The presentation of the findings of this article is based on an action research focused on the supportive role of the school in adolescents＇ lives, whereby Religious Education＇s contribution to the social and emotio...The presentation of the findings of this article is based on an action research focused on the supportive role of the school in adolescents＇ lives, whereby Religious Education＇s contribution to the social and emotional development of adolescents （11-15） is combined with the evaluation of the potential offered by a constructivist approach to the learning process. The research commenced in 2012 and is now in its third ＂year. The project is based on an intervention at a high school in an impoverished suburb of Athens and researches educational practices through interpretative-ethnographic methods. The researcher has attempted to answer the question of whether the design of the learning environments is effective not only in the learning process, but also on inter-communication and ＂connectedness＂ between the members of the learning community. The findings so far indicate a correlation between adolescents＇ emotional and social wellbeing and the school＇s approach to knowledge and learning methods, specifically in Religious Education classes. It is fair to say, however, that there exist ethnic, social and family components that are negatively related to a sense of＂connectedness＂ within the school although at the same time Religious Education as a subject is, however, found to be positively related to learning community atmosphere.展开更多
This study investigates the impact of Teacher Professional Development(TPD)on teaching quality and student learning outcomes.Utilizing a mixed-methods approach,the research draws on quantitative data from standardized...This study investigates the impact of Teacher Professional Development(TPD)on teaching quality and student learning outcomes.Utilizing a mixed-methods approach,the research draws on quantitative data from standardized test scores and qualitative insights from teacher interviews and classroom observations.The findings indicate a strong positive correlation between TPD,as measured by self-assessment and peer evaluation,and improvements in teaching practices.These enhancements in teaching quality are further shown to have a significant impact on student learning outcomes,including academic achievement,critical thinking,and engagement.The study also presents case studies that highlight the transformative potential of TPD in various educational contexts.Limitations include the generalizability of the sample and the correlational nature of the study design.The research concludes with policy implications,emphasizing the need for increased investment in TPD,customization of TPD programs,and the promotion of a collaborative culture within schools.Future research directions are suggested to further explore the long-term effects of TPD and the most effective models for professional development.展开更多
This study presents an in-depth examination of the impact of educational gamification on middle school students’learning motivation through a mixed-methods approach.The integration of quantitative survey data and qua...This study presents an in-depth examination of the impact of educational gamification on middle school students’learning motivation through a mixed-methods approach.The integration of quantitative survey data and qualitative interviews and observations revealed that gamification significantly enhances intrinsic motivation by increasing interest and engagement in a learning environment.The study also found that gamification indirectly boosts extrinsic motivation through the augmentation of social interaction and learning engagement.Structural equation modeling underscored the direct and indirect effects of gamification on learning motivation.The findings suggest that educators should integrate gamification elements into their teaching designs,focus on fulfilling students’psychological needs for autonomy,competence,and relatedness,and leverage social interactions to foster motivation.The study’s contributions to the educational field include empirical evidence of gamification’s impact and a multidimensional perspective that strengthens the depth of understanding in the application of gamification.However,the study acknowledges limitations such as potential biases and a non-representative sample,calling for future research to address these issues through broader and longitudinal studies.展开更多
注重以"学"(学生、学习、学校)为本,提高人才培养质量,是实现高等教育内涵发展的核心要义。本研究通过梳理国内外有关大学生学习研究的主要理论和成果,总结清华大学"中国大学生学习与发展追踪研究"(China College S...注重以"学"(学生、学习、学校)为本,提高人才培养质量,是实现高等教育内涵发展的核心要义。本研究通过梳理国内外有关大学生学习研究的主要理论和成果,总结清华大学"中国大学生学习与发展追踪研究"(China College Student Survey,CCSS)十年来在学术研究和实践改革中积累的经验与思考,结合新时代中国高等教育发展的需要与前景,提出具有中国特色的大学生学情研究的整体分析框架,并阐释大学生学情研究的学术涵义与政策价值。展开更多
文摘The presentation of the findings of this article is based on an action research focused on the supportive role of the school in adolescents＇ lives, whereby Religious Education＇s contribution to the social and emotional development of adolescents （11-15） is combined with the evaluation of the potential offered by a constructivist approach to the learning process. The research commenced in 2012 and is now in its third ＂year. The project is based on an intervention at a high school in an impoverished suburb of Athens and researches educational practices through interpretative-ethnographic methods. The researcher has attempted to answer the question of whether the design of the learning environments is effective not only in the learning process, but also on inter-communication and ＂connectedness＂ between the members of the learning community. The findings so far indicate a correlation between adolescents＇ emotional and social wellbeing and the school＇s approach to knowledge and learning methods, specifically in Religious Education classes. It is fair to say, however, that there exist ethnic, social and family components that are negatively related to a sense of＂connectedness＂ within the school although at the same time Religious Education as a subject is, however, found to be positively related to learning community atmosphere.
文摘This study investigates the impact of Teacher Professional Development(TPD)on teaching quality and student learning outcomes.Utilizing a mixed-methods approach,the research draws on quantitative data from standardized test scores and qualitative insights from teacher interviews and classroom observations.The findings indicate a strong positive correlation between TPD,as measured by self-assessment and peer evaluation,and improvements in teaching practices.These enhancements in teaching quality are further shown to have a significant impact on student learning outcomes,including academic achievement,critical thinking,and engagement.The study also presents case studies that highlight the transformative potential of TPD in various educational contexts.Limitations include the generalizability of the sample and the correlational nature of the study design.The research concludes with policy implications,emphasizing the need for increased investment in TPD,customization of TPD programs,and the promotion of a collaborative culture within schools.Future research directions are suggested to further explore the long-term effects of TPD and the most effective models for professional development.
文摘This study presents an in-depth examination of the impact of educational gamification on middle school students’learning motivation through a mixed-methods approach.The integration of quantitative survey data and qualitative interviews and observations revealed that gamification significantly enhances intrinsic motivation by increasing interest and engagement in a learning environment.The study also found that gamification indirectly boosts extrinsic motivation through the augmentation of social interaction and learning engagement.Structural equation modeling underscored the direct and indirect effects of gamification on learning motivation.The findings suggest that educators should integrate gamification elements into their teaching designs,focus on fulfilling students’psychological needs for autonomy,competence,and relatedness,and leverage social interactions to foster motivation.The study’s contributions to the educational field include empirical evidence of gamification’s impact and a multidimensional perspective that strengthens the depth of understanding in the application of gamification.However,the study acknowledges limitations such as potential biases and a non-representative sample,calling for future research to address these issues through broader and longitudinal studies.
文摘注重以"学"(学生、学习、学校)为本,提高人才培养质量,是实现高等教育内涵发展的核心要义。本研究通过梳理国内外有关大学生学习研究的主要理论和成果,总结清华大学"中国大学生学习与发展追踪研究"(China College Student Survey,CCSS)十年来在学术研究和实践改革中积累的经验与思考,结合新时代中国高等教育发展的需要与前景,提出具有中国特色的大学生学情研究的整体分析框架,并阐释大学生学情研究的学术涵义与政策价值。
