Literaturnachweis - Detailanzeige
Autor/in | Beisly, Amber H. |
---|---|
Titel | The Jingle-Jangle of Approaches to Learning in Prekindergarten: A Construct with Too Many Names |
Quelle | In: Educational Psychology Review, 35 (2023) 3, Artikel 79Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Beisly, Amber H.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1040-726X |
DOI | 10.1007/s10648-023-09796-4 |
Schlagwörter | Preschool Education; Learning Processes; Cognitive Style; Young Children; Misconceptions; Theories; Child Behavior; Reliability; Educational Research; Research Reports; Vocabulary; Language Usage; Definitions; Academic Language Pre-school education; Vorschulerziehung; Learning process; Lernprozess; Cognitive styles; Kognitiver Stil; Frühe Kindheit; Missverständnis; Theory; Theorie; Reliabilität; Bildungsforschung; Pädagogische Forschung; Research report; Forschungsbericht; Wortschatz; Sprachgebrauch; Begriffsbestimmung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache |
Abstract | Approaches to Learning (AtL) is an umbrella construct describing children's attitudes, habits, and learning styles as they engage in learning. First introduced by the National Education Goals Panel to indicate a child's readiness to learn in school, AtL includes openness to new tasks, initiative, task persistence, and imagination. Over the years, this construct has been studied in various ways, leading to inconsistencies in terms, operationalizations, and measurements. This paper examined the issues surrounding the inconsistencies in previous research on AtL in studies focused on prekindergarten children. One consistency included the broad set of characteristics attributed to the construct of AtL, resulting in a jingle fallacy. Another inconsistency occurred when researchers used different terms to describe similar constructs, resulting in a jangle fallacy. In this case, adjustment, behavioral engagement, and classroom participation were reported as separate constructs in the literature yet were measured using AtL measurements. The paper concluded by offering ways to reduce the conceptual clutter surrounding AtL. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |