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Hammill, Jackie; Best, Gill; Anderson, Jennifer – Journal of Peer Learning, 2015
Research into Peer Assisted Study Sessions (PASS) in Higher Education has largely focused on the positive effects of PASS on student motivation, retention and engagement. Less attention has been given to the cognitive, affective and professional development of the PASS Student Mentors through their engagement with students and academic staff. At…
Descriptors: Mentors, Professional Development, Affective Behavior, Cognitive Development
Rowe, Anna Dluzewska; Fitness, Julie; Wood, Leigh Norma – International Journal of Qualitative Studies in Education (QSE), 2015
This paper presents results of an investigation exploring the experience and functionality of positive feelings and emotions in learning and teaching. The role of emotions in learning is receiving increasing attention; however, few studies have researched how university students and academics experience and perceive positive emotions. A prototype…
Descriptors: Positive Attitudes, Investigations, Affective Behavior, Student Attitudes
McPhail, Ruth; Despotovic, William Vuk; Fisher, Ron – Journal of Peer Learning, 2012
The purpose of this qualitative study is to inform and advance the body of knowledge of the contribution that "Peer Assisted Study Sessions" (PASS) provides for student leaders in terms of its impact on their self-efficacy--the personal belief in competence to succeed within certain situations (Bandura, 1986). To date, there has been…
Descriptors: Student Leadership, Self Efficacy, Peer Teaching, College Students
Perlman, Dana; Forrest, Greg; Pearson, Phil – Australian Journal of Teacher Education, 2012
Movement-based gaming technologies, such as the Nintendo Wii, are becoming more visible within the physical education. As research on movement-based technologies develops, an aspect that has gained interest is the potential educational value for the physical education student. The purpose of this study was to examine movement-based sport games and…
Descriptors: Physical Education, Physical Education Teachers, Expertise, Educational Opportunities
Bobis, Janette – Mathematics Education Research Group of Australasia, 2010
This paper presents the findings of an investigation into the influence primary teachers' knowledge of a researched-based framework describing children's cognitive development in early number has on their teaching practices. Survey and interview data from twenty-eight teachers were collected to determine teachers' perceptions of their…
Descriptors: Mathematics Instruction, Affective Behavior, Foreign Countries, Cognitive Development

Boulton-Lewis, Gillian M. – Mathematics Education Research Journal, 1993
Interviews with (n=55) children and their teachers in years one, two, and three showed a closer association between knowledge of place value and levels of counting than between levels of counting and the ability to explain the counting sequence. (13 references) (MKR)
Descriptors: Cognitive Development, Computation, Concept Formation, Elementary Education

Wright, Robert J. – Educational Studies in Mathematics, 1994
Profiled interviews of (n=41) kindergarten and first-grade children's numerical development over a school year. Significant mismatches between children's numerical development and typical curricula are described, and changes to current practice are recommended. Appendix includes sample interview tasks. (Contains 21 references.) (MKR)
Descriptors: Cognitive Development, Elementary School Mathematics, Elementary School Students, Foreign Countries

Boulton-Lewis, Gillian; Halford, Graeme – Mathematics Education Research Journal, 1992
Videotaped interviews of 29 Australian students from grades 1-3 were analyzed to assess and compare the processing loads of mathematical representations and strategies used by teachers and children to learn the concept of place value. Results indicated that some representations and strategies impose an unnecessary processing load that can…
Descriptors: Cognitive Development, Cognitive Measurement, Cognitive Processes, Cognitive Structures

Mulligan, Joanne – Mathematics Education Research Journal, 1992
Children's (n=70) solution strategies to a variety of multiplication and division word problems were analyzed to determine performance levels and strategies used. Solution strategies were classified at three levels: direct modeling with counting; no direct modeling with counting, additive, or subtractive strategies; and use of known derived facts.…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, Constructivism (Learning)

Gunstone, R. F.; And Others – Science Education, 1992
Examined Australian year-10 students (n=110) for the effects of an instructional sequence in physics on their subsequent physics achievement and their perceived value of instruction aimed at conceptual change in year 11. An appendix outlines the year-10 instruction. (Contains 24 references.) (MDH)
Descriptors: Cognitive Development, Cognitive Processes, Constructivism (Learning), Foreign Countries