item: #1 of 136
          id: flr-1031
      author: Murtonen, Mari; Anto, Erkki; Laakkonen, Eero; Vilppu, Henna
       title: University teachers’ focus on students: Examining the relationships between visual attention, conceptions of teaching and pedagogical training 
        date: 2023-01-11
       words: 10682
      flesch: 49
     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.
    keywords: attention; et al; eye; knowledge; learning; situation; students; teachers; teaching; training; university; university teachers; video
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        item: #2 of 136
          id: flr-107
      author: Nokelainen, Petri; Silander, Tomi
       title: Using New Models to Analyze Complex Regularities of the World
        date: 2014-04-28
       words: 2604
      flesch: 54
     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.
    keywords: data; learning; model; modeling; networks; nokelainen
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        item: #3 of 136
          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
       words: 18177
      flesch: 51
     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.
    keywords: achievement; achievement group; achievement level; achieving; activities; class; differentiation; grouping; groups; high; instruction; learning; level; low; students; tasks
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        item: #4 of 136
          id: flr-109
      author: König, Christoph; Mulder, Regina H
       title: A change in perspective – Teacher education as an open system
        date: 2014-09-24
       words: 12049
      flesch: 37
     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.
    keywords: achievement; allocation; characteristics; education system; information; learning; model; opportunities; quality; schools; selection; student; system; teacher characteristics; teacher education; teachers; teaching
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        item: #5 of 136
          id: flr-1113
      author: None
       title: ReadSpeaker® docReader™
        date: None
       words: 13
      flesch: 37
     summary: ReadSpeaker® docReader™ Click here if you are not being automatically redirected.
    keywords: readspeaker
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        item: #6 of 136
          id: flr-1115
      author: Anyichie, Aloysius C.; Butler, Deborah L.; Perry, Nancy E.; Nashon, Samson M.
       title: Examining Classroom Contexts in Support of Culturally Diverse Learners’ Engagement: An Integration of Self-Regulated Learning and Culturally Responsive Pedagogical Practices.
        date: 2023-02-14
       words: 19532
      flesch: 46
     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).
    keywords: activities; anyichie; butler; classroom; crpps; engagement; experiences; joseph; learning; matthias; practices; research; self; srl; srlpps; student engagement; students; study; support; task; teachers
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        item: #7 of 136
          id: flr-112
      author: Stegmann, Karsten
       title: Constructing nomological nets on the basis of process analyses to strengthen CSCL research
        date: 2014-12-23
       words: 5281
      flesch: 45
     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.
    keywords: cscl; fischer; knowledge; learning; net; relations; research; stegmann; weinberger
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        item: #8 of 136
          id: flr-114
      author: Svihla, Vanessa
       title: Advances in Design-Based Research
        date: 2014-12-23
       words: 5085
      flesch: 50
     summary: Informing design research: Design research with educational systems: Investigating and supporting improvements in the quality of mathematics teaching and learning at scale.
    keywords: dbr; design; doi; learning; research; sciences; students; svihla; theory
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        item: #9 of 136
          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
       words: 4315
      flesch: 50
     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.
    keywords: brain; data; instruction; learning; methods; neuroscience; research; smedt
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        item: #10 of 136
          id: flr-117
      author: Goldman, Susan R
       title: Perspectives on Learning: Methodologies for Exploring Learning Processes and Outcomes
        date: 2014-12-23
       words: 4919
      flesch: 47
     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).
    keywords: issue; learning; levels; methodologies; methods; outcomes; processes; research; scales; time
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        item: #11 of 136
          id: flr-118
      author: Molenaar, Inge
       title: Advances in temporal analysis in learning and instruction
        date: 2014-12-23
       words: 4824
      flesch: 43
     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.
    keywords: analysis; characteristics; constructs; events; instruction; learning; molenaar; research; time
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        item: #12 of 136
          id: flr-120
      author: Koponen, Ismo T; Kokkonen, Tommi
       title: A Systemic view of the learning and differentiation of scientific concepts:The case of electric current and voltage revisited
        date: 2014-07-02
       words: 14418
      flesch: 51
     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.
    keywords: communication; concepts; constructs; differentiation; evidence; figure; knowledge; koponen; learning; model; students; view
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        item: #13 of 136
          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
       words: 5450
      flesch: 45
     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.
    keywords: et al; issue; laat; learning; networks; research; ties
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        item: #14 of 136
          id: flr-123
      author: Margaryan, Anoush
       title: Introduction to the special issue ‘Learning through Networks’
        date: 2014-07-15
       words: 957
      flesch: 34
     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.
    keywords: issue; learning; networks
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        item: #15 of 136
          id: flr-124
      author: Hyytinen, Heidi; Holma, Katariina; Toom, Auli; Shavelson, Richard J.; Lindblom-Ylänne, Sari
       title: The complex relationship between students’ critical thinking and epistemological beliefs in the context of problem solving
        date: 2014-09-24
       words: 12193
      flesch: 52
     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.
    keywords: beliefs; data; documents; education; epistemology; information; knowing; knowledge; problem; research; skills; students; study; task; thinking; university
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        item: #16 of 136
          id: flr-13
      author: Musso, Mariel F.; Kyndt, Eva; Cascallar, Eduardo C.; Dochy, Filip
       title: Predicting general academic performance and identifying the differential contribution of participating variables using artificial neural networks
        date: 2013-08-23
       words: 16999
      flesch: 45
     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).
    keywords: ann; attention; cascallar; data; et al; gpa; learning; memory; model; musso; network; neural; performance; prediction; research; strategies; students; study; time; variables
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        item: #17 of 136
          id: flr-130
      author: Südkamp, Anna; Pohl, Steffi; Weinert, Sabine
       title: Competence Assessment of Students With Special Educational Needs—Identification of Appropriate Testing Accommodations
        date: 2015-06-01
       words: 13757
      flesch: 54
     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.
    keywords: accommodations; competence; dif; education students; educational; fit; group; item; lat; reading; reading test; sample; sen; standard; students; study; test; testing
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        item: #18 of 136
          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
       words: 14441
      flesch: 50
     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.
    keywords: challenges; conflicts; cooperation; coping; education; field; instruction; peer; peer cooperation; placements; planning; reflection; student; student teachers; teachers; teaching; team; team teaching; work
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        item: #19 of 136
          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
       words: 2938
      flesch: 42
     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.
    keywords: fischer; individual; instruction; järvelä; learning; research; sciences
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        item: #20 of 136
          id: flr-132
      author: Bempeni, Maria; Vamvakoussi, Xenia
       title: Individual differences in students’ knowing and learning about fractions: Evidence from an in-depth qualitative study
        date: 2015-04-01
       words: 9684
      flesch: 56
     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
    keywords: c s; conceptual; fractions; knowledge; mathematics; p f; p s; s s; students; tasks
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        item: #21 of 136
          id: flr-135
      author: Cascallar, Eduardo; Musso, Mariel F.; Kyndt, Eva; Dochy, Filip
       title: Modelling for understanding AND for prediction/classification - the power of neural networks in research
        date: 2015-01-30
       words: 7099
      flesch: 46
     summary: Neural network models as an alternative to regression. Prediction intervals for neural network models.
    keywords: analysis; anns; artificial; cascallar; data; doi; et al; methods; modelling; models; musso; networks; neural; research
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        item: #22 of 136
          id: flr-136
      author: Niculescu, Alexandra Corina; Tempelaar, Dirk; Dailey-Hebert, Amber; Segers, Mien; Gijselaers, Wim
       title: Exploring the antecedents of learning-related emotions and their relations with achievement outcomes
        date: 2015-03-24
       words: 8060
      flesch: 46
     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?
    keywords: achievement; adaptive; antecedents; control; course; emotions; learning; lres; pekrun; performance; students
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        item: #23 of 136
          id: flr-14
      author: Sinha, Suparna; Gray, Steven; Hmelo-Silver, Cindy E.; Jordan, Rebecca; Eberbach, Catherine; Goel, Ashok; Rugaber, Spencer Rugaber
       title: Conceptual representations for transfer: A case study tracing back and looking forward
        date: 2013-08-23
       words: 10583
      flesch: 58
     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).
    keywords: hypermedia; learning; research; sbf; students; systems; teacher; tool; transfer; understanding
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        item: #24 of 136
          id: flr-141
      author: Seiz, Johanna; Voss, Thamar; Kunter, Mareike
       title: When Knowing is Not Enough – the Relevance of Teachers’ Cognitive and Emotional Resources for Classroom Management
        date: 2015-05-13
       words: 9983
      flesch: 49
     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.
    keywords: classroom; classroom management; doi; educational; exhaustion; knowledge; level; management; psychological; psychology; ratings; research; resources; students; teachers; teaching
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        item: #25 of 136
          id: flr-147
      author: Baptista, Ana; Frick, Liezel; Holley, Karri; Remmik, Marvi; Tesch, Jakob; Åkerlind, Gerlese
       title: The doctorate as an original contribution to knowledge: Considering relationships between originality, creativity, and innovation
        date: 2015-10-12
       words: 6613
      flesch: 40
     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.
    keywords: creativity; doctorate; education; innovation; knowledge; new; originality; process; research; risk; students; theses; university; work
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        item: #26 of 136
          id: flr-149
      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
        date: 2015-09-28
       words: 7506
      flesch: 42
     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.
    keywords: activity; career; development; doctoral; ecrs; education; identity; learning; professional; researcher; researcher identity; signals; spheres
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        item: #27 of 136
          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
       words: 8911
      flesch: 52
     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.
    keywords: delay; dilatory; discomfort; klingsieck; learning; procrastination; regulation; self; students; study
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        item: #28 of 136
          id: flr-16
      author: Marton, Ference; Pang, Ming Fai
       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
        date: 2013-08-23
       words: 10535
      flesch: 63
     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.
    keywords: auction; conjecture; demand; learning; marton; pang; price; students; study; supply; variation
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        item: #29 of 136
          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
       words: 11034
      flesch: 53
     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.
    keywords: achievement; beliefs; education; effectiveness; expert; factors; hattie; learning; research; school; service; student; teachers; teaching; variables
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        item: #30 of 136
          id: flr-168
      author: Tulis, Maria; Steuer, Gabriele; Dresel, Markus
       title: Learning from errors: A model of individual processes
        date: 2016-04-06
       words: 8718
      flesch: 41
     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).
    keywords: e.g.; errors; individual; learners; learning; model; motivational; processes; psychology; regulation; research; self; strategies; tulis
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        item: #31 of 136
          id: flr-169
      author: Möller, Jens
       title: The Generalized Internal/External Frame of Reference Model: An Extension to Dimensional Comparison Theory
        date: 2016-01-20
       words: 5905
      flesch: 43
     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.
    keywords: achievement; comparisons; dct; domain; effects; math; model; möller; self; verbal
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        item: #32 of 136
          id: flr-174
      author: Rantavuori, Juhana; Engeström, Yrjö; Lipponen, Lasse
       title: Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers
        date: 2016-05-10
       words: 13899
      flesch: 50
     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?
    keywords: activity; analysis; cooperation; interaction; learning; learning actions; learning process; meeting; model; new; object; process; study; types
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        item: #33 of 136
          id: flr-177
      author: Andres, Lesley; Bengtsen, Søren S.E.; Gallego Castaño, Liliana; Crossouard, Barbara; Keefer, Jeffrey M; Pyhältö, Kirsi
       title: Drivers and Interpretations of Doctoral Education Today: National Comparisons
        date: 2015-08-14
       words: 9408
      flesch: 41
     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.
    keywords: countries; degree; doctoral; drivers; education; european; global; international; national; number; oecd; phd; policy; programs; quality; research; skills; students; universities; university
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        item: #34 of 136
          id: flr-182
      author: Korpershoek, Hanke
       title: Relationships among motivation, commitment, cognitive capacities, and achievement in secondary education
        date: 2016-05-10
       words: 8558
      flesch: 48
     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.
    keywords: achievement; commitment; doi; goals; identity; model; motivation; performance; school; school commitment; school motivation; students
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        item: #35 of 136
          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
       words: 6387
      flesch: 42
     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.
    keywords: academic; career; development; education; et al; journal; learning; mentoring; research; review; studies
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        item: #36 of 136
          id: flr-191
      author: González-Ocampo, Gabriela; Kiley, Margaret; Lopes, Amélia; Malcolm, Janice; Menezes, Isabel; Morais, Ricardo; Virtanen, Viivi
       title: The curriculum question in doctoral education
        date: 2015-09-25
       words: 8980
      flesch: 45
     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.
    keywords: academic; assessment; curriculum; development; education; learning; outcomes; phd; practices; professional; research; researchers; students; studies; university
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        item: #37 of 136
          id: flr-192
      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
        date: 2016-01-27
       words: 8591
      flesch: 61
     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).
    keywords: condition; cued; eye; learning; processing; processing strategies; research; strategies; students; surface; text; tracking
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        item: #38 of 136
          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
       words: 10333
      flesch: 56
     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.
    keywords: adults; age; children; condition; experimental; group; jols; judgments; memory; monitoring; recollection; strategy
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        item: #39 of 136
          id: flr-197
      author: Castelló, Montserrat; McAlpine, Lynn; Pyhalto, Kirsi
       title: Trends influencing researcher education and careers: What do we know, need to know and do in looking forward?
        date: 2015-10-23
       words: 2146
      flesch: 36
     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.
    keywords: careers; education; papers; researcher; sig
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        item: #40 of 136
          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
       words: 9281
      flesch: 51
     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
    keywords: bronkhorst; challenges; design; doi; edr; education; learning; participants; phd; research; self; students; study
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        item: #41 of 136
          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
       words: 5293
      flesch: 55
     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.”
    keywords: jerome; learning; participation; people; practice; science; settings; theory; time; youth
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        item: #42 of 136
          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
       words: 4771
      flesch: 41
     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.
    keywords: construction; education; knowledge; learning; material; new; perspective; research; resources; students
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        item: #43 of 136
          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
       words: 4782
      flesch: 46
     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).
    keywords: analysis; chronotope; concept; learning; organization; space; students; time
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        item: #44 of 136
          id: flr-211
      author: Goldberg, Tsafrir; Schwarz, Baruch B.
       title: Harnessing emotions to deliberative argumentation in classroom discussions on historical issues in multi-cultural contexts
        date: 2016-05-11
       words: 6499
      flesch: 50
     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).
    keywords: approach; arab; education; emotions; goldberg; history; identity; learners; learning; practices; schwarz; teaching
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        item: #45 of 136
          id: flr-212
      author: Wegner, Elisabeth; Nückles, Matthias
       title: Training the brain or tending a garden? Students’ metaphors of learning predict their self-reported learning patterns
        date: 2016-01-20
       words: 8017
      flesch: 50
     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.
    keywords: acquisition; conceptions; development; knowledge; learning; metaphors; motivation; personality; research; strategies; students; teaching; use
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        item: #46 of 136
          id: flr-217
      author: Sjöblom, Kirsi; Mälkki, Kaisu; Sandström, Niclas; Lonka, Kirsti
       title: Does Physical Environment Contribute to Basic Psychological Needs? A Self-Determination Theory Perspective on Learning in the Chemistry Laboratory
        date: 2016-02-10
       words: 13847
      flesch: 43
     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).
    keywords: autonomy; environment; laboratory; learning; learning environment; needs; role; ryan; self; sense; sjöblom; space; students; study; theory; work
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        item: #47 of 136
          id: flr-223
      author: Vokatis, Barbara; Zhang, Jianwei
       title: The Professional Identity of Three Innovative Teachers Engaging in Sustained Knowledge Building Using Technology
        date: 2016-04-14
       words: 12544
      flesch: 48
     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.
    keywords: children; classroom; community; ideas; identity; inquiry; knowledge; knowledge building; learning; new; practice; research; students; teacher identity; teachers; teaching; zhang
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        item: #48 of 136
          id: flr-226
      author: Kospentaris, George; Vosniadou, Stella; Kazi, Smaragda; Thanou, Emiliana
       title: Visual and Analytic Strategies in Geometry
        date: 2016-03-03
       words: 9008
      flesch: 46
     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.
    keywords: art; csgt; geometry; incons; knowledge; performance; rot; strategies; students; test; thinking; use; visual; visuo
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        item: #49 of 136
          id: flr-227
      author: Malmberg, Lars-Erik; Lim, Wee H. T.; Tolvanen, Asko; Nurmi, Jari-Erik
       title: Within-student variability in learning experiences, and teachers’ perceptions of students’ task-focus
        date: 2017-01-11
       words: 8180
      flesch: 51
     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?
    keywords: construct; experiences; focus; learning; level; malmberg; models; motivation; students; task; time; trait; variability
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        item: #50 of 136
          id: flr-229
      author: Chorney, Sean
       title: Re-animating the mathematical concept: A materialist look at students practicing mathematics with digital technology
        date: 2017-02-15
       words: 9178
      flesch: 52
     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.
    keywords: activity; human; ingold; material; mathematics; movement; new; process; resistance; student; tool; triangle
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        item: #51 of 136
          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
       words: 6520
      flesch: 49
     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.
    keywords: collaboration; instruction; learning; level; research; school; task; teacher; teacher teams; teaching; teams
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        item: #52 of 136
          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
       words: 5340
      flesch: 51
     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.
    keywords: assessment; brown; doi; harris; learning; regulation; research; self; student; student self
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        item: #53 of 136
          id: flr-247
      author: Dignath, Charlotte
       title: What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy
        date: 2017-01-18
       words: 12656
      flesch: 49
     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
    keywords: beliefs; efficacy; efficacy beliefs; knowledge; learning; promotion; research; self; srl; teacher beliefs; teacher knowledge; teacher self; teachers
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        item: #54 of 136
          id: flr-249
      author: Pesu, Laura Annukka; Aunola, Kaisa; Viljaranta, Jaana; Nurmi, Jari-Erik
       title: The Development of Adolescents’ Self-concept of Ability through Grades 7-9 and the Role of Parental Beliefs
        date: 2016-07-20
       words: 9010
      flesch: 58
     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.
    keywords: ability; adolescents; beliefs; children; concept; eccles; literacy; mathematics; mothers; school; self; students
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        item: #55 of 136
          id: flr-250
      author: Krupinski, Elizabeth Anne
       title: Receiver Operating Characteristic (ROC) Analysis
        date: 2017-07-14
       words: 5917
      flesch: 55
     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.
    keywords: analysis; curve; decision; doi; images; observer; performance; roc; specificity; target
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        item: #56 of 136
          id: flr-252
      author: Iordanou, Kalypso
       title: From Theory of Mind to Epistemic Cognition. A Lifespan perspective
        date: 2017-01-19
       words: 8501
      flesch: 44
     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.
    keywords: beliefs; children; cognition; development; doi; evidence; iordanou; knowledge; research; science; standards; students; understanding
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        item: #57 of 136
          id: flr-253
      author: Ivarsson, Jonas
       title: Visual expertise as embodied practice
        date: 2017-07-14
       words: 8022
      flesch: 54
     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.
    keywords: body; expertise; gesture; ivarsson; new; practice; radiologists; studies; study; talk; tomosynthesis; way; work
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        item: #58 of 136
          id: flr-254
      author: Helle, Laura
       title: Prospects and pitfalls in combining eye tracking data and verbal reports
        date: 2017-07-14
       words: 7042
      flesch: 52
     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.
    keywords: aloud; analysis; data; ericsson; eye; information; reports; task; think; van
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        item: #59 of 136
          id: flr-256
      author: Szulewski, Adam; Kelton, Danielle; Howes, Daniel
       title: Pupillometry as a tool to study expertise in medicine
        date: 2017-07-14
       words: 5493
      flesch: 46
     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.
    keywords: changes; expertise; load; medicine; pupil; pupillometry; size; szulewski; task
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        item: #60 of 136
          id: flr-257
      author: van de Wiel, Margje
       title: Examining expertise using interviews and verbal protocols
        date: 2017-07-14
       words: 18097
      flesch: 49
     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.
    keywords: analysis; data; expertise; information; interviews; knowledge; participants; performance; protocols; questions; research; task; van; verbal; wiel
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        item: #61 of 136
          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
       words: 7361
      flesch: 50
     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).
    keywords: et al; expertise; eye; gaze; medical; search; studies; study; tracking; training; wolfe
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        item: #62 of 136
          id: flr-259
      author: Gegenfurtner, Andreas; Kok, Ellen M.; van Geel, Koos; de Bruin, Anique B. H.; Sorger, Bettina
       title: Neural correlates of visual perceptual expertise: Evidence from cognitive neuroscience using functional neuroimaging
        date: 2017-07-14
       words: 9349
      flesch: 44
     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.
    keywords: brain; eeg; et al; expertise; fmri; gegenfurtner; neural; neuroscience; perceptual; research; stimuli; studies; task
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        item: #63 of 136
          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
       words: 4751
      flesch: 47
     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.
    keywords: belief; children; condition; data; evidence; explanation; koerber; revision
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        item: #64 of 136
          id: flr-266
      author: Garrote, Ariana
       title: Relationship between the social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms
        date: 2017-01-26
       words: 8336
      flesch: 55
     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
    keywords: acceptance; classrooms; education; friends; participation; peers; pupils; relationships; sen; skills; td pupils
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        item: #65 of 136
          id: flr-267
      author: Williams, Andrew Mark; Fawver, Bradley; Hodges, Nicola J.
       title: Using the ‘Expert Performance Approach’ as a Framework for Examining and Enhancing Skill Learning: Improving Understanding of How Experts Learn
        date: 2017-07-14
       words: 8559
      flesch: 41
     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.
    keywords: acquisition; approach; expert; expertise; learning; measures; performance; practice; skill; sport; williams
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        item: #66 of 136
          id: flr-27
      author: Walma van der Molen, Juliette; van Aalderen-Smeets, Sandra Iris
       title: Investigating and stimulating primary teachers’ attitudes towards science: A large-scale research project
        date: 2013-12-18
       words: 4336
      flesch: 41
     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.
    keywords: attitudes; der; molen; research; science; teachers; teaching; van
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        item: #67 of 136
          id: flr-283
      author: Meredith, Chloé; Moolenaar, Nienke M; Struyve, Charlotte; Vandecandelaere, Machteld; Gielen, Sarah; Kyndt, Eva
       title: The measurement of collaborative culture in secondary schools: An informal subgroup approach
        date: 2017-09-12
       words: 6500
      flesch: 47
     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.
    keywords: analysis; approach; culture; doi; interactions; network; perceptions; research; school; social; subgroups; teachers; team
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        item: #68 of 136
          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
       words: 10608
      flesch: 47
     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).
    keywords: advice; cohort; geeraerts; knowledge; learning; likelihood; members; network; relationships; research; school; school team; teachers; team; van
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        item: #69 of 136
          id: flr-31
      author: Salminen, Jenni Elina
       title: Case study on teachers’ contribution to children’s participation in Finnish preschool classrooms during structured learning sessions
        date: 2013-08-23
       words: 4827
      flesch: 47
     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.
    keywords: children; classroom; education; participation; practices; preschool; study; teachers
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        item: #70 of 136
          id: flr-320
      author: Rajala, Antti; Ritella, Giuseppe; Kumpulainen, Kristiina; Wilkinson, Louise
       title: Expanding conceptualizations for the study of learning
        date: 2017-07-26
       words: 3230
      flesch: 33
     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.
    keywords: article; education; learning; research; space; time
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        item: #71 of 136
          id: flr-333
      author: None
       title: Hanin et van Nieuwenhoven publication
        date: None
       words: 12155
      flesch: 49
     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).
    keywords: approach; cognitive; emotions; expert; group; heuristic; knowledge; learning; problem; process; regulation; self; solving; strategies; strategy; students; teaching; time
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        item: #72 of 136
          id: flr-336
      author: None
       title: Egloff et al publication
        date: None
       words: 8639
      flesch: 47
     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.
    keywords: beliefs; comprehension; constructivist; effects; fluency; growth; instruction; learning; level; progress; reading; students; teachers; teaching
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        item: #73 of 136
          id: flr-340
      author: None
       title: Smets et Struyven publication
        date: None
       words: 8425
      flesch: 42
     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.
    keywords: classroom; complexity; design; emergence; individual; instruction; learning; research; students; study; systems; teaching; theory
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        item: #74 of 136
          id: flr-350
      author: None
       title: None
        date: None
       words: 10454
      flesch: 52
     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.
    keywords: design; education; feedback; focus; group; instructors; intervention; interviews; learning; mechanisms; peer; research; spocs; students; study
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        item: #75 of 136
          id: flr-353
      author: None
       title: Endedijk et Hoogeboom et al
        date: None
       words: 13705
      flesch: 51
     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.
    keywords: arousal; content; data; measures; medical; moments; research; skin; structure; study; team; team interactions; team leader; time; window
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        item: #76 of 136
          id: flr-359
      author: None
       title: CodePen - Testers et al publication
        date: None
       words: 9065
      flesch: 48
     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.
    keywords: contexts; development; feedback; intention; journal; learning; research; students; study; support; training; training transfer; transfer; transfer contexts; work
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        item: #77 of 136
          id: flr-365
      author: None
       title: Morena -esteva et al publication
        date: None
       words: 6404
      flesch: 39
     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).
    keywords: areas; average; children; class; data; feature; graph; scanpath; task; vector
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        item: #78 of 136
          id: flr-367
      author: None
       title: Van laer et Elen publication
        date: None
       words: 14155
      flesch: 48
     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.
    keywords: analysis; approach; data; doi; events; framework; investigation; learners; learning; methods; mining; research; self; sequence; sequence analysis; srl; sub; winne
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        item: #79 of 136
          id: flr-37
      author: Haider, Hilde; Eichler, Alexandra; Hansen, Sonja; Vaterrodt, Bianca; Gaschler, Robert; Frensch, Peter
       title: How we use what we learn in Math: An integrative account of the development of commutativity.
        date: 2014-01-27
       words: 11145
      flesch: 54
     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.
    keywords: arithmetic; children; commutative; commutativity; control; graders; knowledge; principle; problems; task
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        item: #80 of 136
          id: flr-370
      author: None
       title: Harteis et al publication
        date: None
       words: 8677
      flesch: 55
     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.
    keywords: computer; curve; data; errors; features; figure; game; learning; load; persons; reactions; research; test
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        item: #81 of 136
          id: flr-371
      author: None
       title: Hämäläinen et al publication
        date: None
       words: 11711
      flesch: 58
     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).
    keywords: analysis; classroom; example; figure; intonation; patterns; pitch; research; students; study; talk; teacher; teacher talk; use; voice
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        item: #82 of 136
          id: flr-373
      author: None
       title: Harteis et al publication
        date: None
       words: 8314
      flesch: 48
     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).
    keywords: alpha; analysis; band; data; eeg; eeg data; eye; fixation; frequency; learning; multimedia; power; reading; research; task
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        item: #83 of 136
          id: flr-379
      author: None
       title: Etelapelto et al publication
        date: None
       words: 17655
      flesch: 53
     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.
    keywords: activity; ans; data; eda; emotions; episodes; hrv; learning; lisa; research; self; session; sri; study; system; valence; video
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        item: #84 of 136
          id: flr-380
      author: None
       title: Puurtinen publication
        date: None
       words: 9222
      flesch: 58
     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.
    keywords: data; eye; hand; huovinen; music; penttinen; performance; reading; research; span; study; time
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        item: #85 of 136
          id: flr-381
      author: None
       title: CodePen - 5Minnameierpub
        date: None
       words: 12127
      flesch: 59
     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.
    keywords: cooperation; development; economists; game; minnameier; moral; morality; motivation; rules; sense; stage; students; theory
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        item: #86 of 136
          id: flr-382
      author: None
       title: CodePen - GutzwillerLatzko
        date: None
       words: 11585
      flesch: 50
     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.
    keywords: adults; attributions; children; emotions; good; happy; judgment; malti; mixed; money; participants; protagonist; rule; victimizer; vignette
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        item: #87 of 136
          id: flr-386
      author: None
       title: CodePen - 3Heinrichs publication
        date: None
       words: 10605
      flesch: 47
     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.
    keywords: action; bandura; decision; heinrichs; intensity; making; mds; participants; patterns; process; research; self; situations; strategies
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        item: #88 of 136
          id: flr-387
      author: None
       title: Fraenken et Woznitza publication
        date: None
       words: 4334
      flesch: 56
     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).
    keywords: achievement; learning; pride; process; school; self; statements; students
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        item: #89 of 136
          id: flr-393
      author: None
       title: Vekkaila et al publication
        date: None
       words: 8361
      flesch: 46
     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.
    keywords: communities; community; doctoral; education; knowledge; knowledge practices; learning; participants; practices; research; stem; students; work
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        item: #90 of 136
          id: flr-403
      author: None
       title: Publication Larmuseau et al
        date: None
       words: 8876
      flesch: 53
     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).
    keywords: complex; data; differences; doi; eda; effort; learning; load; mean; students; task
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        item: #91 of 136
          id: flr-407
      author: None
       title: Schindler et al publication
        date: None
       words: 8137
      flesch: 50
     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.
    keywords: cognition; effect; generation; learners; learning; need; nfc; processing; recall; self; target; target words; words
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        item: #92 of 136
          id: flr-417
      author: None
       title: Stahl publication
        date: None
       words: 17054
      flesch: 49
     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.
    keywords: approach; beliefs; bråten; data; dimensions; efa; et al; factor; information; internet; items; justification; knowing; knowledge; learning; model; new; research; students; study; table
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        item: #93 of 136
          id: flr-423
      author: None
       title: CodePen - unlusoy publication
        date: None
       words: 12738
      flesch: 50
     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.
    keywords: community; dutch; family; global; learner; learning; media; networks; new; participants; people; self; social; teens; turkey; turkish; youth
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        item: #94 of 136
          id: flr-427
      author: None
       title: CodePen - Strohmaier et al
        date: None
       words: 9240
      flesch: 54
     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.
    keywords: anxiety; appraisals; control; eda; mastate; mathematics; matrait; measures; relation; reports; self; value
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        item: #95 of 136
          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
       words: 12595
      flesch: 45
     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.
    keywords: community; doctoral; education; engagement; et al; experiences; learning; process; pyhältö; research; students; studies; study; vekkaila; work
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        item: #96 of 136
          id: flr-435
      author: None
       title: flr-435
        date: None
       words: 9830
      flesch: 25
     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
    keywords: accent; ansi; fareast; font; lsdexception locked="false; mso; name="list; new; style; table
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        item: #97 of 136
          id: flr-437
      author: None
       title: CodePen - Hietajarvi et al publication
        date: None
       words: 9880
      flesch: 42
     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.
    keywords: doi; engagement; latent; learning; learning engagement; model; practices; salmela; school; school engagement; schoolwork; students; technologies; time
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        item: #98 of 136
          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
       words: 9704
      flesch: 54
     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.
    keywords: colleagues; engagement; ets; factor; items; klassen; model; order; research; students; teacher engagement; teachers; teaching; work; work engagement
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        item: #99 of 136
          id: flr-443
      author: None
       title: Van Gasse publication
        date: None
       words: 8700
      flesch: 49
     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.
    keywords: colleagues; data; data use; interactions; learning; network; perceptions; research; teachers; team
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        item: #100 of 136
          id: flr-451
      author: None
       title: Andressen et a l publication
        date: None
       words: 13914
      flesch: 50
     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;
    keywords: comprehension; doi; dyslexia; information; knowledge; learning; memory; multimedia; multimedia learning; pages; participants; processing; reading; representations; research; students; study; text; web; web pages; working
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        item: #101 of 136
          id: flr-457
      author: None
       title: CodePen - Li et al
        date: None
       words: 9200
      flesch: 49
     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.
    keywords: adolescents; doi; friendship; influence; interest; isdp; learning; networks; peers; people; practices; school; selection; socio; students; time
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        item: #102 of 136
          id: flr-459
      author: None
       title: Brom et al publication
        date: None
       words: 10365
      flesch: 54
     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.
    keywords: affect; device; doi; educational; game; interest; larp; learning; load; motivation; outcomes; participants; play; playing; scores; session; study; techie
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        item: #103 of 136
          id: flr-461
      author: None
       title: CodePen - Laine et al publication
        date: None
       words: 9755
      flesch: 51
     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
    keywords: biology; grades; individual; interest; knowledge; learning; mathematics; model; school; students; study; time; year
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        item: #104 of 136
          id: flr-49
      author: Lee, Kerry; Khng, Kiat Hui; Ng, Swee Fong; Ng, Jeremy Lan Kong
       title: Longer bars for bigger numbers? children’s usage and understanding of graphical representations of algebraic problems
        date: 2013-08-23
       words: 8288
      flesch: 59
     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.
    keywords: algebra; algebraic; bars; children; lee; magnitude; mathematics; problems; production; students; task; understanding
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        item: #105 of 136
          id: flr-491
      author: None
       title: CodePen - Durik
        date: None
       words: 9882
      flesch: 49
     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.
    keywords: attitude; behavior; certainty; domain; interest; math; participants; psychology; relationship; research; self; study
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        item: #106 of 136
          id: flr-493
      author: None
       title: CodePen - Vriesema
        date: None
       words: 7304
      flesch: 46
     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.
    keywords: anxiety; behavior; data; dynamics; group; learning; posttest; regulation; report; self; students
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        item: #107 of 136
          id: flr-51
      author: Salaschek, Martin; Souvignier, Elmar
       title: Web-based progress monitoring in first grade mathematics
        date: 2013-12-18
       words: 8062
      flesch: 56
     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.
    keywords: grade; measures; monitoring; number; precursors; progress; results; scores; students; study; test; time
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        item: #108 of 136
          id: flr-551
      author: None
       title: Winne publication
        date: None
       words: 3941
      flesch: 50
     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.
    keywords: arousal; data; learners; learning; research; science; validity; winne
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        item: #109 of 136
          id: flr-57
      author: Lehtinen, Erno
       title: Frontline research in an accessible and flexible way
        date: 2013-08-23
       words: 975
      flesch: 43
     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.
    keywords: journal; learning; research
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        item: #110 of 136
          id: flr-58
      author: Ohlsson, Stellan
       title: Beyond Evidence-Based Belief Formation: How Normative Ideas Have Constrained Conceptual Change Research
        date: 2013-12-18
       words: 10643
      flesch: 52
     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.
    keywords: action; belief; change; evidence; knowledge; new; ohlsson; people; research; science; structure; theory; truth; utility; way
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        item: #111 of 136
          id: flr-627
      author: None
       title: CodePen - Hirt et al
        date: None
       words: 13567
      flesch: 54
     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.
    keywords: class; classes; factual; family; help; issue; karabenick; motivational; need; seeking; shs; stage; students; supervisor; types; variables
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        item: #112 of 136
          id: flr-63
      author: Postareff, Liisa; Lindblom-Ylänne, Sari; Parpala, Anna
       title: Explaining university students’ strong commitment to understand through individual and contextual elements
        date: 2014-04-24
       words: 12274
      flesch: 57
     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.
    keywords: approach; content; course; decrease; disposition; entwistle; learning; students; study; studying
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        item: #113 of 136
          id: flr-641
      author: None
       title: CodePen - Knoop publication
        date: None
       words: 6307
      flesch: 50
     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).
    keywords: dashboard; feedback; learning; patterns; process; students; task; teachers; van
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        item: #114 of 136
          id: flr-645
      author: Lämsä, Joni; Espinoza, Catalina; Tuhkala, Ari ; Hämäläinen, Raija
       title: Staying at the front line of literature: How can topic modelling help researchers follow recent studies?
        date: 2021-04-14
       words: 4802
      flesch: 42
     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.
    keywords: articles; learning; literature; model; research; topic
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        item: #115 of 136
          id: flr-647
      author: None
       title: CodePen - 2. Willems
        date: None
       words: 9822
      flesch: 42
     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.
    keywords: academic; achievement; adjustment; education; efficacy; learning; model; motivational; professional; programmes; research; self; strategies; students; study; variables
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        item: #116 of 136
          id: flr-655
      author: None
       title: CodePen - 7. Dahlberg
        date: None
       words: 13511
      flesch: 49
     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.
    keywords: analysis; case; data; dataset; doi; education; inclusion; italy; participation; policy; research; students; studies; study; support; sweden; terms; transition; university; ways
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        item: #117 of 136
          id: flr-68
      author: Alt, Dorit
       title: The construction and validation of a new scale for measuring features of constructivist learning environments in higher education
        date: 2014-06-13
       words: 12564
      flesch: 48
     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.
    keywords: activity; alt; constructivist; course; education; efficacy; environments; factors; interaction; knowledge; learning; new; research; self; settings; social; students; study; teacher
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        item: #118 of 136
          id: flr-681
      author: None
       title: CodePen - Introduction publication
        date: None
       words: 1721
      flesch: 40
     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.
    keywords: adulthood; children; development; victimizer; winkler
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        item: #119 of 136
          id: flr-697
      author: Stenalt, Maria Hvid
       title: Digital student agency: Approaching agency in digital contexts from a critical perspective
        date: 2021-07-30
       words: 9397
      flesch: 46
     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.
    keywords: agency; contexts; data; digital; education; framework; learning; research; self; student; student agency; technology; time
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        item: #120 of 136
          id: flr-73
      author: Gebhardt, Markus; Zehner, Fabian; Hessels, Marco G. P.
       title: Basic Arithmetical Skills of Students with Learning Disabilities in the Secondary Special Schools: An Exploratory Study covering Fifth to Ninth Grade
        date: 2014-04-25
       words: 6685
      flesch: 60
     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).
    keywords: der; gebhardt; grade; items; school; sen; skills; students; subtests; und
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        item: #121 of 136
          id: flr-74
      author: Schneider, Michael; Edelsbrunner, Peter
       title: Modelling for Prediction vs. Modelling for Understanding
        date: 2013-12-19
       words: 1600
      flesch: 40
     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).
    keywords: anns; modelling; networks; neural; variables
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        item: #122 of 136
          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
       words: 15420
      flesch: 50
     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).
    keywords: action; behaviours; e.g.; feedback; gabelica; group; learning; performance; process; reflection; reflexivity; research; task; team; team learning; team performance; team reflexivity; time
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        item: #123 of 136
          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
       words: 7212
      flesch: 57
     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.
    keywords: bullying; children; female; group; identity; jones; research; school; teachers; years
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        item: #124 of 136
          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
       words: 8782
      flesch: 47
     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.
    keywords: beliefs; decision; demands; dilemmas; judgment; knowledge; perception; situations; students; teachers; teaching; teaching situations; wegner
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        item: #125 of 136
          id: flr-84
      author: De Naeghel, Jessie; Van Keer, Hilde; Vanderlinde, Ruben
       title: Strategies for promoting autonomous reading motivation: A multiple case study research in primary education
        date: 2014-06-11
       words: 11339
      flesch: 51
     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
    keywords: autonomy; classroom; element; interview; motivation; mrs; reading; reading motivation; research; school; strategies; students; support; teachers; teaching
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        item: #126 of 136
          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
       words: 9327
      flesch: 46
     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).
    keywords: analysis; col; colleagues; degree; doi; knowledge; learning; level; management; network; online; participants; research; results; training
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        item: #127 of 136
          id: flr-851
      author: Jones, Cheryl; Volet, Simone; Pino-Pasternak, Deborah; Heinimäki, Olli-Pekka
       title: Interpersonal affect in groupwork: A comparative case study of two small groups with contrasting group dynamics outcomes
        date: 2022-08-02
       words: 14276
      flesch: 44
     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.
    keywords: affect; behaviours; dynamics; group; group b; group dynamics; groupwork; interactions; interpersonal; learning; negative; positive; research; talk; task; task interactions; time
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        item: #128 of 136
          id: flr-87
      author: Andiliou, Andria; Murphy, Pricilla Karen
       title: Creative Solutions and their Evaluation: Comparing the Effects of Explanation and Argumentation Tasks on Student Reflections
        date: 2014-06-27
       words: 12316
      flesch: 40
     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.
    keywords: argumentation; beliefs; college; course; creativity; effectiveness; knowledge; learning; originality; participants; problem; research; self; solution; solving; students; study; task; thinking
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        item: #129 of 136
          id: flr-885
      author: Schmidt, Susanne; Zlatkin-Troitschanskaia, Olga; Shavelson, Richard J.
       title: Modeling and Measuring Domain-Specific Quantitative Reasoning in Higher Education Business and Economics
        date: 2023-03-22
       words: 8693
      flesch: 38
     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.
    keywords: assessment; business; domain; economics; education; items; knowledge; reasoning; research; scores; students; study; test
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        item: #130 of 136
          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
       words: 7164
      flesch: 40
     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).
    keywords: academics‟; colleagues; contact; conversations; interactions; learning; networking; networks; new; professional; research; study; teaching; ties
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        item: #131 of 136
          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
       words: 11523
      flesch: 42
     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).
    keywords: actors; advice; course; efficiency; energy; energy efficiency; expertise; knowledge; level; networking; networks; participants; personal; sector; social; training
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        item: #132 of 136
          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
       words: 8535
      flesch: 45
     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).
    keywords: autonomy; development; doi; education; knowledge; leadership; learning; management; mechanisms; networks; organisation; professional; school; teachers
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        item: #133 of 136
          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
       words: 9051
      flesch: 53
     summary: Self efficacy: The exercise of control. In J. E. Maddux (Ed.), Self efficacy, adaptation, and adjustment: Theory, research, and application (pp. 281–303).
    keywords: academic; cluster; efficacy; grade; koerber; osterhaus; performance; reasoning; school; self; students; task
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        item: #134 of 136
          id: flr-96
      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
       title: Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education
        date: 2014-06-16
       words: 11274
      flesch: 42
     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.
    keywords: activities; argumentation; doi; education; emotions; evidence; fischer; knowledge; learning; problem; reasoning; research; science; sra; students
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        item: #135 of 136
          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
       words: 8674
      flesch: 58
     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.
    keywords: coherence; eye; fixation; formation; formation strategy; model; participants; picture; processing; question; strategy; task; text
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        item: #136 of 136
          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
       words: 13748
      flesch: 45
     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.
    keywords: categories; child; context; data; e.g.; framework; interactions; learning; microsystems; parents; responsibility; school; statements; students; teacher responsibility; teachers
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