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High- and Otherwise-Achieving Students’ Expectations of Classroom Group Work: An Exploratory Empirical Study
Roeper Review Pub Date : 2019-07-03 , DOI: 10.1080/02783193.2019.1622166
Jade N. M. T. Cera Guy , Jessica M. Williams , Bruce M. Shore

A convenience sample of 13 students aged 9–16 years participated in this exploratory phenomenological study of what high- and otherwise-achieving students’ expected they would experience when engaging in classroom group work. From questionnaire and interview data, students generally expected small group sizes, were divided about who forms groups, and expected to find teachers sitting at their desks. High-achievers expected group work less frequently, that their contributions are appreciated, and that they work equally hard in groups or independently. Otherwise-achieving students expected to work less hard in groups, more often expected negative social experiences and to divide tasks (cooperative learning); high-achievers expected to work together (collaborative learning). Seven potential contributing influences from the literature emerged in the interviews, and were supported as useful windows onto group-work expectations, as was examining learner expectations apart from preferences. Clearer, well-understood, group-work directions to students and more engaged teacher roles are among possible classroom-practice implications.

中文翻译:

高成就学生对课堂小组作业的期望:一项探索性的实证研究

一个由 13 名 9-16 岁学生组成的便利样本参与了这项探索性现象学研究,研究了成绩优异的学生在参与课堂小组作业时所期望的体验。从问卷和访谈数据来看,学生们普遍期望小组规模较小,在谁组成小组方面存在分歧,并期望找到坐在办公桌前的老师。高成就者期望小组工作不那么频繁,他们的贡献受到赞赏,并且他们在小组或独立工作中同样努力。在其他方面取得成就的学生期望在小组中不那么努力,更多地期望消极的社会经历和分工(合作学习);高成就者期望一起工作(协作学习)。访谈中出现了来自文献的七种潜在贡献影响,它们被支持作为了解小组工作期望的有用窗口,以及检查除偏好之外的学习者期望。对学生的更清晰、更容易理解的小组工作指导和更积极的教师角色是可能的课堂实践影响。
更新日期:2019-07-03
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