# bib

id: flr-123
author: Margaryan, Anoush
title: Introduction to the special issue ‘Learning through Networks’
date: 2014-07-15
pages: 3
extension: .pdf
mime: application/pdf
words: 957
sentence: 46
flesch: 34
cache: cache/flr-123.pdf
txt: txt/flr-123.txt
summary:
  These papers draw on social network analysis (SNA) and/or semi-structured interviews to examine the structure of networks of professionals and to identify what professionals learn through these networks. Pataraia, Falconer, Margaryan, Littlejohn and Fincher examine personal networks of academics teaching in universities, analyzing the types of interactions that academics engage in and the implications of these interactions for their professional learning and improvement of their teaching practice. By networks, we specifically mean personal professional networks, which may or may not be mediated by digital technology such as social media.


id: flr-74
author: Schneider, Michael; Edelsbrunner, Peter
title: Modelling for Prediction vs. Modelling for Understanding
date: 2013-12-19
pages: 4
extension: .pdf
mime: application/pdf
words: 1600
sentence: 95
flesch: 40
cache: cache/flr-74.pdf
txt: txt/flr-74.txt
summary:
  Like ANNs, modern regression techniques can account for non-linear relations (Bates & Watts, 2007) and complex interactions between variables (Aiken & West, 1991). Researchers can compare competing theories and advance assumptions that are not in line with the empirical data by fitting a series of statistical models that differ in theoretically relevant aspects (Kaplan, 1990).


id: flr-681
title: CodePen - Introduction publication
extension: .htm
mime: text/html
words: 1721
sentence: 107
flesch: 40
cache: cache/flr-681.htm
txt: txt/flr-681.txt
summary:
  CodePen - Introduction publication Frontline Learning Research Special Issue Vol.8 No.5 (2020) 1 - 4 ISSN 2295-3159 The Happy Victimizer Pattern in Adulthood – State of the Art and Contrasting Approaches: Introduction to the Special Issue Eveline Gutzwiller-Helfenfingea, Karin Heinrichsb aUniversity of Duisburg-Essen, Germany bUniversity of Education Upper Austria, Austria Keywords: Happy Victimizer Phenomenon; moral cognitions; moral emotions; adulthood Info corresponding author email: eveline.gutzwiller-helfenfinger@uni-due.deDOI: https://doi.org/10.14786/flr.v8i5.681 Introduction The Happy Victimizer Phenomenon (HVP) relates to the stable finding that young children attribute positive emotions like happiness to a rule transgressor despite judging the transgression as wrong (Arsenio & Kramer, 1992; Arsenio & Lover, 1995; Nunner-Winkler, 1999; 2012; Nunner-Winkler & Sodian, 1988), whereas older children attribute negative emotions like shame or guilt. Children's conceptions and displays of moral emotions.


id: flr-31
author: Salminen, Jenni Elina
date: 2013-08-23
pages: 9
extension: .pdf
mime: application/pdf
words: 4827
sentence: 223
flesch: 47
cache: cache/flr-31.pdf
txt: txt/flr-31.txt
title:
  Case study on teachers’ contribution to children’s participation in Finnish preschool classrooms during structured learning sessions

summary:
  Some of the practices that enhanced children’s participation included supporting children’s constructive and respectful friendships, working according to shared social rules in group contexts allowing individual children certain levels of leaderships and inviting children to contribute to simple decision making processes (Salminen et al., 2013b). All of the recordings were transcribed, resulting 53 pages of transcribed text for the analysis of this study. 2.2 Context and the participants of the study Before beginning formal schooling at the age of 7 years, Finnish children have a statutory right to receive a preschool education free of charge for 1 year.


id: flr-117
author: Goldman, Susan R
title: Perspectives on Learning: Methodologies for Exploring Learning Processes and Outcomes
date: 2014-12-23
pages: 10
extension: .pdf
mime: application/pdf
words: 4919
sentence: 273
flesch: 47
cache: cache/flr-117.pdf
txt: txt/flr-117.txt
summary:
  Learning processes were studied in the context of designed learning environments developed through collaborations of researchers and practitioners and based on principles that constituted a learning theory. As Svihla described, the goals of DBR reflected a fundamental shift to an emphasis on studying learning processes in situ as both social and interactional (Collins, 1992).


id: flr-114
author: Svihla, Vanessa
title: Advances in Design-Based Research
date: 2014-12-23
pages: 11
extension: .pdf
mime: application/pdf
words: 5085
sentence: 258
flesch: 50
cache: cache/flr-114.pdf
txt: txt/flr-114.txt
summary:
  Informing design research: Design research with educational systems: Investigating and supporting improvements in the quality of mathematics teaching and learning at scale.


id: flr-365
title: Morena -esteva et al publication
extension: .htm
mime: text/html
words: 6404
sentence: 228
flesch: 39
cache: cache/flr-365.htm
txt: txt/flr-365.txt
summary:
  3.2 Finding the central data item in each class and what it reveals The average scanpath derived by method two (central data item) determined that correct children had the following sequence: {A1,B5,B1,B1,B1,A1,A1,A1,C2,A1,B2,B2,B2,B2,A2,B2,A2,A2,A1,B3,C2,C1,A3,A3,A1,A3,B3,A4,A3,A4,A3,A3,B2,A2,A1,A1} while the sequence for incorrect children was as follows: {C1,B1,B1,A1,A1,B2,B2,B2,B2,B2,B2,B2,A3,C1,C2,B3,A3,A4,C1,B5,B2,A2,B2,B2,B2,B2,A2,C3,C1,A4,C2,A3,B1, A1,A2,A1} The average scanpath sequences for correct and incorrect children have the same sequence length (36 values). Eye tracking research has revealed that more experienced problem-solvers (experts) can identify task relevant visual information more rapidly than less experienced individuals (novices), and their visual attention (eye fixation scanpaths) tend to be more focused on relevant than irrelevant regions of the visual stimulus (Gegenfurtner, Lehtinen & Säljö, 2011; Tsai, Hou, Lai, Liu, & Yang, 2012); these objective findings were corroborated by self-reported accounts of participants completing the task (Tsai, et al., 2012).


id: flr-186
author: Boeren, Ellen; Lokhtina-Antoniou, Irina; Sakurai, Yusuke; Herman, Chaya; McAlpine, Lynn
title: MENTORING: A REVIEW OF EARLY CAREER RESEARCHER STUDIES
date: 2015-10-12
pages: 13
extension: .pdf
mime: application/pdf
words: 6387
sentence: 300
flesch: 42
cache: cache/flr-186.pdf
txt: txt/flr-186.txt
summary:
  Estonia Early career academics Professional learning Professional identity Community of practice 2010 Hubball, Clarke & Poole Ten‐year reflections on mentoring SoTL research in a research‐intensive university. In order to better understand the benefits of mentoring for ECRs careers and psychosocial well-being, it is important to understand (1) the core definitions of mentoring used in research, (2) the research methodologies that are applied to research mentoring, (3) the empirical evidence showing the value of mentoring and (4) the remaining gaps for which future research will be needed.


id: flr-283
title: The measurement of collaborative culture in secondary schools: An informal subgroup approach
date: 2017-09-12
pages: 12
extension: .pdf
mime: application/pdf
words: 6500
sentence: 409
flesch: 47
cache: cache/flr-283.pdf
txt: txt/flr-283.txt
author:
  Meredith, Chloé; Moolenaar, Nienke M; Struyve, Charlotte; Vandecandelaere, Machteld; Gielen, Sarah; Kyndt, Eva

summary:
  This could make it possible to distinguish between school collaborative culture and subgroup collaborative culture. The impact of school culture and leadership on new teachers' learning in the workplace.


id: flr-80
author: Jones, Sian Emily; Manstead, Antony S.R.; Livingstone, Andrew G
title: Bullying and Belonging: Teachers’ Reports of School Aggression
date: 2014-04-25
pages: 14
extension: .pdf
mime: application/pdf
words: 7212
sentence: 358
flesch: 57
cache: cache/flr-80.pdf
txt: txt/flr-80.txt
summary:
  Although it does not allow us to make conclusive statements regarding the broader picture of group bullying, for example concerning how commonly bullying episodes involve the group, or the specific characteristics of those children who are involved in group bullying, it does permit exploration of the content of bullying episodes. We sought to examine teachers‟ accounts of school bullying, with a particular focus on the way in which bullying involving more than two children was described.


id: flr-407
title: Schindler et al publication
extension: .htm
mime: text/html
words: 8137
sentence: 398
flesch: 50
cache: cache/flr-407.htm
txt: txt/flr-407.txt
summary:
  Consistent with these findings, low NFC learners are found to be less willing to use elaborate learning strategies such as desirable difficulties in self-regulated learning than high NFC learners (Weißgerber et al. 2018). (2) We expected to find a more pronounced generation effect for low NFC learners compared to high NFC learners.


id: flr-192
date: 2016-01-27
pages: 16
extension: .pdf
mime: application/pdf
words: 8591
sentence: 471
flesch: 61
cache: cache/flr-192.pdf
txt: txt/flr-192.txt
author:
  Catrysse, Leen; Gijbels, David; Donche, Vincent; De Maeyer, Sven; Van den Bossche, Piet; Gommers, Luci

title:
  Mapping processing strategies in learning from expository text: an exploratory eye tracking study followed by a cued recall

summary:
  Effects of topic headings on text processing: evidence from adult readers’ eye fixation patterns. A distinction was made between deep processing strategies and surface processing strategies, which has been influential in the later development of self-report questionnaires to quantify individual differences in students’ processing strategies (Biggs, 1987; Entwistle & McCune, 2004).


id: flr-393
title: Vekkaila et al publication
extension: .htm
mime: text/html
words: 8361
sentence: 459
flesch: 46
cache: cache/flr-393.htm
txt: txt/flr-393.txt
summary:
  Doctoral student research as a creative endeavour. For this study, a total of 34 doctoral students from STEM fields, including natural sciences, bio- and environmental sciences and medicine were interviewed to gain a better understanding of the kinds of knowledge practices in which doctoral students in the sciences engage.


id: flr-370
title: Harteis et al publication
extension: .htm
mime: text/html
words: 8677
sentence: 555
flesch: 55
cache: cache/flr-370.htm
txt: txt/flr-370.txt
summary:
  Errors, error taxonomies, error prevention, and error management: Laying the groundwork for discussing errors in organisation. Errors, error taxonomies, error prevention, and error management: Laying the groundwork for discussing errors in organisation.


id: flr-340
title: Smets et Struyven publication
extension: .htm
mime: text/html
words: 8425
sentence: 495
flesch: 42
cache: cache/flr-340.htm
txt: txt/flr-340.txt
summary:
  The aim of this paper is to reflect on how system theory may be used as ontological and epistemic grounding for research on differentiated instruction. Three design principles for research on differentiated instruction are presented to address these challenges: organic design, interaction and reflectivity.


id: flr-85
author: Rehm, Martin; Gijselaers, Wim; Segers, Mien
title: Effects of Hierarchical Levels on Social Network Structures within Communities of Learning
date: 2014-07-15
pages: 18
extension: .pdf
mime: application/pdf
words: 9327
sentence: 486
flesch: 46
cache: cache/flr-85.pdf
txt: txt/flr-85.txt
summary:
  Consequently, they tend to limit their interaction with colleagues from higher hierarchical levels. Moreover, our evidence also supported the supposition that over the duration of the CoL, participants from higher hierarchical levels were more likely to actively contact other CoL members, than lower level management (H2).


id: flr-267
author: Williams, Andrew Mark; Fawver, Bradley; Hodges, Nicola J.
date: 2017-07-14
pages: 16
extension: .pdf
mime: application/pdf
words: 8559
sentence: 414
flesch: 41
cache: cache/flr-267.pdf
txt: txt/flr-267.txt
title:
  Using the ‘Expert Performance Approach’ as a Framework for Examining and Enhancing Skill Learning: Improving Understanding of How Experts Learn

summary:
  Whilst kinematic measures are commonly employed on simple tests of motor skill learning, detailed motion analysis is less common for the acquisition of more complex skills, such as those involved in sport. Motor skill learning and performance: a review of influential factors.


id: flr-373
title: Harteis et al publication
extension: .htm
mime: text/html
words: 8314
sentence: 492
flesch: 48
cache: cache/flr-373.htm
txt: txt/flr-373.txt
summary:
  To avoid stimulus-presentation associated event-related EEG correlates potentially masking fixation-related EEG correlates, the first 700 ms of stimulus presentation (i.e., the first few fixations) should be excluded from EEG data analysis (Dimigen et al., 2011). Finally, defining an adequate baseline for EEG data analysis is not trivial in free viewing situations (Dimigen et al., 2011; Nikolaev et al., 2016).


id: flr-16
author: Marton, Ference; Pang, Ming Fai
date: 2013-08-23
pages: 18
extension: .pdf
mime: application/pdf
words: 10535
sentence: 480
flesch: 63
cache: cache/flr-16.pdf
txt: txt/flr-16.txt
title:
  Meanings are acquired from experiencing differences against a background of sameness, rather than from experiencing sameness against a background of difference: Putting a conjecture to the test by embedding it in a pedagogical tool

summary:
  In M. L. Lo, W. Y. Pong & P. M. P. Chik (Eds.), For each and everyone: Catering for individual differences through learning studies (pp. 75-116). The comparison between induction and contrast mentioned above and being the first critical test of the conjecture, can be illustrated in the following form: induction contrast focused aspect unfocused aspect focused aspect unfocused aspect i v v i In relation to the tone learning experiment described in the previous section, induction means that the participants learn one tone at a time in three different runs.


id: flr-697
author: Stenalt, Maria Hvid
title: Digital student agency: Approaching agency in digital contexts from a critical perspective
date: 2021-07-30
pages: 17
extension: .pdf
mime: application/pdf
words: 9397
sentence: 568
flesch: 46
cache: cache/flr-697.pdf
txt: txt/flr-697.txt
summary:
  The proposed framework suggests understanding digital student agency through five domains formed by media research and research into student agency in higher education. Drawing on this insight, the paper argues for a more critical disposition to digital student agency, wherein relational, cultural, and technological dynamics are central to agency.


id: flr-177
title: Drivers and Interpretations of Doctoral Education Today: National Comparisons
date: 2015-08-14
pages: 18
extension: .pdf
mime: application/pdf
words: 9408
sentence: 571
flesch: 41
cache: cache/flr-177.pdf
txt: txt/flr-177.txt
author:
  Andres, Lesley; Bengtsen, Søren S.E.; Gallego Castaño, Liliana; Crossouard, Barbara; Keefer, Jeffrey M; Pyhältö, Kirsi

summary:
  In an era where mobility regarding doctoral education policy is on the agenda, more attention should be given to what is actually possible to transfer across national arenas; c) what possibilities and challenges do the infrastructures of graduate schools bring with them in relation to doctoral education. In the last decade, doctoral education has undergone a sea change with several global trends increasingly apparent.


id: flr-320
author: Rajala, Antti; Ritella, Giuseppe; Kumpulainen, Kristiina; Wilkinson, Louise
title: Expanding conceptualizations for the study of learning
date: 2017-07-26
pages: 6
extension: .pdf
mime: application/pdf
words: 3230
sentence: 124
flesch: 33
cache: cache/flr-320.pdf
txt: txt/flr-320.txt
summary:
  Lastly, Giuseppe Ritella, Beatrice Ligorio, and Kai Hakkarainen introduce chronotope as a conceptual tool to examine if and how the organization of space and time might affect learning processes. In this sense, the aim of the article is not to conceptualize education exclusively in terms of space- time, but to suggest a theoretically founded way to examine how the variation of spatial and temporal relations might affect learning processes.


id: flr-37
title: How we use what we learn in Math: An integrative account of the development of commutativity.
date: 2014-01-27
pages: 21
extension: .pdf
mime: application/pdf
words: 11145
sentence: 590
flesch: 54
cache: cache/flr-37.pdf
txt: txt/flr-37.txt
author:
  Haider, Hilde; Eichler, Alexandra; Hansen, Sonja; Vaterrodt, Bianca; Gaschler, Robert; Frensch, Peter

summary:
  With regard to the second goal, we pursued to different questions: (1) In which grade are students able to spontaneously apply commutativity knowledge in different task formats and (2) in which grade starts performance expressed in the different tasks to correlate with one- another? Therefore, investigating the spontaneous application of commutativity knowledge would complement and broaden this research.


id: flr-109
author: König, Christoph; Mulder, Regina H
title: A change in perspective – Teacher education as an open system
date: 2014-09-24
pages: 20
extension: .pdf
mime: application/pdf
words: 12049
sentence: 626
flesch: 37
cache: cache/flr-109.pdf
txt: txt/flr-109.txt
summary:
  A different perspective – Teacher education as an open system The organisational model of teacher education described in this section is based on Open Systems Theory (Katz & Kahn, 1978). This might be a more appropriate approach to research on teacher education, especially in light of the complex nature of teacher education systems.


id: flr-381
title: CodePen - 5Minnameierpub
extension: .htm
mime: text/html
words: 12127
sentence: 691
flesch: 59
cache: cache/flr-381.htm
txt: txt/flr-381.txt
summary:
  Keywords: Happy Victimizer Phenomenon; moral stages; moral reasoning; moral motivation; moral internalism and externalism; game theory; norms and conventions Info corresponding email: minnameier@econ.uni-frankfurt.de Doi: https://doi.org/10.14786/flr.v8i5.381 1. At this point I end the description of moral stages.


id: flr-386
title: CodePen - 3Heinrichs publication
extension: .htm
mime: text/html
words: 10605
sentence: 575
flesch: 47
cache: cache/flr-386.htm
txt: txt/flr-386.txt
summary:
  Moreover, empirical research in moral and developmental psychology has previously confirmed that the proportion of moral decisions reflecting the HV pattern varies depending on situational cues, particularly on the degree of the moral conflict, or whether people are encouraged to make judgments using a self- or others’ perspective (Keller, Lourenço, Malti, & Saalbach, 2003; Nunner-Winkler, 2013; Malti & Krettenauer, 2013). Bandura and colleagues suggest (volitional) control strategies, and indicate that these strategies deactivate self-sanctions that would normally support moral action.


id: flr-115
author: De Smedt, Bert
title: Advances in the Use of Neuroscience Methods in Research on Learning and Instruction
date: 2014-12-23
pages: 8
extension: .pdf
mime: application/pdf
words: 4315
sentence: 210
flesch: 50
cache: cache/flr-115.pdf
txt: txt/flr-115.txt
summary:
  In all, a detailed cognitive theory of the phenomenon under investigation is crucial to design and interpret cognitive neuroscience data and to apply cognitive neuroscience methods to the field of learning and instruction. Used in this way, cognitive neuroscience data might set the stage for new educational research and it can, albeit indirectly, enhance our understanding of learning.


id: flr-333
title: Hanin et van Nieuwenhoven publication
extension: .htm
mime: text/html
words: 12155
sentence: 596
flesch: 49
cache: cache/flr-333.htm
txt: txt/flr-333.txt
summary:
  Nowadays, scholars acknowledge that the development of expertise in mathematical problem solving requires the reconceptualization of mathematical problems as exercises in mathematical modeling; that is, considering the statement of a problem as the description of a situation in everyday life that can be modeled mathematically (Blum & Niss, 1991; De Corte, Verschaffel, & Masui, 2004; Fagnant, Demonty, & Lejonc, 2003). On the one hand, research on the development of an expert and reflexive approach to mathematical problem solving conducted in the field of mathematics instruction stresses the importance of giving all students, whether they are experts or novices, realistic, meaningful, challenging and complex problem-solving tasks, supporting a “simultaneous” teaching approach (Blum, 2011; Depaepe et al., 2010; Van Dooren, Verschaffel, Greer, De Bock, & Crahay, 2010).


id: flr-84
author: De Naeghel, Jessie; Van Keer, Hilde; Vanderlinde, Ruben
date: 2014-06-11
pages: 20
extension: .pdf
mime: application/pdf
words: 11339
sentence: 615
flesch: 51
cache: cache/flr-84.pdf
txt: txt/flr-84.txt
title:
  Strategies for promoting autonomous reading motivation: A multiple case study research in primary education

summary:
  To pursue this goal, teachers excellent in promoting autonomous reading motivation were selected for a multiple case study research, as reading research explicitly expresses a need for further research on excellent reading teachers (Mohan et al., 2008). Corresponding author: Jessie De Naeghel, Henri Dunantlaan 2, 9000 Ghent, Belgium, Jessie.DeNaeghel@UGent.be http://dx.doi.org/10.14786/flr.v2i1.84 83 | F L R Strategies for promoting autonomous reading motivation: A multiple case study research in primary education Jessie De Naeghel a , Hilde Van Keer a , Ruben Vanderlinde a a Department of Educational Studies, Ghent University, Belgium Article received 5 February 2014 / revised 16 February 2014 / accepted 26 April 2014 / available online 11 June 2014


id: flr-423
title: CodePen - unlusoy publication
extension: .htm
mime: text/html
words: 12738
sentence: 568
flesch: 50
cache: cache/flr-423.htm
txt: txt/flr-423.txt
summary:
  There is a small body of literature that indeed shows that immigrant youth access a variety of different spaces, social networks, which enable as well as challenge their learning in particular ways in comparison with mainstream youth. However, this media content based in Turkey would be shared and discussed in social networks that are transnational and consist of social contacts both based in the Netherlands and abroad, mostly in Turkey, but also in the Turkish diaspora.


id: flr-130
author: Südkamp, Anna; Pohl, Steffi; Weinert, Sabine
date: 2015-06-01
pages: 26
extension: .pdf
mime: application/pdf
words: 13757
sentence: 697
flesch: 54
cache: cache/flr-130.pdf
txt: txt/flr-130.txt
title:
  Competence Assessment of Students With Special Educational Needs—Identification of Appropriate Testing Accommodations

summary:
  Students with SEN-L as well as students in the LAT were, thus, compared to general education students in the main sample. In order to discern whether test items do not function properly because the accommodations change the test construct or whether students with SEN-L still have problems with the test, we implemented a group of low achieving students without SEN.


id: flr-118
author: Molenaar, Inge
title: Advances in temporal analysis in learning and instruction
date: 2014-12-23
pages: 10
extension: .pdf
mime: application/pdf
words: 4824
sentence: 283
flesch: 43
cache: cache/flr-118.pdf
txt: txt/flr-118.txt
summary:
  Frontline Learning Research 6 (2014) 15-24 ISSN 2295-3159 Corresponding author: I.Molenaar@pwo.ru.nl Doi: http://dx.doi.org/10.14786/flr.v2i4.118 15 | F L R Advances in temporal analysis in learning and instruction Inge Molenaar a a Radboud University Nijmegen Article received 8 June 2014 / revised 23 September 2014 / accepted 23 September 2014 / available online 23 December 2014 First, we need to be aware of the paradigm shift that temporal analysis entails.


id: flr-120
author: Koponen, Ismo T; Kokkonen, Tommi
date: 2014-07-02
pages: 27
extension: .pdf
mime: application/pdf
words: 14418
sentence: 680
flesch: 51
cache: cache/flr-120.pdf
txt: txt/flr-120.txt
title:
  A Systemic view of the learning and differentiation of scientific concepts:The case of electric current and voltage revisited

summary:
  The comparison shows that the model predicts and explains many relevant, empirically observed features of the learning paths of concept learning and differentiation, such as: 1) Context- dependent dynamics, 2) the persistence of ontological shift and concept differentiation, and 3) the effects of communication on individual learning paths. The systemic view and the DGM model based on it make these generic features of interest in concept learning and differentiation understandable and show that these features are associated with the guidance of theoretical knowledge.


id: flr-353
title: Endedijk et Hoogeboom et al
extension: .htm
mime: text/html
words: 13705
sentence: 662
flesch: 51
cache: cache/flr-353.htm
txt: txt/flr-353.txt
summary:
  We analyzed the structure and content of team interactions of medical action teams during a simulated crisis situation and compared team interaction at moments of high arousal with team interaction outside these high arousal moments; as well as differences in team interaction between more and less effective teams. Using sensor technology to capture the structure and content of team interactions in medical emergency teams during stressful moments Maaike Endedijk*a, Marcella Hoogeboom*a, Marleen Groeniera, Stijn de Laata, Jolien van Sasa a University of Twente, The Netherlands *Both authors contributed equally to this work Article received 13 April 2018 / revised 11 Novemner/ accepted 23 November/ available online 7 December Abstract In healthcare, action teams are carrying out complex medical procedures in intense and unpredictable situations to save lives.


id: flr-124
author: Hyytinen, Heidi; Holma, Katariina; Toom, Auli; Shavelson, Richard J.; Lindblom-Ylänne, Sari
date: 2014-09-24
pages: 24
extension: .pdf
mime: application/pdf
words: 12193
sentence: 780
flesch: 52
cache: cache/flr-124.pdf
txt: txt/flr-124.txt
title:
  The complex relationship between students’ critical thinking and epistemological beliefs in the context of problem solving

summary:
  Personal Epistemology of University Students: Individual Profiles. The ways in which the themes were related differed amongst the participants, which further allowed us to identify student profiles.


id: flr-27
author: Walma van der Molen, Juliette; van Aalderen-Smeets, Sandra Iris
date: 2013-12-18
pages: 9
extension: .pdf
mime: application/pdf
words: 4336
sentence: 198
flesch: 41
cache: cache/flr-27.pdf
txt: txt/flr-27.txt
title:
  Investigating and stimulating primary teachers’ attitudes towards science: A large-scale research project

summary:
  Furthermore, more research is needed on the effects of improved teacher attitudes on their pupils’ or students’ attitude toward science and their career choices in their future school career. Abstract Attention to the attitudes of primary teachers towards science is of fundamental importance to research on primary science education.


id: flr-68
author: Alt, Dorit
date: 2014-06-13
pages: 28
extension: .pdf
mime: application/pdf
words: 12564
sentence: 707
flesch: 48
cache: cache/flr-68.pdf
txt: txt/flr-68.txt
title:
  The construction and validation of a new scale for measuring features of constructivist learning environments in higher education

summary:
  Assessment tasks that do not match student learning could lower the confidence of students for successfully performing academic tasks (Dorman et al., 2006). Understanding differences in student learning and academic achievement in first year higher education: An integral research perspective.


id: flr-387
title: Fraenken et Woznitza publication
extension: .htm
mime: text/html
words: 4334
sentence: 239
flesch: 56
cache: cache/flr-387.htm
txt: txt/flr-387.txt
summary:
  Shame and pride and their effects on student achievement. Pride statements were collected from the learning logbooks of one school year and were separated into single statements (n=1063).


id: flr-197
author: Castelló, Montserrat; McAlpine, Lynn; Pyhalto, Kirsi
date: 2015-10-23
pages: 4
extension: .pdf
mime: application/pdf
words: 2146
sentence: 93
flesch: 36
cache: cache/flr-197.pdf
txt: txt/flr-197.txt
title:
  Trends influencing researcher education and careers: What do we know, need to know and do in looking forward?

summary:
  Phone: +34932533000, Fax: +34932533031, Email: montserratcb@blanquerna.url.edu DOI: http://dx.doi.org/10.14786/flr.v3i3.197   Trends influencing researcher education and careers: What do we know, need to know and do in looking forward Montserrat Castellóa, Lynn McAlpineb and Kirsi Pyhältöc aUniversity of Ramon Llull, Spain bUniversity of Oxford, UK cUniversity of Oulu and University of Helsinki, Finland Article received 3 August 2015 / revised 19 August 2015 / accepted 20 August 2015 / available online 23 October 2015 As a collection, the papers address multiple levels and issues of researcher education: establishing the multifaceted phenomenon that is researcher education and careers and providing key concepts that others might take up, e.g., informal/invisible curriculum; the personal as a sphere of activity that may collide with the sphere of work; drivers of education that can provide cross-national points of comparison.


id: flr-1115
author: Anyichie, Aloysius C.; Butler, Deborah L.; Perry, Nancy E.; Nashon, Samson M.
date: 2023-02-14
pages: 39
extension: .pdf
mime: application/pdf
words: 19532
sentence: 1027
flesch: 46
cache: cache/flr-1115.pdf
txt: txt/flr-1115.txt
title:
  Examining Classroom Contexts in Support of Culturally Diverse Learners’ Engagement: An Integration of Self-Regulated Learning and Culturally Responsive Pedagogical Practices.

summary:
  This study examined how classroom teachers at schools that enrol students from diverse cultural communities on the West Coast of Canada built on a Culturally Responsive Self- Regulated Learning (CR-SRL) Framework to design complex tasks that integrated SRL pedagogical practices (SLPPs) and culturally-responsive pedagogical practices (CRPPs) to support student engagement. These practices have been found to relate to student engagement, achievement and learning (Aceves & Orosco, 2014; Gay, 2018; Howard & Rodriguez-Minkoff, 2017; Ladson-Billings, 2021; Villegas & Lucas, 2002; Ginsberg & Wlodkowski, 2015).


id: flr-83
author: Wegner, Elisabeth; Anders, Nora; Nückles, Matthias
title: Student teachers’ perception of dilemmatic demands and the relation to epistemological beliefs
date: 2014-06-16
pages: 18
extension: .pdf
mime: application/pdf
words: 8782
sentence: 482
flesch: 47
cache: cache/flr-83.pdf
txt: txt/flr-83.txt
summary:
  We assessed student teachers’ (N = 122) perceptions of demands in teaching in general and in regards to specific situations, as well as their epistemological beliefs. Therefore, we examined in our study (1) how teacher students perceive the demands in teaching in general and how they judge specific dilemmatic teaching situations, (2) how the general perception of demands relates to judgment of specific situations, and (3) which role epistemological beliefs in general and in regards to pedagogy play in the perception of demands in teaching and the judgment of specific teaching situations.


id: flr-191
title: The curriculum question in doctoral education
date: 2015-09-25
pages: 16
extension: .pdf
mime: application/pdf
words: 8980
sentence: 506
flesch: 45
cache: cache/flr-191.pdf
txt: txt/flr-191.txt
author:
  González-Ocampo, Gabriela; Kiley, Margaret; Lopes, Amélia; Malcolm, Janice; Menezes, Isabel; Morais, Ricardo; Virtanen, Viivi

summary:
  Doctoral education processes – how the curriculum is experienced The analysis of the lived curriculum of doctoral education should firstly consider doctoral students’ experiences during their candidature. Keypoints The PhD has become a “global academic passport”, although doctoral education practices are increasingly diverse; we argue for the need of an explicit discussion of what constitutes the “doctoral curriculum”, including its formal, informal and hidden dimensions.


id: flr-403
title: Publication Larmuseau et al
extension: .htm
mime: text/html
words: 8876
sentence: 509
flesch: 53
cache: cache/flr-403.htm
txt: txt/flr-403.txt
summary:
  2.3 Physiological measures of cognitive load The physiological approach for cognitive load measurement is based on the assumption that any change in the human cognitive functioning is reflected in the human physiology. These events are likely to degrade the accuracy of cognitive load measurement by GSR (i.e., EDA).


id: flr-380
title: Puurtinen publication
extension: .htm
mime: text/html
words: 9222
sentence: 377
flesch: 58
cache: cache/flr-380.htm
txt: txt/flr-380.txt
summary:
  In J. Hyönä, R. Radach, & H. Deubel (Eds.), The mind’s eye: Cognitive and applied aspects of eye movement research (pp. 313–334). Eye movement in music reading: Effects of reading ability, notational complexity, and encounters.


id: flr-210
author: Ritella, Giuseppe; Ligorio, Maria Beatrice; Hakkarainen, Kai
title: Theorizing space-time relations in education: the concept of chronotope
date: 2017-01-19
pages: 8
extension: .pdf
mime: application/pdf
words: 4782
sentence: 236
flesch: 46
cache: cache/flr-210.pdf
txt: txt/flr-210.txt
summary:
  In particular, we outline three features of chronotope: 1) its analytical focus includes the examination of the potential interdependency between space and time; 2) it allows us to examine space and time as social constructions, negotiated in dialogical interaction; 3) it involves the analysis of both the material organization and the discursive negotiation of space and time. Following Bakhtin, this literature is based on the assumption that space and time are interdependent social constructions rather than independent given realities (van Eijck & Roth, 2010).


id: flr-79
author: Gabelica, Catherine; Van den Bossche, Piet; Segers, Mien; Gijselaers, Wim
title: Dynamics of Team Reflexivity after Feedback
date: 2014-06-18
pages: 28
extension: .pdf
mime: application/pdf
words: 15420
sentence: 810
flesch: 50
cache: cache/flr-79.pdf
txt: txt/flr-79.txt
summary:
  Keypoints There is a lack of evidence in team and collaborative learning research on the role of team reflexivity when team performance feedback is provided. Based on these inconsistent results, analogue to feedback research in non-team settings, Gabelica and colleagues (2012) concluded that the key question of whether team feedback is effective depends on the conditions under which feedback is given, and not only on feedback as such (e.g., its quality).


id: flr-196
author: von der Linden, Nicole; Löffler, Elisabeth; Schneider, Wolfgang
title: Effects of a Short Strategy Training on Metacognitive Monitoring across the Life-span
date: 2016-01-18
pages: 19
extension: .pdf
mime: application/pdf
words: 10333
sentence: 558
flesch: 56
cache: cache/flr-196.pdf
txt: txt/flr-196.txt
summary:
  Findings from studies using different age groups suggest that even young children can effectively monitor their learning progress under certain circumstances. To ensure that the training was transferable to rehearsing processes in everyday life and for different age groups a short instruction in mental imagery was chosen.


id: flr-350
extension: .htm
mime: text/html
words: 10454
sentence: 607
flesch: 52
cache: cache/flr-350.htm
txt: txt/flr-350.txt
summary:
  Compared to oral feedback, written peer feedback was found to promote deep learning even more effectively because of the more precise type of feedback students are able to provide. Understanding student learning.


id: flr-122
author: De Laat, Maarten; Strijbos, Jan-Willem
title: Unfolding perspectives on networked professional learning: Exploring ties and time
date: 2014-07-15
pages: 9
extension: .pdf
mime: application/pdf
words: 5450
sentence: 277
flesch: 45
cache: cache/flr-122.pdf
txt: txt/flr-122.txt
summary:
  Frontline Learning Research 5 - Special Issue „Learning through Networks‟ (2014) 72-80 ISSN 2295-3159 Corresponding author: Maarten de Laat, Open University of the Netherlands, Welten Institute, Valkenburgerweg 177, 6419 AT, Heerlen, the Netherlands, maarten.delaat@ou.nl Doi: http://dx.doi.org/10.14786/flr.v2i2.122 72 | F L R Unfolding perspectives on networked professional learning: Exploring ties and time Maarten de Laat a , Jan-Willem Strijbos b a Open University of the Netherlands, Welten Institute, the Netherlands b Ludwig-Maximilians-University of Munich, Department of Psychology, Germany Article received 26 June 2014 / revised and accepted 27 June 2014 / available online 15 July 2014 Abstract Networked learning and learning networks are commonplace concepts in most contemporary discourse on learning in the 21st century. This special issue forms an important and timely collection of articles especially because there is a strong interest in the promise and value of networked professional learning.


id: flr-293
author: Geeraerts, Kendra; Van den Bossche, Piet; Vanhoof, Jan; Moolenaar, Nienke
title: Intergenerational professional relationships in elementary school teams: a social network approach
date: 2017-09-12
pages: 21
extension: .pdf
mime: application/pdf
words: 10608
sentence: 604
flesch: 47
cache: cache/flr-293.pdf
txt: txt/flr-293.txt
summary:
  Further research might foreground the role of the school principal and investigate, for instance, the network position of the principal within professional school team networks, and, the role of the principal’s age. Further research can more explicitly map the strength of teacher relationships across generational cohorts by looking at the frequency, length, and duration of contact (e.g. Van Waes et al., 2015).


id: flr-435
title: flr-435
extension: .htm
mime: text/plain
words: 9830
sentence: 256
flesch: 25
cache: cache/flr-435.htm
txt: txt/flr-435.txt
summary:
  <w:LsdException Locked=false Priority=61 Name=Light List Accent 2/> <w:LsdException Locked=false Priority=62 Name=Light Grid Accent 2/> <w:LsdException Locked=false Priority=63 Name=Medium Shading 1 Accent 2/> <w:LsdException Locked=false Priority=64 Name=Medium Shading 2 Accent 2/> <w:LsdException Locked=false Priority=65 Name=Medium List 1 Accent 2/> <w:LsdException Locked=false Priority=66 Name=Medium List 2 Accent 2/> <w:LsdException Locked=false Priority=67 Name=Medium Grid 1 Accent 2/> <w:LsdException Locked=false Priority=68 Name=Medium Grid 2 Accent 2/> <w:LsdException Locked=false Priority=69 Name=Medium Grid 3 Accent 2/> <w:LsdException Locked=false Priority=70 Name=Dark List Accent 2/> Grid Accent 3/> <w:LsdException Locked=false


id: flr-371
title: Hämäläinen et al publication
extension: .htm
mime: text/html
words: 11711
sentence: 701
flesch: 58
cache: cache/flr-371.htm
txt: txt/flr-371.txt
summary:
  Subsequently, based on the coded frequency counts of teacher talk patterns were selected for the intonation analysis. As a direct result, the field particularly needs to understand teacher talk during educational dialogues that creates opportunities to promote learning (see also Mortimer & Scott, 2003).


id: flr-73
author: Gebhardt, Markus; Zehner, Fabian; Hessels, Marco G. P.
date: 2014-04-25
pages: 14
extension: .pdf
mime: application/pdf
words: 6685
sentence: 422
flesch: 60
cache: cache/flr-73.pdf
txt: txt/flr-73.txt
title:
  Basic Arithmetical Skills of Students with Learning Disabilities in the Secondary Special Schools: An Exploratory Study covering Fifth to Ninth Grade

summary:
  The test items can be used without creating floor and ceiling effects among fifth to ninth grade students with SEN-L. Seventh grade students with SEN-L in special schools did not accomplish the requirements of fifth grade students in a general-education secondary school (Hauptschule; Wocken, 2000).


id: flr-205
author: Penuel, William R.; Van Horne, Katie; DiGiacomo, Daniela; Kirshner, Ben
title: A social practice theory of learning and becoming across contexts and time
date: 2016-12-19
pages: 9
extension: .pdf
mime: application/pdf
words: 5293
sentence: 270
flesch: 55
cache: cache/flr-205.pdf
txt: txt/flr-205.txt
summary:
  Our perspective is rooted in the Danish tradition of critical psychology (Dreier, 1997; Mørck & Huniche, 2006; Nissen, 2005), and we use social practice theory to interpret the pathway of one adolescent whom we followed as part of a longitudinal study of interest-related learning. Keywords: Social practice theory; learning; agency; equity mailto:william.penuel@colorado.edu http://dx.doi.org/10.14786/flr.v4i4.205 Penuel et al | F L R 31 1. Introduction Education systems around the world are experimenting with different ways to prepare youth to participate in, and lead, the global “knowledge economy.”


id: flr-87
author: Andiliou, Andria; Murphy, Pricilla Karen
date: 2014-06-27
pages: 23
extension: .pdf
mime: application/pdf
words: 12316
sentence: 629
flesch: 40
cache: cache/flr-87.pdf
txt: txt/flr-87.txt
title:
  Creative Solutions and their Evaluation: Comparing the Effects of Explanation and Argumentation Tasks on Student Reflections

summary:
  The purpose of this investigation was to examine creative problem solving performance in undergraduate students and determine the tasks that support critical self- evaluations of creative solutions by comparing alternative types of reflective tasks. 1.3 Purpose of the Study The purpose of the study was to examine creative problem solving performance in undergraduate students and compare how alternative tasks (e.g., explanation or argumentation) support reflective self- evaluations of creative solutions.


id: flr-336
title: Egloff et al publication
extension: .htm
mime: text/html
words: 8639
sentence: 451
flesch: 47
cache: cache/flr-336.htm
txt: txt/flr-336.txt
summary:
  The same effect, however, was expected but not found for reading comprehension and no main effects of reading specific teacher beliefs were found. This study adds a more differentiated view to findings concerning the effects of teacher beliefs by showing that effects vary depending on the skill under study (fluency vs. comprehension), and that effects of teacher beliefs may depend on students’ ability.


id: flr-182
author: Korpershoek, Hanke
date: 2016-05-10
pages: 16
extension: .pdf
mime: application/pdf
words: 8558
sentence: 501
flesch: 48
cache: cache/flr-182.pdf
txt: txt/flr-182.txt
title:
  Relationships among motivation, commitment, cognitive capacities, and achievement in secondary education

summary:
  The school motivation construct A broad range of motivational theories has attempted to unravel student motivation in educational settings, among others, Achievement Goal Theory (AGT; Elliot & McGregor, 2001) and Personal Investment Theory (PI theory; Maehr, 1984). May   Abstract The aims of the present study were (1) to identify to what extent school motivation and school commitment contributed to the explanation of students’ academic achievement in addition to the effect of students’ cognitive capacities, (2) to find out whether school commitment mediated the relation between school motivation and academic achievement, and (3) to find out whether school motivation mediated the relation between school commitment and academic achievement.


id: flr-427
title: CodePen - Strohmaier et al
extension: .htm
mime: text/html
words: 9240
sentence: 550
flesch: 54
cache: cache/flr-427.htm
txt: txt/flr-427.txt
summary:
  While physiological MAstate increased from 15.43 events per minute to 20.04 events per minute (F(85) = 10.53, p = .002, 2 = .10), self-reported anxiety increased from 1.37 to 1.62 (F(85) MAtrait showed a moderate and significant correlation with self-reported MAstate (r = .34, p = .002), but not with physiological MAstate (r = .08, p = .48), which supports hypothesis 3a, but not 3b.


id: flr-359
title: CodePen - Testers et al publication
extension: .htm
mime: text/html
words: 9065
sentence: 495
flesch: 48
cache: cache/flr-359.htm
txt: txt/flr-359.txt
summary:
  Theoretical implications The theoretical relevance of this study is that it adds a novel dimension to the conceptual development of transfer studies. Partnerships for training transfer: Lessons from a corporate study.


id: flr-367
title: Van laer et Elen publication
extension: .htm
mime: text/html
words: 14155
sentence: 782
flesch: 48
cache: cache/flr-367.htm
txt: txt/flr-367.txt
summary:
  Secondly, we provide an illustrative example highlighting (1) the complexity of sequence analysis, (2) the theoretical and methodological choices and considerations to be made, and (3) the reporting of the methods used, illustrating the need for agreed upon frameworks to be able to conduct and report sequence analyses transparently. Although sequence analysis is still relatively new in SRL research, other fields have fruitful traditions in its application and may serve as a basis for applications in the field of SRL.


id: flr-382
title: CodePen - GutzwillerLatzko
extension: .htm
mime: text/html
words: 11585
sentence: 635
flesch: 50
cache: cache/flr-382.htm
txt: txt/flr-382.txt
summary:
  Keywords: Happy Victimizer Phenomenon; adult moral development; moral emotions; developmentally appropriate assessment Info corrseponding author email: eveline.gutzwiller-helfenfinger@uni-due.de DOI: https.www.doi.org/10.14786/flr.v8i5.382 1. Based on the assumption that moral emotions like guilt can be seen as showing that the self not only knows a moral rule, but also feels committed to it (Gibbard, 2002; Malti, 2010; Malti, Gummerum, Keller, & Buchmann, 2009), the HVP can also be interpreted as a lack of moral commitment accompanying the absence of negative (i.e., moral) emotion attributions.


id: flr-212
author: Wegner, Elisabeth; Nückles, Matthias
date: 2016-01-20
pages: 15
extension: .pdf
mime: application/pdf
words: 8017
sentence: 424
flesch: 50
cache: cache/flr-212.pdf
txt: txt/flr-212.txt
title:
  Training the brain or tending a garden? Students’ metaphors of learning predict their self-reported learning patterns

summary:
  Students with personality development metaphors had the lowest scores on the dualism scale, while students with knowledge acquisition metaphors had the highest, indicating that students with knowledge acquisition metaphors believed much stronger that knowledge is either true or false than students with personality development metaphors. Students with knowledge acquisition metaphors also had the strongest tendency to use rehearsal strategies, followed by students with regulation-related and personality development metaphors.


id: flr-417
title: Stahl publication
extension: .htm
mime: text/html
words: 17054
sentence: 866
flesch: 49
cache: cache/flr-417.htm
txt: txt/flr-417.txt
summary:
  The investigation is framed in a single research question: (How) can the set of epistemic beliefs dimensions be extended so that it also expresses a googling attitude? Due to unsuccessful replication, the instrument was revised prior to the 2012 data collection: the five new dimensions suggested in FEE were omitted, Structure of knowledge items were included as well as some other items, based on item level analysis.


id: flr-174
author: Rantavuori, Juhana; Engeström, Yrjö; Lipponen, Lasse
date: 2016-05-10
pages: 27
extension: .pdf
mime: application/pdf
words: 13899
sentence: 711
flesch: 50
cache: cache/flr-174.pdf
txt: txt/flr-174.txt
title:
  Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers

summary:
  Our study is focused on two important aspects of expansive learning, namely types and sequences of expansive learning actions (Engeström & Sannino, 2010) and types and sequences of object-oriented interaction (Engeström, 2008; Fichtner, 1984; Raiethel, 1983). How does the integration of conceptual frameworks of expansive learning actions and types of interaction work in the analysis of data from a single session of collaborative learning not deliberately designed to follow the guidelines of expansive learning?


id: flr-379
title: Etelapelto et al publication
extension: .htm
mime: text/html
words: 17655
sentence: 923
flesch: 53
cache: cache/flr-379.htm
txt: txt/flr-379.txt
summary:
  A central technique for studying ANS emotion responses has been heart rate variability (HRV), which refers to a variety of methods for assessing the beat-to-beat change in the heart over time (Quintana & Heathers, 2014). We present conclusions and future challenges in applying a multi-componential methodology to research emotions within professional learning.


id: flr-655
title: CodePen - 7. Dahlberg
extension: .htm
mime: text/html
words: 13511
sentence: 602
flesch: 49
cache: cache/flr-655.htm
txt: txt/flr-655.txt
summary:
  Thus, the multi-sited ethnographies reported in this study offer means of examining the ways in which the participants in the case studies make sense of their transitions towards becoming university students when the conditions to achieve such transformations are constituted and constrained by their connection with policy, educational activities, support services, and technologies. The page that contains information about a mentoring programme for newly arrived migrants (see Figure 3) is addressed to university students that have the opportunity, by participating in this programme, to support and guide the newly arrived students in their transition to HE.


id: flr-107
author: Nokelainen, Petri; Silander, Tomi
title: Using New Models to Analyze Complex Regularities of the World
date: 2014-04-28
pages: 5
extension: .pdf
mime: application/pdf
words: 2604
sentence: 142
flesch: 54
cache: cache/flr-107.pdf
txt: txt/flr-107.txt
summary:
  Consequently, such models are sometimes hastily deemed as unsuitable for much of the science. Many ensemble learning based or motivated methods, for instance random decision forests (Breiman, 2001a) and Bayesian additive regression trees (Chipman, George, & McCulloch, 2010), are among such models.


id: flr-131
author: Fischer, Frank; Järvelä, Sanna
title: Methodological Advances in Research on Learning and Instruction and in the Learning Sciences
date: 2014-12-23
pages: 6
extension: .pdf
mime: application/pdf
words: 2938
sentence: 155
flesch: 42
cache: cache/flr-131.pdf
txt: txt/flr-131.txt
summary:
  Learning research is not an exception here, the same applies to other fields like, e.g. physics, where pioneering research at the edges of current scientific knowledge is more “messy” as well (Wieman, 2014). He argues for a more systematic use of nomological networks on the conceptual level in connection with as-controlled-as-possible empirical studies that include measures of learning processes as their methodological core.


id: flr-851
author: Jones, Cheryl; Volet, Simone; Pino-Pasternak, Deborah; Heinimäki, Olli-Pekka
date: 2022-08-02
pages: 30
extension: .pdf
mime: application/pdf
words: 14276
sentence: 643
flesch: 44
cache: cache/flr-851.pdf
txt: txt/flr-851.txt
title:
  Interpersonal affect in groupwork: A comparative case study of two small groups with contrasting group dynamics outcomes

summary:
  This is important for students and educators to be aware of since group tasks often involve some activity dispersion. The term…emphasizes the power of the fluid, ever-changing forces that characterise interpersonal groups.


id: flr-112
author: Stegmann, Karsten
title: Constructing nomological nets on the basis of process analyses to strengthen CSCL research
date: 2014-12-23
pages: 9
extension: .pdf
mime: application/pdf
words: 5281
sentence: 290
flesch: 45
cache: cache/flr-112.pdf
txt: txt/flr-112.txt
summary:
  Set against this background, CSCL research aims to provide knowledge about how technology can support collaborative learning processes (and thereby learning outcomes on an individual as well as a group level; cf. On the one hand, the problems that may arise through collaboration or the use of technology have to be minimised, while, on the other, the use of technology resources and collaborative learning processes has to be optimised.


id: flr-23
author: Vangrieken, Katrien; Dochy, Filip; Raes, Elisabeth; Kyndt, Eva
title: Team entitativity and teacher teams in schools: Towards a typology
date: 2013-12-19
pages: 13
extension: .pdf
mime: application/pdf
words: 6520
sentence: 336
flesch: 49
cache: cache/flr-23.pdf
txt: txt/flr-23.txt
summary:
  This points at the importance of creating a teacher team typology: in order to be able to make clear and justified conclusions concerning teacher teams it is essential to clarify to which sort of teacher team these pertain. A typology for teacher teams based on the axes of task, discipline level, grade level, temporal duration and team entitativity is a useful framework to describe the sort of teacher team under study.


id: flr-223
author: Vokatis, Barbara; Zhang, Jianwei
date: 2016-04-14
pages: 20
extension: .pdf
mime: application/pdf
words: 12544
sentence: 580
flesch: 48
cache: cache/flr-223.pdf
txt: txt/flr-223.txt
title:
  The Professional Identity of Three Innovative Teachers Engaging in Sustained Knowledge Building Using Technology

summary:
  What these teachers have learned and experienced in this process further strengthens their identity as knowledge building teachers. In this undergoing process (Gee, 2001), they are empowered to engage in constant interpretation and reinterpretation (Beijaard et al., 2004) of who they are as knowledge building teachers.


id: flr-551
title: Winne publication
extension: .htm
mime: text/html
words: 3941
sentence: 250
flesch: 50
cache: cache/flr-551.htm
txt: txt/flr-551.txt
summary:
  With a more precise map of relations between conditions learners perceive about their instructional context and learning results, instructional designs can more dependably be engineered to offer learners experiences in which learners can more productively self-regulate learning. Finally, I recommend research involving process data turn more toward helping learners identify conditions of learning that spark arousal so learners can regulate motivation and emotion.


id: flr-208
author: Damsa, Crina I.; Jornet, Alfredo
title: Revisiting learning in higher education—Framing notions redefined through an ecological perspective
date: 2017-01-10
pages: 9
extension: .pdf
mime: application/pdf
words: 4771
sentence: 244
flesch: 41
cache: cache/flr-208.pdf
txt: txt/flr-208.txt
summary:
  This article examines the implications of an ecological perspective on framing notions central to learning and current educational research, namely (a) knowledge co-construction and epistemic agency, (b) the role of (material) knowledge resources in the learning process and (c) the trans-contextuality that characterises learning in today’s knowledge society. Drawing on an empirical study of project-based, collaborative learning in higher education, we then revisit notions important in current educational research, namely knowledge co-construction and agency, knowledge resources and materials and trans-contextuality.


id: flr-149
date: 2015-09-28
pages: 16
extension: .pdf
mime: application/pdf
words: 7506
sentence: 352
flesch: 42
cache: cache/flr-149.pdf
txt: txt/flr-149.txt
author:
  Castelló, Montserrat; Kobayashi, Sofie; McGinn, Michelle; Pechar, Hans; Vekkaila, Jenna; Wisker, Gina

title:
  Researcher Identity in Transition: Signals to Identify and Manage Spheres of Activity in a Risk-Career

summary:
  In this contribution, we first offered a framework to account for the notion of researcher identity, which provides a new comprehensive way to analyse researcher identity development within the complex and intertwined spheres of activity in which ECRs are involved. The proposed comprehensive framework allows for the analysis of researcher identity development through the complex and intertwined activities in which ECRs are involved.


id: flr-211
author: Goldberg, Tsafrir; Schwarz, Baruch B.
date: 2016-05-11
pages: 13
extension: .pdf
mime: application/pdf
words: 6499
sentence: 379
flesch: 50
cache: cache/flr-211.pdf
txt: txt/flr-211.txt
title:
  Harnessing emotions to deliberative argumentation in classroom discussions on historical issues in multi-cultural contexts

summary:
  In a survey of leading history education experts, only one of the ten intellectually challenging core practices of history teaching they recommend refers (tangentially) to learner emotions (connect to personal/cultural experience). By contrast, the conventional teaching approach, neither challenges nor acknowledges the role of collective emotion in learning (Barton, 2009).


id: flr-645
author: Lämsä, Joni; Espinoza, Catalina; Tuhkala, Ari ; Hämäläinen, Raija
date: 2021-04-14
pages: 12
extension: .pdf
mime: application/pdf
words: 4802
sentence: 205
flesch: 42
cache: cache/flr-645.pdf
txt: txt/flr-645.txt
title:
  Staying at the front line of literature: How can topic modelling help researchers follow recent studies?

summary:
  When we used topic models for sections 1 and 2, the distances between the original articles and new relevant articles overlapped more with new irrelevant articles [Figure 3 (a) and (b)]. When interpreting Figure 4, based on the CSCL theoretical frameworks, a few topics concerning collaborative knowledge construction and regulation of learning relate new relevant articles to original articles.


id: flr-227
author: Malmberg, Lars-Erik; Lim, Wee H. T.; Tolvanen, Asko; Nurmi, Jari-Erik
date: 2017-01-11
pages: 21
extension: .pdf
mime: application/pdf
words: 8180
sentence: 448
flesch: 51
cache: cache/flr-227.pdf
txt: txt/flr-227.txt
title:
  Within-student variability in learning experiences, and teachers’ perceptions of students’ task-focus

summary:
  We outline step by step how we specify a multilevel structural equation model of state, trait and individual differences in intraindividual variability constructs, which can be appropriately fitted to intraindividual data (e.g., time-points nested in persons, intensive longitudinal data). c) How do trait and intraindividual variability constructs of students’ learning experiences converge with teacher-reported task-focus?


id: flr-249
author: Pesu, Laura Annukka; Aunola, Kaisa; Viljaranta, Jaana; Nurmi, Jari-Erik
date: 2016-07-20
pages: 18
extension: .pdf
mime: application/pdf
words: 9010
sentence: 529
flesch: 58
cache: cache/flr-249.pdf
txt: txt/flr-249.txt
title:
  The Development of Adolescents’ Self-concept of Ability through Grades 7-9 and the Role of Parental Beliefs

summary:
  The analysis was carried out separately for self-concept of mathematics ability and self-concept of literacy ability. Discussion The present study aimed to contribute to the literature on students’ self-concept of ability by examining, first, to what extent developmental changes in self-concept of mathematics and literacy abilities occur among Finnish students across secondary school and, second, what role mothers’ and fathers’ beliefs play in the development of adolescents’ self-concept of mathematics and literacy ability during this period.


id: flr-154
author: Lindblom-Ylänne, Sari; Saariaho, Emmi; Inkinen, Mikko; Haarala-Muhonen, Anne; Hailikari, Telle
title: Academic procrastinators, strategic delayers and something betwixt and between: An interview study
date: 2015-06-12
pages: 16
extension: .pdf
mime: application/pdf
words: 8911
sentence: 530
flesch: 52
cache: cache/flr-154.pdf
txt: txt/flr-154.txt
summary:
  Keywords: academic procrastination; strategic delay; dilatory behaviour; university student                                                                                                                           1  Corresponding author: Sari Lindblom-Ylänne, Institute of Behavioural Sciences, University of Helsinki, P.O. Box 9, 00014 University of Helsinki , Finland, Email: sari.lindblom@helsinki.fi DOI: http://dx.doi.org/10.14786/flr.v3i2.154 Lindblom-­‐Ylänne  et  al       | F L R     48   1. Introduction Research has shown that academic procrastination is very common among university students: almost all occasionally procrastinate in one or another domain of their studies, and approximately every second student regularly procrastinates (Rothblum, Solomon & Murakami, 1986; Steel, 2007). Strategic delayers met parameters 1 to 4 and Unnecessarily delaying students parameters 1 to 5.


id: flr-198
author: Bronkhorst, Larike H.; de Kleijn, Renske A.M.
title: Challenges and learning outcomes of educational design research for PhD students
date: 2016-05-17
pages: 17
extension: .pdf
mime: application/pdf
words: 9281
sentence: 459
flesch: 51
cache: cache/flr-198.pdf
txt: txt/flr-198.txt
summary:
  In their review of the last decade of EDR research, Anderson and Shattuck (2012) characterize EDR as research situated in a real educational context, concentrating on testing a significant intervention, in collaboration with practitioner(s), informed by theories and an assessment of the local context as well as practices in other contexts. Microsoft Word - Bronkhorst & de Kleijn_publication.docx             Frontline  Learning  Research  Vol.4  No.  3  (2016)  75  -­‐  91   ISSN  2295-­‐3159       Challenges and learning outcomes of educational design research for PhD students dr. Larike H. Bronkhorst1 & dr. Renske A.M. de Kleijn Utrecht University


id: flr-89
author: Pataraia, Nino; Falconer, Isobel; Margaryan, Anoush; Littlejohn, Allison; Fincher, Sally
title: ‘Who do you talk to about your teaching?’: networking activities among university teachers
date: 2014-07-15
pages: 13
extension: .pdf
mime: application/pdf
words: 7164
sentence: 380
flesch: 40
cache: cache/flr-89.pdf
txt: txt/flr-89.txt
summary:
  Although our data did not measure the absolute size of respondents‟ teaching networks, the indications are that they were small, sparse and simultaneously informal. However, since some academics maintained weak ties, such contacts could represent a source of radically novel teaching ideas, bringing complementary knowledge to personal teaching networks (Granovetter, 1973).


id: flr-135
author: Cascallar, Eduardo; Musso, Mariel F.; Kyndt, Eva; Dochy, Filip
date: 2015-01-30
pages: 15
extension: .pdf
mime: application/pdf
words: 7099
sentence: 390
flesch: 46
cache: cache/flr-135.pdf
txt: txt/flr-135.txt
title:
  Modelling for understanding AND for prediction/classification - the power of neural networks in research

summary:
  Neural network models as an alternative to regression. Prediction intervals for neural network models.


id: flr-443
title: Van Gasse publication
extension: .htm
mime: text/html
words: 8700
sentence: 444
flesch: 49
cache: cache/flr-443.htm
txt: txt/flr-443.txt
summary:
  More insight is needed into what exactly happens in formal data use interactions, how schools and teacher teams differ in those formal interactions and when and how those interactions affect teachers’ informal interactive behaviour. To gain knowledge of how sustainable data use interactions can be facilitated, this study investigated how formal data use in teams of teachers affects the teachers’ informal interactive data use.


id: flr-168
author: Tulis, Maria; Steuer, Gabriele; Dresel, Markus
title: Learning from errors: A model of individual processes
date: 2016-04-06
pages: 15
extension: .pdf
mime: application/pdf
words: 8718
sentence: 502
flesch: 41
cache: cache/flr-168.pdf
txt: txt/flr-168.txt
summary:
  (2013) further demonstrated that classroom error climate has an impact on students’ affective-motivational and action adaptivity of error reactions, which, in turn, were positively associated with students’ self-reported effort. Errors are a natural by-product of attempting challenging learning tasks and they may, in particular, provide learning opportunities (Van Lehn, 1988).


id: flr-92
author: Vaessen, Matthieu; Van Den Beemt, Antoine; De Laat, Maarten
title: Networked professional learning: relating the formal and the informal
date: 2014-07-15
pages: 16
extension: .pdf
mime: application/pdf
words: 8535
sentence: 497
flesch: 45
cache: cache/flr-92.pdf
txt: txt/flr-92.txt
summary:
  1.1.4 Aim of this study We have argued the importance of informal networked learning and illustrated how this relates to professional development, autonomy and management of informal and formal learning in organisations. Managerial acknowledgement of informal networks, promoting networked learning, organisational structure, a distributed leadership, open communication patterns, and an organisational culture in favour of collaboration and exchange, not only between direct colleagues but also between different organisational layers, all contribute to an environment that promotes a healthy learning culture that is conducive to both formal learning procedures and informal networked learning (see Table 3).


id: flr-437
title: CodePen - Hietajarvi et al publication
extension: .htm
mime: text/html
words: 9880
sentence: 492
flesch: 42
cache: cache/flr-437.htm
txt: txt/flr-437.txt
summary:
  More precisely, we conceptualize digital learning engagement as reflecting informally emerging socio-digital participation (Hakkarainen, Hietajärvi, Alho, Lonka, & Salmela-Aro, 2015) including a considerable degree of self-regulated (Boekarts & Minnaert, 1999, see also Panadero & Järvelä, 2015) learning embedded on the contexts of their peer supported interest-driven learning ecologies (Barron, 2006). As such, we consider digital learning engagement as situated within the ecologies of connected learning.


id: flr-491
title: CodePen - Durik
extension: .htm
mime: text/html
words: 9882
sentence: 496
flesch: 49
cache: cache/flr-491.htm
txt: txt/flr-491.txt
summary:
  If interest must be measured among a sample with limited certainty of interest, one approach may be to provide supports for them to know how to respond (e.g., definitions of the domain, a particular experience to reflect on) in order to provide a more valid measure, or to assess interest multiple times during a task (Moeller et al., 2020) rather than relying on a global assessment of domain interest. The regression predicting certainty of psychology interest yielded a positive linear relationship of interest, t(18) = 3.34, p < .01, B = 0.24, sr2 = .12, as well as a negative quadratic relationship, t(18) = -2.56, p = .02, B = -0.19, sr2 = .07.


id: flr-49
author: Lee, Kerry; Khng, Kiat Hui; Ng, Swee Fong; Ng, Jeremy Lan Kong
date: 2013-08-23
pages: 16
extension: .pdf
mime: application/pdf
words: 8288
sentence: 508
flesch: 59
cache: cache/flr-49.pdf
txt: txt/flr-49.txt
title:
  Longer bars for bigger numbers? children’s usage and understanding of graphical representations of algebraic problems

summary:
  Furthermore, the great majority of Secondary school students showed quite sophisticated understanding on both the validation task and the Küchemann test. It was given only to secondary school children as the primary school children have not been exposed to letter symbols.


id: flr-1031
author: Murtonen, Mari; Anto, Erkki; Laakkonen, Eero; Vilppu, Henna
date: 2023-01-11
pages: 22
extension: .pdf
mime: application/pdf
words: 10682
sentence: 519
flesch: 49
cache: cache/flr-1031.pdf
txt: txt/flr-1031.txt
title:
  University teachers’ focus on students: Examining the relationships between visual attention, conceptions of teaching and pedagogical training 

summary:
  Student teacher’ and experienced teachers’ professional vision of students’ understanding of the rational number concept. Student teachers’ and teacher educators’ professional vision: findings from an eye tracking study.


id: flr-459
title: Brom et al publication
extension: .htm
mime: text/html
words: 10365
sentence: 645
flesch: 54
cache: cache/flr-459.htm
txt: txt/flr-459.txt
summary:
  A scale to measure learners’ enjoyment of e-learning games. One of the key premises of game-based learning is that motivation to play the game can positively influence learning processes and thereby enhance learning outcomes.


id: flr-58
author: Ohlsson, Stellan
date: 2013-12-18
pages: 16
extension: .pdf
mime: application/pdf
words: 10643
sentence: 574
flesch: 52
cache: cache/flr-58.pdf
txt: txt/flr-58.txt
title:
  Beyond Evidence-Based Belief Formation: How Normative Ideas Have Constrained Conceptual Change Research

summary:
  Once the utility rises to the point where a new knowledge structure is chosen to be the basis for action on at least some occasions, belief change is contingent on the outcomes of the resulting actions. Informal observations indicate that a significant proportion of such beliefs are not based on any evidence whatsoever.


id: flr-96
title: Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education
date: 2014-06-16
pages: 18
extension: .pdf
mime: application/pdf
words: 11274
sentence: 642
flesch: 42
cache: cache/flr-96.pdf
txt: txt/flr-96.txt
author:
  Fischer, Frank; Kollar, Ingo; Ufer, Stefan; Sodian, Beate; Hussmann, Heinrich; Pekrun, Reinhard; Neuhaus, Birgit; Dorner, Birgit; Pankofer, Sabine; Fischer, Martin; Strijbos, Jan-Willem; Heene, Moritz; Eberle, Julia

summary:
  In many learning situations, scientific reasoning activities and the outcomes of these activities are judged for their achievement quality. That way, this epistemic mode will help support student learning of the scientific knowledge of a domain, how it is created, and how students themselves can contribute to knowledge creation by engaging in scientific research.


id: flr-63
author: Postareff, Liisa; Lindblom-Ylänne, Sari; Parpala, Anna
date: 2014-04-24
pages: 19
extension: .pdf
mime: application/pdf
words: 12274
sentence: 584
flesch: 57
cache: cache/flr-63.pdf
txt: txt/flr-63.txt
title:
  Explaining university students’ strong commitment to understand through individual and contextual elements

summary:
  Student approaches to learning and studying. However, research has shown that students vary to a great extent with regard to their approaches to learning in that some are more likely to adopt deep approaches while others will rely more on surface learning.


id: flr-451
title: Andressen et a l publication
extension: .htm
mime: text/html
words: 13914
sentence: 746
flesch: 50
cache: cache/flr-451.htm
txt: txt/flr-451.txt
summary:
  We also performed a more detailed analysis of eye movements during text reading, focusing on differences among participants regarding number of fixations, fixation duration, and regressions. In explaining the relationship between multimedia learning and working memory, Mayer’s (2003, 2014a) influential cognitive theory of multimedia learning draws on limited-capacity (Baddeley, 1995, 2000; Just & Carpenter, 1992) and dual-channel theories (Baddeley, 1995;


id: flr-217
author: Sjöblom, Kirsi; Mälkki, Kaisu; Sandström, Niclas; Lonka, Kirsti
date: 2016-02-10
pages: 23
extension: .pdf
mime: application/pdf
words: 13847
sentence: 598
flesch: 43
cache: cache/flr-217.pdf
txt: txt/flr-217.txt
title:
  Does Physical Environment Contribute to Basic Psychological Needs? A Self-Determination Theory Perspective on Learning in the Chemistry Laboratory

summary:
  It is essential to utilize psychological and pedagogical knowledge when designing or renovating work and learning environments in order to fully make use of the potential of physical environments as part of human performance. Keywords: self-determination theory; basic psychological needs; physical environment; learning environment; indoor environment; usability Sjöblom  et  al       | F L R     18   1. Introduction In recent years, the broadening field of research on the role of motivation and emotions in learning has produced important new information on how to optimally arrange the study environment (see e.g. Csíkszentmihályi, 2014; Dweck, 2006; Heikkilä & Lonka, 2006; Heikkilä, Lonka, Nieminen & Niemivirta, 2012; Hidi & Renninger, 2006; Job, Walton, Bernecker & Dweck, 2015; Lindblom-Ylänne & Lonka, 2000; Mälkki, 2010; Ryan & Deci, 2009; Seligman, Ernst, Gillham, Reivich & Linkins, 2009; Tuominen-Soini, Salmela-Aro & Niemivirta, 2008).


id: flr-99
author: Helker, Kerstin; Wosnitza, Marold
title: Responsibility in the School Context - Development and Validation of a Heuristic Framework
date: 2014-07-01
pages: 25
extension: .pdf
mime: application/pdf
words: 13748
sentence: 707
flesch: 45
cache: cache/flr-99.pdf
txt: txt/flr-99.txt
summary:
  This construct of responsibility was taken up by Lauermann and Karabenick (2011) who studied the components and theoretical status of teacher responsibility in order to tease out the complexity of its different meanings. Empirical research up to this point, however, seems to have been guided by the role of teachers as the only bearer of responsibility in the classroom (Bastian, 1995; Del Schalock, 1998; Eikenbusch, 2009) and has strongly focused its attention on teacher responsibility, linking this research field to aspects like sources of teacher responsibility, contextual influences on perceptions of responsibility (responsibility as a social, situational phenomenon) and limitations of responsible actions.


id: flr-885
author: Schmidt, Susanne; Zlatkin-Troitschanskaia, Olga; Shavelson, Richard J.
date: 2023-03-22
pages: 17
extension: .pdf
mime: application/pdf
words: 8693
sentence: 438
flesch: 38
cache: cache/flr-885.pdf
txt: txt/flr-885.txt
title:
  Modeling and Measuring Domain-Specific Quantitative Reasoning in Higher Education Business and Economics

summary:
  2.2 Assessments of Quantitative Reasoning as a Generic Skill A number of instruments have been used to assess quantitative reasoning as a generic skill such as the Quantitative Reasoning for College Science (QuaRCS) Test (Follette et al., 2017), the CLA+ with the Scientific and Quantitative Reasoning Test (SQR) (Zahner, 2013), the quantitative reasoning questions from the. 42 | F L R The aim of this study, then, is to explore if we can isolate, conceptually, quantitative reasoning items on the TUCE and EGEL and bring item-response data to bear on the claim that the subset of items actually measure quantitative reasoning.


id: flr-132
author: Bempeni, Maria; Vamvakoussi, Xenia
date: 2015-04-01
pages: 18
extension: .pdf
mime: application/pdf
words: 9684
sentence: 507
flesch: 56
cache: cache/flr-132.pdf
txt: txt/flr-132.txt
title:
  Individual differences in students’ knowing and learning about fractions: Evidence from an in-depth qualitative study

summary:
  We stress that at the moment this study took place the mathematics curriculum as well as the mathematics textbooks, were “traditional’, in the sense that they emphasized general, computation-intensive procedures for dealing with fraction tasks (Smith, 1995). S S S S S S S, C S, C 4 S F F F F F F, C F, C Procedural 5 S F F F F F F, C F, C 6 (Stella) F F F F F F F, C F, C 7 (Filio) S S S S S S S, C S, C Conceptual Table 3 Students’ Performance (Success, Failure) and Type of Strategy Used (Conceptual, Procedural, Or Conceptual-Procedural) in the Tasks of Category C Student


id: flr-13
author: Musso, Mariel F.; Kyndt, Eva; Cascallar, Eduardo C.; Dochy, Filip
date: 2013-08-23
pages: 30
extension: .pdf
mime: application/pdf
words: 16999
sentence: 813
flesch: 45
cache: cache/flr-13.pdf
txt: txt/flr-13.txt
title:
  Predicting general academic performance and identifying the differential contribution of participating variables using artificial neural networks

summary:
  Other attentional networks seem to be much less discriminating among students who reach certain threshold levels needed for high academic performance. This study uses cognitive and non-cognitive measures of students, together with background information, in order to design predictive models of student performance using artificial neural networks (ANN).


id: flr-1305
author: Do, Minh-Ly; Hascher, Tina
title: Peer cooperation during teaching in paired field placements: Forms and challenges
date: 2023-07-12
pages: 30
extension: .pdf
mime: application/pdf
words: 14441
sentence: 789
flesch: 50
cache: cache/flr-1305.pdf
txt: txt/flr-1305.txt
summary:
  This challenge could add new information to the existing knowledge about disadvantages of student teacher team teaching as outlined by Baeten and Simons (2014) and the difficulties of teacher cooperation (de Jong et al., 2019). The added value of the identification of student teachers’ challenges and coping strategies is twofold: first, it can enrich our knowledge of how personal growth and professional development in paired field placements can be enhanced or impeded; second, it can inform teacher education and mentor teachers to better understand when student teacher cooperation needs support in paired field placements.


id: flr-57
author: Lehtinen, Erno
title: Frontline research in an accessible and flexible way
date: 2013-08-23
pages: 2
extension: .pdf
mime: application/pdf
words: 975
sentence: 45
flesch: 43
cache: cache/flr-57.pdf
txt: txt/flr-57.txt
summary:
  1- 2 ISSN 2295-3159 http://dx.doi.org/10.14786/flr.v1i1.57 1 | F L R Editorial Frontline research in an accessible and flexible way Erno Lehtinen An increasing number of new scientific journals have been founded in the last few years. Although libraries of big and wealthy universities provide researchers with wide on-line access to scientific journals, the journal packages available in many universities are limited.


id: flr-265
author: Koerber, Susanne; Osterhaus, Christopher; Sodian, Beate
title: Diagrams support revision of prior belief in primary-school children
date: 2017-02-28
pages: 9
extension: .pdf
mime: application/pdf
words: 4751
sentence: 212
flesch: 47
cache: cache/flr-265.pdf
txt: txt/flr-265.txt
summary:
  The general trends in our data were however similar for our two measures (own belief revision and belief revision ascribed to a third person) so that it seems reasonable to assume that these two measures are closely related, leading to the same conclusions regarding the influence of saliency on evidence interpretation. In both age groups and both conditions we found significant numbers of belief revision with high certainty ratings concerning the new belief.


id: flr-256
author: Szulewski, Adam; Kelton, Danielle; Howes, Daniel
title: Pupillometry as a tool to study expertise in medicine
date: 2017-07-14
pages: 11
extension: .pdf
mime: application/pdf
words: 5493
sentence: 282
flesch: 46
cache: cache/flr-256.pdf
txt: txt/flr-256.txt
summary:
  Its strengths include its ability to provide quantitative and objective outputs, to be measured unobtrusively with new technology and to be precisely computed as cognitive load changes over the course of completion of a task. Prof. Adam Szulewski BSc, MD, FRCPC, MHPE, Dep. of Emergency Medicine, Queen’s University, Empire 3, Kingston General Hospital, 76 Stuart Street, Kingston, Ontario, K7L 2V7,Canada, aszulewski@qmed.ca DOI: http://dx.doi.org/10.14786/flr.v5i3.256 Pupillometry as a tool to study expertise in medicine Adam Szulewskia, Danielle Keltonb, Daniel Howesc aDepartment of Emergency Medicine, Queen’s University, Canada bFaculty of Medicine, Queen’s University, Canada cDepartments of Emergency Medicine and Critical Care Medicine, Queen’s University, Canada Article received 2 May / revised 9 November / accepted 23 March / available online 14 July Abstract Background Pupillometry has been studied as a physiological marker for quantifying cognitive load since the early 1960s.


id: flr-250
author: Krupinski, Elizabeth Anne
title: Receiver Operating Characteristic (ROC) Analysis
date: 2017-07-14
pages: 12
extension: .pdf
mime: application/pdf
words: 5917
sentence: 349
flesch: 55
cache: cache/flr-250.pdf
txt: txt/flr-250.txt
summary:
  ROC curve generated from the data in Table 2. The actual output document provides more information than provided here, such as the variance components and error- covariance estimates, and different ways of treating the various variables (e.g., random readers and random cases, fixed readers and random cases, random readers and fixed cases), but this example shows how many available programs output relevant data comparing ROC curves.


id: flr-169
author: Möller, Jens
date: 2016-01-20
pages: 11
extension: .pdf
mime: application/pdf
words: 5905
sentence: 301
flesch: 43
cache: cache/flr-169.pdf
txt: txt/flr-169.txt
title:
  The Generalized Internal/External Frame of Reference Model: An Extension to Dimensional Comparison Theory

summary:
  Jansen et al. (2015) analyzed dimensional comparison effects for five domains and found support for the hypotheses which derived from the DCT. However Dietrich, Dicke, Kracke, & Noack (2015) found dimensional comparison effects when analyzing cross- domain relations of teacher support and motivation: Higher levels of perceived teacher support in one subject were negatively related to students’ intrinsic value and effort in another subject.


id: flr-641
title: CodePen - Knoop publication
extension: .htm
mime: text/html
words: 6307
sentence: 324
flesch: 50
cache: cache/flr-641.htm
txt: txt/flr-641.txt
summary:
  Even though much has been written about feedback, less is known about which types of feedback teachers actually give during lessons (Bennett, 2011; Voerman, Meijer, Korthagen, & Simons, 2012). Furthermore, we found two different distribution patterns: fifteen lessons (23%) showed a blocked distribution pattern (see Figure 4b for an example: dashboard prompted-feedback occurred in one or more chunks during the lesson), and thirty-seven lessons (57%) showed a mixed pattern where dashboard feedback was alternated with teacher and student feedback (see Figure 4c for an example: the feedback source interchanged during the lesson).


id: flr-147
author: Baptista, Ana; Frick, Liezel; Holley, Karri; Remmik, Marvi; Tesch, Jakob; Åkerlind, Gerlese
date: 2015-10-12
pages: 13
extension: .pdf
mime: application/pdf
words: 6613
sentence: 408
flesch: 40
cache: cache/flr-147.pdf
txt: txt/flr-147.txt
title:
  The doctorate as an original contribution to knowledge: Considering relationships between originality, creativity, and innovation

summary:
  Meanwhile, a common assumption seems to exist that the process of engaging in doctoral research will in and of itself lead to originality, as if through some magical process: “The goal of doctoral education is to cultivate the research mindset, to nurture flexibility of thought, creativity and intellectual autonomy through an original, concrete research project. Creativity Along with the expectation of originality, doctoral research is strongly associated with creativity, commonly as a way in which students engage in the research process.


id: flr-24
author: Brown, Gavin Thomas Lumsden; Harris, Lois Ruth
title: The future of self-assessment in classroom practice: Reframing self-assessment as a core competency
date: 2014-04-23
pages: 9
extension: .pdf
mime: application/pdf
words: 5340
sentence: 299
flesch: 51
cache: cache/flr-24.pdf
txt: txt/flr-24.txt
summary:
  The SAGE handbook of research on classroom assessment (pp. 367-393). My teacher and my friends helped me learn: student perceptions and experiences of classroom assessment.


id: flr-258
author: Fox, Sharon Elizabeth; Faulkner-Jones, Beverly Elizabeth
title: Eye-Tracking in the Study of Visual Expertise: Methodology and Approaches in Medicine
date: 2017-07-14
pages: 12
extension: .pdf
mime: application/pdf
words: 7361
sentence: 335
flesch: 50
cache: cache/flr-258.pdf
txt: txt/flr-258.txt
summary:
  Eye tracking : a comprehensive guide to methods and measures. Object recognition is limited to one, or a small number of objects at one time (Wolfe, 2012b; Wolfe et al., 2015).


id: flr-226
author: Kospentaris, George; Vosniadou, Stella; Kazi, Smaragda; Thanou, Emiliana
title: Visual and Analytic Strategies in Geometry
date: 2016-03-03
pages: 18
extension: .pdf
mime: application/pdf
words: 9008
sentence: 404
flesch: 46
cache: cache/flr-226.pdf
txt: txt/flr-226.txt
summary:
  Seen from this theoretical perspective, it is argued that geometrical knowledge is originally built on two core cognitive systems (spatial and numerical) that rely on visuo-spatial information (Newcombe & Frick, 2010; Spelke, Lee, & Izard, 2010), but that it gradually develops through systematic instruction to rely on more analytic strategies based on formal geometrical knowledge. However, only the math teachers showed high performance in the VAST items that required the application of analytic geometrical strategies.


id: flr-136
author: Niculescu, Alexandra Corina; Tempelaar, Dirk; Dailey-Hebert, Amber; Segers, Mien; Gijselaers, Wim
date: 2015-03-24
pages: 17
extension: .pdf
mime: application/pdf
words: 8060
sentence: 385
flesch: 46
cache: cache/flr-136.pdf
txt: txt/flr-136.txt
title:
  Exploring the antecedents of learning-related emotions and their relations with achievement outcomes

summary:
  Such emotions, known as achievement related emotions, can have serious consequences on how students perform within a course (Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011). To what extent can the direct and distal antecedents together explain student performance at the course level?


id: flr-493
title: CodePen - Vriesema
extension: .htm
mime: text/html
words: 7304
sentence: 362
flesch: 46
cache: cache/flr-493.htm
txt: txt/flr-493.txt
summary:
  Third, while we have confidence in the reliability of our systematic coding procedures, researcher perceptions of small group dynamics may not coincide with student perceptions of their small-group experiences. For researchers studying specific instructional contexts, self-report data can pose challenges to investigating motivation and strategy use in small groups.


id: flr-253
author: Ivarsson, Jonas
title: Visual expertise as embodied practice
date: 2017-07-14
pages: 16
extension: .pdf
mime: application/pdf
words: 8022
sentence: 500
flesch: 54
cache: cache/flr-253.pdf
txt: txt/flr-253.txt
summary:
  As the study is addressing the topic of visual expertise it also aims to do so in terms that acknowledge that all expertise is rooted in embodied practices. Discussion The interest of this article has been to address the topic of visual expertise and to do so in terms that acknowledge that all expertise is rooted in embodied practices.


id: flr-51
author: Salaschek, Martin; Souvignier, Elmar
title: Web-based progress monitoring in first grade mathematics
date: 2013-12-18
pages: 17
extension: .pdf
mime: application/pdf
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sentence: 450
flesch: 56
cache: cache/flr-51.pdf
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summary:
  Later test times were considerably lower and declined continuously, from 13.85 minutes for test 2 (SD = 4.37) to 8.20 minutes for test 8 (SD = 3.81). Finally, all 10 teachers from study 1 completed a survey about implementation time and their usage of test results.


id: flr-229
author: Chorney, Sean
date: 2017-02-15
pages: 15
extension: .pdf
mime: application/pdf
words: 9178
sentence: 432
flesch: 52
cache: cache/flr-229.pdf
txt: txt/flr-229.txt
title:
  Re-animating the mathematical concept: A materialist look at students practicing mathematics with digital technology

summary:
  If we take looking at art, in Ingold’s description, to be like using mathematics tools, then we can see the latter as being less about the development of mental schemes or intentional, efficient deployment, and more about a fused, mind-world movement. Here, the implication is that there would be no mathematics without mathematical tools, and vice versa.


id: flr-955
author: Nyberg, Kristin; Koerber, Susanne ; Osterhaus, Christopher
title: Self-effective scientific reasoning? Differences between elementary and secondary school students
date: 2022-06-24
pages: 21
extension: .pdf
mime: application/pdf
words: 9051
sentence: 571
flesch: 53
cache: cache/flr-955.pdf
txt: txt/flr-955.txt
summary:
  Self efficacy: The exercise of control. In J. E. Maddux (Ed.), Self efficacy, adaptation, and adjustment: Theory, research, and application (pp. 281–303).


id: flr-44
author: Klassen, Robert M.; Yerdelen, Sündüs; Durksen, Tracy L
title: Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS)
date: 2013-12-18
pages: 20
extension: .pdf
mime: application/pdf
words: 9704
sentence: 526
flesch: 54
cache: cache/flr-44.pdf
txt: txt/flr-44.txt
summary:
  The result of our scale development was a 16-item, 4-factor scale of teacher engagement that shows evidence of reliability, validity, and practical usability for further research. Our key contribution to the measurement of teacher engagement is the novel inclusion of social engagement with students as a key component of overall engagement at work for teachers.


id: flr-647
title: CodePen - 2. Willems
extension: .htm
mime: text/html
words: 9822
sentence: 530
flesch: 42
cache: cache/flr-647.htm
txt: txt/flr-647.txt
summary:
  Moreover, previous research in academic HE contexts has suggested that academic adjustment is a mediator of the effects of several learning strategies and motivational variables on academic achievement (Petersen, Louw, & Dumont, 2009; van Rooij, Jansen, & van de Grift, 2018), which further highlights the pivotal role of the academic adjustment construct in first-year students’ transition process. For instance, van Rooij and colleagues (2018) found that intrinsic (autonomous) motivation and self-regulated study behaviour did not influence academic achievement directly, but through academic adjustment.


id: flr-461
title: CodePen - Laine et al publication
extension: .htm
mime: text/html
words: 9755
sentence: 469
flesch: 51
cache: cache/flr-461.htm
txt: txt/flr-461.txt
summary:
  In biology correlation between interest time 2 and biology grade at time 2 was nonsignificant, but interest at time 3 and grade at time 3 had a positive correlation (r(92) = .39, p < .01). CodePen - Laine et al publication Frontline Learning Research Vol.8 No. 2 (2020) 90 - 108 ISSN 2295-3159 Individual interest and learning in secondary school STEM education Erkka Laine b, Marjaana Veermansa, Andreas Gegenfurtner b& Koen Veermansa aUniversity of Turku, Finland bDeggendorf Institute of Technology, Germany Article received 27 February 2019/ revised 23 December/ accepted 26 March 2020 / available online 29


id: flr-162
author: Fleckenstein, Johanna; Zimmermann, Friederike; Köller, Olaf; Möller, Jens
title: What Works in School? Expert and Novice Teachers’ Beliefs about School Effectiveness
date: 2015-06-04
pages: 20
extension: .pdf
mime: application/pdf
words: 11034
sentence: 659
flesch: 53
cache: cache/flr-162.pdf
txt: txt/flr-162.txt
summary:
  Keywords: Teacher beliefs; teacher education; professional competence; school effectiveness   Fleckenstein  et  al   F   | F L R     28   Teachers’ beliefs are often guided by subjective experience rather than by empirical data. In many empirical studies on teacher beliefs, however, the distinction between knowledge and beliefs is rather blurry.


id: flr-98
author: Zhao, Fang; Schnotz, Wolfgang; Wagner, Inga; Gaschler, Robert
title: Eye Tracking Indicators of Reading Approaches in Text-Picture Comprehension
date: 2014-10-27
pages: 21
extension: .pdf
mime: application/pdf
words: 8674
sentence: 484
flesch: 58
cache: cache/flr-98.pdf
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summary:
  We hypothesized that text processing differs fundamentally from picture processing with the initial coherence-formation strategy and with the consecutive task-oriented strategy. In order to apply this account to the processing of mixed material (text and picture), the current study examined whether text processing differs from picture processing and whether this difference is moderated by the strategies used by the learner.


id: flr-90
author: Hytönen, Kaisa; Palonen, Tuire; Hakkarainen, Kai
title: Cognitively central actors and their personal networks in an energy efficiency training program
date: 2014-07-15
pages: 23
extension: .pdf
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sentence: 543
flesch: 42
cache: cache/flr-90.pdf
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summary:
  A20 herself assessed that her open attitude towards sharing all types of energy efficiency knowledge was the most important reason for her cognitively central position. However, to benefit from personal professional learning networks, workers must have cultivated networking competencies in terms of having the capability of finding and creating Hytönen et al. 17 | F L R useful connections, as well as maintaining and activating these connections when needed (Gruber, Lehtinen, Palonen, & Degner, 2008; Rajagopal, Joosten-ten Brinke, Van Bruggen, & Sloep, 2012).


id: flr-457
title: CodePen - Li et al
extension: .htm
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words: 9200
sentence: 478
flesch: 49
cache: cache/flr-457.htm
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summary:
  The Jaccard index between the two-wave networks was 0.36, showing that peer networks did not change rapidly or abruptly (value > 0.30), as per Ripley et al. (2018, p. 20). Keywords: interest-driven socio-digital participation; peer friendship; peer selection and influence; social network analysis Info corresponding authorEmail: shupin.li@utu.fi DOI: https://doi.org/10.14786/flr.v8i4.457 1.


id: flr-14
title: Conceptual representations for transfer: A case study tracing back and looking forward
date: 2013-08-23
pages: 21
extension: .pdf
mime: application/pdf
words: 10583
sentence: 615
flesch: 58
cache: cache/flr-14.pdf
txt: txt/flr-14.txt
author:
  Sinha, Suparna; Gray, Steven; Hmelo-Silver, Cindy E.; Jordan, Rebecca; Eberbach, Catherine; Goel, Ashok; Rugaber, Spencer Rugaber

summary:
  Given the ubiquity of complex systems in the natural world, transferring ideas about complex system learning in one context to another is critical for the development of scientific thought. In the research reported here, we seek to explain a case of transfer through examining the processes by which a conceptual representation used to reason about complex systems was transferred from one natural system (an aquarium ecosystem) to another natural system (human cells and body systems).


id: flr-247
author: Dignath, Charlotte
date: 2017-01-18
pages: 23
extension: .pdf
mime: application/pdf
words: 12656
sentence: 627
flesch: 49
cache: cache/flr-247.pdf
txt: txt/flr-247.txt
title:
  What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy

summary:
  4.3.3 Hypothesis 3: Teacher beliefs and teacher knowledge have direct effects on self-reported teacher behavior, with teacher beliefs being a stronger predictor than teacher knowledge. Predicting teachers’ self-reported promotion of self-regulated learning by means of teacher beliefs, knowledge, and self-efficacy Charlotte Dignath-van Ewijk Goethe University Frankfurt, Germany Article received 10 March / revised 16 August / accepted 9 October / available online 18 January Abstract


id: flr-141
author: Seiz, Johanna; Voss, Thamar; Kunter, Mareike
date: 2015-05-13
pages: 23
extension: .pdf
mime: application/pdf
words: 9983
sentence: 651
flesch: 49
cache: cache/flr-141.pdf
txt: txt/flr-141.txt
title:
  When Knowing is Not Enough – the Relevance of Teachers’ Cognitive and Emotional Resources for Classroom Management

summary:
  Second, with our test of teachers’ pedagogical/psychological knowledge we introduced an objective and direct measure of teachers’ cognitive resources, and thus went beyond subjective or distal measures (e.g., course work) to assess teacher knowledge. Thus, the new theoretical and empirical integration of two distinct areas of teacher quality broadens our understanding of teacher resources necessary for effective instruction.


id: flr-627
title: CodePen - Hirt et al
extension: .htm
mime: text/html
words: 13567
sentence: 705
flesch: 54
cache: cache/flr-627.htm
txt: txt/flr-627.txt
summary:
  On this basis, a hierarchical cluster analysis was conducted, which yielded four types of student SHS: strategic/adaptive/formal (17%), strategic/adaptive/informal (25%), non-strategic (36%) and avoidant (23%). Different SHS types were identified (independents, fac-tual supervisor-focused, factual supervisor-focused and motivational family-focused, motivational family-focused, and factual and motivational family-focused) and found to vary over different task stages.


id: flr-43
author: Vekkaila, Jenna; Pyhältö, Kirsi; Lonka, Kirsti
title: Focusing on doctoral students’ experiences of engagement in the thesis work
date: 2013-12-18
pages: 23
extension: .pdf
mime: application/pdf
words: 12595
sentence: 695
flesch: 45
cache: cache/flr-43.pdf
txt: txt/flr-43.txt
summary:
  This study contributed to the literature on doctoral student engagement by opening the nature of engagement at the interfaces of studying and working by shedding light on the dual role of doctoral students as both students and professional researchers. Hence, this study contributed to the literature on doctoral student engagement by opening the nature of engagement at the interfaces of studying and working by shedding light on the dual role of doctoral students as both students and professional researchers.


id: flr-266
author: Garrote, Ariana
date: 2017-01-26
pages: 15
extension: .pdf
mime: application/pdf
words: 8336
sentence: 454
flesch: 55
cache: cache/flr-266.pdf
txt: txt/flr-266.txt
title:
  Relationship between the social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms

summary:
  Social skills There is no commonly accepted concept of social skills (or competences). Microsoft Word - Garrote_publication.docx           Frontline  Learning  Research  Vol.5  No.  1  (2017)  1  -­‐  15   ISSN  2295-­‐3159         The relationship between social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms Ariana Garrote1 University of Zurich, Switzerland Article received 5 August / revised 31 October / accepted 1 November / available online 26


id: flr-252
author: Iordanou, Kalypso
title: From Theory of Mind to Epistemic Cognition. A Lifespan perspective
date: 2017-01-19
pages: 14
extension: .pdf
mime: application/pdf
words: 8501
sentence: 450
flesch: 44
cache: cache/flr-252.pdf
txt: txt/flr-252.txt
summary:
  Epistemic understanding of evidence and theory-evidence coordination both develop Underlying age changes observed in epistemic standards is changing epistemic understanding regarding evidence and its coordination with theory, which also undergoes development. It is suggested here that the standards for knowledge formation and revision, which are closely connected with epistemic understanding of theory-evidence coordination, change developmentally.


id: flr-1079
author: Prast, Emilie; Stroet, Kim; Koornneef, Arnout; Wilderjans, Tom
title: What do students think about differentiation and within-class achievement grouping?
date: 2023-03-23
pages: 37
extension: .pdf
mime: application/pdf
words: 18177
sentence: 744
flesch: 51
cache: cache/flr-1079.pdf
txt: txt/flr-1079.txt
summary:
  In the literature, research relating differentiation and achievement grouping to student achievement is described. A more recent study comparing within-class grouping and whole-class teaching in the UK (Jerrim, 2021) did not find clear evidence for effects of achievement grouping on student achievement.


id: flr-254
author: Helle, Laura
title: Prospects and pitfalls in combining eye tracking data and verbal reports
date: 2017-07-14
pages: 12
extension: .pdf
mime: application/pdf
words: 7042
sentence: 389
flesch: 52
cache: cache/flr-254.pdf
txt: txt/flr-254.txt
summary:
  In fact, it has been argued in the context of occupational psychology that complex cognitive work tasks should be studied by integrating various sources of information, including eye movement data, when appropriate, with verbal reports (Patrick & James, 2004; Gegenfurtner et al., 2017). Third, we present and evaluate studies from the literature on medical image interpretation that have sought to contrast or integrate eye movement data and verbal reports.


id: flr-259
author: Gegenfurtner, Andreas; Kok, Ellen M.; van Geel, Koos; de Bruin, Anique B. H.; Sorger, Bettina
date: 2017-07-14
pages: 17
extension: .pdf
mime: application/pdf
words: 9349
sentence: 496
flesch: 44
cache: cache/flr-259.pdf
txt: txt/flr-259.txt
title:
  Neural correlates of visual perceptual expertise: Evidence from cognitive neuroscience using functional neuroimaging

summary:
  In line with the overall goal of this special issue to introduce and discuss methodological approaches in visual expertise research (Gegenfurtner & Van Merriënboer, 2017), the purpose of the present methodological review is to reflect on the promises and pitfalls of cognitive-neuroscience methods in the study of visual perceptual expertise. Methodology in visual perceptual expertise research In this section, we review established methods implemented in cognitive-neuroscience studies in the field of visual perceptual expertise.


id: flr-257
author: van de Wiel, Margje
title: Examining expertise using interviews and verbal protocols
date: 2017-07-14
pages: 29
extension: .pdf
mime: application/pdf
words: 18097
sentence: 893
flesch: 49
cache: cache/flr-257.pdf
txt: txt/flr-257.txt
summary:
  Moreover, five methods used to gather verbal protocols to reveal expert task performance are discussed and illustrated in more detail. Interviews may focus on specific tasks, events, scenarios, and examples, but they do not directly tap the representations involved in task performance.


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lemma:
                                                                                                                            


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