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What is the social learning approach to aggression emphasizes that

Homework assignments to enhance student engagement in secondary education. Secondary school teachers often complain that their students show a disengaged attitude in class. The Social Approach To Aggression That Aggressive Behavior Is Learned? Students do not prepare for lessons, they show a passive attitude towards classroom activities and they have a limited awareness of their own learning process. Based on computers educational a pilot study, four homework assignments were designed, implemented, and evaluated to stimulate students to prepare for history lessons and subsequently show a more engaged attitude and involvement in classroom activities. Two groups of, in total 50, 11th grade students of pre-university education participated in one group pre- post-test design.

Data on student engagement in class is gathered by approach to aggression emphasizes that aggressive is learned through, class observation: time on task, their level of activity, and amount and Women Progressive Pursuit variety of the social approach that aggressive through questions students asked. Of Gender Media? Students motivation and perceived learning outcomes are measured by means of a self-report: Three of the four homework assignments (jigsaw, preparing analytical skills, and the fragmented assessment) showed increase in student engagement compared to the social that aggressive behavior is learned through, the baseline of the first two classes. Implications for computers educational practice are discussed. Studies have characterized high school students, in particular, as bored, staring out classroom windows, counting the seconds for the bell to ring, and the social learning that through pervasively disengaged from the bacterial, learning process (Goodlad 1984 ; Larson and Richards 1991 ). The Social Approach To Aggression Emphasizes Aggressive Is Learned? Many teachers think that their students are disengaged in class and show little awareness of bacterial chart their own learning process. Learning Approach To Aggression Emphasizes Is Learned Through? The mostly heard complaint is that students do not prepare for class as they make only little use of instructional materials, extracurricular activities and assignments, and feedback of teachers to learn outside school. This lack of engagement outside school also leads to 1960s tvs, a passive attitude in class: Students complete the learning approach to aggression that, minimum of exercises that is chart, needed for approach emphasizes aggressive behavior their exam (Battin-Pearson et al. 2000 ; Jonassen and Blondal 2005 ; Allen et al. 2007 ) However, certain educational designs might promote excitement and engagement.

In this study, we see students class preparation outside school as a necessary condition for their engagement in class. The problem of this study therefore is how students can be encouraged to prepare class, not with the definition service, primary objective of gaining knowledge, but with the aim to become more engaged and active during the lesson. Student learning, engagement, and homework. Recent thinking on teaching and learning has been influenced by several theories of learning, including behavioral learning theory, cognitive learning theory, and social learning theory, rooted in the works of Dewey, Piaget, and Vygotsky. Jonassen et al. ( 1999 ), in the social that aggressive behavior, their constructivist approach to learning with technology, described instructional principles or characteristics of learning environments which are based on a synthesis of several theories of chart learning. They argue that meaningful learning only occurs when learners are engaged in knowledge construction, conversation, articulation, collaboration, authentic context, and reflection. Barak ( 2006 ) derived four similar instructional principles from multiple learning theories. The first principle, learning is the social to aggression emphasizes that, contextual , is based on theories of situated cognition (e.g., Brown et al.

1989 ) contending that knowledge is bacterial, inseparable from the contexts and the social learning that is learned activities within which it is acquired. Learning occurs only when students process new information in a meaningful way that makes sense within their own frames of reference. The second principle is in the Progressive Relentless Pursuit of Liberty, learning is an active process . The Social Learning To Aggression Emphasizes Aggressive Behavior Through? As most people, students learn better through their own experiences, than through passive acceptance of information provided by others or through technical means. Students actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising, and reinterpreting old knowledge in order to reconcile it with the new. Consequently, educators should see teaching as means of knowledge construction and discovery, rather than of knowledge transfer of its passive acceptance (Johnson and Aragon 2003 ; Salomon 1998 ). The third principle, learning is a social process , is based on the work of 1960s tvs Vygotsky ( 1978 ). This principle means that student learning is emphasizes that aggressive behavior, associated with the process of discourse between the student and other peoplepeers, teachers, experts, parents, and casual acquaintances.

Lave and Wenger ( 2002 ) combine the Women in the Progressive Relentless of Liberty and Equality, first and third principle as they claim social learning to be a function of the activity, context, and culture in which it occurs (i.e., it is situated). Social interaction is a critical component of situated learninglearners become involved in a community of learning approach that is learned through practice which embodies certain beliefs and behaviors to computers educational, be acquired. The fourth principle of learning means that reflective practice plays a central role in learning . In his landmark work on reflection, Schon described the concept of approach behavior is learned reflection-in-action as consisting of on-the-spot surfacing, criticizing, restructuring and testing of bacterial identification intuitive understanding of experienced phenomena which often takes the form of a reflective conversation with the situation (Schon 1983 , pp. 241242). However, all these ideas on meaningful student learningwhether it should be active, creative, reflective, contextual, or socialinfer that students are engaged with school and learning.

Student effort, or the the social to aggression emphasizes aggressive through, extent to which students perform activities in school, is a major indicator of the 1960s tvs, engagement with school learning (Astin 1984 ; Pascarella 1985 ). Kuh et al. showed that student engagement leads to higher achievements and has a positive effect on long-term learning outcomes as well as the personal development of the student (Carini et al. 2006 ; Kuh 2009 ). Stoeber et al. ( 2011 ) found another indicator of student engagement with learning and school. In their study, they showed that a controlled (not obsessive) passion to study led to higher student engagement. Not only to aggression emphasizes that behavior is learned through, is the relationship between student activity and 1960s tvs learning outcomes important; students themselves prefer active and participatory education, more than traditional education (Harris and Haydn 2008 ). The Social Learning To Aggression? Students find activating work methods fun, it motivates them and fail essay they have the feeling that they learn. Many of the activating work methods that have been developed in recent years focus on the activity of students within one or two lessons. The extent to which activating work methods in the social learning to aggression that aggressive through, class actually lead to activities of students is often impeded by a lack of class preparation of the students. Students who show limited activity in the class will eventually experience less fun in learning activities and become bored and frustrated (Skinner et al.

2008 ). So, one of the ways to stimulate student activity and bacterial identification chart student motivation is the work they do on homework. Homework can be defined as any task assigned by learning emphasizes aggressive is learned, schoolteachers intended for students to carry out during nonschool hours (cf., Cooper 1989 ). Generally, a positive relationship is found between doing homework and school results. In their review of research on effects of homework, Cooper et al. ( 2006 ) demonstrated a positive relationship between homework of students and their school results in terms of both class grades and standardized test scores. This positive relationship was found for Women in the Relentless of Liberty and Equality multiple subjects, but for secondary school students only. With respect to the social approach behavior is learned, the time students spend on their homework, the of gender media, authors concluded that the learning approach to aggression emphasizes aggressive through, optimum benefits of homework for secondary school students lie between 1.5 and 2.5 h. Based on multilevel analyses, Trautwein ( 2007 ) also concluded that completing homework has a positive effect on students achievements.

The author only found a positive effect of the frequency of working on homework assignments, not of the average amount of time students spent on their homework. However, Epstein and Van Voorhis ( 2001 ) concluded that students performed better in school when they spent more time in general on their homework. These authors argued that the of customer service, teacher also contributed by checking the homework assignments. Finally, Paschal et al. ( 2003 ) showed that setting homework had the best effect if the the social to aggression aggressive is learned through, completed homework assignments were credited or provided with feedback. So, student homework can have an bacterial identification influence on students performance in class. Despite the the social that aggressive behavior is learned through, growing knowledge based on the relationships between homework and achievements, four problems came up with drawing conclusions about the value of homework assignments in secondary education (cf., Cooper et al. 2006 ; Corno 1996 ). First, many of the references to the value of homework for achievements provide ambiguous outcomes due to the fact the purposes of homework assignments in these studies vary and include both instructional and non-instructional objectives. Second, these references provide little or no information about the specific characteristics that are (assumed to be) responsible for the impact of homework assignments. Third, as Cooper et al. Identification Chart? ( 2006 ) concluded in their review, most of the effects of homework on outcomes other than achievement have never been put to empirical test. Fourth, homework with the purpose of enhancing class instruction is underrepresented. Most research is about homework with the the social learning approach to aggression emphasizes that behavior is learned through, purpose to practice or review material that has already been presented in class.

Mulhenbruck et al. ( 1999 ) found that homework serves different purposes at different grade levels. Elementary school teachers used homework more often to review material already covered in in the, class. Secondary school teachers were more likely to use homework to learning to aggression emphasizes that behavior is learned, prepare students for service work yet to come and to enrich classroom activities. These findings are consistent with the notion that teachers believe young students do not yet have the skills to benefit greatly from unstructured home study. Homework assignments that vary, differentiate, offer students a choice, and have a limited content seem to trigger student engagement (Ames 1992 ). What are the effects of the the social approach that, various homework assignments on students time on task and their level of identification chart participation in class? Are these effects different for boys and girls? What are the effects of the various homework assignments on approach to aggression that behavior through the type of student questions in class?

What are the effects of the of customer service, various homework assignments on students class motivation and their perceived learning outcomes? To what extent do various teaching formats differ in learning emphasizes that behavior, students time on task and the level of participation in class? The research design. O1 and fail essay O2 pre-test (baseline); O3 , O4 , O5 , and O6 post-test; O7 delayed post-test; X1 , X2 , X3 , and learning approach aggressive behavior X4 four different homework assignments; L1 L7 lessons 17 (one lesson per week) Students benefit from the possibility to choose their assignments.

If students get autonomy over their own learning process, they will be more inclined to learn. Students should be aware of the Progressive Era: Relentless and Equality, aim of each homework assignment. These aims should be unambiguously formulated in terms students understand. Homework assignments should be straightforward. Teachers need to the social learning to aggression emphasizes that aggressive behavior, be able to apply the instructional activity easily and students should be able to complete the assignments in time. Homework should be preparatory for representations in the media the lesson. The acquisition of in-depth knowledge and complex skills should be part of the lesson with teacher supervision.

Homework assignment 1: preparing analytical skills ( lesson 3 ) This homework assignment 1 promoted knowledge acquisition at home in emphasizes behavior through, order to prepare them to practice analytical skills in class. The strategy included four phases, two at home and two in class. The first two phases (at home) asked students to look carefully at a propaganda poster and to identify all elements. This means answering questions as; what is happening in the poster, who are the definition service, people in het poster, and do you recognize any symbols used. The last two phases (in class) asked students to examine the goal and the social to aggression emphasizes that aggressive is learned the technique of the definition, poster in order to answer explanatory and the social learning approach to aggression emphasizes that aggressive is learned through analytical questions. In this way, students learned to analyze propaganda posters and they hopefully experienced that class preparationi.e., going through all phasesresulted in a more profound analysis. Homework assignment 2: the fragmented assessment (spread over six lessons)

This homework assignment meant that each lesson students completed a part of in the Progressive Relentless of Liberty a test, spread over six lessons. For each lesson, students learned only one sixth of the materials, and they had the possibility to practice a test question. In class, they had the opportunity to ask questions before completing the the social approach to aggression aggressive, part of the test about the materials they studied at home. Homework assignment 3: jigsaw assignment ( lesson 4 ) With the jigsaw assignment, students prepared at computers educational, home different materials on a complex concept. For example, the concept of National Socialism is spread over four questions (What is an ideology, and what are the characteristics of fascism, racial doctrine and Lebensraum). In class, they discussed each part in order to get an overview of the whole concept.

Then, students had to apply their acquired knowledge in another assignment in learning that behavior is learned, class which contained source materials and questions. Each student prepared one source and computers then they had to discuss the additional information and the social learning approach to aggression aggressive through their analysis with each other. Homework assignment 4: student choice ( lesson 5 ) This homework assignment meant that students were allowed to choose their own assignment. All assignments were grouped on 1960s tvs topic and difficulty. Students started at the social approach emphasizes aggressive, home and completed the assignments in of gender in the, class. Students could choose for example, to analyze propaganda posters or to analyze a part of film The great dictator. So, students could choose an to aggression emphasizes that aggressive is learned assignment at their own ability level and matching the learning style they preferred. In this study, two groups of 50 grade 11 students in total (group 1, 22 students; group 2, 29 students) participated. Fail Essay? These students attended pre-university education in one school in a small town in the southeast of the Netherlands.

The students were 16 or 17 years old and 35 of them were female. Data was gathered by means of class observations and a self-report questionnaire. Each lesson was recorded by two video cameras with a different perspective on the students in class. With the the social to aggression that aggressive behavior through, observational data, four variables were measured: students time on task in class, their level of student participation, the fail essay, questions students asked in class and the teaching formats applied in approach to aggression, class. Of Customer? For homework assignment 2 (fragmented assessment) only students questions were collected as no variance was expected for the other three variables. The Social Learning To Aggression Aggressive Through? A delayed post-test was administered in lesson 7 for group 1 only. Students class motivation and their perceived learning outcomes were measured by means of a questionnaire. The coding units were 3 ? 6 units of 30 s of each lesson. This means that there were eighteen 30-s coding units per lesson. The three periods of of gender 3 min were spread over the lesson, based on different teaching formats used. Students time on approach to aggression aggressive behavior is learned through task was measured on a five-point Likert-type scale, with 1 = completely off-task and 5 = completely on task . Students were on-task when they made notes, participated in the discussion, asked questions, or were listening.

Students were off-task when they did not pay any attention to the tasks or the teacher. The time on educational task was registered for each individual student in class. Interobserver agreement was established between two researchers based on 48 coding units, the correlation between both scores was satisfactory ( r = 0.74). For the level of student participation in learning approach to aggression behavior is learned through, class, we used the same coding units as with time on task. Student participation in class was measured using a five-point Likert scale, with 1 = very passive and 5 = very active . Students were active when they took notes, asked questions, and discussed; and they were passive when they were listening, kept quiet, or were reading. The interobserver agreement, based on 48 coding units and two researchers, was r = 0.72. For each lesson, all student questions were coded with the question as coding unit. Two main categories of computers educational student questions were distinguished: questions that focus on the content and questions aimed at learning a (historical) skill (e.g., How can I see the propaganda technique prestige from the source?). For the main category content, student questions were clustered into five subcategories (based on the typology of Bloom 1956 ): knowledge questions (When did Hitler come into power?), comprehension questions (How did Hitler come into power?), application questions (How did Hitler make use of the political context?), analysis questions (Can you compare society in Germany in the social learning to aggression that aggressive through, the 1930s with the fail essay, one in learning to aggression, Italy?), and evaluation questions (Could the political coup by Hitler have been prevented?). Motivation and perceived learning outcomes. Students motivation and their perceived learning outcomes with respect to the four homework assignments were measured in both groups by 1960s tvs, means of emphasizes aggressive a questionnaire in lessons 7 and 11, respectively (i.e. the first lesson after the chart, final implementation of the homework assignment).

The questionnaire was piloted with grade 10 students. Motivation with respect to their homework in that aggressive, the four interventions was measured by three items. Identification? First, students had to report the learning approach to aggression emphasizes behavior, extent to which they completed their homework (on a five-point Likert-type scale with 1 = in total and 5 = not at all ). Second, two statements were provided: one that homework was nice to do and 1960s tvs one that home work was challenging. These items used a five-point Likert-type scale, with 1 = totally disagree and 5 = totally agree . Perceived learning outcomes were measured by four statements (on a five-point Likert-type scale, with 1 = totally disagree and 5 = totally agree), for each of the four interventions (By doing my homework it improved my understanding of the lesson, doing homework was a meaningful activity, I learned a lot of learning to aggression emphasizes aggressive behavior doing my homework, and it would be good to definition service, repeat this homework next time). Based on an inspection of the observation data, five teaching formats were distinguished: (1) self-regulated individual work, (2) self-regulated group work, (3) teacher-task instructions, (4) teacher-led classroom discussion, and (5) teacher explanation of the subject matter. Learning Emphasizes Behavior? Each time on task/level of participation unit received a teaching format code (W1, W2, W3, W4, or W5) As the two groups did not differ significantly in in the Progressive Pursuit of Liberty and Equality, time on task and level of participation, we merged the data from both classes.

And as the approach emphasizes aggressive behavior through, two pre-tests did not significantly differ in in the Progressive Era: Pursuit of Liberty and Equality, time on task and the level of participation, we used their average scores as pre-test. Paired t tests were used between the the social learning to aggression emphasizes is learned through, pre-test, on the one hand, and each of the post-tests and the delayed post-test, on the other hand, to answer research question 1 (with time-on task and level of of customer class participation as dependent variables) and learning emphasizes aggressive behavior research question 4 (with student motivation and 1960s tvs perceived learning outcomes as dependent variables). Independent sample t tests were used to answer research question 2 with gender as independent variable and the difference scores (between pre-test and post-tests) on time on task and the level of class participation as dependent variables. As we performed a series of t test in these cases, we adapted the the social learning approach to aggression aggressive behavior through, original significance level of 5 % based on the Bonferroni correction method (5 % divided by the number of analyses). Information about student questions was analyzed at the level of each lesson. Descriptive statistics were used to provide information about the frequencies of student questions. Univariate analysis of variance with Scheffe post hoc analyses were used to 1960s tvs, answer the learning to aggression that aggressive behavior is learned through, research question about differences between teaching formats (question 5). Teaching format was the independent variable and time on task and level of definition class participation were the dependent variables.

Time on task and level of class participation. Means and standard deviations (between brackets) for time on task and the social learning approach emphasizes aggressive behavior is learned through level of class participation. Preparing analytical skills. Means and standard deviations (between brackets) for Women in the Pursuit of Liberty time on task and level of class participation. After all the learning approach aggressive is learned through, homework assignments were completed, a post-test and a delayed post-test was carried out. The students differed significantly in time on task and class participation between the bacterial identification chart, pre-test and both post-tests. Students were more time-on task in lessons 6 and 7 ( t (36) = ?7.35, p 0.001, d = 2.22 and the social approach that t (26) = ?7.95, p 0.001, d = 2.4), compared to the pre-test.

Similar results with respect to class participation which showed that students participated more in educational, lesson 6 ( t (36) = ?6.01, p 0.001, d = 1.81) and in lesson 7 ( t (1.26) = ?7.48, p 0.001, d = 2.26) compared with the pre-test. This describes the effect of the total amount of homework assignments. Differences between boys and girls in time on task and learning emphasizes aggressive behavior through the class participation. There were no significant differences between boys and girls in increase in time on task and in class participation between the pre-test and all post-tests. Fail Essay? So, the effects of the homework assignments as mentioned above were not different for boys and girls. In all lessons girls scored higher than boys on both time on task and the social to aggression emphasizes that class participation. Number of questions asked (in pretest, interventions, and both posttests) Preparing analytical skills. The fragmented assessment. Pretest is an average of the 1960s tvs, two pre-tests. The delayed post-test was only carried out in one group.

In all classes taken together, knowledge-oriented questions were asked most frequently (45 times). Questions in the social approach emphasizes aggressive, which students analyzed the definition service, subject were asked especially in approach to aggression that aggressive behavior is learned, the preparatory assignment (five times) and the fragmented test (10 times), with a total of 22 questions. Three out of educational four evaluative questions were asked during the fragmented test. Student motivation and perceived learning outcomes. Student motivation and perceived learning outcomes.

Preparation analytical task. I have done the approach to aggression, homework for this assignment. I found the assignment useful. I could understand the teacher better. I could participate better in educational, class. I have learned a lot from this assignment.

I liked the assignment. I found the approach emphasizes aggressive, assignment challenging. I find the bacterial identification, assignment repeatable. Perceived learning outcomes were measured by four indicators: usefulness, improving teacher understanding, improving class understanding, and perceived learning. The scores on the fragmented test were significantly higher for usefulness (compared with jigsaw, t (39) = 4.99, p 0.001 and student choice, t (38) = 3.32, p = 0.002), for understanding the teacher (compared with the jigsaw assignment, t (36) = 3.40, p = 0.002), and for perceived learning (compared with the jigsaw assignment, t (38) = 5.07, p 0.001). Learning To Aggression Aggressive Behavior Is Learned Through? For perceived learning, we also found significant differences between the jigsaw assignment, on the one hand, and preparing analytical tasks ( t (38) = 3.07, p = 0.004) and student choice ( t (35) = ?3.04, p = 0.004), both with lower scores for the jigsaw assignment. No significant differences were found between the four homework assignments with respect to the extent to which students understood what was told in class. Finally, we asked students whether they would like it when the homework assignments were repeated. In two cases, we found a significant difference. The jigsaw assignment again generally scored lower than preparing analytical tasks ( t (37) = 4.71, p 0. 001) and student choice ( t (36) = ?3.52, p = 0.001).

Teaching formats and time on task and 1960s tvs activity. We found a relationship between teaching formats applied in a lesson, on the one hand, and students time on task ( F (4, 637) = 16.72, p 0.001) and class participation ( F (4, 637) = 45.43, p 0.001), on the other hand. Post hoc analyses (Scheffe) showed that teachers task instructions led to less time on task of students (all differences with p 0.029) and lower class participation of students (all differences with p 0.01). Furthermore, students participated significantly more in class during self-regulated work (whether this was individual or group work) compared to learning to aggression that aggressive behavior, the other teaching formats (all differences with p 0.001). In general, the of customer, homework assignments developed to enhance students homework activities, did have an effect on students time on task in class as well as their class participation. Although students were the least motivated, the jigsaw assignment led to the largest increase in both students time on the social learning to aggression emphasizes behavior is learned through task and class participation, compared to the other homework assignments. The strategy of preparing analytical tasks also increased students time on task and Women in the Relentless Pursuit of Liberty and Equality their class participation, compared to the baseline as indicated in the social learning approach is learned through, the pre-test. Of Gender In The Media? Students were more motivated for this strategy than the jigsaw assignment. Although students were more motivated by approach to aggression emphasizes that behavior is learned, the strategy student choice compared with the Women in the Progressive Pursuit and Equality, jigsaw assignment, we did not find a significant increase in the level of class participation, compared to the pre-test, and even a significant decrease in students time on task. Behavior Is Learned Through? Subsequently, students reported to be mostly motivated by the fragmented test: they experienced the strategy as meaningful and challenging, and they perceived the largest learning outcomes. Chart? However, as the teaching format of approach emphasizes that aggressive working on a test is quite one-sided, no information about students time on task and class participation was collected.

Finally, both the immediate and the delayed post-tests showed that students attained a higher level of time on educational task and the social approach to aggression emphasizes that aggressive is learned through of class participation. Women Era: Of Liberty? This might indicate that there was a long-term effect of the combination of homework assignments on students activity in class. The highest activity level was obtained when students were self-regulating their learning process, individually or in groups, more than during the teacher-led instruction formats. Student choice resulted in the lowest time on task and class participation of students. Unlike the jigsaw and the social learning approach emphasizes that behavior the preparation of definition service analytical tasks, this assignment was performed completely individually. The other two assignments had a shared goal, in small groups or in class.

The jigsaw with a high degree of the social emphasizes that aggressive behavior through interdependence yielded the bacterial chart, highest scores on time on task and class participation. Some critical reflections are justified here. First, these interventions were designed and implemented by the first author. However, the homework assignments were verbalized in the digital learning environment before the start of the study in order to carry out the interventions as they were designed. The Social Learning To Aggression Emphasizes That Behavior Is Learned Through? Second, students were aware that they participated in a research study, which might have caused them to behave in fail essay, a socially desirable manner. However, our pilot study showed that being part of a research study did not change behavior of grade 11 students at all. To accustom students to the video cameras, we used these cameras in previous lessons as well. Thirdly, our study was limited to only one level (pre-university education) and learning emphasizes aggressive grade (11).

This means that the conclusions about the effects of homework assignments can probably only be generalized to this specific group of students. The way this kind of homework assignments might work out 1960s tvs with younger students and/or students in lower educational levels should be part of further research. In teaching, there are many possibilities to increase knowledge, deepen insights, and aggressive is learned widen horizons. All these initiatives require some kind of activity from computers educational, both teachers and students. Teachers have a duty to inspire and to aggression emphasizes aggressive is learned through activate their students to attend their classes. For students, class participation is crucial for their own learning process. Students should already be active before the representations of gender media, lesson begins, they should finish their homework so they know what class will be about. The Social Approach To Aggression Aggressive Behavior Through? This helps them to understand the materials better, ask meaningful questions, and identification chart get interested in the subject matter.

The current study revealed some characteristics of homework assignments used to prepare class which go beyond the amount of time students spend on their homework. It appeared that the social context in which the assignment was completed and the perceived meaningfulness of the homework assignment helped to trigger student participation in class. Both aspects were addressed by Corno ( 1996 ) who discussed the complicated nature of homework. One of the misconceptions about the social learning emphasizes that aggressive behavior is learned through, homework she described is that homework supports what students learn in school. But she argued that homework only supports school learning when its explicitly used with that purpose in mind. Of Gender In The? That is, teachers have to the social approach emphasizes aggressive behavior is learned through, give assignments that both reinforce what they are teaching in school and prompt students to reorganize and extend their learning into new and richer areas (Corno 1996 , p. 28). But reality is different. The lack of class participation is computers, detrimental to students learning process. Students tend to be passive in class and teachers get frustrated experiencing that students never do anything which in turn results in a lack of motivation to the social aggressive behavior is learned through, get students involved.

This can turn into a vicious circle from Women Pursuit, which students and teachers hardly escape. Teacher work with homework assignments that promote both homework and class participation might break this vicious circle. In this study, some of these instruments were examined of which the jigsaw assignment and the preparation of analytical tasks were found to the social learning approach emphasizes is learned, be effective. But we do need more research on how to use homework to enhance class instruction by engaging students in the process of learning and teaching. This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited. Maartje Buijs . University of Amsterdam, Hermelijnstraat 57, 6531 JW Nijmegen, the Netherlands. E-mail: m.buijs@liemerscollege.nl. Current themes of 1960s tvs research: Student engagement in secondary education. Wilfried Admiraal . ICLON Leiden University Graduate School of Teaching, Wassenaarseweg 62A, 2333 AL Leiden, The Netherlands.

E-mail: w.f.admiraal@iclon.leidenuniv.nl. Current themes of research: Social-psychological aspects of the social to aggression emphasizes aggressive education. Most relevant publications in the field of representations Psychology of Education: Admiraal, W., Huizenga, J., Akkerman, S., Dam, G. ten. (2011). The concept of flow in game-based learning. The Social Learning Is Learned Through? Computers in in the media, Human Behavior , 27 , 11851194. Akkerman, S., Admiraal, W., Brekelmans, M., Oost, H. (2008). Auditing quality of social scientific research. Quality Quantity , 42 , 257274. Admiraal, W., Wubbels, T. (2005).

Multiple voices, multiple realities, what truth? Student teachers learning to reflect in different paradigms. Teachers and Teaching , 11 , 315329. Admiraal, W. F., Korthagen, F. A. J., Wubbels, T. (2000). Effects of student teachers coping behaviour. British Journal of Educational Psychology , 70 , 3352.

Admiraal, W. F., Wubbels, T., Korthagen, F. A. J. (1996). Student teacher behaviour in response to daily hassles in the classroom. Social Psychology of Education , 1 , 2546. jtj/greinar/Back%20on%20track%20JTJ%20og%20Stella%202005.pdf . Accessed 4 Sept 2008. Maartje Buijs 1 Email author Wilfried Admiraal 2 1. University of Amsterdam Nijmegen the Netherlands 2. Leiden University Leiden The Netherlands. .RIS Papers Reference Manager RefWorks Zotero.

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