School of Education
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Browsing School of Education by Subject "1301 Education Systems"
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- Adapting Pink Time to promote self-regulated learning across course and student typesBaird, Timothy D.; Kniola, David J.; Hartter, Joel; Carlson, Kimberly; Rogers, Sarah; Russell, Don; Tise, Joseph (2020)To explore new opportunities to promote self-regulated learning (SRL) across a variety of contexts, this study applies a novel assignment called Pink Time in seven different courses at two universities. The assignment asks students to “skip class, do anything you want, and give yourself a grade.” In each case, instructors adapted Pink Time to fit the needs of their course. Altogether, 165 students completed 270 self-directed projects and self-assessments targeting five component behaviors of SRL. Findings show that: (1) students were more likely to perceive success in certain behaviors of SRL than in others; (2) students’ perceptions across courses were similar for some behaviors but not others; and (3) subsequent iterations of the assignment supported higher perceived measures of some SRL behaviors but not others. Together these findings illustrate the value and flexibility of this progressive assignment as well as persistent challenges in supporting students’ SRL.
- Comparing successful aging, resilience, and holistic wellness as predictors of the good lifeFullen, Matthew C.; Richardson, Virginia E.; Granello, Darcy Haag (Taylor & Francis, 2018-01-01)
- Measuring how the degree of content knowledge determines performance outcomes in an engineering design-based simulation environment for middle school studentsBowen, Bradley D.; DeLuca, V. William; Franzen, Marissa Marie S. (Pergamon-Elsevier, 2016-01-01)Many secondary schools offer STEM-based technology and engineering courses that use simulation modeling to teach engineering design. However, the performance of the final design is usually dependent upon the student's ability for knowledge application. When a student reaches the limit of this content knowledge, they may resort to other problem solving processes, such as a trial and error approach, to improve their design. This study measures the outcomes of students with varying levels of content knowledge to determine how the level of knowledge determines their performance within a virtual design simulation. The results show that students with a greater content knowledge initially have significantly better performance outcomes. However, if given enough opportunities to engage in the simulation activity, students with less content knowledge perform equally well.