Question level and cognitive processing: Psycholinguistic dimensions of questions and answers

1987 ◽  
Vol 8 (2) ◽  
pp. 101-120 ◽  
Author(s):  
A. Mirjami Koivukari
Keyword(s):  
Teacher Training ◽  
Cognitive Processing ◽  
Subject Matter ◽  
Deep Processing ◽  
Depth Of Processing ◽  
Secondary Classrooms ◽  
Student Comprehension ◽  
Questions And Answers

ABSTRACTPrevious research provides evidence about a relationship between the quality of questions and the depth of processing of an input. If questions about a subject matter are asked in a certain way, students are likely to process it in depth. In this article, inputs, question levels, and depths of processing are described. Three categories of coding were defined through observation of secondary classrooms in Zaire: (a) reproducing words (rote), (b) reproducing content (comprehension 1), (c) generating new content (comprehension 2). After teacher training emphasizing student comprehension, statistically significant shifts from Category 1 behavior to Category 2 and 3 behavior were observed in the experimental classes. It is suggested that surface or deep processing can be induced by manipulating certain dimensions of inputs and questions.

About Innovative Content of Subject-Oriented Pedagogical Education

2019 ◽  
Vol 28 (10) ◽  
pp. 106-117
Author(s):  
R. M. Asadullin
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Process ◽  
Professional Activity ◽  
Subject Knowledge ◽  
Technological Structure ◽  
State Pedagogical ◽  
High Level ◽  
Competencies Development

The continuous modernization of the education system makes the problems of the quality of teacher training increasingly relevant. Moreover, the measures taken to improve the system of teacher education are largely confined to the introduction of new organizational and managerial mechanisms and practically do not affect the internal content and technological structure of the teacher training process.Modern pedagogical universities are constantly looking for innovative models of training teachers that will be able to solve non-standard social and professional tasks. However, recent studies in this area do not fully take into account the nature of pedagogical activity and conditions of its formation. Thus, the need arises for a special study of the processes and means of updating the content and technologies of teacher training in order to control the level of students’ professional competencies development, as required by educational and professional standards. This means the creation of a special educational system in a pedagogical university, which can provide a harmonious and synchronous mastering by future specialists of both subject knowledge and methods of pedagogical activity.The article provides a theoretical study aimed at identifying key patterns of designing a new content for teacher education, the basis of which is the formation of a future teacher as a subject of his own professional activity. The author describes the experience of using a subject-oriented model of education, implemented at Bashkir State Pedagogical University n.a. M. Akmulla. The effectiveness of this model is confirmed by the high level of students’ mastery of designing methods and constructing the educational process, as well as their positive experience in the implementation of educational activities.

Sensory Processing Sensitivity Predicts Individual Differences in Resting-State Functional Connectivity Associated with Depth of Processing

2021 ◽  
pp. 1-15
Author(s):  
Bianca P. Acevedo ◽  
Tyler Santander ◽  
Robert Marhenke ◽  
Arthur Aron ◽  
Elaine Aron
Keyword(s):  
Individual Differences ◽  
Cognitive Processing ◽  
Sensory Processing ◽  
Resting State ◽  
Brain Connectivity ◽  
Region Of Interest ◽  
Central Feature ◽  
Resting State Functional Connectivity ◽  
Depth Of Processing ◽  
Sensory Processing Sensitivity

<b><i>Background:</i></b> Sensory processing sensitivity (SPS) is a biologically based temperament trait associated with enhanced awareness and responsivity to environmental and social stimuli. Individuals with high SPS are more affected by their environments, which may result in overarousal, cognitive depletion, and fatigue. <b><i>Method:</i></b> We examined individual differences in resting-state (rs) brain connectivity (using functional MRI) as a function of SPS among a group of adults (<i>M</i> age = 66.13 ± 11.44 years) immediately after they completed a social affective “empathy” task. SPS was measured with the Highly Sensitive Person (HSP) Scale and correlated with rs brain connectivity. <b><i>Results:</i></b> Results showed enhanced rs brain connectivity within the ventral attention, dorsal attention, and limbic networks as a function of greater SPS. Region of interest analyses showed increased rs brain connectivity between the hippocampus and the precuneus (implicated in episodic memory); while weaker connectivity was shown between the amygdala and the periaqueductal gray (important for anxiety), and the hippocampus and insula (implicated in habitual cognitive processing). <b><i>Conclusions:</i></b> The present study showed that SPS is associated with rs brain connectivity implicated in attentional control, consolidation of memory, physiological homeostasis, and deliberative cognition. These results support theories proposing “depth of processing” as a central feature of SPS and highlight the neural processes underlying this cardinal feature of the trait.

scholarly journals Implementing the Mindfulness-Based Interventions; Teaching Assessment Criteria (MBI:TAC) in Mindfulness-Based Teacher Training

2021 ◽  
Vol 10 ◽  
pp. 216495612199834
Author(s):  
GM Griffith ◽  
RS Crane ◽  
R Baer ◽  
E Fernandez ◽  
F Giommi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Assessment Tool ◽  
Assessment Criteria ◽  
Optimal Conditions ◽  
Intervention Delivery ◽  
Effective Feedback ◽  
Teaching Assessment ◽  
Teaching Competence

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was originally developed as a tool to assess the teaching competence of mindfulness-based program (MBP) teachers. The tool was made freely available and has since been used by mindfulness-based teacher training organisations internationally. During this time the MBI:TAC has evolved in its usage, from an assessment tool to one which informally supports how MBP teachers are trained. In this article, we first examine the rationale for implementing the MBI:TAC in MBP teacher training; second, we offer practical guidance on ways of integrating the tool into teacher training pathways with awareness of its potential and possible pitfalls; and third, we offer guidance on using the tool as a framework for giving effective feedback to trainees on their teaching practice. Implementing the MBI:TAC in teacher training may support the quality and integrity of MBP teacher training, and thus ensure high quality MBP teachers graduating. In turn this may help avoid the ‘implementation cliff’ – that is, the quality of an intervention delivery is delivered in optimal conditions when it is being researched, and drops in quality when delivered in sub-optimal, ‘real world’ conditions.

scholarly journals Improving teacher quality through classroom action research

2021 ◽  
Vol 2 (3) ◽  
pp. 133-139
Author(s):  
Nur Amalia ◽  
Fitni Wilis
Keyword(s):  
Action Research ◽  
Teacher Training ◽  
Case Studies ◽  
Teacher Quality ◽  
Research Training ◽  
Writing Classroom ◽  
Training Activity ◽  
Central Java ◽  
Classroom Action Research

Classroom Action Research Training for Aisyiyah PAUD Central Java Teachers to Improve the Quality of Learning delivered by the Principal and Teacher Training of PAUD 'Aisyiyah PWA Central Java, this activity aims to: 1) instill awareness in PAUD 'Aisyiyah teachers on the importance of Classroom Action Research 2) improve skills prepare proposals for Classroom Action Research 3) provide assistance related to Classroom Action Research, 4) train teachers to be able to provide treatment to the subjects studied, so that they experience positive changes. The methods used in this training are presentations, discussions, case studies. This training activity was attended by 142 teachers from PAUD 'Aisyiyah in Central Java. The results of the service are theoretically successful, this can be seen from the enthusiasm of the training participants who actively ask questions about the problems they encounter related to the steps of preparing the CAR proposal, but judging from the practice of preparing the proposal the results have not been satisfactory, because only 15% of participants can prepare a CAR proposal properly. and 33% is considered sufficient, while 52% of participants have not succeeded in compiling a CAR proposal. It is not easy to write CAR, it requires independent effort training from the teacher concerned to solve the problems faced in PBM. In general, PAUD 'Aisyiyah Central Java teachers need further assistance in writing Classroom Action Research.

scholarly journals Directions of improving the quality of in-service teacher training in Serbia: the perspective of primary school teachers

2013 ◽  
Vol 45 (1) ◽  
pp. 86-107
Author(s):  
Dejan Stankovic ◽  
Ivana Djeric ◽  
Vladeta Milin
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Primary Schools ◽  
School Setting ◽  
Training System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Service Training

This paper presents one part of the findings of a research that deals with teachers? perceptions of educational reforms in Serbia. More specifically, the paper focuses on the segment of the research that was aimed at exploring teachers? views on the ways of improving the system and practice of in-service teacher training. Pursuing this topic is very important since the findings of recent studies have shown that this aspect of education system needs considerable improvement, while the authors who deal with educational change point to the importance of consulting the teachers in the development of the new system solutions. The questionnaire was used to collect the data from 326 teachers from 125 Serbian primary schools. The teachers provided answers to open-ended questions on what needs to be done in order to improve the quality of their in-service training. Content analysis was used to process the data - response categories were created inductively on the basis of teachers? answers, and then their frequency was established. The results indicate that, according to teachers, in-service teacher training has to be improved, primarily through increased funding, higher quality of programmes/seminars, diversification of types of training, as well as through creating a more encouraging system and school setting for in-service teacher training. These results are significant from the aspect of the in-service training system since they point to developmental priorities, as well as to the necessity of a more complex and comprehensive approach to the reform of this segment of education system.

scholarly journals Interface das políticas da Educação Especial e Educação do Campo sobre a formação de professores

2020 ◽  
pp. 1-24
Author(s):  
Arlindo Lins de Melo Junior ◽  
Ivan Fortunato ◽  
Jackeline Silva Alves ◽  
Teresa Cristina Leança Soares Alves
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Rural Education ◽  
Teacher Training ◽  
Rural Schools ◽  
Special Education Students ◽  
Education Students ◽  
Legal Documents

In special education and rural education interface we find important points about teacher training and their reflexes in the schooling of special education students in rural schools. This paper fulfills the objective of analyzing fundamental documents of the two teaching modalities in question in order to understand mainly what concerns teacher training. The methodological path used in the construction of this text was guided by documentary research of four legal documents of the two teaching modalities. In the policy interface, we saw that the investigated documentation shows concern with the quality of teacher training, although it does not deal with careers and professional development, nor with more specific aspects of the role of Higher Education Institutions in their training. In the end, it is hoped that the discussions presented here will help to promote new and denser research on the fundamental role that teachers play in rural schools.

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