Investigation of the relationships among teachers immediacy and creativity, and students perceived cognitive learning

2021 ◽  
Author(s):  
Denise Tabasco
Keyword(s):  
Cognitive Learning ◽  
Perceived Cognitive Learning

scholarly journals Student Off-Task Electronic Multitasking Predictors: Scale Development and Validation

2017 ◽  
Vol 17 (2) ◽  
pp. 53-73 ◽  
Author(s):  
Yuxia Qian ◽  
Li Li
Keyword(s):  
Cognitive Learning ◽  
Reliability And Validity ◽  
Affective Learning ◽  
Future Research ◽  
Classroom Communication ◽  
Communication Processes ◽  
Cognitive Absorption ◽  
Confirmatory Factor ◽  
Development And Validation ◽  
Perceived Cognitive Learning

In an attempt to better understand factors contributing to students’ off-task electronic multitasking behavior in class, the research included two studies that developed a scale of students’ off-task electronic multitasking predictors (the SOTEMP scale), and explored relationships between the scale and various classroom communication processes and outcomes. The first study inductively developed initial typologies for the SOTEMP scale, refined the scale item pool, and explored the dimensions of the scale. Subsequently, the second study validated the scale through a confirmatory factor analysis and by assessing different concurrently existing communication processes as well as students’ perceived learning outcomes. Four factors were found: Lack of Class Relating, Technology Dependence, Class Easiness, and Overwhelmed feeling. Reliability and validity were established for the scale. Results indicated the SOTEMP scale was positively related to students’ cognitive absorption, and negatively related to students’ perception of their affective learning. However, the SOTEMP scale was not related to students’ perceived cognitive learning. Limitations and implications for future research are discussed.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

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