Learning: The Relationship Between a Seemingly Mundane Concept and Classroom Practices

Akiba, Daisuke; Alkins, Kimberley F.

doi:10.1080/00098650903505357

Cited by 6 publications

(3 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In many other studies the relationship between self-efficacy and academic achievement is emphasized and the positive effects of self-efficacy on learning and performance have also been observed (Alivernini & Lucidi, 2011;Arslan, 2012;Margolis & McCabe, 2004;Pajares, 2002;Pintrich & De Groot, 1990;Sadi & Uyar, 2013;Schunk & Pajares, 2001). In addition, this finding is in accordance with researchers' opinions who suggest that self-efficacy has a positive effect on learning and achievement (Akiba & Alkins, 2010;Hazır Bıkmaz, 2006;Mills et al, 2007;Zimmerman, 1995). Based on the results of this study and researchers' opinions, it can be said that higher foreign language (English) self-efficacy can positively affect foreign language reading achievement.…”

Section: Discussion On the Third Hypothesissupporting

confidence: 80%

The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

Balcı

2017

HES

View full text Add to dashboard Cite

This study investigated the effects of learning-style based activities on students' reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary Mathematics Education at Necmettin Erbakan University in the fall semester of academic year 2012-2013. English was one of their compulsory courses and their self-reported language level was A1/A2 in terms of the self-assessment grid included in the Language Passport which is one of the three components of the European Language Portfolio. A total of 39 students in the experimental group and 39 in the control group participated in the study. The learning-style based activities were implemented in the experimental group, while the control group continued with routine classroom instruction without any attention to their learning styles. Both groups received three one-hour sessions weekly, for a total of eight weeks. Both the Reading Comprehension post-test scores and the Self-Efficacy Scale for English post-test scores were significantly different in favor of the experimental group. Also, a significant moderate positive correlation was found between English reading comprehension achievement and English self-efficacy. It can be concluded that learning-style based activities enhanced reading comprehension skills and English self-efficacy perceptions during this study.

show abstract

Section: Discussion On the Third Hypothesissupporting

confidence: 80%

The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

Balcı

2017

HES

View full text Add to dashboard Cite

show abstract

“…For adult learners, especially those at the graduate level, they are most successful when given opportunities to apply their knowledge to actual situations (Canipe & Decker, 2004). Situated learning is an on-the-job training with invaluable benefits for students in a teacher preparation program (Akiba & Alkins, 2010).…”

Section: Review Of the Literaturementioning

confidence: 99%

The Effects of Situated Learning Through a Community Partnership in a Teacher Preparation Program

Meyers

Lester

2013

Sage Open

View full text Add to dashboard Cite

This article examines the value of using an alternative approach to college course instruction in an off-campus location, an agency for individuals with developmental disabilities. The situated learning model is an alternative to the traditional college course instructional approach for preservice teachers. This model immerses students in the actual setting where they can practice the skills and apply the concepts emphasized in the curriculum. Through a partnership between the college, the community agency, and a public school, graduate students in the special education program developed and implemented a life-skills curriculum for individuals with developmental disabilities, at the same time learning essential principles of delivering instruction. The school-aged students who participated in the study were from a racially mixed urban school district, while the adult clients from the community agency attended the program at the end of their community-based workday. Based on the results of surveys and focus group discussions, participants in the study indicated that the situated learning model of instruction in a community setting better prepared them in the acquisition and application of their teaching skills, and built their competence in developing educational programs for individuals with disabilities.

show abstract

“…The notion of learning refers to a wide variety of changes in an individual caused by experience. Learners enter the learning environment with varying experience, backgrounds, and expectations, and the contexts within which learning takes place have subsequently changed (Akiba & Aikins, 2010).…”

Section: Adult Learning Theorymentioning

confidence: 99%

Complex trauma and early childhood educators

Jackson¹

View full text Add to dashboard Cite

Despite society' s efforts to protect children from harm, many undergo profoundly distressing life experiences that powerfully affect their development and functioning. There is sufficient evidence documenting that psychological trauma in childhood is widespread. The intent of this project was to create a manual to increase educators ' understanding of complex trauma by including information about developmental trauma, the impact on children, and intervention strategies. Moreover, it will foster educators' affective and intellectual awareness and capacity to support children and families impacted by complex trauma in early care and learning environments.

show abstract

Learning: The Relationship Between a Seemingly Mundane Concept and Classroom Practices

Cited by 6 publications

References 24 publications

The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

The Effects of Situated Learning Through a Community Partnership in a Teacher Preparation Program

Complex trauma and early childhood educators

Contact Info

Product

Resources

About