NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 9 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
McIntyre, Nora A.; Foulsham, Tom – Instructional Science: An International Journal of the Learning Sciences, 2018
Humans are born to learn by understanding where adults look. This is likely to extend into the classroom, making teacher gaze an important topic for study. Expert teacher gaze has mainly been investigated in the laboratory, and has focused mostly on one cognitive process: teacher attentional (i.e., information-seeking) gaze. No known research has…
Descriptors: Eye Movements, Cultural Differences, Cross Cultural Studies, Teacher Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Mok, Wilson Shun; Chan, Winnie Wai – Instructional Science: An International Journal of the Learning Sciences, 2016
Testing has been found to facilitate students' long-term retention of information. However, the learning performance of highly test-anxious students can be impaired by tests. Thus, these students may learn ineffectively in a testing context. By contrast, summary writing may not trigger test anxiety and is therefore another learning strategy to…
Descriptors: Test Anxiety, Early Adolescents, Anxiety, Likert Scales
Peer reviewed Peer reviewed
Direct linkDirect link
Lau, Kit-ling; Chen, Xiao-bo – Instructional Science: An International Journal of the Learning Sciences, 2013
Based on the theoretical framework of self-regulated learning (SRL), the study aimed to examine whether the proposed relationship between classroom environment and students' SRL was applicable in the case of Chinese readers. In this study, a questionnaire measuring students' perception of reading instruction, strategy use, and reading motivation…
Descriptors: Foreign Countries, Reading Instruction, Independent Study, Educational Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Lam, Ho Cheong; Tsui, Bik May Amy – Instructional Science: An International Journal of the Learning Sciences, 2013
The variation theory of Ference Marton and his collaborators has widely been used as a framework for explaining what can possibly be learned in a particular classroom and what cannot. This paper reports on an experiment that put this theory to test in the context of students' learning of the orthographic structures of Chinese characters. The…
Descriptors: Foreign Countries, Elementary School Students, Orthographic Symbols, Ideography
Peer reviewed Peer reviewed
Direct linkDirect link
Pang, Ming Fai; Ling, Lo Mun – Instructional Science: An International Journal of the Learning Sciences, 2012
The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory--the variation theory of learning. In this paper, we argue that having an…
Descriptors: Teacher Improvement, Teacher Collaboration, Learning Theories, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Chan, Kwok-Wai – Instructional Science: An International Journal of the Learning Sciences, 2011
A questionnaire was administered to 231 Hong Kong preservice teacher education students to examine their epistemological beliefs and conceptions of learning. Pearson correlation analysis showed significant pairs of epistemological beliefs and conceptions of learning. Regression and path analysis showed epistemological beliefs had significant…
Descriptors: Preservice Teacher Education, Preservice Teachers, Educational Practices, Correlation
Peer reviewed Peer reviewed
Direct linkDirect link
Chan, Joanne C. Y.; Lam, Shui-fong – Instructional Science: An International Journal of the Learning Sciences, 2010
Two studies examined the effects of four types of teachers' evaluative feedback on Chinese students' self-efficacy in English vocabulary acquisition. In Study 1, a random sample of Grade 8 students (N = 79) learned prefixes and received either formative or summative feedback after failure in test. The results showed that students who received…
Descriptors: Feedback (Response), Self Efficacy, Vocabulary, Grade 8
Peer reviewed Peer reviewed
Direct linkDirect link
Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K. – Instructional Science: An International Journal of the Learning Sciences, 2009
In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…
Descriptors: Student Projects, Student Motivation, Active Learning, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Tse, Shek Kam; Marton, Ference; Ki, Wing Wah; Ka Yee Loh, Elizabeth – Instructional Science: An International Journal of the Learning Sciences, 2007
This paper is concerned with an innovative approach to teaching Chinese characters. Traditionally, pupils learn Chinese characters by repeatedly copying them until they can reproduce their form and pronunciation from memory. Most of the characters pupils are required to learn are selected on the basis of their frequency in adult written…
Descriptors: Foreign Countries, Chinese, Written Language, Teaching Methods