Connecting engagement and focus in pedagogic task design
By Janet Ainley, D. Pratt, Alice-Marie Hansen. 2006
214 citations recorded by the source corpus.
Subfields: Computer Science Applications, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/6b8d035aa624bc6cea87e829609437f063d34206
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Karen Handley
- Allen Leung
- Kim Beswick
- Margaret Walshaw
- A. Svalberg
- Jill Millar
- M. Price
- Glenda Anthony
In Education
- Karen Handley
- Jill Millar
- M. Price
- Allen Leung
- Kim Beswick
- Margaret Walshaw
- A. Svalberg
- Glenda Anthony
Citations in the corpus
- Beyond ‘doing time’: investigating the concept of student engagement with feedback (2011, background): “The assignment brief is included because students’ engagement with feedback cannot be understood without considering their experience with the preceding assignment task, such as its perceived authenticity and utility (Ainley et al., 2006).”
- Researching language engagement; current trends and future directions (2018, background): “The first is concerned with task-design for mathematics education (Ainley et al., 2006) and reflects on the difficulty of making tasks ‘authentic’, while the second explores the notion of authenticity in EFL tasks (Guariento & Morley, 2001).”
- Characteristics of Effective Teaching of Mathematics: A View from the West (2009, background): “By posing tasks and learning experiences that allow students to do original thinking about important mathematical concepts and relationships, teachers help learners to develop proficient ways of doing, and learning about mathematics (Ainley, Pratt, & Hansen, 2006).”
- An epistemic model of task design in dynamic geometry environment (2011, background): “A purposeful task is ‘‘one that has a meaningful outcome for the pupil, in terms of an actual or virtual product, or the solution of an engaging problem’’ ( Ainley et al., 2006, p. 29 ) and utility means ‘‘that the learning of mathematics encompasses not just the ability to carry out procedures, but”
- PUTTING CONTEXT IN CONTEXT: AN EXAMINATION OF THE EVIDENCE FOR THE BENEFITS OF ‘CONTEXTUALISED’ TASKS (2011, background): “To this end, there is also broad agreement that meaningful mathematics learning occurs in the process of engaging and grappling with not yet understood mathematics, rather than by learning procedures and then attempting to apply them (Ainley et al., 2006; Boaler, 1993b; Van den HeuvelPanhuizen, 1999”