Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 11

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  scaffolding
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Content available remote

Zamlčené hodnocení: zpětná vazba ve výukové komunikaci na druhém stupni základní školy

100%
Šeďová K., Švaříček R.
Studia paedagogica
|
2010
|
issue 2
61-86
EN
Based on a field research, this contribution is an empirical study describing the mechanisms of providing the feedback in educational communication in lower secondary (11-15) education. It reveals that the feedback holds its place in the communication structure but there is a certain blankness in it, for teachers seem to deliberately avoid making explicit evaluation statements.
2
Content available remote

Intenzivní rodičovství a jeho souvislost s kvalitou strategické pomoci (scaffolding) matky při společné hře s dítětem předškolního věku

89%
Woznicová A., Hlavová R., Daňsová P., Lacinová L.
E-psychologie (E-psychology)
|
2019
|
vol. 13
|
issue 3
25-41
EN
The purpose of this study was to find out and verify relationships between the amount of organized activities (OAs) of children in preschool age, mother’s trust in organismic development and maternal scaffolding quality during mother-child play. Thirty-four pairs of mothers and their children aged 52-83 months participated in this study. The data was collected through a questionnaire and by observation of the game. Results revealed that higher educated mothers and mothers with higher trust in organismic development showed less poor-quality scaffolding during play in comparison to mothers without higher education and to mothers with lower trust in organismic development. Although higher educated mothers can excessively structure their children’s leisure time through OAs, there did not appear any effect of this on the autonomy support during the play and therefore on the scaffolding quality. This study brings a new view to issues of intensive parenting and the excessive structuring of children’s time.
CS
Cílem práce bylo prozkoumat vztahy mezi mírou organizovaných aktivit dětí v předškolním věku, přesvědčením matky o přirozeném vývoji a kvalitou strategické pomoci (scaffolding) během společné hry s dítětem. Výzkumu se zúčastnilo 34 dvojic matek se svými dětmi ve věku od 52 do 83 měsíců (z toho 14 matek s vysokoškolským vzděláním). Data byla získána pozorováním společné hry se stavebnicí a pomocí dotazníků zjišťujících postoj matky k vývoji dítěte a míru organizovaných aktivit dětí. Bylo zjištěno, že u vysokoškolsky vzdělaných matek a matek s vyšším přesvědčením o přirozeném vývoji se objevuje méně nekvalitního scaffoldingu oproti matkám bez vysokoškolského vzdělání a s nižším přesvědčením o přirozeném vývoji. Ačkoli do organizovaných aktivit mimo mateřskou školu zapisují své děti více matky s VŠ vzděláním, docházka do těchto aktivit v rámci mateřské školy se u dětí matek s různým vzděláním neliší. Přestože matky s vysokoškolským vzděláním mohou nadměrně strukturovat volný čas dítěti skrze organizované aktivity, nebyla zjištěna souvislost této tendence na poskytování autonomie ve hře, a tedy na kvalitu scaffoldingu. Práce přináší nový pohled na problematiku intenzivního rodičovství a nadměrné strukturace času.
3
Content available remote

The Journey from the Underground to the Heavens: Michael Ondaatje’s In the Skin of a Lion

88%
Cosma I.
Concordia Discors vs Discordia Concors: Researches into Comparative Literature, Contrastive Linguistics, Cross-Cultural and Translation Strategies
|
2019
|
vol. 12
65-80
EN
This paper proposes to explore Toronto‘s cultural heritage throughan analysis of Michael Ondaatje‘s In the Skin of a Lion. Through variousnarrative perspectives, in this novel, we are witnessing the construction of thecity and of various immigrant identities. The city‘s memory is deeplyentrenched in its constructions, in the blood and mud that make up urbanbuildings. In Ondaatje‘s world narrating the beginnings of the city, people andpolitics are imbricated in an image attempting to allow the effort of variouscharacters to preserve traces of authenticity. We will look at how the politics ofmemory shapes the identities of several characters, at the necessity ofremembering and at the passivity of forgetting. Some of the questions of thispresentation are: How does memory influence the shaping of immigrantidentities? In what ways is the creation of the city related to the destinies ofindividuals? How does Ondaatje narrativize the politics of memory and culturalheritage in his book?
4
Publication available in full text mode
Content available

Tools for Scaffolding the Development of L2 Speaking in English-medium Higher Education: Lessons from Poland and Australia

88%
Pitura J., Chang H.
Theory and Practice of Second Language Acquisition
|
2023
|
vol. 9
|
issue 2
1-35
EN
Participating in oral L2 communication may be challenging for English-medium higher education students. While literature suggests that scaffolding facilitates the development of L2 speaking, research has not addressed the notion of tools for scaffolding its development. The aim of this study is twofold: (1) to investigate how scaffolding can be embodied in tool design to support L2 speaking and (2) to obtain and analyse student perceptions of the tools. We draw on questionnaire data gathered in two iterations of a larger design-based research study conducted in two contexts: English Studies students in Poland (N = 26) and culturally and linguistically diverse L2 learners in Australia (N = 12). This study illustrates how features of scaffolding were applied to map instructor, peer- and technology-based tools in terms of learning activities, resources, technology and feedback. The results suggest that these tools may cater to the multiple levels of student understanding and skill with regard to the development of L2 speaking found in modern L2 classrooms.
5
Publication available in full text mode
Content available

E-mentoring: an effective platform for distance learning

88%
Iqbal H.
e-mentor
|
2020
|
issue 2(84)
54-61
EN
The provision of mentoring is essential for learning to take place, and current online technology is changing the nature of mentoring. This study examines the effectiveness of e-mentoring and develops its management practice. This study extensively uses historical reviews to seek a better policy for e-mentoring. It covers the literature on different forms of mentoring, including books, journals, online documents, research reports, and newspaper articles related to e-mentoring. Based on the findings from the literature, this study suggests that e-mentoring compares well to those of other mentoring approaches traditionally used. The study gives an overview of e-mentoring tactics, practices, and strategies. The findings of this will be useful for national and international policymakers and stakeholders, in promulgating effective e-mentoring policies.
6
Publication available in full text mode
Content available

Provision of structure in educational context: Perspective of self-determination theory

88%
Święcicka M.
Psychologia Wychowawcza
|
2019
|
vol. 58(16)
73-84
EN
The aim of the article is to analyze the concept of a parent’s provision of structure as proposed in the Self-Determination Theory (SDT). Basic assumptions and thesis of SDT concerning autonomous motivation are discussed. According to SDT, autonomous motivation develops by internalization of initially externalized motivation. Parents can facilitate this process by responding to a child's basic psychological needs: autonomy, relatedness and competence. The need for competence is satisfied by providing a structure, which allows children to feel in control of their environment. Parental structure promotes development of autonomous motivation only when parental support is present. In the article the concept of providing a structure is linked to other similar constructs: scaffolding, control and setting limits, to show the specificity of the SDT perspective.
7

Evaluating Artificial Models of Cognition

75%
Miłkowski M.
Studies in Logic, Grammar and Rhetoric
|
2015
|
vol. 40
|
issue 1
43-62
EN
Artificial models of cognition serve different purposes, and their use determines the way they should be evaluated. There are also models that do not represent any particular biological agents, and there is controversy as to how they should be assessed. At the same time, modelers do evaluate such models as better or worse. There is also a widespread tendency to call for publicly available standards of replicability and benchmarking for such models. In this paper, I argue that proper evaluation of models does not depend on whether they target real biological agents or not; instead, the standards of evaluation depend on the use of models rather than on the reality of their targets. I discuss how models are validated depending on their use and argue that all-encompassing benchmarks for models may be well beyond reach.
8
Content available remote

Erzählen im integrativen Deutschunterricht

75%
KUZMINYKH K.
Glottodidactica
|
2017
|
vol. 44
|
issue 2
75-95
DE
The article starts with a discussion of the essential theories of storytelling, reading and writing, and focuses on the concept of reading-to-write. It discusses the use and the abuse of classical schema of storytelling – “the mouse”. In the last step, using fragments of different children’s books, the article develops an integrative literary and language teaching model for school lessons of German in a way which stimulates a highly functional receptive and productive handling of language semantics and performance.
9
Publication available in full text mode
Content available

Developing Scientific Work Practice in Business Informatics - Digital Support for a Design Science-based Research Project

63%
Stary C.
e-mentor
|
2019
|
issue 5 (82)
4-17
EN
When academic students are introduced to scientific work, they need to become familiar with how to select a research topic, to identify research goals, and to structure a research project accordingly. In Business Informatics, research practice is increasingly following a design science approach. In this contribution, we introduce a corresponding digital support scheme. It is based on cognitive apprenticeship and scaffolding to specify the research questions and derive requirements from a problem statement for possible solutions. Learners are supported in a socio-cognitive way, as the set of digital learning-support features comprises peer-to-peer interactions, content co-construction, and a portfolio-like documentation scheme. Context-sensitive (focused) interaction and organizing group work facilitate content co-creation and effective information sharing. They support self-managed scientific skill development while being able to follow structured research procedures.
10
Publication available in full text mode
Content available

Does Scaffolding-Based Instruction Improve Writing Performance? The Case of Jordanian EFL Learners

51%
Obeiah S. F., Bataineh R. F.
Lublin Studies in Modern Languages and Literature
|
2015
|
vol. 39
|
issue 2
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
The present study examines the potential effect of scaffolding instruction on Jordanian EFL tenth-grade students’ overall writing performance and their performance on the sub-skills of focus, development, organization, conventions and word choice. The study follows a quasi-experimental experimental/control group, pre-/post test design. In the experimental group, 20 female tenth-grade students from the North-Eastern Badia Directorate of Education (Jordan) were taught to generate ideas, structure, draft, and edit their essays using agency scaffolding and the scaffolding principles of contextual support, continuity, intersubjectivity, flow, contingency and handover, within the Zone of Proximal Development. Another group of 28 students was instructed conventionally per the guidelines outlined in the Teacher’s Book. After the treatment, descriptive statistics and ANCOVA were used to analyze the students’ scores on the pre-test and the post test. The results showed that the scaffolding instruction group outperformed the control group (at a≤ 0.05) in their overall writing performance and in their performance on all writing sub-skills except the sub-skill of development.
FR
Le numéro contient uniquement les résumés en anglais.
RU
Том не содержит аннотаций на английском языке.
11
Publication available in full text mode
Content available

Los marcos fundamentales de la integración en el sistema educativo AICLE (CLIL) Parte 21: La perspectiva del profesor

45%
Majewska R.
Forum Filologiczne Ateneum
|
2019
|
vol. 7
|
issue 1
281-300
ES
El artículo constituye la segunda parte de una serie de artículos dedicados a los marcos fundamentales de integración en el sistema educativo CLIL. Al principio, se ha vuelto a presentar el concepto original de la autora de los cuatro marcos de integración en CLIL, ordenados de acuerdo con la perspectiva del estudiante. A continuación, la autora analiza en detalle el segundo marco, es decir, el de carácter didáctico y pedagógico (actuación del profesor) y analiza los principales aspectos de la integración didáctica en CLIL: (1) por la terminología, (2) por el discurso, (3) por las tareas basadas en el procesamiento profundo de los contenidos (4) por las comparaciones interculturales, (5) por el andamiaje con el uso de materiales auténticos. Finalmente, se presentan las conclusiones.
EN
The article constitutes the second part of a series of articles pertaining to the basic perspectives of integration in CLIL educational system. At the beginning, the author’s original concept of four perspectives of integration in CLIL was presented, ordered according to the student’s perspective, the present didactic and pastoral perspective, i.e. the teacher’s. In the subsequent part of the article the author discusses in detail the second perspective, as well as indicates the main aspects of didactic integration in CLIL: (1) by terminology, (2) by discourse, (3) by higher order processing tasks, (4) by intercultural comparison, (5) by authentic materials’ scaffolding. Finally, the conclusions are presented.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.