Notice bibliographique
Résumé
Abstract This paper explores the formative context within which students' beliefs develop, the nature of student beliefs, and the relationship of these beliefs to the learning environment. These 'beliefs' and 'learning environment' concepts will be clarified through the use of frameworks that identify two types of learning environments and three sets of beliefs about education that various groups of education stakeholders may hold. A recent empirical study will examine the ability of the 'beliefs' to predict positions within the 'learning environment' framework. Learning does not occur in a vacuum ... The classroom ... can have significant impacts on student learning. (APA Board of Educational Affairs, 1997) Introduction This edition of Academic Exchange Quarterly focuses on the relationship between the classroom learning and aspects of students' belief systems. The call for papers stated: Student perceptions, beliefs, motivations, and attitudes, are constantly changing. As educators.., it is our responsibility to measure these variables continuously in order to enhance the learning environment (McCollum, 2006). This educator responsibility, as set out by McCollum, may more likely be fulfilled as conceptual frameworks that focus our thinking concerning the concepts of 'students' beliefs' and 'the learning environment' are examined. The 'concepts' will be identified through the use of frameworks put forward by Silvernail (1992a) regardingbeliefs about education, and Willower, Eidell, and Hoy (1967) regarding learning environments. A research precedent that examines the relationship between these concepts will also be considered. In this regard, Rideout's (2005) examination of the ability of the 'beliefs' frameworks to predict positions within the 'learning environment' framework will be considered. on this basis, this paper will explore the formative context within which students' beliefs develop, the nature of beliefs about education, and the relationship of these beliefs to the learning environment. The Influence of Non-Student Stakeholders In an examination of the formative context within which students' beliefs develop, it is necessary to identify some of the confounding variables that complicate the relationship between the learning and students' beliefs. There is no exclusive symbiotic relationship. Both are influenced by a wide range of contextual factors such as the media, social interactions, interpersonal relations, and communication with others (APA Board of Educational Affairs, 1997). Additionally, the beliefs and practices of a number of educational stakeholders shape student beliefs (Haney, Czerniak, & Lumpe, 2003), and by extension, the learning Along with the beliefs of students, the beliefs and practices of these education stakeholders, who are 'above', 'beside', 'around', and 'within' the school may also be significant predictors of the learning of the classroom. Reed (1999), Manzer (1994), and Marshall (1997) have examined the impact on learning environments of the 'above the school' influence of education policy. They suggest that the very presence of educational policy is an indication of the bureaucratic and institutional nature of the school, and that educational policy is a reflection of the institutionalized, bureaucratic beliefs about education held by policymakers in general. According to Creemers and Reezigt (1996), these influences find their way into the classroom learning environment. Bedard and Lawton's (2000) work affirmed this bureaucratic influence of policy on education during the 1980s and 1990s in Ontario, Canada. From a 'beside the school' perspective, Barnard (1938) identified the informal authority historically resident in the larger group surrounding the formal structures of the workplace. For instance, a group such as a school community (parents, local business, local politicians) may influence the learning of the school. …
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».