Halszka Jarodzka
Biographic Data
| ID | 1606354 |
|---|---|
| NAME | Halszka Jarodzka |
| GIVEN NAMES | Halszka |
| FAMILY NAME | Jarodzka |
| SIGNATURE | JARODZKA H |
| AFFILIATIONS | Open University of the Netherlands |
| ORCID | 0000-0003-2312-4703 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 27 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Optimizing Formative Assessment with Learning Analytics
Formative assessment is a key element of effective education. Recently, a growing body of evidence has highlighted the potential of learning analytics to support formative assessment. However, this evidence is sparse, and concerns have been raised about the connection between learning analytics results and formative assessment models. When learning analytics results do not align well with formative assessment models, teachers may be hesitant to p…
Exploring the multimedia effect in testing
Educational tests often combine text and images in items. Research shows that including images in test items can influence response accuracy, termed the Multimedia Effect in Testing. This effect suggests that using pictures in tests can enhance student performance and reduce the perception of item difficulty. As such, the Multimedia Effect in Testing could influence test validity. However, research in this area has produced varied and conflicting…
Classroom chronicles
Introduction Teachers face the intricate task of managing diverse classroom situations, directly affecting student learning outcomes. Many preservice and beginning teachers, however, find classroom management challenging. Effective classroom management hinges on the teacher’s ability to notice and interpret visual cues that signal potential issues - a proficiency termed ‘professional vision.’ Methods In this study, we used mobile eye-tracking gla…
Guiding secondary school students during task selection
Secondary school students often learn new cognitive skills by practicing with tasks that vary in difficulty, amount of support and/or content. Occasionally, they have to select these tasks themselves. Studies on task-selection guidance investigated either procedural guidance (specific rules for selecting tasks) or strategic guidance (general rules and explanations for task selection), but never directly compared them. Experiment 1 aimed to replic…
Teachers’ interactive cognitions in noticed classroom management events
This study explored preservice (n = 21), beginning (n = 17), and experienced (n = 19) teachers' interactive cognitions accompanying classroom management events they noticed during teaching. Stimulated-recall interviews based on actor-perspective teaching videos (including teachers' hand signals during teaching) captured teachers' verbal reports of interactive cognitions. Content analysis of these verbal reports using a multi-dimensional coding sc…
Looking through Sherlock's eyes
Classroom Management Scripts
Dealing with the complexities of the classroom and the diversity of events in classroom situations presents a major challenge for classroom management. The knowledge a teacher has for processing this complexity depends a great deal on their level of experience, leading to differences in the way teachers perceive and interpret classroom events. This includes how they monitor events and how they maintain an ongoing awareness of classroom situations…
The medical pause
Research has shown that taking ‘timeouts’ in medical practice improves performance and patient safety. However, the benefits of taking timeouts, or pausing, are not sufficiently acknowledged in workplaces and training programmes. By employing insights from educational and cognitive psychology, we first identified pausing as an important skill to interrupt negative momentum and bolster learning. Subsequently, we categorised constituent cognitive p…
Designing computer-based tests
The use of computer-based tests (CBTs), for both formative and summative purposes, has greatly increased over the past years. One major advantage of CBTs is the easy integration of multimedia. It is unclear, though, how to design such CBT environments with multimedia. The purpose of the current study was to examine whether guidelines for designing multimedia instruction based on the Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia L…
Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective
We investigated preservice (n = 21), beginning (n = 17) and experienced (n = 19) teachers' noticing of salient classroom management situations during teaching. Teachers wore a front-view camera while teaching. A two-method approach was used to identify salient situations and verbalizations of accompanying cognitions: hand-signals while teaching and stimulated-recall interview. Mixed-method analysis showed that teacher groups noticed similar amoun…
A coding scheme to clarify teachers' interactive cognitions in noticed classroom management situations from an actor's perspective
This article presents a coding scheme to clarify teachers' verbalizations of interactive cognitions in classroom management situations noticed from an actor's perspective. Twelve secondary teachers taught a class wearing a front view camera. Classroom management situations they noticed as salient were identified in-action by hand signaling and combined with stimulated recall based on front view videos to explicate accompanying interactive cogniti…
Different effects of pausing on cognitive load in a medical simulation game
In medical training, allowing learners to take pauses during tasks is known to enhance performance. Cognitive load theory assumes that insertion of pauses positively affects cognitive load, thereby enhancing performance. However, empirical studies on how allowing and taking pauses affects cognitive load and performance in dynamic task environments are scarce. We investigated the pause effect, using a computerized simulation game in emergency medi…
To tag or not to tag? How to support organizing and classifying bookmarks from the Web (¿Con etiquetas o sin etiquetas? Cómo asistir en la organización y clasificación de los marcadores de páginas Web…
When searching for information on the Internet, it can be stored in a bookmarking system. The ability to organize this information in such a system depends on one’s own prior knowledge to create an appropriate classification scheme. Providing a classification system for bookmarks might support people with low prior knowledge. Even though different bookmarking systems exist, hierarchical menus and tagging are being most widely used. In the current…
See and tell
Teacher vision
Visual expertise has been explored in numerous professions, but research on teachers’ vision remains limited. Teachers’ visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective classroom management. This skill is complex and relies on an awareness of classroom events. Using eye tracking measurements and verbal think aloud, we investigated differences …
Keeping an Eye on Learning
Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge for beginning teachers. Understanding how teachers' cognition and conceptualizations differ between experts and novices is useful for enhancing beginning teachers' expertise development. We created a coding scheme using grounded theory to analyze expert and novice teachers' verbalizations describing classro…
See and tell
Keeping an Eye on Learning
Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge for beginning teachers. Understanding how teachers' cognition and conceptualizations differ between experts and novices is useful for enhancing beginning teachers' expertise development. We created a coding scheme using grounded theory to analyze expert and novice teachers' verbalizations describing classro…
Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective
We investigated preservice (n = 21), beginning (n = 17) and experienced (n = 19) teachers' noticing of salient classroom management situations during teaching. Teachers wore a front-view camera while teaching. A two-method approach was used to identify salient situations and verbalizations of accompanying cognitions: hand-signals while teaching and stimulated-recall interview. Mixed-method analysis showed that teacher groups noticed similar amoun…
Teachers’ interactive cognitions in noticed classroom management events
This study explored preservice (n = 21), beginning (n = 17), and experienced (n = 19) teachers' interactive cognitions accompanying classroom management events they noticed during teaching. Stimulated-recall interviews based on actor-perspective teaching videos (including teachers' hand signals during teaching) captured teachers' verbal reports of interactive cognitions. Content analysis of these verbal reports using a multi-dimensional coding sc…
A coding scheme to clarify teachers' interactive cognitions in noticed classroom management situations from an actor's perspective
This article presents a coding scheme to clarify teachers' verbalizations of interactive cognitions in classroom management situations noticed from an actor's perspective. Twelve secondary teachers taught a class wearing a front view camera. Classroom management situations they noticed as salient were identified in-action by hand signaling and combined with stimulated recall based on front view videos to explicate accompanying interactive cogniti…
Keeping an Eye on Learning
Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge for beginning teachers. Understanding how teachers' cognition and conceptualizations differ between experts and novices is useful for enhancing beginning teachers' expertise development. We created a coding scheme using grounded theory to analyze expert and novice teachers' verbalizations describing classro…
Teacher vision
Visual expertise has been explored in numerous professions, but research on teachers’ vision remains limited. Teachers’ visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective classroom management. This skill is complex and relies on an awareness of classroom events. Using eye tracking measurements and verbal think aloud, we investigated differences …
See and tell
Different effects of pausing on cognitive load in a medical simulation game
In medical training, allowing learners to take pauses during tasks is known to enhance performance. Cognitive load theory assumes that insertion of pauses positively affects cognitive load, thereby enhancing performance. However, empirical studies on how allowing and taking pauses affects cognitive load and performance in dynamic task environments are scarce. We investigated the pause effect, using a computerized simulation game in emergency medi…
To tag or not to tag? How to support organizing and classifying bookmarks from the Web (¿Con etiquetas o sin etiquetas? Cómo asistir en la organización y clasificación de los marcadores de páginas Web…
When searching for information on the Internet, it can be stored in a bookmarking system. The ability to organize this information in such a system depends on one’s own prior knowledge to create an appropriate classification scheme. Providing a classification system for bookmarks might support people with low prior knowledge. Even though different bookmarking systems exist, hierarchical menus and tagging are being most widely used. In the current…
Classroom Management Scripts
Dealing with the complexities of the classroom and the diversity of events in classroom situations presents a major challenge for classroom management. The knowledge a teacher has for processing this complexity depends a great deal on their level of experience, leading to differences in the way teachers perceive and interpret classroom events. This includes how they monitor events and how they maintain an ongoing awareness of classroom situations…
The medical pause
Research has shown that taking ‘timeouts’ in medical practice improves performance and patient safety. However, the benefits of taking timeouts, or pausing, are not sufficiently acknowledged in workplaces and training programmes. By employing insights from educational and cognitive psychology, we first identified pausing as an important skill to interrupt negative momentum and bolster learning. Subsequently, we categorised constituent cognitive p…
Designing computer-based tests
The use of computer-based tests (CBTs), for both formative and summative purposes, has greatly increased over the past years. One major advantage of CBTs is the easy integration of multimedia. It is unclear, though, how to design such CBT environments with multimedia. The purpose of the current study was to examine whether guidelines for designing multimedia instruction based on the Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia L…
Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective
We investigated preservice (n = 21), beginning (n = 17) and experienced (n = 19) teachers' noticing of salient classroom management situations during teaching. Teachers wore a front-view camera while teaching. A two-method approach was used to identify salient situations and verbalizations of accompanying cognitions: hand-signals while teaching and stimulated-recall interview. Mixed-method analysis showed that teacher groups noticed similar amoun…
A coding scheme to clarify teachers' interactive cognitions in noticed classroom management situations from an actor's perspective
This article presents a coding scheme to clarify teachers' verbalizations of interactive cognitions in classroom management situations noticed from an actor's perspective. Twelve secondary teachers taught a class wearing a front view camera. Classroom management situations they noticed as salient were identified in-action by hand signaling and combined with stimulated recall based on front view videos to explicate accompanying interactive cogniti…
Looking through Sherlock's eyes
Classroom chronicles
Introduction Teachers face the intricate task of managing diverse classroom situations, directly affecting student learning outcomes. Many preservice and beginning teachers, however, find classroom management challenging. Effective classroom management hinges on the teacher’s ability to notice and interpret visual cues that signal potential issues - a proficiency termed ‘professional vision.’ Methods In this study, we used mobile eye-tracking gla…
Guiding secondary school students during task selection
Secondary school students often learn new cognitive skills by practicing with tasks that vary in difficulty, amount of support and/or content. Occasionally, they have to select these tasks themselves. Studies on task-selection guidance investigated either procedural guidance (specific rules for selecting tasks) or strategic guidance (general rules and explanations for task selection), but never directly compared them. Experiment 1 aimed to replic…
Teachers’ interactive cognitions in noticed classroom management events
This study explored preservice (n = 21), beginning (n = 17), and experienced (n = 19) teachers' interactive cognitions accompanying classroom management events they noticed during teaching. Stimulated-recall interviews based on actor-perspective teaching videos (including teachers' hand signals during teaching) captured teachers' verbal reports of interactive cognitions. Content analysis of these verbal reports using a multi-dimensional coding sc…
Exploring the multimedia effect in testing
Educational tests often combine text and images in items. Research shows that including images in test items can influence response accuracy, termed the Multimedia Effect in Testing. This effect suggests that using pictures in tests can enhance student performance and reduce the perception of item difficulty. As such, the Multimedia Effect in Testing could influence test validity. However, research in this area has produced varied and conflicting…
Optimizing Formative Assessment with Learning Analytics
Formative assessment is a key element of effective education. Recently, a growing body of evidence has highlighted the potential of learning analytics to support formative assessment. However, this evidence is sparse, and concerns have been raised about the connection between learning analytics results and formative assessment models. When learning analytics results do not align well with formative assessment models, teachers may be hesitant to p…
Computer Science (14 works) · Psychology (14 works) · Mathematics education (10 works) · Cognition (9 works) · Visual and Cognitive Learning Processes (9 works) · Cognitive psychology (8 works) · Classroom management (7 works) · Pedagogy (7 works) · Artificial Intelligence (5 works) · Innovative Teaching and Learning Methods (5 works)