| 1. |
- Balan, Andreia, et al.
(författare)
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Evaluation of a Deliberate Practice and Growth Mindset Intervention on Mathematics in 7th-grade Students
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 67:4, s. 549-558
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Tidskriftsartikel (refereegranskat)abstract
- Deliberate practice and having a growth mindset have been hypothesized to increase school performance. But previous studies are few, have been limited to very short interventions, and on average resulted in small effect sizes on school performance. This study compared the attitudes, performance, and behavior of 130 7th-grade students taking part in eight 30-minute sessions of deliberate practice and growth mindset over 14 weeks to a same-age active control group. The intervention had no significant effects on attitudes related to deliberate practice, growth mindset, or mathematical performance. However, students who participated in the intervention engaged in more deliberate practice behavior in a mathematics test. We pre-registered our hypothesis and research design at aspredicted.org/13742.
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| 2. |
- Balan, Andreia, et al.
(författare)
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Relationen mellan lärares intentioner och deras respons till elever : En studie om återkoppling som stöd för matematisk resonemangsförmåga på mellanstadiet
- 2021
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Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; :4, s. 81-113
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Tidskriftsartikel (refereegranskat)abstract
- Formative feedback has the potential to support student learning and performance. However, teachers sometimes have difficulties realizing their intentions with formative feedback when responding to students’ questions or solutions. If the actual response provided does not agree with the teacher’s intentions, the formative potential may be diminished or lost. The purpose of this study is therefore to investigate whether teachers themselves are able to identify the correspondence between their stated intentions and their actual response to students. Four teachers participated in the study by responding to the mathematical reasoning performed by twelve students in grades 4-5 (the feedback situations were recorded) and then taking part in stimulated-recall interviews. The results show that the teachers were able to identify certain instances of correspondence, and/or differences, between their intentions and how they acted in the feedback situations. The differences identified by the teachers were justified based on the teachers’ individual beliefs – for instance, the belief that some mathematical methods belong to certain grade levels and should not be taught in advance – or on concerns about how the students would react.
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| 3. |
- Balan, Andreia, et al.
(författare)
-
Relationen mellan lärares intentioner och deras respons till elever : En studie om återkoppling som stöd för matematisk resonemangsförmåga på mellanstadiet
- 2021
-
Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :4, s. 81-113
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Tidskriftsartikel (refereegranskat)abstract
- Formative feedback has the potential to support student learning and performance. However, teachers sometimes have difficulties realizing their intentions with formative feedback when responding to students’ questions or solutions. If the actual response provided does not agree with the teacher’s intentions, the formative potential may be diminished or lost. The purpose of this study is therefore to investigate whether teachers themselves are able to identify the correspondence between their stated intentions and their actual response to students. Four teachers participated in the study by responding to the mathematical reasoning performed by twelve students in grades 4-5 (the feedback situations were recorded) and then taking part in stimulated-recall interviews. The results show that the teachers were able to identify certain instances of correspondence, and/or differences, between their intentions and how they acted in the feedback situations. The differences identified by the teachers were justified basedon the teachers’ individual beliefs – for instance, the belief that some mathematical methods belong to certain grade levels and should not be taught in advance – or on concerns about how the students would react.
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| 4. |
- Jönsson, Anders, et al.
(författare)
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Analytic or holistic? : a study about how to increase the agreement in teachers’ grading
- 2021
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Ingår i: Assessment in education. - 0969-594X .- 1465-329X.
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, grades are used for selection to upper-secondary school and higher education, even though agreement in teachers’ grading is low and the selection therefore potentially unfair. Furthermore, measures taken to increase the agreement have not been successful. This study has explored how to increase agreement in teachers’grading by comparing analytic and holistic grading. Teachers (n = 74) have been randomly assigned to two different conditions (i.e. analytic or holistic grading) in either English as a foreign language (EFL) or mathematics. Findings suggest that analytic grading is preferable to holistic grading in terms of agreement among teachers. The effect was stronger and statistically significant in EFL, but could be observed in mathematics as well. However, teachers in the holistic conditions provided more references tocriteria in their justifications, whereas teachers in the analytic conditions to a much larger extent made references to grade levels without specifying criteria.
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| 5. |
- Jönsson, Anders, et al.
(författare)
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Analytic or holistic? A study about how to increase the agreement in teachers’ grading
- 2021
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Ingår i: Assessment in education. - : Informa UK Limited. - 0969-594X .- 1465-329X. ; 28:3, s. 212-227
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, grades are used for selection to upper-secondary school and higher education, even though agreement in teachers’ grading is low and the selection therefore potentially unfair. Furthermore, measures taken to increase the agreement have not been successful. This study has explored how to increase agreement in teachers’ grading by comparing analytic and holistic grading. Teachers (n = 74) have been randomly assigned to two different conditions (i.e. analytic or holistic grading) in either English as a foreign language (EFL) or mathematics. Findings suggest that analytic grading is preferable to holistic grading in terms of agreement among teachers. The effect was stronger and statistically significant in EFL, but could be observed in mathematics as well. However, teachers in the holistic conditions provided more references to criteria in their justifications, whereas teachers in the analytic conditions to a much larger extent made references to grade levels without specifying criteria.
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