. We review research on personalized education that has been conducted in the laboratory, in the classroom, and in digital learning environments. Across all learning environments, we find that personalization is most successful when relevant learner characteristics are measured repeatedly during the learning process and when these data are used to adapt instruction in a systematic way. Building on these observations, we propose a novel, dynamic framework of personalization that conceptualizes learners as dynamic entities that change during and in interaction with the instructional process. As these dynamics manifest on different timescales, so do the opportunities for instructional adaptations—ranging from setting appropriate learning goals at the macroscale to reacting to affective-motivational fluctuations at the microscale. We argue that instructional design needs to t
## abstract_ja
## 117 パーソナライズされた教育（学習者一人ひとりに指導を体系的に適応させること）は、長年の目標であった。本論文では、実験室、教室、デジタル学習環境で実施されたパーソナライズ教育に関する研究をレビューする。すべての学習環境において、パーソナライゼーションが最も成功するのは、関連する学習者の特性が学習プロセス中に繰り返し測定され、これらのデータが体系的な方法で指導を適応させるために使用される場合であることがわかった。これらの観察に基づき、我々は、学習者を学習プロセス中および学習プロセスとの相互作用の中で変化する動的な存在として概念化する、パーソナライゼーションの斬新で動的なフレームワークを提案する。このようなダイナミクスが様々な時間スケールで顕在化するにつれて、学習指導の適応の機会も変化する。私たちは、インストラクショナルデザインには、以下のことが必要であると主張する。abs.ja[118,c(3:11,13:14)]## db.seq author year
## 118 psyc.5 Pieger, Elisabeth and Bannert, Maria 2018
## title
## 118 Differential effects of students' self-directed metacognitive prompts
## journal volume number pages
## 118 Computers in Human Behavior 86 <NA> 165-173
## keywords
## 118 Metacognition; Metacognitive prompts; Self-directed prompts; Learner characteristics; Aptitude treatment interaction; Learning Ability; Learning Environment; Metacognition; Prompting; Electronic Learning; College Students; Computer Assisted Instruction
## abstract
## 118 The present study aims at fostering learning behavior and learning outcomes in Computer-Based Learning Environments through metacognitive prompts. Thereby, two types of metacognitive prompts are compared with respect to learning behavior and learning outcomes. In a pre-post experimental design, students in experimental group 1 (N = 54) learned with predefined (fixed) metacognitive prompts whereas students in experimental group 2 (N = 54) were instructed to configure their own (self-directed) metacognitive prompts and to learn with them afterwards. Students in the control group (N = 55) received no instructional support and learned without prompts. The results show that self-directed and fixed prompts lead to less linear learning behavior than no prompts. Regarding learning outcomes, no significant main effects were found. Further, findings indicate that interactions between learner characteristics and treatment have a significant impact on learning behavior and learning outcomes. Stud
## abstract_ja
## 118 本研究の目的は、メタ認知的プロンプトを通じて、コンピュータベースの学習環境における学習行動と学習成果を促進することである。そこで、2種類のメタ認知的プロンプトを学習行動と学習成果に関して比較した。事前事後実験デザインにおいて、実験グループ1（N=54）の学生は、あらかじめ定義された（固定された）メタ認知プロンプトを用いて学習したのに対し、実験グループ2（N=54）の学生は、自分自身で（自己主導的に）メタ認知プロンプトを設定し、その後それを用いて学習するよう指示された。対照群（N = 55）の生徒は、指導支援を受けず、プロンプトなしで学習した。その結果、自己指示型プロンプトと固定型プロンプトは、プロンプトなしよりも直線的な学習行動につながらないことが示された。学習成果に関しては、有意な主効果は認められなかった。さらに、学習者の特性と治療との間の交互作用が、学習行動と学習成果に有意な影響を及ぼすことが示された。研究テーマabs.ja[119,c(3:11,13:14)]## db.seq
## 119 psyc.6
## author
## 119 Taylor, Kala L. H. and Skinner, Christopher H. and Cazzell, Samantha S. and Gibbons, Shelby D. and Ryan, Kyle and Ruddy, Jonah L. and Ciancio, Dennis J. and Beeson, Thomas S. and Cihak, David
## year
## 119 2019
## title
## 119 Disfluent font can hinder sight-word acquisition in students with intellectual disability
## journal volume number pages
## 119 Remedial and Special Education 40 5 289-297
## keywords
## 119 intellectual disability; disfluency; sight-words; disfluent font; cognitive disfluency; flashcard learning trials; mental retardation; Reading Comprehension; School Learning; Special Education Students; Text Structure; Intellectual Development Disorder
## abstract
## 119 Students with intellectual disability often have difficulty reading commonly used words. Researchers have found altering printed text from fluent, easy-to-read font, to disfluent, difficult-to-read font can enhance comprehension and recall. An adapted alternating treatments design was used to evaluate and compare sight-word acquisition and maintenance in three postsecondary students with intellectual disability when flashcards were presented in fluent (i.e., 14-point Arial) and disfluent (i.e., 14-point Juice ITC reduced to 70% transparency) fonts. Results showed all three students acquired and maintained both fluent and disfluent words, with two of the three students learning more fluent words. These findings suggest altering fonts to make them difficult to read can hinder, rather than enhance, word learning in students with intellectual disability. Directions for future research are provided with a focus on the need for aptitude-treatment interaction studies. (PsycInfo Database Reco
## abstract_ja
## 119 知的障害のある生徒は、よく使われる単語を読むのが難しいことが多い。研究者は、印刷されたテキストを流暢で読みやすいフォントから、流暢でなく読みにくいフォントに変更することで、理解や想起を高めることができることを発見した。適応交互処理計画を用いて、3人の知的障害のある中高生を対象に、フラッシュカードを流暢なフォント（すなわち、14ポイントのArial）と流暢でないフォント（すなわち、14ポイントのJuice ITCを70％の透明度に減らしたフォント）で提示した場合の視語の習得と維持を評価し、比較した。その結果、3人の生徒全員が流暢な単語と流暢でない単語の両方を習得し、維持した。これらの結果から、フォントを読みにくく変更することは、知的障害のある生徒の単語学習を促進するどころか、むしろ妨げる可能性があることが示唆された。適性と治療の相互作用研究の必要性に焦点を当て、今後の研究の方向性が示されている。(PsycInfoデータベースRecoabs.ja[120,c(3:11,13:14)]## db.seq author year
## 120 psyc.7 Park, Babette and Korbach, Andreas and Brünken, Roland 2015
## title
## 120 Do learner characteristics moderate the seductive-details-effect? A cognitive-load-study using eye-tracking
## journal volume number pages
## 120 Journal of Educational Technology & Society 18 4 24-36
## keywords
## 120 Seductive details; Multimedia learning; Spatial ability; Prior knowledge; Eye-tracking; Human Channel Capacity; Knowledge Level; Seduction; Spatial Ability; Visual Tracking
## abstract
## 120 The present study examines whether the seductive-details effect is moderated by spatial ability and prior knowledge, which are two of the most relevant learner characteristics in multimedia learning. It is assumed that the seductive-details effect with an increase in extraneous cognitive load and a decrease in perceptual processing and learning success is only present for learners with low spatial ability and low prior knowledge. To this end, the present study uses an Aptitude-Treatment-Interaction Design with separate analyses for spatial ability and prior knowledge as aptitude-variables and seductive details (with vs. without) as treatment-variable. Participants (N = 50) were asked to learn about biology with a multimedia instruction that manipulated seductive details. The results show that learners perceptual processing, measured by eye-tracking, and learning performance was significantly lower when learning with seductive details. In addition, spatial ability and especially prior
## abstract_ja
## 120 本研究では、マルチメディア学習における学習者特性のうち、空間的能力と予備知識によって、誘惑的詳細効果が緩和されるかどうかを検討した。外来的認知負荷の増加と知覚処理および学習成功の減少を伴う誘惑的詳細効果は、空間的能力と予備知識の低い学習者にのみ存在すると仮定する。この目的のため、本研究では、空間能力と予備知識を適性変数、誘惑的詳細（ありvs.なし）を治療変数として別々に分析する適性-治療-相互作用デザインを用いている。参加者（N = 50）は、魅惑的な詳細を操作するマルチメディア教育で生物学について学ぶよう求められた。その結果、アイトラッキングで測定した学習者の知覚処理と学習成績は、誘惑的な詳細情報を用いて学習した場合に有意に低かった。また、空間能力、特に事前abs.ja[121,c(3:11,13:14)]## db.seq author year
## 121 psyc.8 Galbraith, Felicity and Ginns, Paul 2023
## title
## 121 Does the size of tracing actions affect learning outcomes?
## journal volume number pages
## 121 The Educational and Developmental Psychologist 40 2 232-243
## keywords
## 121 Cognitive load theory; tracing effect; worked examples; magnitude of movement; aptitude–treatment interaction; expertise; mathematics; learning outcomes; mental mathematics skill; Cognitive Ability; Mathematics; Mathematics (Concepts); Student Learning Outcomes
## abstract
## 121 Objective: Explicit instructions to students to use the index finger to trace out specified elements of mathematics worked examples have been shown to improve mathematics learning outcomes; however, there is limited research on whether the magnitude of tracing actions impacts these outcomes. Method: Using an experimental design, 34 adults were randomly allocated to an experimental (tracing out larger ellipses) or control (tracing out smaller ellipses) condition. We hypothesised explicit instructions to make larger tracing actions on the surface of worked examples on a mental mathematics skill would support learning more than making smaller tracing actions. Video analysis established the two conditions differed in distance traced in the expected direction. Results: Contrary to hypotheses, making larger tracing actions did not result in better post-lesson problem-solving. Instead, an aptitude–treatment interaction was established between multiplication expertise and experimental conditi
## abstract_ja
## 121 目的しかし、なぞる動作の大きさがこのような結果に影響するかどうかについての研究は限られている。方法実験デザインを用いて、34人の成人を実験条件（大きな楕円をなぞる）と対照条件（小さな楕円をなぞる）に無作為に割り付けた。我々は、暗算スキルに関する作業例の表面で、より大きななぞり動作をするよう明示的に指示した方が、より小さななぞり動作をするよりも学習を支援するという仮説を立てた。ビデオ分析により、2つの条件ではなぞった距離が予想された方向で異なっていることが確認された。結果仮説に反して、なぞる動作を大きくしても、レッスン後の問題解決は向上しなかった。むしろ、掛け算の専門知識と実験条件との間に適性-治療相互作用が成立した。abs.ja[122,c(3:11,13:14)]## db.seq
## 122 psyc.9
## author
## 122 Fuchs, Lynn S. and Schumacher, Robin F. and Sterba, Sonya K. and Long, Jessica and Namkung, Jessica and Malone, Amelia and Hamlett, Carol L. and Jordan, Nancy C. and Gersten, Russell and Siegler, Robert S. and Changas, Paul
## year
## 122 2014
## title
## 122 Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction
## journal volume number pages
## 122 Journal of Educational Psychology 106 2 499-514
## keywords
## 122 aptitude treatment intervention; fractions; intervention; working memory; individual differences; at risk 4th graders; At Risk Populations; Individual Differences; Intervention; Mathematics Education; Short Term Memory; Students
## abstract
## 122 This study investigated whether individual differences in working memory (WM) moderate effects of 2 variations of intervention designed to improve at-risk 4th graders’ fraction knowledge. We also examined the effects of each intervention condition against a business-as-usual control group and assessed whether children’s measurement interpretation of fractions mediated those effects. At-risk students (n = 243) were randomly assigned to control and 2 intervention conditions. The interventions each lasted 12 weeks, with three 30-min sessions per week. The major focus of both intervention conditions was the measurement interpretation of fractions. Across the 2 conditions, only 5 min of each 30-min session differed. One condition completed activities to build fluency with 4 measurement interpretation topics; in the other, activities were completed to consolidate understanding on the same 4 topics. Results revealed a significant aptitude–treatment interaction, in which students with very we
## abstract_ja
## 122 本研究では、リスクのある小学4年生の分数の知識を向上させるためにデザインされた2種類の介入の効果が、ワーキングメモリー（WM）の個人差によって中和されるかどうかを検討した。また、通常通りの対照群に対する各介入条件の効果を調べ、分数の測定解釈がこれらの効果を媒介するかどうかを評価した。リスクのある生徒（n = 243）を対照群と2つの介入条件に無作為に割り付けた。介入はそれぞれ12週間で、週3回30分のセッションが行われた。どちらの介入条件でも、分数の測定解釈に主眼が置かれた。2つの条件では、各30分のセッションのうち5分のみが異なっていた。一方の条件では、4つの測定解釈のトピックについて流暢さを養うための活動を行い、もう一方の条件では、同じ4つのトピックについて理解を定着させるための活動を行った。その結果、有意な適性と処置の相互作用が明らかになった。abs.ja[123,c(3:11,13:14)]## db.seq author year
## 123 psyc.10 Yamashita, Taichi 2022
## title
## 123 Effectiveness and inclusiveness of locally adapted human-delivered synchronous written corrective feedback for english referential articles
## journal volume number pages
## 123 Computer Assisted Language Learning <NA> <NA> <NA>
## keywords
## 123 Human-delivered synchronous corrective feedback; evaluation; practicality; grammar; aptitude-treatment interaction; replication; No terms assigned
## abstract
## 123 Abstract The present paper reports on the effectiveness and inclusiveness of human-delivered synchronous written corrective feedback (SWCF) in paired writing tasks. Replicating Yamashita, Study 2 and Study 3 each conducted a classroom-based quasi-experimental study in an English-as-a-Second-Language (ESL) writing program at an American university. In Study 2, 50 learners were assigned to either of the two experimental groups (direct, indirect) or the control group based on their language analytical ability (LAA). All the three groups worked on two in-class computer-mediated animation description tasks in pairs for 50 minutes. The two experimental groups received either direct or indirect SWCF on their uses of the referential articles during the tasks, while the control group did not. Learners’ article use was assessed with an animation description test and a sentence rewriting test on a pretest (one week prior to the treatment), posttest (a few days after), and delayed posttest (two w
## abstract_ja
## 123 要旨 本論文では、ペアライティング課題における人手による同期的筆記添削フィードバック（SWCF）の有効性と包括性について報告する。研究2および研究3は、それぞれアメリカの大学のESL（English-as-a-Second-Language）ライティング・プログラムにおいて、山下氏と同様に教室ベースの準実験的研究を行った。研究2では、50人の学習者が、言語分析能力（LAA）に基づいて、2つの実験グループ（直接群、間接群）または対照群のいずれかに割り当てられた。3つのグループとも、2人1組で50分間、コンピュータを介したアニメーションの描写課題に取り組んだ。2つの実験グループは、タスク中の参照冠詞の使用について直接または間接的なSWCFを受け、対照グループは受けなかった。学習者の冠詞の使用は、アニメーションの説明テストと文の書き換えテストで評価され、事前テスト（処置の1週間前）、事後テスト（処置の数日後）、遅延事後テスト（2週間後）が行われた。abs.ja[124,c(3:11,13:14)]## db.seq author year
## 124 psyc.11 Yamamori, Koyo and Hagiwara, Yasuhito 2016
## title
## 124 Effects of class size and grade size on the relation between prior and subsequent achievement: a two-point panel study of 4th-to 6th-grade achievement in the japanese language
## journal volume number pages
## 124 Japanese Journal of Educational Psychology 64 4 555-568
## keywords
## 124 class size; grade size (number of classes in a grade); hierarchical linear model; aptitude treatment interaction; elementary school students; Academic Achievement; Elementary Education; Elementary Schools; Models
## abstract
## 124 The 'class size puzzle' refers to inconsistencies in the results of studies examining the relation between class size and academic achievement. One possible reason for this is that class size interacts with other factors. The present study examined differences in the relation between prior and subsequent achievement that have been attributed to class size, the number of classes within a grade (i.e., grade size), and the interaction of those factors, in the context of legal requirements relating to class size that affect both class size and the number of classes within a given grade. An analysis using a hierarchical linear modeling technique was conducted on 2-point panel data on achievement in the Japanese language at ± e start of the fourth and sixth grades, together with data on class size and the number of classes within those grades. The sample consisted of achievement data from fourth and fifth graders at 67 schools. The results suggested that for those pupils whose prior achieve
## abstract_ja
## 124 学級規模パズル」とは、学級規模と学業成績の関係を調べた研究結果に一貫性がないことを指す。その理由として考えられるのは、学級規模が他の要因と相互作用していることである。本研究では、学級規模と学級数の双方に影響を及ぼす学級規模に関する法的要件との関連において、学級規模、学年内の学級数（すなわち、学年規模）、およびこれらの要因の相互作用に起因するとされる、事前の学業成績と事後の学業成績との関係の差異を検討した。小学校4年生と6年生の国語の達成度に関する2点パネル・データと、学級規模および学級数に関するデータを用いて、階層的線形モデリングの手法による分析を行った。サンプルは67校の4年生と5年生の学力データである。その結果、小学校4年生と5年生の学力データから、その前の学力がabs.ja[125,c(3:11,13:14)]## db.seq author year
## 125 psyc.12 Yamamori, Koyo 2016
## title
## 125 Effects of class size on the relation between prior and subsequent achievement: elementary school second graders’ japanese language studies
## journal volume number pages
## 125 Japanese Journal of Educational Psychology 64 4 445-455
## keywords
## 125 class size; hierarchical linear model; aptitude-treatment interaction; elementary school pupils; Academic Achievement; Elementary Education; Elementary School Students; Class Size; Language
## abstract
## 125 The present study examined differences in the relation between prior and subsequent achievement that have been attributed to class size. The participants were second graders. Sample schools (N = 48) were selected in 2 steps: (a) sampling from public elementary schools throughout Japan, including more than 1 single second-grade class with varying probabilities, and (b) excluding schools that introduced small-group instruction in their Japanese language classes. The pupils took Japanese language achievement tests twice: in July as prior achievement, and in December as subsequent achievement. A hierarchical linear model that predicts individual pupils' subsequent achievement from their prior achievement and class size was analyzed. The results suggested that the change in achievement scores of the pupils in small classes was higher compared to pupils whose prior achievement was at an average level. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
## abstract_ja
## 125 本研究では、学級規模に起因するとされる、事前学習と事後学習の達成度との関係の違いについて検討した。対象は小学2年生である。サンプル校（N = 48）は2段階で抽出された：(a)全国の公立小学校の2年生1クラス以上を、確率を変えながら抽出し、(b)国語の授業に少人数指導を導入している学校は除外した。児童は、7月に事前学力テスト、12月に事後学力テストの2回日本語学力テストを受けた。先行学力と学級規模から個々の児童生徒の事後学力を予測する階層的線形モデルを用いて分析した。その結果、少人数学級の児童生徒の学力変化は、事前学力が平均的な児童生徒に比べて高いことが示唆された。(PsycINFO Database Record (c) 2019 APA, all rights reserved)abs.ja[126,c(3:11,13:14)]## db.seq
## 126 psyc.13
## author
## 126 Bergstrom, Cassendra M. and Pugh, Kevin J. and Phillips, Michael M. and Machlev, Moshe
## year
## 126 2016
## title
## 126 Effects of problem-based learning on recognition learning and transfer accounting for gpa and goal orientation
## journal volume number pages
## 126 Journal of Experimental Education 84 4 764-786
## keywords
## 126 classroom research; goal theory; individual differences; learning environments; motivation; Goal Orientation; Individual Differences; Learning Environment; Preservice Teachers; Problem Based Learning; College Students; Recognition (Learning)
## abstract
## 126 Conflicting research results have stirred controversy over the effectiveness of problem-based learning (PBL) compared to direct instruction at fostering content learning, particularly for novices. We addressed this by investigating effectiveness with respect to recognition learning and transfer and conducting an aptitude-treatment interaction analysis. We also examined how students' goal orientations may moderate learning in PBL and lecture/discussion environments. Participants included 197 preservice teachers in an undergraduate educational psychology course. Controlling for GPA, students in the PBL condition performed significantly better than students in the lecture/discussion condition on a transfer measure (p < .001, partial η² = .271) and equally on a recognition learning measure (p = .530). We also found an aptitude-treatment interaction for recognition learning (p = .012, partial η² =.034) but not transfer (p = .088). Results of goal orientation on learning outcomes were incon
## abstract_ja
## 126 問題解決型学習(PBL)は、直接指導と比較して、特に初心者を対象とした内容学習を促進する効果があるのかについて、相反する研究結果が論争を巻き起こしている。我々は、認識学習と転移に関する有効性を調査し、適性と処置の相互作用分析を行うことで、この問題に取り組んだ。また、学生の目標志向が、PBLと講義・討論環境における学習をどのように調節するかも検討した。参加者は、学部教育心理学コースの現職教員197名であった。GPAを統制すると、PBL条件の学生は、伝達測定（p < .001、部分η² = .271）において講義/討論条件の学生より有意に良好であり、認識学習測定（p = .530）においても同等であった。また、認識学習（p = 0.012、部分η² =.034）については適性-治療交互作用が見られたが、転移（p = 0.088）については見られなかった。学習成果に関する目標志向性の結果は、以下の通りであったabs.ja[127,c(3:11,13:14)]## db.seq author year
## 127 psyc.14 Suzuki, Yuichi and DeKeyser, Robert 2017
## title
## 127 Exploratory research on second language practice distribution: an aptitude × treatment interaction
## journal volume number pages
## 127 Applied Psycholinguistics 38 1 27-56
## keywords
## 127 cognitive aptitude; second language learning; working memory; grammar; language; Cognitive Ability; Foreign Language Learning; Grammar; Short Term Memory
## abstract
## 127 The current exploratory study aimed at investigating the role of cognitive aptitudes in determining the effect of practice distribution on second language learning. The study investigated to what extent language-analytic ability and working-memory capacity predicted the acquisition of grammar under two learning conditions that differ in the interval between the two training sessions. Learners of Japanese as a second language were trained on an element of Japanese morphosyntax under either distributed practice (7-day interval) or massed practice (1-day interval). The results revealed that language-analytic ability was only related to performance after distributed practice, whereas working-memory capacity was only related to performance after massed practice. These Aptitude × Treatment interaction findings can help establish the learning processes operating under distributed/massed practice conditions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
## abstract_ja
## 127 本研究は、第二言語学習における練習量配分の効果を決定する認知的適性の役割を調査することを目的とした探索的研究である。本研究では、2回の練習の間隔が異なる2つの学習条件下で、言語分析能力と作業記憶能力が文法の習得をどの程度予測するかを調べた。第二言語としての日本語学習者を対象に、日本語の形態統語の一要素について、分散練習（7日間隔）または大量練習（1日間隔）のいずれかを行った。その結果、言語分析能力は分散練習後の成績にのみ関連し、作業記憶能力は大量練習後の成績にのみ関連することが明らかになった。このような適性×治療相互作用の知見は、分散練習／大量練習の条件下で作用する学習過程の確立に役立つと考えられる。(PsycINFO Database Record (c) 2016 APA, all rights reserved)abs.ja[128,c(3:11,13:14)]## db.seq author year
## 128 psyc.15 Suzuki, Yuichi and Dekeyser, Robert 2017
## title
## 128 Exploratory research on second language practice distribution: an aptitude x treatment interaction
## journal volume number pages
## 128 Applied Linguistics 38 1 27-56
## keywords
## 128 second language practice; treatment interaction; learning conditions; Language; Learning; Treatment Compliance
## abstract
## 128 The current exploratory study aimed at investigating the role of cognitive aptitudes in determining the effect of practice distribution on second language learning. The study investigated to what extent language-analytic ability and working-memory capacity predicted the acquisition of grammar under two learning conditions that differ in the interval between the two training sessions. Learners of Japanese as a second language were trained on an element of Japanese morphosyntax under either distributed practice (7-day interval) or massed practice (1 -day interval). The results revealed that language-analytic ability was only related to performance after distributed practice, whereas working-memory capacity was only related to performance after massed practice. These Aptitude × Treatment interaction findings can help establish the learning processes operating under distributed/massed practice conditions. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
## abstract_ja
## 128 本研究は、第二言語学習における練習量配分の効果を決定する認知的適性の役割を調査することを目的とした探索的研究である。本研究では、2回の練習の間隔が異なる2つの学習条件下で、言語分析能力と作業記憶能力が文法の習得をどの程度予測するかを調べた。第二言語としての日本語学習者を対象に、日本語の形態統語の一要素について、分散練習（7日間隔）または大量練習（1日間隔）のいずれかを行った。その結果、言語分析能力は分散練習後の成績にのみ関連し、作業記憶能力は大量練習後の成績にのみ関連することが明らかになった。これらの適性×治療相互作用の知見は、分散型／集団型練習条件下で作用する学習過程の確立に役立つと考えられる。(PsycINFO Database Record (c) 2017 APA, all rights reserved)abs.ja[129,c(3:11,13:14)]## db.seq author year
## 129 psyc.16 Münzer, Stefan 2015
## title
## 129 Facilitating recognition of spatial structures through animation and the role of mental rotation ability
## journal volume number pages
## 129 Learning and Individual Differences 38 <NA> 76-82
## keywords
## 129 Visualization; Mental rotation; Spatial structure; Animation; Spatial ability; Aptitude–treatment-interaction; Mental Rotation; Spatial Ability; Spatial Organization; Animation; Human Sex Differences; Wayfinding
## abstract
## 129 The study examined the facilitating function of animations for the recognition of rotated spatial structures and considered the role of mental rotation ability. The task required a decision of whether a rotated version of a spatial structure was identical to a previously shown structure. Either a static picture of the spatial structure or an animation was studied. The animation presented a rotation of the structure. Results showed a large effect of animations for recognition times. Individual mental rotation ability was chronometrically measured based on reaction times in a standard mental rotation task with simple two-dimensional figures. An aptitude–treatment-interaction was found: Mental rotation ability explained a large portion of the variance in recognition times for rotated spatial structures with static study pictures (r² = .52) but it explained variance to a much lesser extent with animations (r² = .12). It was concluded that animations compensated for lower mental rotation a
## abstract_ja
## 129 この研究では、回転された空間構造の認識におけるアニメーションの促進機能を調べ、心的回転能力の役割を検討した。課題は、ある空間構造を回転させたものが、以前に示された空間構造と同一であるか否かを判断することであった。空間構造の静止画像かアニメーションのいずれかが研究された。アニメーションは空間構造の回転を提示した。その結果、認識時間に対するアニメーションの効果は大きかった。個人の心的回転能力は、単純な2次元図形を用いた標準的な心的回転課題における反応時間に基づいてクロノメトリックに測定された。適性-治療-相互作用が認められた：心的回転能力は、静的な学習画像を用いた回転した空間構造の認識時間の分散の大部分を説明した（r² = 0.52）が、アニメーションを用いた場合の分散の説明ははるかに少なかった（r² = 0.12）。アニメーションは、より低い心的回転能力を補償すると結論づけられた。abs.ja[130,c(3:11,13:14)]## db.seq
## 130 psyc.17
## author
## 130 Bernecker, Samantha L. and Coyne, Alice E. and Constantino, Michael J. and Ravitz, Paula
## year title
## 130 2017 For whom does interpersonal psychotherapy work? A systematic review
## journal volume number pages
## 130 Clinical Psychology Review 56 <NA> 82-93
## keywords
## 130 Interpersonal psychotherapy; Moderator; Aptitude-treatment interaction; Personalized medicine; Humans; Interpersonal Relations; Mental Disorders; Psychotherapy; Interpersonal Psychotherapy; Major Depression; Treatment; Client Treatment Matching
## abstract
## 130 The efficacy of interpersonal psychotherapy (IPT) to treat depression and other disorders is well established, yet it remains unknown which patients will benefit more from IPT than another treatment. This review summarizes 46 years of clinical trial research on patient characteristics that moderate the relative efficacy of IPT vs. different treatments. Across 57 studies from 33 trials comparing IPT to pharmacotherapy, another psychotherapy, or control, there were few consistent indicators of when IPT would be more or less effective than another treatment. However, IPT may be superior to school counseling for adolescents with elevated interpersonal conflict, and to minimal controls for patients with severe depression. Cognitive-behavioral therapy may outpace IPT for patients with avoidant personality disorder symptoms. There was some preliminary evidence that IPT is more beneficial than alternatives for patients in some age groups, African-American patients, and patients in an index ep
## abstract_ja
## 130 うつ病やその他の疾患の治療における対人関係心理療法（IPT）の有効性は十分に確立されているが、どのような患者が他の治療法よりもIPTの恩恵をより多く受けるかは依然として不明である。この総説は、IPTと異なる治療法の相対的有効性を緩和する患者の特性に関する46年間の臨床試験研究を要約したものである。IPTを薬物療法、別の心理療法、または対照療法と比較した33の臨床試験による57の研究において、IPTが他の治療法よりも効果が高いか低いかを示す一貫した指標はほとんどなかった。しかしながら、IPTは対人葛藤の強い青年に対しては学校カウンセリングよりも、また重度のうつ病患者に対しては最小限のコントロールよりも優れている可能性がある。回避性パーソナリティ障害の症状を有する患者に対しては、認知行動療法がIPTよりも優れている可能性がある。一部の年齢層、アフリカ系アメリカ人患者、および指標となるエピソードを有する患者に対しては、IPTが代替療法よりも有益であるという予備的な証拠がいくつか示された。abs.ja[131,c(3:11,13:14)]## db.seq author year
## 131 psyc.18 Abel, Roman and Hänze, Martin 2019
## title
## 131 Generating causal relations in scientific texts: the long-term advantages of successful generation
## journal volume number pages
## 131 Frontiers in Psychology 10 <NA> <NA>
## keywords
## 131 coherence; causal cohesion; expository text; generation effect; aptitude-treatment interaction; cognitive load; dual-task; desirable difficulties; Causal Analysis; Comprehension; Generation Effect (Learning); High School Students; Text Structure; Dual Task Performance; Human Channel Capacity
## abstract
## 131 A high level of text comprehension can be achieved by engaging learners in processes of organization and integration while reading a cohesive text. In the present study, we investigated the impact of an innovative generative technique on learning with scientific texts. The cohesion generation was implemented by means of explicit cohesion gaps. High school students (n = 199) were randomly assigned to either receive a fully cohesive scientific text (control condition) or a scientific text that required the selection of causal connectives, such as because, although, therefore, or however (generation condition). Learners in the generation condition were required to reflect on causal relations to complete the text. All students were tested immediately (T1) and 2 weeks after the learning phase (T2). Cognitive load was measured by a dual task and self-report measure. Contrary to our expectations, no differences were found in performance on inference questions (situation model). Learners in t
## abstract_ja
## 131 まとまりのあるテキストを読みながら、学習者を構成と統合のプロセスに関与させることで、高いレベルのテキスト理解を達成することができる。本研究では、革新的な生成技法が科学的テキストの学習に与える影響について調査した。結束の生成は、明示的な結束のギャップによって実施された。高校生（n=199）を、完全にまとまりのある科学的テキスト（統制条件）と、because、though、thorough、howeverなどの因果的接続詞の選択が必要な科学的テキスト（生成条件）のいずれかに無作為に割り付けた。生成条件の学習者は、文章を完成させるために因果関係を考察することが求められた。すべての学習者は、学習開始直後（T1）と2週間後（T2）にテストを受けた。認知負荷は、二重課題と自己報告測定によって測定された。予想に反して、推論問題（状況モデル）の成績に差は見られなかった。T2の学習者abs.ja[132,c(3:11,13:14)]## db.seq author year
## 132 psyc.19 Goto, Yuka 2014
## title
## 132 How can japanese university students' incorrect understanding of the scope of meaning of some english verbs be rectified?
## journal volume number pages
## 132 Japanese Journal of Educational Psychology 62 1 1-12
## keywords
## 132 English verbs; scope of meaning; instruction in English vocabulary; learning strategies; undergraduates; English as Second Language; Foreign Language Learning; Verbs; Word Meaning; College Students; Cross Cultural Differences
## abstract
## 132 The English verb climb refers to a motion in which one ascends under one's own physical power, whereas the Japanese verb noburu does not have such a restriction. The present study dealt with Japanese university students' understanding of the scope of meaning of some English verbs commonly misused by Japanese. In Experiment 1, the Test group (n = 44) only took a test, while the Dictionary groups (n = 101) read explanations of usage that were like the explanations in an English-Japanese dictionary. The results revealed that the Test group had an insufficient understanding of some basic verbs (climb, memorize, borrow, teach, and put on), whereas the Dictionary groups had a better understanding of those words. In Experiment 2, the Practice group (n = 39) practiced judging whether some sample sentences were correct; the Episode group (n = 45) read short stories in which misuses of verbs resulted in odd and unexpected meanings. Both groups in Experiment 2 had 90% correct answers on a postte
## abstract_ja
## 132 英語のclimbという動詞は、自分の力で上昇する動作を意味するが、日本語のnoburuという動詞にはそのような制約がない。本研究では、日本人がよく誤用する英語動詞の意味範囲について、日本人の大学生の理解を調べた。実験1では、テスト群（n=44）にはテストのみを実施し、辞書群（n=101）には英和辞典の解説と同様の用法解説を読ませた。その結果、テスト群では基本的な動詞（climb、memorize、borrow、teach、put on）の理解が不十分であったのに対し、辞書群ではこれらの単語の理解が進んでいた。実験2では、練習グループ（n = 39）はいくつかの例文が正しいかどうかを判断する練習をし、エピソードグループ（n = 45）は動詞の誤用によって奇妙で予想外の意味になる短編小説を読んだ。実験2では、両グループとも90％の正答率を示した。abs.ja[133,c(3:11,13:14)]## db.seq
## 133 psyc.20
## author
## 133 Ziv-Beiman, Sharon and Keinan, Giora and Livneh, Elad and Malone, Patrick S. and Shahar, Golan
## year
## 133 2017
## title
## 133 Immediate therapist self-disclosure bolsters the effect of brief integrative psychotherapy on psychiatric symptoms and the perceptions of therapists: a randomized clinical trial
## journal volume number pages
## 133 Psychotherapy Research 27 5 558-570
## keywords
## 133 self-disclosure; integrative treatment models; brief psychotherapy; randomized clinical trial; outcome research; aptitude–treatment interaction research; Integrative Psychotherapy; Psychiatric Symptoms; Psychotherapists; Self-Disclosure; Therapist Attitudes; Health Personnel Attitudes
## abstract
## 133 Objective: We report a first randomized clinical trial examining the effect of immediate and non-immediate therapist self-disclosure in the context of a brief integrative psychotherapy for mild to moderate distress. Method: A total of 86 patients with mild to moderate forms of distress were randomly divided into three 12-session integrative psychotherapy conditions based primarily on [Hill, C. E. (2009). Helping skills: Facilitating, exploration, insight, and action (3rd ed.). Washington, DC: American Psychological Association.] three-stage model. Therapists trained in this treatment modality were instructed to use either immediate self-disclosure (expressing feelings towards the patient/treatment/therapeutic relationship) or non-immediate self-disclosure (expressing personal or factual information regarding the therapist's life outside the treatment). In the comparison condition, the therapists were instructed to refrain from self-disclosure altogether. Results: Immediate therapist s
## abstract_ja
## 133 目的軽度から中等度の苦痛に対する短期の統合的心理療法において、セラピストによる即時的な自己開示と非即時的な自己開示の効果を検証した初のランダム化臨床試験を報告する。方法軽度から中等度の苦痛を有する合計86人の患者が、主に [Hill, C. E. (2009).援助技能：援助技能：促進、探求、洞察、行動（第3版）.ワシントンDC：American Psychological Association.] の3段階モデルである。この治療法の訓練を受けたセラピストは、即時的自己開示（患者/治療/治療関係に対する感情を表現する）か非即時的自己開示（治療以外のセラピストの生活に関する個人的または事実的な情報を表現する）のいずれかを使用するように指示された。比較条件では、セラピストは自己開示を完全に控えるよう指示された。結果セラピストの自己開示abs.ja[134,c(3:11,13:14)]## db.seq author year
## 134 psyc.21 Bolibaugh, Cylcia and Foster, Pauline 2021
## title
## 134 Implicit statistical learning in naturalistic and instructed morphosyntactic attainment: an aptitude‐treatment interaction design
## journal volume number pages
## 134 Language Learning 71 4 959-1003
## keywords
## 134 age effects; statistical learning; implicit learning; phonological short-term memory; grammaticality judgment; Implicit Learning; Judgment; Learning Ability; Phonology; Short Term Memory; Age Differences; Implicit Memory
## abstract
## 134 We investigated the potential influence of implicit learning mechanisms on L2 morphosyntactic attainment by examining the relationship between age of onset (AoO), two cognitive abilities hypothesized to underlie implicit learning (phonological short‐term memory and implicit statistical learning), and performance on an auditory grammaticality judgment test (GJT). Participants were 71 Polish‐English long‐term bilinguals with a wide range of AoOs (1–35 years) who differed in their context of learning and use (immersed vs. instructed). In immersed learners, we observed a growing dissociation between performance on grammatical and ungrammatical sentences as AoO was delayed. This effect was attenuated in those with better phonological short‐term memory and statistical learning abilities and is consistent with a decline in the ability to learn from implicit negative evidence. In instructed learners, GJT performance was subject to additive effects of AoO and grammaticality and was not associa
## abstract_ja
## 134 我々は、暗黙的学習メカニズムがL2形態統語の達成に及ぼす潜在的影響について、学習開始年齢（AoO）、暗黙的学習の根底にあると仮定される2つの認知能力（音韻短期記憶と暗黙的統計学習）、聴覚的文法性判定テスト（GJT）の成績との関係を調べることによって調査した。参加者は、学習と使用の状況（没入型と指示型）が異なる、幅広い年齢層（1～35歳）のポーランド語と英語の長期バイリンガル71名であった。没頭型学習者では、AoOが遅れるにつれて、文法的文と非文法的文の成績に差が生じることが観察された。この効果は、音韻短期記憶や統計的学習能力の高い学習者では弱く、暗黙の否定的証拠から学習する能力の低下と一致した。指示された学習者では、GJTの成績はAoOと文法性の相加的効果に左右された。abs.ja[135,c(3:11,13:14)]## db.seq author year
## 135 psyc.22 Yilmaz, Yucel and Granena, Gisela 2021
## title
## 135 Implicitness and explicitness in cognitive abilities and corrective feedback: a double dissociation?
## journal volume number pages
## 135 Studies in Second Language Acquisition <NA> <NA> <NA>
## keywords
## 135 No terms assigned
## abstract
## 135 This aptitude–treatment interaction study investigated the extent to which explicit and implicit cognitive abilities are differentially related to learning outcomes under two corrective feedback conditions. One hundred and thirteen intermediate English learners of Spanish were randomly assigned to an implicit feedback (recast), explicit feedback (explicit correction), or control group after completing tests from two aptitude batteries (High-Level Language Aptitude Battery [Hi-LAB] and LLAMA). Linguistic improvement on noun-adjective gender agreement and Differential Object Marking was assessed using grammaticality judgment and oral production tasks. Results showed that implicit but not explicit abilities were relevant for the acquisition of gender agreement under implicit feedback as measured by grammaticality judgments. In contrast, explicit but not implicit abilities were relevant for the acquisition of object marking under explicit feedback as measured by oral production. These res
## abstract_ja
## 135 この適性-治療相互作用研究では、2つの修正フィードバック条件下で、明示的認知能力と暗黙的認知能力が学習成果にどの程度異なる関連があるかを調べた。13人のスペイン語中級英語学習者を、2つの適性テスト（High-Level Language Aptitude Battery [Hi-LAB]とLLAMA）を受けた後、暗黙的フィードバック（再キャスト）群、明示的フィードバック（明示的修正）群、対照群に無作為に割り付けた。名詞・形容詞の性一致と目的格の違いに関する言語学的向上は、文法性判定と口頭産出課題を用いて評価された。その結果、文法性判断で測定される暗黙的フィードバックのもとでは、明示的能力ではなく暗黙的能力が男女一致の習得に関連することが示された。一方、明示的なフィードバック下での目的語表記の習得には、明示的な能力は関係したが、明示的な能力は関係しなかった。これらの結果はabs.ja[136,c(3:11,13:14)]## db.seq author year
## 136 psyc.23 Suzuki, Yuichi 2021
## title
## 136 Individual differences in memory predict changes in breakdown and repair fluency but not speed fluency: a short-term fluency training intervention study
## journal volume number pages
## 136 Applied Psycholinguistics <NA> <NA> <NA>
## keywords
## 136 individual differences; memory; fluency; task repetition; blocked and interleaved practice; aptitude–treatment interaction; No terms assigned
## abstract
## 136 The purpose of this intervention study is to reveal the extent to which memory-related aptitudes are implicated in the second language (L2) fluency development fostered by task repetition. English L2 learners are engaged in oral narrative tasks three times per day under two different 3-day task repetition schedules: blocked (Day 1: A-A-A, Day 2: B-B-B, Day 3: C-C-C) versus interleaved (Day 1: A-B-C, Day 2: A-B-C, Day 3: A-B-C). Their phonological short-term memory (PSTM), attention control, and associative memory were used as predictors of fluency changes measured through speed, breakdown, and repair fluency behaviors. Results showed that while the articulation rate change was not explained by any of the examined predictors, breakdown and repair fluency were predicted by different memory components. Specifically, PSTM was associated with mid-clause pause decrease during the training phase, while associative memory was linked to the increase in clause-final pauses in the posttest. Atte
## abstract_ja
## 136 この介入研究の目的は、記憶に関する適性が、タスク反復によって育まれる第二言語（L2）の流暢さの発達にどの程度関与しているかを明らかにすることである。英語L2学習者は、2つの異なる3日間のタスク反復スケジュール（ブロック型（1日目：A-A-A、2日目：B-B-B、3日目：C-C-C）対インターリーブ型（1日目：A-B-C、2日目：A-B-C、3日目：A-B-C）の下で、1日3回オーラル・ナラティブ・タスクに取り組む。音韻短期記憶（PSTM）、注意制御、連想記憶は、速度、故障、修復流暢性行動を通して測定された流暢性の変化の予測因子として用いられた。その結果、調音速度の変化は、検討した予測因子のいずれによっても説明されなかったが、ブレイクダウンとリペアの流暢さは、異なる記憶要素によって予測された。具体的には、PSTMは訓練段階における句の中間の休止の減少に関連し、連想記憶は事後テストにおける句末の休止の増加に関連していた。アテabs.ja[137,c(3:11,13:14)]## db.seq
## 137 psyc.24
## author
## 137 Weissgerber, Sophia C. and Terhorst, Denia Indah Permatasari and Rummer, Ralf
## year
## 137 2024
## title
## 137 Is the perceptual disfluency effect moderated by working memory capacity? Direct replication of lehmann et al (2016)
## journal volume number pages
## 137 Metacognition and Learning 19 1 293-318
## keywords
## 137 Disfluency effect; learning with expository texts; working memory capacity; direct replication; aptitude-treatment interaction; Learning; Metacognition; Short Term Memory
## abstract
## 137 According to an aptitude-treatment interaction experiment (Lehmann et al., Metacognition and Learning,11, 89–105, 2016, N = 47, published in Metacognition and Learning), perceptually disfluent texts facilitated retention and comprehension performance (but not transfer performance) only for learners with higher working memory capacity (WMC). No effects of WMC for a fluent text were found (albeit theoretically, fluency may be more advantageous for learners with lower WMC). The findings of our (pre-registered) direct replication (supervised online sample of N = 96) show a substantial deviation from the original results: In contrast to the interaction effect (disfluency and WMC) of the primary study, we obtained null results for disfluency, WMC, and their interaction for all learning outcomes. Our replication data are not indicative of WMC as a boundary condition moderating the disfluency effect on learning. We discuss discrepancies in the results of the primary study and our direct repli
## abstract_ja
## 137 適性-治療交互作用実験（Lehmann et al., Metacognition and Learning,11, 89-105, 2016, N = 47, Published in Metacognition and Learning）によると、知覚的に流暢でないテキストは、ワーキングメモリ容量（WMC）が高い学習者のみ、保持と理解のパフォーマンスを促進した（転移パフォーマンスは促進しなかった）。流暢なテキストに対するWMCの効果は見られなかった（理論的には、WMCの低い学習者にとっては流暢な方が有利かもしれないが）。私たちの（事前登録された）直接複製（N = 96の監視されたオンラインサンプル）の結果は、元の結果からの大幅な逸脱を示している：一次研究の交互作用効果（流暢さとWMC）とは対照的に、すべての学習結果について、流暢さ、WMC、およびそれらの交互作用の結果は無効であった。我々の再現データは、学習に対するディスフルエンシー効果を緩和する境界条件としてのWMCを示していない。第一次研究の結果とわれわれの直接再現研究の結果の不一致について考察する。abs.ja[138,c(3:11,13:14)]## db.seq author year
## 138 psyc.25 Korbach, Andreas and Brünken, Roland and Park, Babette 2016
## title
## 138 Learner characteristics and information processing in multimedia learning: a moderated mediation of the seductive details effect
## journal volume number pages
## 138 Learning and Individual Differences 51 <NA> 59-68
## keywords
## 138 information processing; multimedia learning; Automated Information Processing; Multimedia; Learning; Spatial Ability
## abstract
## 138 The present study examines whether the seductive details effect is mediated by perceptual processing and whether this mediation as well as the direct effect is moderated by multiple moderators. The Aptitude-Treatment-Interaction Design (N = 108) considers prior knowledge and spatial ability as continuous aptitude variables and seductive details (with vs. without) and task condition (cognitive low-loading single vs. cognitive high-loading dual task) as treatment variables. Two separate models of moderated mediation are focused including task condition as a first moderator and prior knowledge or spatial ability as a second moderator. Results show a full mediation by picture fixation duration with a moderating influence of task condition and prior knowledge on the mediator and a moderating influence of task condition and spatial ability on the direct path for learning success. Especially the low capacity learners were affected under cognitive high-loading conditions. A discussion of thes
## abstract_ja
## 138 本研究では、誘惑的詳細効果が知覚処理によって媒介されるかどうか、また直接効果だけでなくこの媒介も複数のモデレーターによって調整されるかどうかを検証する。適性-治療-相互作用デザイン（N = 108）は、事前知識と空間能力を連続適性変数とし、誘惑的詳細（ありvsなし）と課題条件（認知的低負荷単一課題vs認知的高負荷二重課題）を治療変数とする。第1のモデレーターとして課題条件、第2のモデレーターとして事前知識または空間能力を含む、2つのモデレートされた媒介モデルに注目した。その結果、学習成功の直接的経路では、課題条件と事前知識が媒介変数に、課題条件と空間能力が媒介変数に、それぞれ影響を及ぼし、画像固視時間による完全な媒介が示された。特に、認知的高負荷条件下では、低能力学習者が影響を受けた。考察abs.ja[139,c(3:11,13:14)]## db.seq author year
## 139 psyc.26 Rolfes, Tobias and Roth, Jürgen and Schnotz, Wolfgang 2020
## title
## 139 Learning the concept of function with dynamic visualizations
## journal volume number pages
## 139 Frontiers in Psychology 11 <NA> <NA>
## keywords
## 139 concept of function; covariation; dyna-linking; animation; dynamic visualization; static representation; visual-spatial ability; Imagery; School Learning; Secondary Education; Animation
## abstract
## 139 In this paper we present a laboratory experiment in which 157 secondary-school students learned the concept of function with either static representations or dynamic visualizations. We used two different versions of dynamic visualization in order to evaluate whether interactivity had an impact on learning outcome. In the group learning with a linear dynamic visualization, the students could only start an animation and run it from the beginning to the end. In the group using an interactive dynamic visualization, the students controlled the flow of the dynamic visualization with their mouse. This resulted in students learning significantly better with dynamic visualizations than with static representations. However, there was no significant difference in learning with linear or interactive dynamic visualizations. Nor did we observe an aptitude–treatment interaction between visual-spatial ability and learning with either dynamic visualizations or static representations. (PsycInfo Databas
## abstract_ja
## 139 本論文では、157人の中学生を対象に、関数の概念を静的視覚化または動的視覚化で学習させた実験結果を紹介する。インタラクティブ性が学習結果に影響を与えるかどうかを評価するために、2つの異なるバージョンの動的可視化を使用した。直線的な動的可視化で学習したグループでは、生徒はアニメーションを開始し、最初から最後まで実行することしかできなかった。インタラクティブなダイナミック・ビジュアライゼーションを使用したグループでは、生徒はマウスでダイナミック・ビジュアライゼーションの流れをコントロールした。その結果、生徒は静的な表現よりも動的な視覚化の方が有意に学習効果が高かった。しかし、線形またはインタラクティブな動的視覚化では、学習に有意な差は見られなかった。また、動的視覚化または静的視覚化のいずれにおいても、視覚空間能力と学習との間に適性-治療相互作用は観察されなかった。(PsycInfoデータベースabs.ja[140,c(3:11,13:14)]## db.seq author year
## 140 psyc.27 Lasfeto, Deddy Barnabas and Ulfa, Saida 2023
## title
## 140 Modeling of online learning strategies based on fuzzy expert systems and self-directed learning readiness: the effect on learning outcomes
## journal volume number pages
## 140 Journal of Educational Computing Research 60 8 2081-2104
## keywords
## 140 online learning; fuzzy expert system; self-directed learning; learning outcomes; artificial intelligence; Artificial Intelligence; Expert Systems; Learning Strategies; School Learning; Electronic Learning; Student Learning Outcomes
## abstract
## 140 This study proposes an online learning model based on fuzzy expert systems to recommend learning contents that are most appropriate for facilitating more efficient learning. The process used two computer applications which are Matlab for fuzzy analysis and the learning management system Moodle platform for online learning environment. Besides, considering the learner themselves by their self-directed learning readiness as the moderating variable in this study. To examine the learning strategies, we used aptitude treatment interaction for the learning model. Statistical analysis is used to examine the effect of this strategy and the students’ self-directed learning readiness on the learning outcomes. We found that students who are taught by online learning strategies based on fuzzy expert systems have better learning outcomes than students who are given traditional online learning strategies. Students who have high self-directed learning readiness have higher learning outcomes than stu
## abstract_ja
## 140 本研究では、より効率的な学習を促進するために最適な学習コンテンツを推奨する、ファジーエキスパートシステムに基づいたオンライン学習モデルを提案する。このプロセスでは、ファジィ分析のためのMatlabとオンライン学習環境のための学習管理システムMoodleプラットフォームの2つのコンピュータアプリケーションを使用した。また、本研究では、学習者自身の自己主導的な学習態勢を調整変数として考慮した。学習方略を検討するために、学習モデルには適性処置交互作用を用いた。統計分析を用いて、この方略と学生の自己主導的学習準備の学習成果への影響を検討した。その結果、ファジーエキスパートシステムに基づくオンライン学習方略で指導を受けた学生は、従来のオンライン学習方略で指導を受けた学生よりも学習成果が高いことがわかった。また、自己主導的学習準備の高い学生は、従来のオンライン学習ストラテジーを用いた学生よりも学習成果が高いことがわかった。abs.ja[141,c(3:11,13:14)]## db.seq
## 141 psyc.28
## author
## 141 Johnson, Teresa R. and Lyons, Rebecca and Chuah, Joon Hao and Kopper, Regis and Lok, Benjamin C. and Cendan, Juan C.
## year
## 141 2013
## title
## 141 Optimal learning in a virtual patient simulation of cranial nerve palsies: the interaction between social learning context and student aptitude
## journal volume number pages
## 141 Medical Teacher 35 1 e876-e884
## keywords
## 141 optimal learning; virtual patient simulation; cranial nerve palsies; social learning context; student aptitude; student perspectives; Adult; Aptitude; Clinical Medicine; Computer Simulation; Cranial Nerve Diseases; Education; Medical; Undergraduate; Female; Florida; Humans; Male; Students; Medical; User-Computer Interface; Young Adult; Cranial Nerves; Diagnosis; Simulation; Social Learning; Student Attitudes; Paralysis
## abstract
## 141 Background: Simulation in medical education provides students with opportunities to practice interviews, examinations, and diagnosis formulation related to complex conditions without risks to patients. Aim: To examine differences between individual and team participation on learning outcomes and student perspectives through use of virtual patients (VPs) for teaching cranial nerve (CN) evaluation. Methods: Fifty-seven medical students were randomly assigned to complete simulation exercises either as individuals or as members of three-person teams. Students interviewed, examined, and diagnosed VPs with possible CN damage in the Neurological Exam Rehearsal Virtual Environment (NERVE). Knowledge of CN abnormalities was assessed pre- and post-simulation. Student perspectives of system usability were evaluated post-simulation. Results: An aptitude-treatment interaction (ATI) effect was detected; at pre-test scores ≤ 50%, students in teams scored higher (83%) at post-test than did students a
## abstract_ja
## 141 背景医学教育におけるシミュレーションは、患者に危険を及ぼすことなく、複雑な病態に関する問診、検査、診断の立案を練習する機会を学生に提供する。目的：脳神経（CN）評価の教育に仮想患者（VP）を用いることで、個人参加とチーム参加の学習成果や学生の視点の違いを検討する。方法57名の医学生を無作為に割り付け、個人または3人1組のチームのメンバーとしてシミュレーション演習に参加させた。学生は、NervE（Neurological Exam Rehearsal Virtual Environment：神経学的検査リハーサル仮想環境）において、CN損傷の可能性がある副腎の問診、診察、診断を行った。CNの異常に関する知識は、シミュレーションの前後で評価した。シミュレーション後に、システムの使いやすさに対する学生の視点を評価した。結果適性-治療交互作用（ATI）効果が検出された；事前テストの得点が50％以下の場合、チームを組んだ学生は、チームを組まなかった学生よりも事後テストの得点が高かった（83％）。abs.ja[142,c(3:11,13:14)]## db.seq author year
## 142 psyc.29 Suzuki, Yuichi and Nakata, Tatsuya and Dekeyser, Robert 2019
## title
## 142 Optimizing second language practice in the classroom: perspectives from cognitive psychology
## journal volume number pages
## 142 Modern Language Journal 103 3 551-561
## keywords
## 142 practice; skill acquisition theory; cognitive psychology; distribution of practice; individual differences; Classrooms; Foreign Language Education; Foreign Language Learning; Individual Differences; Skill Learning; Cognitive Psychology; Feedback; Foreign Languages; Learning Schedules; Learning
## abstract
## 142 This introduction to the special issue provides an overview of the role of practice in a second language (L2) from both pedagogical and theoretical perspectives. The following 5 areas of research are identified for studying L2 practice from cognitive psychology perspectives: (a) the type of practice (retrieval practice, corrective feedback, modality), (b) distribution of practice, (c) schedule of practice (blocking and interleaving effects), (d) individual difference factors (aptitude–treatment interaction), and (e) effects of practice on learning trajectories and outcomes. This special issue sets a research agenda toward better understanding the learning processes and resulting knowledge through practice. That research can inform teachers about how they can optimize L2 teaching and learning for a variety of learners across different classroom contexts. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
## abstract_ja
## 142 本特集の序章では、第二言語（L2）における練習の役割について、教育学的・理論的観点から概観する。(a)練習の種類（検索練習、矯正フィードバック、モダリティ）、(b)練習の分布、(c)練習のスケジュール（ブロッキング効果とインターリーブ効果）、(d)個人差要因（適性と治療の相互作用）、(e)学習の軌跡と結果に対する練習の効果。本特集は、実践を通じた学習プロセスとその結果としての知識をよりよく理解するための研究課題を設定するものである。その研究は、教室の様々な状況において、様々な学習者のためにL2教育と学習を最適化する方法について、教師に情報を提供することができる。(PsycInfo Database Record (c) 2022 APA, all rights reserved)abs.ja[143,c(3:11,13:14)]## db.seq
## 143 psyc.30
## author
## 143 Cooper, Mick and Di Malta, Gina and Knox, Sarah and Oddli, Hanne Weie and Swift, Joshua K.
## year
## 143 2023
## title
## 143 Patient perspectives on working with preferences in psychotherapy: a consensual qualitative research study
## journal volume number pages
## 143 Psychotherapy Research <NA> <NA> <NA>
## keywords
## 143 patient preferences; aptitude-treatment interaction research; alliance; process research; consensual qualitative research; No terms assigned
## abstract
## 143 Abstract Objective Assessing and accommodating patient preferences is integral to evidence-based practice. This qualitative study sought to explore patient perspectives and experiences of preference work in psychotherapy. Methods Participants were 13 UK-based patients who had completed up to 24 sessions of a collaborative–integrative psychotherapy. Ten participants identified as female and three as male. Interviews were conducted at endpoint and analyzed using a team-based, consensual qualitative research approach. Results Three superordinate domains were developed: Preferences Themselves, Process of Working with Preferences in Psychotherapy, and Effect of Preference Work (or its Absence). Patients typically wanted leadership, challenge, and input from their psychotherapist, and an affirming style. Patients attributed the origin of their preferences to personal history, characteristics, or circumstances; the present psychotherapy; or past episodes of psychotherapy. Some preferences ch
## abstract_ja
## 143 要旨 目的 患者の嗜好を評価し対応することは、エビデンスに基づいた実践に不可欠である。この質的研究では、心理療法における嗜好の働きについて、患者の視点と経験を探ることを目的とした。方法 参加者は、共同統合的心理療法を24セッションまで完了した英国在住の患者13人であった。10人が女性、3人が男性であった。インタビューは終了時に行われ、チームベースの合意的質的研究アプローチを用いて分析された。結果 3つの上位領域が開発された：嗜好そのもの」、「心理療法における嗜好への働きかけのプロセス」、「嗜好への働きかけの効果（またはその不在）」である。患者は通常、心理療法者からのリーダーシップ、挑戦、意見、肯定的なスタイルを求めていた。患者は嗜好の起源を、個人の歴史、特性、状況、現在の心理療法、または過去の心理療法のエピソードに求めていた。いくつかの選好はabs.ja[144,c(3:11,13:14)]## db.seq
## 144 psyc.31
## author
## 144 Cooper, Mick and Messow, Claudia-Martina and McConnachie, Alex and Freire, Elizabeth and Elliott, Robert and Heard, Deborah and Williams, Christopher and Morrison, Jill
## year
## 144 2018
## title
## 144 Patient preference as a predictor of outcomes in a pilot trial of person-centred counselling versus low-intensity cognitive behavioural therapy for persistent sub-threshold and mild depression
## journal volume number pages
## 144 Counselling Psychology Quarterly 31 4 460-476
## keywords
## 144 aptitude-treatment interaction research; cognitive behaviour therapy; depression; experiential/existential/humanistic psychotherapy; treatment preferences; guided self-help; Low-intensity Cognitive Behavioural Therapy; Client Centered Therapy; Cognitive Behavior Therapy; Depression (Emotion); Preferences; Treatment Outcomes; Brief Psychotherapy; Client Attitudes; Existential Therapy; Experiential Psychotherapy; Humanistic Psychotherapy; Psychotherapeutic Techniques; Self-Help Techniques; Test Construction; Treatment Effectiveness Evaluation
## abstract
## 144 The aim of this analysis was to explore whether pre-treatment intervention preferences were related to outcomes for patients with persistent sub-threshold and mild depression who received one of two treatment types. Thirty-six patients took part in a two-arm, parallel group, pilot randomized controlled trial that compared short term (3 month and 6 month) outcomes of person-centred counselling (PCC) compared with low-intensity, CBT-based guided self-help (LICBT). Patient preferences for the two interventions were assessed at baseline assessment, and analysed as two independent linear variables (pro-PCC, pro-LICBT). Eight out of 30 interactions between baseline treatment preferences and treatment type were found to be significant at the p < .05 level. All were in the predicted direction, with patients who showed a stronger preference for a treatment achieving better outcomes in that treatment compared with the alternative. However, pro-LICBT was a stronger predictor of outcomes than pro
## abstract_ja
## 144 この分析の目的は、2種類の治療法のいずれかを受けた持続性の閾値未満で軽度のうつ病患者において、治療前の介入嗜好が転帰に関連しているかどうかを検討することであった。36名の患者が2群並行群間無作為化比較試験に参加し、パーソンセンタードカウンセリング（PCC）と低強度CBTベースのガイド付き自助（LICBT）の短期（3ヵ月および6ヵ月）の転帰を比較した。2つの介入に対する患者の嗜好はベースライン評価で評価され、2つの独立した線形変数（pro-PCC、pro-LICBT）として分析された。ベースラインの治療嗜好と治療タイプの間の30個の交互作用のうち8個が、p < 0.05の水準で有意であった。すべて予測された方向であり、ある治療法に対してより強い選好を示した患者は、その治療法において代替治療法と比較してより良好な転帰を達成した。しかし、親LICBTは親LICBTよりも転帰の強い予測因子であった。abs.ja[145,c(3:11,13:14)]## db.seq
## 145 psyc.32
## author
## 145 Bogomolova, Katerina and Van de Ham, Ineke J. M. and Dankbaar, Mary E. W. and van den Broek, Walter W. and Hovius, Steven E. R. and van der Hage, Jos A. and Hierck, Beerend P.
## year
## 145 2020
## title
## 145 The effect of stereoscopic augmented reality visualization on learning anatomy and the modifying effect of visual‐spatial abilities: a double‐center randomized controlled trial
## journal volume number pages
## 145 Anatomical Sciences Education 13 5 558-567
## keywords
## 145 gross anatomy education; stereoscopic three‐ dimensional visualization technology; visual‐ spatial abilities; mental rotation test; undergraduate education; augmented reality; Imagery; Mental Rotation; Posttesting; Stereoscopic Presentation; Stereoscopic Vision; Anatomy; Computer Assisted Instruction; Education; Medical Education; Undergraduate Education; Visuospatial Ability; Augmented Reality
## abstract
## 145 Monoscopically projected three‐dimensional (3D) visualization technology may have significant disadvantages for students with lower visual‐spatial abilities despite its overall effectiveness in teaching anatomy. Previous research suggests that stereopsis may facilitate a better comprehension of anatomical knowledge. This study evaluated the educational effectiveness of stereoscopic augmented reality (AR) visualization and the modifying effect of visual‐spatial abilities on learning. In a double‐center randomized controlled trial, first‐ and second‐year (bio)medical undergraduates studied lower limb anatomy with stereoscopic 3D AR model (n = 20), monoscopic 3D desktop model (n = 20), or two‐dimensional (2D) anatomical atlas (n = 18). Visual‐spatial abilities were tested with Mental Rotation Test (MRT), Paper Folding Test (PFT), and Mechanical Reasoning (MR) Test. Anatomical knowledge was assessed by the validated 30‐item paper posttest. The overall posttest scores in the stereoscopic 3
## abstract_ja
## 145 単眼鏡で投影される3次元（3D）可視化技術は、解剖学教育において全体的に有効であるにもかかわらず、視覚・空間的能力の低い学生にとっては重大な欠点がある可能性がある。先行研究は、立体視が解剖学的知識のより良い理解を促進する可能性を示唆している。本研究では、立体視による拡張現実（AR）視覚化の教育効果と、視覚空間能力が学習に及ぼす修飾効果を評価した。二重施設無作為化比較試験において、医学部1年生および2年生を対象に、立体視3D ARモデル（n＝20）、単眼3Dデスクトップモデル（n＝20）、または二次元（2D）解剖学アトラス（n＝18）を用いて下肢解剖学を学習させた。視覚空間能力は、メンタルローテーションテスト（MRT）、ペーパーフォールディングテスト（PFT）、メカニカル推論（MR）テストでテストされた。解剖学的知識は、有効な30項目のペーパーポストテストで評価された。ステレオスコピック3(MRT)のテスト後の総合得点は、3.5点であった。abs.ja[146,c(3:11,13:14)]## db.seq author year
## 146 psyc.33 Lehmann, Janina Annika Mara and Hamm, Verena and Seufert, Tina 2019
## title
## 146 The influence of background music on learners with varying extraversion: seductive detail or beneficial effect?
## journal volume number pages
## 146 Applied Cognitive Psychology 33 1 85-94
## keywords
## 146 aptitude‐ treatment‐ interaction; background music; cognitive load; extraversion; seductive details; Extraversion; Human Channel Capacity; Learning; Music; Seduction; Environmental Effects
## abstract
## 146 Seductive details in general affect learning and cognitive load negatively. However, especially background music as a seductive detail may also influence the learner's arousal, whose optimal level depends on the learner's extraversion. Therefore, the effects of extraversion and background music on learning outcomes, cognitive load, and arousal were investigated. We tested 167 high school students and found better transfer outcomes for the group with background music. They also reported higher germane load, but no impact of background music on extraneous cognitive load or arousal was found. In the group without background music, learners with higher extraversion reached better recall scores, which was not found in the group with background music. Results may cautiously be interpreted that there is a beneficial impact of background music that compensates for the disadvantages of low extraverted learners and which cannot be explained through arousal. (PsycInfo Database Record (c) 2020 AP
## abstract_ja
## 146 一般的に、魅惑的なディテールは学習や認知負荷にマイナスの影響を与える。しかし、特に魅惑的な細部としてのBGMは学習者の覚醒にも影響を与える可能性があり、その最適レベルは学習者の外向性に依存する。そこで、外向性とBGMが学習成果、認知負荷、覚醒に及ぼす影響を調査した。167人の高校生をテストしたところ、BGMを聴いたグループの方が、より良い学習成果が得られた。また、BGMが認知的負荷や覚醒に与える影響は見られなかった。BGMなし群では、外向性の高い学習者ほど想起スコアが高かったが、これはBGMあり群では見られなかった。この結果は、外向性の低い学習者の不利を補うBGMの有益な影響があり、それは覚醒によって説明することはできないと慎重に解釈することができる。(PsycInfoデータベース記録 (c) 2020 APabs.ja[147,c(3:11,13:14)]## db.seq author year
## 147 psyc.34 Lehmann, Janina A. M. and Seufert, Tina 2017
## title
## 147 The influence of background music on learning in the light of different theoretical perspectives and the role of working memory capacity
## journal volume number pages
## 147 Frontiers in Psychology 8 <NA> <NA>
## keywords
## 147 learning with background music; arousal-mood-hypothesis; Mozart effect; seductive detail effect; working memory capacity; aptitude-treatment interaction; Learning; Music; Short Term Memory; Treatment
## abstract
## 147 This study investigates how background music influences learning with respect to three different theoretical approaches. Both the Mozart effect as well as the arousal-mood-hypothesis indicate that background music can potentially benefit learning outcomes. While the Mozart effect assumes a direct influence of background music on cognitive abilities, the arousal-mood-hypothesis assumes a mediation effect over arousal and mood. However, the seductive detail effect indicates that seductive details such as background music worsen learning. Moreover, as working memory capacity has a crucial influence on learning with seductive details, we also included the learner’s working memory capacity as a factor in our study. We tested 81 college students using a between-subject design with half of the sample listening to two pop songs while learning a visual text and the other half learning in silence. We included working memory capacity in the design as a continuous organism variable. Arousal and m
## abstract_ja
## 147 本研究では、BGMが学習にどのような影響を与えるかについて、3つの異なる理論的アプローチを用いて調査した。モーツァルト効果と覚醒-気分-仮説の両方が、BGMが学習成果に利益をもたらす可能性を示している。モーツァルト効果がBGMの認知能力への直接的な影響を仮定しているのに対し、覚醒-気分-仮説は覚醒と気分の媒介効果を仮定している。しかし、誘惑的詳細効果は、BGMのような誘惑的詳細が学習を悪化させることを示している。さらに、作業記憶容量が誘惑的細部による学習に決定的な影響を及ぼすことから、本研究では学習者の作業記憶容量も要因に含めた。81人の大学生を被験者とし、半数は2曲のポップ・ソングを聴きながら視覚的なテキストを学習し、残りの半数は無音で学習するという被験者間デザインを用いてテストを行った。ワーキングメモリ能力を連続的な生物変数としてデザインに含めた。覚醒とmabs.ja[148,c(3:11,13:14)]## db.seq author year
## 148 psyc.35 Lehmann, Janina and Seufert, Tina 2020
## title
## 148 The interaction between text modality and the learner’s modality preference influences comprehension and cognitive load
## journal volume number pages
## 148 Frontiers in Psychology 10 <NA> <NA>
## keywords
## 148 modality preference; Learning-Styles Hypothesis; Meshing Hypothesis; text modality; cognitive load; aptitude; treatment interaction; Comprehension; Human Channel Capacity; Learning; Reading Comprehension; Treatment Outcomes; Ability; Learning Environment; Reading
## abstract
## 148 This study investigates the aptitude–treatment interaction between text modality and learners’ modality preference on learning outcomes and cognitive load, which is currently a point of controversy. The Meshing Hypothesis postulates there are better learning outcomes when the modality of a learning environment matches the learner’s preference. However, previous research supporting the Meshing Hypothesis shows methodological issues. Therefore, clear empirical support is needed. We tested 42 learners in a between-subject design: Their preferences were either auditive–ambiguous or visual, and half of each preference group randomly learned either with an auditive or a visual text. As expected, we did not find any main effects, but a significant interaction between the text modality and the learner’s preference for comprehension outcomes, extraneous cognitive load, and germane cognitive load. Specifically, learners with a preference for visual texts benefit from learning with their preferr
## abstract_ja
## 148 本研究は、現在論争の的となっている、学習成果と認知的負荷に対するテキストのモダリティと学習者のモダリティ選好との間の適性-治療相互作用を調査するものである。学習環境のモダリティが学習者の嗜好と一致するとき、より良い学習成果が得られるとするのがメッシング仮説である。しかし、この仮説を支持する先行研究には、方法論上の問題がある。したがって、明確な実証的裏付けが必要である。我々は被験者間デザインで42人の学習者をテストした：学習者の嗜好を聴覚的か視覚的かに分け、各嗜好グループの半数がランダムに聴覚的か視覚的テキストで学習した。予想通り、主効果は見られなかったが、テキストのモダリティと学習者の嗜好との間には、理解結果、外来的認知負荷、および実際的認知負荷に対する有意な交互作用が見られた。具体的には、視覚的なテキストを好む学習者は、視覚的なテキストを好む学習者と一緒に学習することで恩恵を受ける。abs.ja[149,c(3:11,13:14)]## db.seq
## 149 psyc.36
## author year
## 149 Park, Babette and Münzer, Stefan and Seufert, Tina and Brünken, Roland 2016
## title
## 149 The role of spatial ability when fostering mental animation in multimedia learning: an ati-study
## journal volume number pages
## 149 Computers in Human Behavior 64 <NA> 497-506
## keywords
## 149 Multimedia learning; Cognitive load; Mental animation; Spatial ability; Aptitude-treatment interaction; Johnson-Neyman significance region; Human Channel Capacity; Learning Ability; Spatial Ability; Multimedia; Animation; High School Students; Teaching Methods
## abstract
## 149 The present Aptitude-Treatment-Interaction (ATI) study investigates the learner characteristic spatial ability (aptitude) and the variation of mental-animation prompts (treatment: no vs. mental-animation prompts). A group of high-school students (N = 94) learned about a biology topic through learner-paced multimedia instruction. Some of the learners received mental-animation prompts and others learned without prompts. A fine-grained analysis with spatial ability as continuous aptitude variable and mental animation as treatment showed a positive learning effect of animation prompts in learning outcomes of processes, but not in knowledge about structures. In addition, spatial ability only modified the relationship between animation prompts and learning when analyzing knowledge about processes. Specifically, only learners of low to medium spatial ability profited from the prompts while learners with very low or high spatial ability had comparable results when learning with or without pro
## abstract_ja
## 149 本研究では、学習者の特性である空間能力（適性）と、メンタルアニメーション・プロンプトのバリエーション（処理：メンタルアニメーション・プロンプトなし vs. メンタルアニメーション・プロンプト）を調査した。高校生グループ（N = 94）は、学習者ペースのマルチメディア教育を通して生物学のトピックについて学んだ。学習者の一部はメンタルアニメーションによるプロンプトを受け、他の学習者はプロンプトなしで学習した。空間的能力を連続的な適性変数とし、メンタル・アニメーションを処置としたきめ細かな分析の結果、アニメーション・プロンプトの学習効果は、プロセスに関する学習成果においては肯定的であったが、構造に関する知識においては否定的であった。また、空間的能力は、プロセスに関する知識の分析においてのみ、アニメーション・プロンプトと学習の関係を修正した。具体的には、空間能力が低～中程度の学習者のみがプロンプトから利益を得たが、空間能力が非常に低い学習者や高い学習者は、プロンプトの有無にかかわらず学習結果は同等であった。abs.ja[150,c(3:11,13:14)]## db.seq author year
## 150 psyc.37 Seufert, Tina 2019
## title
## 150 Training for coherence formation when learning from text and picture and the interplay with learners’ prior knowledge
## journal volume number pages
## 150 Frontiers in Psychology 10 <NA> <NA>
## keywords
## 150 coherence formation; multimedia learning; text-picture-integration; effects of prior knowledge; aptitude-treatment-interaction; Knowledge Level; Pictorial Stimuli; Sense of Coherence; Multimedia; Text Analysis; Learning Strategies
## abstract
## 150 Learning with text and pictures requires learners to integrate the given information into one coherent mental representation. Since learners often fail to integrate text and pictures, the study investigates the effects of a training for text processing strategies, picture processing strategies and strategies to map text and picture onto each other. It was assumed that learners’ prior knowledge would affect the effects of such a training with more beneficial effects for learners with high prior knowledge. The training comprised an introduction on how to process, integrate and reflect on texts and pictures with an additional training phase of 3 weeks. The study (N = 30) analyzed the effects of the training with regard to recall and comprehension performance in contrast to the no training group, which received an alternative program that was not related to text-picture integration. A regression analysis showed that the integration training was not overall beneficial but only for learners
## abstract_ja
## 150 文字と絵を使って学習する場合、学習者は与えられた情報を統合して1つの首尾一貫した心的表現にする必要がある。学習者はテキストと絵を統合できないことが多いため、本研究では、テキスト処理ストラテジー、絵処理ストラテジー、テキストと絵を互いに対応させるストラテジーのトレーニングの効果を調査した。学習者の予備知識がこのようなトレーニングの効果に影響し、予備知識の多い学習者ほど有益な効果が得られると仮定した。トレーニングは、テキストと絵をどのように処理し、統合し、考察するかについての導入と、3週間の追加トレーニングで構成された。この研究（N = 30）では、テキストと絵の統合とは関係のない代替プログラムを受けたトレーニングなしグループとは対照的に、想起と理解のパフォーマンスに関するトレーニングの効果を分析した。回帰分析の結果、統合トレーニングは全体的に有益なものではなく、学習者にとってのみ有益であることが示された。abs.ja[151,c(3:11,13:14)]## db.seq author year
## 151 psyc.38 Kühl, Tim and Fehringer, Benedict C. O. F. and Münzer, Stefan 2022
## title
## 151 Unifying the ability-as-compensator and ability-as-enhancer hypotheses
## journal volume number pages
## 151 Educational Psychology Review 34 2 1063-1095
## keywords
## 151 Aptitude-treatment-interaction; Ability-as-enhancer; Ability-as-compensator; Spatial ability; Visual design; Multimedia learning; Concept Formation; Curriculum; Imagery; Visuospatial Ability; Form and Shape Perception; School Learning; Multimedia
## abstract
## 151 Spatial abilities have been found to interact with the design of visualizations in educational materials in different forms: (1) spatial abilities enhanced learning with optimized visual design (ability-as-enhancer) or (2) spatial abilities compensated for suboptimal visual design (ability-as-compensator). A brief review of pertinent studies suggests that these two forms are viewed as mutually exclusive. We propose a novel unifying conceptualization. This conceptualization suggests that the ability-as enhancer interaction will be found in the low-medium range of a broad ability continuum whereas the ability-as-compensator interaction will be found in the medium-high range. The largest difference in learning outcomes between visual design variations is expected for medium ability. A corresponding analytical approach is suggested that includes nonlinear quadratic interactions. The unifying conceptualization was confirmed in an experiment with a consistent visual-spatial task. In additio
## abstract_ja
## 151 空間的能力は、（1）最適化された視覚的デザインによって学習効果を高める（ability-as-enhancer）、あるいは（2）空間的能力によって最適でない視覚的デザインを補う（ability-as-compensator）というように、さまざまな形で教材の視覚化デザインと相互作用することがわかっている。関連する研究を簡単にレビューすると、これら2つの形態は相互に排他的であるとみなされている。我々は、新しい統一的な概念化を提案する。この概念化は、能力-エンハンサーとしての相互作用が幅広い能力連続体の低-中範囲に見られるのに対し、能力-コンペンセーターとしての相互作用は中-高範囲に見られることを示唆している。ビジュアルデザインのバリエーション間の学習成果における最大の差は、中程度の能力において予想される。非線形2次相互作用を含む対応する分析的アプローチが提案されている。この統一的な概念は、一貫した視覚空間課題を用いた実験で確認された。さらにabs.ja[152,c(3:11,13:14)]## db.seq
## 152 psyc.39
## author
## 152 Johnson, Teresa R. and Lyons, Rebecca and Kopper, Regis and Johnsen, Kyle J. and Lok, Benjamin C. and Cendan, Juan C.
## year
## 152 2014
## title
## 152 Virtual patient simulations and optimal social learning context: a replication of an aptitude–treatment interaction effect
## journal volume number pages
## 152 Medical Teacher 36 6 486-494
## keywords
## 152 virtual patient simulations; optimal social learning; medical students; medical education; Adult; Clinical Competence; Computer Simulation; Cranial Nerve Diseases; Education; Medical; Undergraduate; Educational Measurement; Female; Group Processes; Humans; Learning; Male; Social Environment; User-Computer Interface; Medical Education; Medical Personnel; Social Learning; Cranial Nerves; Simulation; Best Practices
## abstract
## 152 Background: Virtual patients (VPs) offer valuable alternative encounters when live patients with rare conditions, such as cranial nerve (CN) palsies, are unavailable; however, little is known regarding simulation and optimal social learning context. Aim: Compare learning outcomes and perspectives between students interacting with VPs in individual and team contexts. Methods: Seventy-eight medical students were randomly assigned to interview and examine four VPs with possible CN damage either as individuals or in three-person teams, using Neurological Examination Rehearsal Virtual Environment (NERVE). Learning was measured through diagnosis accuracy and pre-/post-simulation knowledge scores. Perspectives of learning context were collected post-simulation. Results: Students in teams submitted correct diagnoses significantly more often than students as individuals for CN-IV (p = 0.04; team = 86.1%; individual = 65.9%) and CN-VI (p = 0.03; team = 97.2%; individual = 80.5%). Knowledge scor
## abstract_ja
## 152 背景バーチャル患者（VP）は、頭蓋神経麻痺などのまれな病態を有する実際の患者が利用できない場合に、貴重な代替的出会いを提供するものであるが、シミュレーションや最適な社会的学習状況についてはほとんど知られていない。目的：個人およびチームの状況でVPと相互作用する学生間の学習成果および視点を比較する。方法78名の医学生を無作為に割り付け、NervE（Neurological Examination Rehearsal Virtual Environment：神経学的検査リハーサル仮想環境）を用いて、CN損傷の可能性のある4名の副腎損傷者と個人または3人のチームで面接・診察させた。学習は、診断の正確さとシミュレーション前後の知識スコアによって測定された。また、シミュレーション後に、学習状況についての観点が収集された。結果CN-IV（p=0.04、チーム=86.1％、個人=65.9％）およびCN-VI（p=0.03、チーム=97.2％、個人=80.5％）において、チーム内の学生は個人内の学生よりも有意に正しい診断を提出した。知識スコアabs.ja[153,c(3:11,13:14)]## db.seq
## 153 psyc.40
## author
## 153 Müller, Bettina and Richter, Tobias and Križan, Ana and Hecht, Teresa and Ennemoser, Marco
## year
## 153 2015
## title
## 153 Word recognition skills moderate the effectiveness of reading strategy training in grade 2
## journal volume number pages
## 153 Learning and Individual Differences 40 <NA> 55-62
## keywords
## 153 Word recognition; Reading strategy intervention; Aptitude-treatment interaction; Reading comprehension; Primary school; Elementary Schools; Reading Comprehension; School Based Intervention; Training; Word Recognition; Learning Strategies
## abstract
## 153 From a cognitive perspective, efficient word recognition processes are essential for the development of reading comprehension skills in primary school. In contrast, reading interventions are commonly evaluated for struggling readers as a group without assessing the influence of the students' word recognition efficiency. In this study, we followed an aptitude-treatment interaction approach to investigate the extent that the effectiveness of a reading strategy training for second graders with poor (n = 119) and good reading comprehension (n = 116) depends on the students' word reading skills. Compared with children randomly assigned to a control group, only poor readers with routinized word recognition benefited from the intervention, whereas the training was even harmful for poor readers with inefficient word recognition processes. Good comprehenders benefited from the training independently of their word reading efficiency. Hence, reading strategy interventions for poor readers should
## abstract_ja
## 153 認知の観点から、効率的な単語認識プロセスは、小学校における読解力の発達に不可欠である。これに対して、読解介入は、生徒の単語認識効率の影響を評価することなく、苦手な読者を集団として評価することが一般的である。本研究では、小学2年生の読解力の低い児童（n = 119）と高い児童（n = 116）に対する読解ストラテジートレーニングの効果が、児童の単語読解力にどの程度依存するかを調べるために、適性-治療交互作用アプローチに従った。対照群に無作為に割り付けられた児童と比較すると、単語認識が定型化されている読解力の低い児童のみが介入から利益を得たが、単語認識のプロセスが非効率的な読解力の低い児童にとっては、訓練は有害でさえあった。理解力の高い子どもは、単語読解の効率とは無関係に訓練から利益を得た。したがって、読解力の乏しい読者に対する読解ストラテジーの介入は以下のようなものであるべきである。abs.ja[154,c(3:11,13:14)]## db.seq author year
## 154 psyc.41 Lehmann, Janina and Goussios, Christina and Seufert, Tina 2016
## title
## 154 Working memory capacity and disfluency effect: an aptitude-treatment-interaction study
## journal volume number pages
## 154 Metacognition and Learning 11 1 89-105
## keywords
## 154 Aptitude-treatment-interaction; Disfluency effect; Disfluency theory; Working memory capacity; Cognitive load theory; Academic Aptitude; College Students; Human Channel Capacity; Metacognition; Short Term Memory
## abstract
## 154 According to Cognitive Load Theory, learning material should be designed in a way to decrease unnecessary demands on working memory (WM). However, recent research has shown that additional demands on WM caused by less legible texts lead to better learning outcomes. This so-called disfluency effect can be assumed as a metacognitive regulation process during which learners assign their cognitive resources depending on the perceived difficulty of a cognitive task. Increasing the perceived difficulty associated with a cognitive task stimulates deeper processing and a more analytic and elaborative reasoning. Yet there are studies which could not replicate the disfluency effect indicating that disfluency might be beneficial only for learners with particular learner characteristics. Additional demands on working memory caused by disfluent texts are possibly just usable by learners with a high working memory capacity. Therefore the present study investigated the aptitude-treatment-interaction
## abstract_ja
## 154 認知負荷理論によれば、学習教材はワーキングメモリー（WM）に対する不必要な要求を減らすように設計されるべきである。しかし、最近の研究では、読みにくいテキストによってWMにさらなる要求が生じると、学習成果が向上することが示されている。このいわゆる不自由効果は、学習者が認知的課題の認知的難易度に応じて認知的資源を割り当てるメタ認知的調節過程として想定することができる。認知課題の難易度を上げることで、より深い処理や、より分析的で精緻な推論が促される。しかし、ディスフルーエンシー効果を再現できなかった研究もあり、これはディスフルーエンシーが特定の学習者特性を持つ学習者にのみ有益である可能性を示している。流暢でないテキストによってワーキングメモリに追加的な負荷がかかるのは、おそらくワーキングメモリ能力の高い学習者だけであろう。そこで、本研究では、適性-治療-相互作用について検討した。table(abs.ja$journal)##
## Advances in Health Sciences Education
## 1
## American Journal of Distance Education
## 1
## American Journal of Play
## 1
## Anatomical Sciences Education
## 2
## Applied Cognitive Psychology
## 1
## Applied Linguistics
## 1
## Applied Psycholinguistics
## 2
## Assessment & Evaluation in Higher Education
## 3
## Assessment for Effective Intervention
## 1
## British Journal of Guidance & Counselling
## 1
## CBE - Life Sciences Education
## 2
## Center for Educational Policy Studies Journal
## 1
## Changing English: Studies in Culture and Education
## 1
## Clearing House: A Journal of Educational Strategies, Issues and Ideas
## 3
## Clinical Psychology Review
## 1
## College Student Journal
## 1
## College Teaching
## 1
## Computer Assisted Language Learning
## 1
## Computers & Education
## 1
## Computers in Human Behavior
## 2
## Contemporary Issues in Early Childhood
## 1
## Counselling Psychology Quarterly
## 1
## Cultural Studies of Science Education
## 1
## Curriculum Inquiry
## 2
## Digital Education Review
## 1
## E-Learning and Digital Media
## 2
## Early Child Development and Care
## 4
## Early Childhood Research Quarterly
## 2
## Education
## 1
## Education 3-13
## 1
## Education and Urban Society
## 1
## Educational Forum
## 1
## Educational Psychology
## 1
## Educational Psychology Review
## 2
## Educational Research and Evaluation
## 1
## Educational Research and Reviews
## 1
## Educational Technology & Society
## 2
## ELT Journal
## 1
## EURASIA Journal of Mathematics, Science & Technology Education
## 1
## European Journal of Educational Research
## 1
## Exceptional children
## 1
## Frontiers in Psychology
## 5
## Higher Education: The International Journal of Higher Education Research
## 1
## IAFOR Journal of Language Learning
## 1
## International Journal of Artificial Intelligence in Education
## 1
## International Journal of Christianity & Education
## 1
## International Journal of ePortfolio
## 1
## International Journal of Research in Education and Science
## 1
## International Review of Education
## 1
## International Review of Research in Open and Distance Learning
## 1
## International Review of Research in Open and Distributed Learning
## 1
## Interpreter and Translator Trainer
## 1
## Japanese Journal of Educational Psychology
## 3
## Journal of Affective Disorders
## 1
## Journal of Classroom Interaction
## 1
## Journal of Computer Assisted Learning
## 1
## Journal of Continuing Higher Education
## 1
## Journal of Distance Education
## 1
## Journal of Early Childhood Research
## 1
## Journal of Education for Library and Information Science
## 1
## Journal of Educational Computing Research
## 1
## Journal of Educational Data Mining
## 1
## Journal of educational psychology
## 1
## Journal of Educational Psychology
## 1
## Journal of Educational Technology
## 2
## Journal of Educational Technology & Society
## 2
## Journal of Educators Online
## 1
## Journal of Experimental Education
## 2
## Journal of Further and Higher Education
## 1
## Journal of Geoscience Education
## 1
## Journal of International Education Research
## 1
## Journal of Mathematics Teacher Education
## 1
## Journal of Philosophy of Education
## 1
## Journal of Physical Education, Recreation & Dance
## 1
## Journal of Policy Analysis and Management
## 1
## Journal of Political Science Education
## 1
## Journal of Research in Reading
## 1
## Journal of Research on Technology in Education
## 1
## Journal of the Scholarship of Teaching and Learning
## 1
## Journal of Vocational Education and Training
## 1
## Language Learning
## 2
## Language Teaching Research
## 3
## Learning and Individual Differences
## 3
## Learning and Instruction
## 1
## Learning Disability Quarterly
## 1
## Mathematics Education Research Journal
## 1
## Medical Teacher
## 2
## Metacognition and Learning
## 2
## Middle School Journal (J3)
## 1
## Mind, Brain, and Education
## 4
## Modern Language Journal
## 1
## Music Education Research
## 1
## New Directions for Teaching and Learning
## 1
## Open Learning
## 1
## Pedagogies: An International Journal
## 1
## Psychotherapy Research
## 3
## Public Services Quarterly
## 1
## Reading Teacher
## 1
## Remedial and Special Education
## 1
## Research in Higher Education
## 3
## Research quarterly for exercise and sport
## 1
## Review of Education
## 1
## Scandinavian Journal of Educational Research
## 1
## School Science and Mathematics
## 1
## Science Education International
## 1
## Social Studies and the Young Learner
## 1
## Studies in Higher Education
## 1
## Studies in Philosophy and Education
## 2
## Studies in Second Language Acquisition
## 1
## Technology, Pedagogy and Education
## 1
## TechTrends: Linking Research and Practice to Improve Learning
## 1
## The Educational and Developmental Psychologist
## 1
## Urban Education
## 1
## ZDM: The International Journal on Mathematics Education
## 1