Perspectives on Learning History: A Case Study

Simpson, Mary; Nist, Sherrie L.

doi:10.1080/10862969709547965

Cited by 25 publications

(20 citation statements)

References 29 publications

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“…Furthermore, in several studies, part of the students report that they actively adapt strategies to the task demands in order to increase their test performance (Cantwell & Moore, 1996;Miller & Parlett, 1974;Simpson & Nist, 1997;. Indeed, some studies have shown that, on average, students vary strategies according to the task demands (Scouller, 1998;Tang, 1992;Thomas & Bain, 1984), and as a result, increase their test performance for different study tasks (Scouller, 1998;Tang, 1992).…”

Section: Research On Strategy Adaptation In Test Preparation: Diversementioning

confidence: 99%

Students’ Adaptation of Study Strategies When Preparing for Classroom Tests

Broekkamp

Hout-Wolters

2006

Educ Psychol Rev

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According to theories of students' test preparation, students may optimize their test performance by paying special attention to important information and processing this information in ways that are appropriate to the type of questions included in the forthcoming test. However, research is unclear about the conditions under which students adapt study strategies to the demands of test preparation tasks. Moreover, little is known about the processes and abilities involved. In this article, we present a theoretical model that integrates various factors that seem relevant to strategy adaptation in test preparation, including the teacher's intended task demands, students' perceptions of these demands, students' personal goals for studying, and their ability to adapt and implement strategies. The aim of our model is to stimulate further research on strategy adaptation, which may eventually provide evidence-based guidelines that could help teachers support the development of students' strategy adaptability and use tests as learning tools.

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Section: Research On Strategy Adaptation In Test Preparation: Diversementioning

confidence: 99%

Students’ Adaptation of Study Strategies When Preparing for Classroom Tests

Broekkamp

Hout-Wolters

2006

Educ Psychol Rev

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“…In contrast, good readers are more able to monitor their comprehension, more conscious of their strategy use, and even flexible enough to use the strategies than their counterparts. Given that research on differentiating good readers' from poor readers' strategy use, research on readers' strategies may agree that readers who are able to use reading strategies or have learned reading strategies may have few problems with comprehension (Anderson, 1999;Garner, 1990;Nist & Holschuh, 2000;Sheorey & Mokhtari, 2001;Simpson & Nist, 1997). From the abovementioned literature, it can be noted that the success of second language reading relies mostly on the application of strategies.…”

Section: Gender and Reading Strategiesmentioning

confidence: 99%

Senior High School Students’ Reading Comprehension of Graded Readers

Lin

2010

JLTR

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Abstract-This study investigates senior high school students' reading comprehension of graded readers outside of the classroom. Seventy-eight participants were assigned to read three graded readers written respectively from 600-word, 1200-word, and 1700-word wordlists and labeled as Level 2 (L2), Level 3 (L3), and Level 4 (L4). All participants completed post-reading comprehension tests, follow-up reading tests, and post-reading questionnaires. T-test results showed that first, females' reading comprehension ability had grown significantly. Second, there were no significant differences between males and females' comprehension of L2 and L3 readers, but females achieved significantly higher scores than males in L4 graded reader. Third, females significantly used more strategies than their counterparts to understand L4 graded reader. Finally, the interpretation of females' adding and reducing the strategies to comprehend difficult text were provided. Instructional suggestions for senior high school students' outside reading were presented.

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“…The study to be reported in this paper aimed to address this gap in the literature by using a naturalistic qualitative research methodology that involved two high-achieving first year Chinese students studying at an English-medium university in Hong Kong. the same time, however, there is clear evidence that early year students can also hold quite sophisticated views of learning, which tend to overlap their course professors' expectations and account for their academic success (Brownlee et al, 2009;Simpson & Nist, 1997;Sommers & Saltz, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…University students' beliefs about learning has been typically studied by educational psychologists through questionnaires (e.g., Perry, 1970;Schommer, 1993;White & Bruning, 2005) or interviews (e.g., Brownlee et al, 2009), an exception being Simpson and Nist's (1997) ethnographic study of the academic literacy behaviors of some students of different achievement levels in a history course (with over 90% of the attending students being freshmen and sophomores) at a US university. In their study, they found high-performance students typically engage with key ideas and perspectives, take personal responsibility for their learning, study assigned readings for ideas rather than for facts, and are ready to adjust their study strategies according to their interpretation of the professor's expectations.…”

Section: Introductionmentioning

confidence: 99%

First Year ESL Students Developing Critical Thinking: Challenging the Stereotypes

2013

Journal of Education and Training Studies

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Reporting a case study of two high-achieving Chinese students studying at a university in Hong Kong, this paper presents evidence that poses an anti-thesis to the stereotypes of first year university students as holding naï ve beliefs about learning and of ‗Chinese learners' as lacking in critical thinking. Many studies have examined Chinese students' learning experiences within local educational contexts, yet we know very little what beliefs individual Chinese ESL students hold about learning and writing in an English-dominant university especially in their early stage of studying at such an institution, and how their beliefs are reflected in what they actually do in their writing. This paper aims to illuminate a connection between two high-achieving Chinese students' beliefs about learning/writing in the university and what they did in a written assignment in an introductory course of political science, especially in terms of their use of authorship strategies as they wrote from sources. The data were collected through interviews and gathering the students' notes, process logs, papers, source texts, as well as the relevant materials of the political science course. The study revealed that for both students the essence of university learning and writing consisted in independent and critical thinking, and writing with a clear view and sound logic; and they both imprinted authorship into their papers, by proposing revised theories on their selected topics and fitting sources into their own organizational frameworks.

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Perspectives on Learning History: A Case Study

Abstract: GEORGIAThe purpose of this case study was to generate a description

Cited by 25 publications

References 29 publications

Students’ Adaptation of Study Strategies When Preparing for Classroom Tests

Students’ Adaptation of Study Strategies When Preparing for Classroom Tests

Senior High School Students’ Reading Comprehension of Graded Readers

First Year ESL Students Developing Critical Thinking: Challenging the Stereotypes

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