The Experts below are selected from a list of 29637 Experts worldwide ranked by ideXlab platform
Pekka Salonen - One of the best experts on this subject based on the ideXlab platform.
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socially Shared metacognition of dyads of pupils in collaborative mathematical problem solving processes
Learning and Instruction, 2011Co-Authors: Tuike Iiskala, Marja Vauras, Erno Lehtinen, Pekka SalonenAbstract:Abstract This study investigated how metacognition appears as a socially Shared Phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils. Four dyads solved problems of different difficulty levels. The pupils were 10 years old. The problem-solving activities were videotaped and transcribed in terms of verbal and nonverbal behaviours as well as of turns taken in communication ( N = 14 675). Episodes of socially Shared metacognition were identified and their function and focus analysed. There were significantly more and longer episodes of socially Shared metacognition in difficult as compared to moderately difficult and easy problems. Their function was to facilitate or inhibit activities and their focus was on the situation model of the problem or on mathematical operations. Metacognitive experiences were found to trigger socially Shared metacognition.
Johnson Erica - One of the best experts on this subject based on the ideXlab platform.
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Impacts of Concurrent Enrollment Offerings on Minnesota High School Programming: A Qualitative Exploration of High School Administrator Perceptions.
RED: a Repository of Digital Collections, 2021Co-Authors: Johnson EricaAbstract:Concurrent enrollment plays an increasingly important role in dual credit program options throughout Minnesota public schools. The purpose of this phenomenological qualitative study was to discern any Shared Phenomenon among public high school administrators in schools where concurrent enrollment is offered. This dissertation was framed by two research questions: 1) Share your rationale for why your school is offering concurrent enrollment courses. 2) From your perspective, how does concurrent enrollment participation impact your student body? A qualitative, constructivist, phenomenological study was conducted using semi-structured interviews across a mix of seven rural and urban Minnesota school districts. The participants included seven administrators with job titles ranging from Counselor to District Superintendent. The study’s theoretical framework was grounded in Perna & Thomas’ Integrated Conceptual Model of Student Success (2008), which incorporates schools as a component of the framework’s integral contextual layers through which students integrate and navigate. This model assists in providing a visual framework of the ingredients necessary for student success during and after, high school (Taylor, 2015). The findings yielded that participants perceived: a) concurrent enrollment provides students with access and opportunity to college-level rigorous coursework and that exposure of that level of rigorous coursework better prepares a student for success after high school, regardless if college credit is earned while taking the course, b) that offering concurrent enrollment was necessary to the financial viability of the school, and c) there is a direct impact on accreditation and staffing resources when offering concurrent enrollment
Tuike Iiskala - One of the best experts on this subject based on the ideXlab platform.
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socially Shared metacognition of dyads of pupils in collaborative mathematical problem solving processes
Learning and Instruction, 2011Co-Authors: Tuike Iiskala, Marja Vauras, Erno Lehtinen, Pekka SalonenAbstract:Abstract This study investigated how metacognition appears as a socially Shared Phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils. Four dyads solved problems of different difficulty levels. The pupils were 10 years old. The problem-solving activities were videotaped and transcribed in terms of verbal and nonverbal behaviours as well as of turns taken in communication ( N = 14 675). Episodes of socially Shared metacognition were identified and their function and focus analysed. There were significantly more and longer episodes of socially Shared metacognition in difficult as compared to moderately difficult and easy problems. Their function was to facilitate or inhibit activities and their focus was on the situation model of the problem or on mathematical operations. Metacognitive experiences were found to trigger socially Shared metacognition.
Marja Vauras - One of the best experts on this subject based on the ideXlab platform.
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socially Shared metacognition of dyads of pupils in collaborative mathematical problem solving processes
Learning and Instruction, 2011Co-Authors: Tuike Iiskala, Marja Vauras, Erno Lehtinen, Pekka SalonenAbstract:Abstract This study investigated how metacognition appears as a socially Shared Phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils. Four dyads solved problems of different difficulty levels. The pupils were 10 years old. The problem-solving activities were videotaped and transcribed in terms of verbal and nonverbal behaviours as well as of turns taken in communication ( N = 14 675). Episodes of socially Shared metacognition were identified and their function and focus analysed. There were significantly more and longer episodes of socially Shared metacognition in difficult as compared to moderately difficult and easy problems. Their function was to facilitate or inhibit activities and their focus was on the situation model of the problem or on mathematical operations. Metacognitive experiences were found to trigger socially Shared metacognition.
Erno Lehtinen - One of the best experts on this subject based on the ideXlab platform.
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socially Shared metacognition of dyads of pupils in collaborative mathematical problem solving processes
Learning and Instruction, 2011Co-Authors: Tuike Iiskala, Marja Vauras, Erno Lehtinen, Pekka SalonenAbstract:Abstract This study investigated how metacognition appears as a socially Shared Phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils. Four dyads solved problems of different difficulty levels. The pupils were 10 years old. The problem-solving activities were videotaped and transcribed in terms of verbal and nonverbal behaviours as well as of turns taken in communication ( N = 14 675). Episodes of socially Shared metacognition were identified and their function and focus analysed. There were significantly more and longer episodes of socially Shared metacognition in difficult as compared to moderately difficult and easy problems. Their function was to facilitate or inhibit activities and their focus was on the situation model of the problem or on mathematical operations. Metacognitive experiences were found to trigger socially Shared metacognition.