Abstract
Multiple regression is a family of statistics used to investigate the relationship between a set of predictors and a criterion (dependent) variable. This procedure is applicable in a variety ...of research contexts and data structures. Consequently, and similar to quantitative traditions in sister‐disciplines such as education and psychology (see Skidmore & Thompson, 2010), second language researchers have turned increasingly to multiple regression. The present study employs research synthetic techniques to describe and evaluate the use of this procedure in the field. Five hundred and forty‐one regression analyses (
K
= 171) were coded for different models, variables, procedures, reporting practices, and overall variance explained (
R
2
). Summary results reveal a number of inconsistencies (e.g., model types) as well as a lack of transparency (e.g., missing/unreported reliability estimates; see Larson–Hall & Plonsky, 2015). The distribution of
R
2
values (median = .32) is described to facilitate utilization and interpretation of regressions models. We also provide specific, empirically grounded recommendations for future research.
This paper aims to increase our understanding of the impact of Lesson Study (LS) on the quality of teacher learning. It draws on longitudinal and cross-sectional data from three waves of data ...collection from 214 teachers engaged in LS during one full school year. The findings showed positive effects of Lesson Study on meaning-oriented and application-oriented teacher learning and a negative effect on problematic learning. Less experienced teachers showed the highest gain in meaning-oriented learning. The paper contributes to advancement of our theoretical understanding of teacher learning as it provides evidence of mechanisms through which professional development impacts teacher learning.
•Three patterns of teacher learning could be identified: meaning-oriented, application-oriented and problematic learning.•A reliable instrument to measure these teacher learning patterns was developed.•The study contributes to our understanding of the influence of teacher professional development on teacher learning.•Lesson Study has a beneficial effect on the quality of teacher learning.•Lesson Study has the highest impact on improving teachers' meaning-oriented learning.
The article outlines four generations of theorizing and research on work and learning within the Finnish school of activity theory. The main focus of the paper is on the evolution of the unit of ...analysis through the four generations, from mediated action to a collective activity system, to multiple-interconnected activity systems, and most recently to heterogenous work coalitions aimed at resolving wicked societal problems. We examine how learning and agency are conceptualized in each generation, and what kinds of interventions are conducted in the projects presented as examples of the four generations. We conclude that the four generations of activity-theoretical studies of work and learning continue to co-exist. To meet the challenges of work in today's world, activity theory must seriously engage in the development of its fourth generation, building on ideas and instruments developed by the preceding generations.
This article analyzes student performance of online platform versus in-class setting through introductory finance courses at undergraduate and graduate levels with a diverse sample of students. ...Controlling for student characteristics that impact student learning, we find online students perform similarly to in-class counterparts at the undergraduate level. For more challenging MBA finance course, students in online platform do significantly worse than students in traditional class setting. These results are consistent with the different learning level hypothesis that difference in student performance between online and in-class setting could be due to varied student learning levels assessed by different courses. This study sheds light on prior literature that documented conflicting results in examining student performance via different delivery modes.
Management of classroom diversity may contribute to creating a structured collaborative learning environment that supports student learning. This research explores whether leveraging students ...'diverse skills and cultural backgrounds through teamwork improves student performance in finance courses. The study involved seven sections of the Introductory Finance course, offered in a hybrid modality, across two semesters. Results indicate that the classroom intervention effectively generated more culturally diverse groups. Additionally, students in more diverse teams performed significantly better in perceived learning and the actual class performance.
Using samples from large Business Finance classes (other variations of the course name could be Financial Management, Corporate Finance), we explore in this study the key determinants of student ...performance. We find empirical evidence that supports the hypothesis that grades earned in big Business Finance classes are positively related to the students’ seating proximity to the front podium. Specifically, when the repeating students, which consist of a small fraction, are deleted from the analysis, the remaining students’ grades earned are related to their Euclidean distance from the front podium at 5% statistical significance level. Furthermore, we find the grades earned are also related positively and significantly to the attendance rate but are not related to the number of times the students who voluntarily attended the optional tutoring sessions conducted by the teaching assistants. This study shed light on improving student performance in future finance education for large business school students.
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