The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Julia H Parker - One of the best experts on this subject based on the ideXlab platform.
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emotion related socialization in the Classroom considering the roles of teachers peers and the Classroom Context
Developmental Psychology, 2020Co-Authors: Carlos Valiente, Jodi Swanson, Dawn Delay, Ashley M Fraser, Julia H ParkerAbstract:The goal of this study was to apply aspects of the heuristic model advanced by Eisenberg, Cumberland, and Spinrad (1998) to the study of socialization that takes place in preschool and elementary school Classrooms. Investigating socialization in this Context is important given the number of hours students spend in school, the emotional nature of social interactions that take place involving teachers and students, and the emotions students often experience in the Context of academic work. Guided by Eisenberg, Cumberland, et al.'s (1998) call to consider complex socialization pathways, we focus our discussion on ways teachers, peers, and the Classroom Context can shape students' emotion-related outcomes (e.g., self-regulation, adjustment) and academic-related outcomes (e.g., school engagement, achievement) indirectly and differentially (e.g., as a function of student or Classroom characteristics). Our illustrative review of the intervention literature demonstrates that the proposed Classroom-based socialization processes have clear applied implications, and efforts to improve socialization in the Classroom can promote students' emotional and academic competence. We conclude our discussion by outlining areas that require additional study. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
Olaf Koller - One of the best experts on this subject based on the ideXlab platform.
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Classroom climate and Contextual effects conceptual and methodological issues in the evaluation of group level effects
Educational Psychologist, 2012Co-Authors: Herbert W Marsh, Ulrich Trautwein, Oliver Ludtke, Benjamin Nagengast, Alexandre J S Morin, Adel S Abduljabbar, Olaf KollerAbstract:Classroom Context and climate are inherently Classroom-level (L2) constructs, but applied researchers sometimes—inappropriately—represent them by student-level (L1) responses in single-level models rather than more appropriate multilevel models. Here we focus on important conceptual issues (distinctions between climate and Contextual variables; use of Classroom L2 rather than student-level L1 measures) and more appropriate multilevel models. To illustrate these issues, we consider the effects of two L2 Classroom climate variables and one L2 Classroom Contextual variable on two L1 student-level outcomes for 2261 students in 128 classes. Through this example, we illustrate how to apply evolving doubly latent multilevel models to (a) evaluate the factor structure of L1 and L2 constructs based on multiple indicators of Classroom climate and Context measures, (b) control measurement error at L1 and L2, (c) control sampling error in the aggregation of L1 responses to form L2 constructs (the average of student-l...
Oliver Ludtke - One of the best experts on this subject based on the ideXlab platform.
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Classroom climate and Contextual effects conceptual and methodological issues in the evaluation of group level effects
Educational Psychologist, 2012Co-Authors: Herbert W Marsh, Ulrich Trautwein, Oliver Ludtke, Benjamin Nagengast, Alexandre J S Morin, Adel S Abduljabbar, Olaf KollerAbstract:Classroom Context and climate are inherently Classroom-level (L2) constructs, but applied researchers sometimes—inappropriately—represent them by student-level (L1) responses in single-level models rather than more appropriate multilevel models. Here we focus on important conceptual issues (distinctions between climate and Contextual variables; use of Classroom L2 rather than student-level L1 measures) and more appropriate multilevel models. To illustrate these issues, we consider the effects of two L2 Classroom climate variables and one L2 Classroom Contextual variable on two L1 student-level outcomes for 2261 students in 128 classes. Through this example, we illustrate how to apply evolving doubly latent multilevel models to (a) evaluate the factor structure of L1 and L2 constructs based on multiple indicators of Classroom climate and Context measures, (b) control measurement error at L1 and L2, (c) control sampling error in the aggregation of L1 responses to form L2 constructs (the average of student-l...
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social dominance in adolescence the moderating role of the Classroom Context and behavioral heterogeneity
Child Development, 2009Co-Authors: Kathrin Jonkmann, Ulrich Trautwein, Oliver LudtkeAbstract:This study investigates socially dominant adolescents: students who are actively involved in establishing peer norms, influence their classmates' opinions, and are often the center of attention. Data from 5,468 seventh graders (M age = 13.3; 53% girls) in 266 Classrooms were used to examine how social dominance relates to achievement, peer acceptance and rejection, self-perception, and deviance and to investigate Contextual moderators of these associations. Multilevel analyses confirmed social dominance to be associated with both positive and negative adjustment. Moreover, the associations with achievement and disruptive behavior were moderated by the normativeness of these behaviors within the Classroom. Finally, latent profile analyses revealed 4 distinct types of highly dominant students, 2 well adjusted and 2 poorly adjusted.
Robert T Jimenez - One of the best experts on this subject based on the ideXlab platform.
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a sociocultural perspective on second language learner strategies focus on the impact of social Context
Theory Into Practice, 2011Co-Authors: Eunyoung Jang, Robert T JimenezAbstract:Studies on second language (L2) learners' strategies tended to characterize strategies as individual learners' cognitive predispositions or personality traits, leaving a critical question unanswered: Why do learners use different strategies in different Contexts? From a sociocultural perspective, this article pursued this question by focusing on the impacts of the Classroom Context and the broader social Context on the use of L2 learner strategies. The authors argue that the emergence, use, and distribution of L2 strategies cannot be fully understood without examining the specific social relationships and power relations in the language Classroom. By highlighting the situated aspect of L2 learner strategy development, therefore, this article attempt to help educators construct a learning environment that can facilitate L2 learners' use of productive strategies to enhance their language learning.
Xuesong Zhai - One of the best experts on this subject based on the ideXlab platform.
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an experiential learning perspective on students satisfaction model in a flipped Classroom Context
Educational Technology & Society, 2017Co-Authors: Xuesong Zhai, Hefu Liu, Jyh Chong Liang, Chin Chung TsaiAbstract:Introduction Currently, the Flipped Classroom Model (FCM), featuring especial emphasis on students' engagement and experience (Bergmann, Overmyer, & Wilie, 2011), is increasingly attracting educators' interest, resulting in the flipped Classroom phenomenon (Blair, Maharaj, & Primus, 2015). Many colleges and universities are funding and developing FCM programs focused on comparative assessments of students' examination scores and/or attitudes (Tune, Sturek, & Basile, 2013; Schultz, Duffield, Rasmussen, & Wageman, 2014; Baepler, Walker, & Driessen, 2014; Kong, 2014). However, the results vary greatly, which aroused our curiosity about what factors drive effective flipped pedagogy, and how they can be efficiently implemented in further teaching practice. The learners' satisfaction model warrants keen interest in this new and exciting research field, because learners' perceived satisfaction has been proven to be a vital predictor of learning outcomes and behavioral intention to continue learning (Tsai, Lin, & Tsai, 2001; Liaw, 2008). In addition, student satisfaction has a close relationship with learners' active participation and team collaborative learning (Johnson, Top, & Yukselturk, 2011; Ku, Tseng, & Akarasriworn, 2013), which is of great significance in effectively implementing the flipped Classroom pedagogy. However, the existing studies ignore the fact that learners' satisfaction should be especially discussed through the lens of learners' experiential learning, the main feature of FCM. Some researchers have also urged further studies on the activity-oriented nature of flipped learning when exploring the learner satisfaction model in FCM (Chen, Wang, & Chen, 2014). Experiential Learning Theory (ELT) is an applicable theoretical foundation to investigate learners' satisfaction in flipped settings. Based on the ELT, we proposed that personalized learning climate (flipped design) and relevant prior learning experience (angle from learners) have close relationship with learner satisfaction. For one thing, there exist no one-fits-all approach for students who have distinct learning capacities and styles; thus experiential learning especially addresses the importance of creating a personalized learning climate to meet individuals' special needs (Sims, 2002), and the flipped settings offering learners more flexible learning arrangements are expected to relate to learners' satisfaction. Secondly, learners' relevant prior learning experience may significantly predict their satisfaction in flipped settings. The ELT proposed that learners' relevant prior learning experience, such as information retrieval and online interaction, are available inputs for improving learners' personal or group effectiveness (Kohonen, Jaatinen, Kaikkonen, & Lehtovaara, 2014). Based on ELT, some researchers have also appealed for more opportunities for students to implement reflection and reconstruction of previous experience and new ideas (Oxley & Ilea, 2015), which is in accordance with the philosophy of flipped pedagogy. In order to further explore the mechanism of how these two factors predict students' satisfaction, the current research employed perceived quality and perceived value as two mediators in the proposed model. The former addresses the assessment of the course content, while the latter centers on learning efficiency which sheds light on whether the course contents are effectively organized and implemented. In a flipped Context, personalized learning procedures and a wealth of blended learning experience are helpful for learners to comprehend the course contents and to master the techniques of learning, which is followed by improving learners' satisfaction. It has also been suggested by previous studies that perceived quality and perceived value act as significant mediators of learner satisfaction (Shi, 2010; Lee, 2010). The current survey empirically aims to construct a theoretical model which is reliable for predicting undergraduates' satisfaction in FCM Context from the perspective of learners' experiential learning. …
