Effects of Instruction in an Assignment Completion Strategy on the Homework Performance of Students with Learning Disabilities in General Education Classes

Homework is an important activity in the lives of school‐aged children, including students with learning disabilities (LD). Characteristics often associated with LD (e.g., poor organizational skills) may adversely impact the rate and quality of homework completion. In this study, a multiple‐probe across‐students design (Horner & Baer, 1978) was used to evaluate the effects of instruction in a comprehensive, independent assignment completion strategy with regard to homework completion rates and the quality of products completed in response to assignments given in general education classrooms. Eight of nine students mastered use of the strategy, and their homework completion rates and the quality of their homework products improved. Associated with these improvements were increases in quarterly grades and teacher ratings of the quality of the assignments. Thus, direct instruction in a comprehensive strategy comprised of organizational behaviors can result in independent completion of more homework by students with LD. Nevertheless, instruction in organizational skills alone appears insufficient to produce a 100 percent submission rate: student motivation to complete assignments and mastery of the skills required, as well as the appropriateness of assignments for students, need to be addressed.     

School Chemistry vs. Chemistry in Research: An Exploratory Experiment

This report describes a study which explores, from the out-of-school student viewpoint, why students are not studying chemistry anymore. In a 2-day stay at a research institution three groups of graduating high school students from different schools, together with their chemistry teacher, were confronted hands-on with molecular modeling in industry and in university. Each of these volunteer students had agreed to write an essay on School Chemistry Vs. Chemistry in Research. These essays were evaluated together by the students, the teacher, and the researcher in a meeting at their school. The opinion of the students show that school chemistry does not convey today's chemistry in research and in industry. At the computer screen the students demonstrated their skill in performing molecular modeling experiments. Moreover, at the computer screen, chemistry was fun and easier to understand. Now we begin to see the solution: our students are also our teachers.     

A Comparison of the Effects of Two Different Online Homework Systems on Levels of Knowledge Retention in General Chemistry Students

Journal of Science Education and Technology - Online homework systems have been shown to help student achievement in chemistry courses. This study sought to compare the levels of knowledge...     

Understanding Quantum Numbers in General Chemistry Textbooks

Quantum numbers and electron configurations form an important part of the general chemistry curriculum and textbooks. The objectives of this study are: (1) Elaboration of a framework based on the following aspects: (a) Origin of the quantum hypothesis, (b) Alternative interpretations of quantum mechanics, (c) Differentiation between an orbital and electron density, (d) Differentiation and comparison between classical and quantum mechanics, and (e) Introduction of quantum numbers based on electron density; (2) Formulation of five criteria based on the different aspects (a, b, c, d, and e), and (3) Evaluation of 55 freshman college‐level general chemistry textbooks. Results obtained show: Criterion 1, none of the textbooks described satisfactorily that Planck’s role in the origin of the quantum hypothesis was more at the level of an empirical adjustment, whereas Einstein provided the physical significance of the quantum hypothesis; Criterion 2, few textbooks (two satisfactory and four mentioned) included alternative interpretations of quantum mechanics (e.g., Bohm) and thus ignored that most theories are underdetermined by experimental evidence; Criterion 3, none of the textbooks described satisfactorily that orbitals are mathematical constructs and the shapes of the orbitals (s, p, d, f) are not derived from quantum mechanics but instead from electron density measurements; Criterion 4, although, quantum mechanics approaches classical mechanics as a limiting case, none of the textbooks presented a framework to facilitate transition in student understanding from classical to quantum mechanics (28 textbooks made a simple mention); and Criterion 5, few textbooks (one satisfactory, five mentioned) facilitated the introduction of quantum numbers based on experimental determination of electron density (photoelectron spectrum). It is concluded that the inclusion of these criteria in textbooks can facilitate students’ conceptual understanding of quantum numbers and electron configurations.     

论大学有机化学的通识性教学

在哈佛大学访学交流期间,笔者对本科生开设的有机化学课程进行了一年的听课与学习,从有机化学的课程设置、教学模式和方法、考核方式等方面对哈佛大学有机化学的教学进行深入的了解与研究。通过对哈佛大学有机化学课程的分析以及与我国现有有机化学教学现状的对比得到一些启示。     

注重化学在农业中的应用 深化普通化学教学改革

为了更好地发挥普通化学在农业院校各专业领域中的作用,激发学生学习的积极主动性,从而提高教学质量,东北农业大学普通化学课程进行了改革。从建立"分专业教学"的教学模式、建设教学网络平台、加强师资队伍建设三个方面,进行了初步探讨和实践。     

集多种教学方法于普通化学教学中

教学方法改革是当前高等院校教育改革研究的一个重要课题,本文结合教学实践对普通化学的教学方法进行了探讨.将单元结构教学法、启发式教学法、自学讨论法和实验法运用于普通化学教学中,收到了较好的教学效果.     

基础化学实验中常规实验与微型实验的比较

化学实验微型化是目前教学实验的一个重要发展趋势,该文就硫酸亚铁铵制备的常规实验与微型实验进行了比较,微型化学实验不但可以达到常规实验相同的实验目的和效果,而且大大减少试剂用量,并可在一定程度上解决实验过程产生的化学废弃物,改善实验室的空气品质。     

大学化学先修课实验制作探索与实践

总结了作为中国大学先修课项目中第一门开课的清华MOOC课程大学化学先修课,实验部分的实验内容、制作特色以及业界影响,对在慕课中如何制作化学实验视频具有一定指导意义。     

互动式教学在普通化学全英文授课中的探索

“普通化学(全英文)”是复旦大学面向医学院临床医学专业大一留学生开设的第一门化学基础课,并于2013年获得国家首批来华留学英语授课品牌课程支持.本文结合教学实践,就课程内容设置、教学方式创新、教学效果与评价几个方面进行探讨..     

The Impact of Registration Timing on Student Performance

This study compares the impact of timing of registration on the student learning outcomes of students taking courses at three rural community colleges in the southeastern U.S. during the school years 2001–2003. Findings from this study indicate that early registration has a positive influence on students' grades and course completion rates. Also contributing to differences in student outcomes were student race, Pell Grant status, gender, program of study, and age.     

翻转课堂在普通化学课程教学难点中的应用研究

立足普通化学课程教学大纲,基于教学难点调查问卷分析结果,考查知识点学习要求及其章节分布,甄选9个教学难点开展翻转课堂教学模式应用研究。结果表明,融入翻转课堂的教学模式有助于提高课堂教学效果。     

Competence vs. Performance and recent approaches to cognitive assessment

The importance of accurate cognitive assessment and its relationship to effective instructional programming are discussed. Traditional methods of test administration are less than optimally sensitive to the cognitive abilities and processes under investigation. A disparity between competence and performance can occur across a variety of populations due to task and situational demands, as well as to motivational and personality factors. Recent approaches aimed at lessening the gap between competence and performance are discussed, along with their strengths and weaknesses.     

科学教育专业“普通化学实验”设计

"普通化学实验"编写过程,针对科学教育专业学生的实际情况及需要,降低实验难度,以激发学生的学习兴趣;整合中学化学实验,增强学生的从师能力;增加自选实验,提高学生的科学素质和创新能力.     

普通化学教学质量探讨

本文对普通化学课程教学现状进行了探讨,结合学生实际,提出若干提高本课程教学质量的方法。对如何精选教学内容,上好第一节课,教学方法,实验教学,教学效果提出了一些可行的建议。     

多角度全方位提高普通化学教学质量

文章结合课题组教师多年的普通化学教学经验,通过对教师课堂讲授方式、化学实验创新、第二课堂的开设等多种教学方法的改革,对课堂教学、实验教学等环节进行探索,以期使学生对普通化学产生兴趣,提高学生主动获取知识的能力,有利于其创新能力的培养及综合素质的提高。     

浅谈化学教学中的“设计性“实验

提出了基础化学实验教学中开设“设计性”实验的设想 ,强调了在“设计性”实验教学中应注意的几个环节 ,分析了“设计性”实验教学对培养学生分析问题和解决问题能力的重要作用 ,同时也讨论了这种教学形式对提高教师业务水平和教学水平的重要意义     

大学通识教育的生成特性与发展时序

通识教育是区别于专业教育的另一种教育,是对专业教育的升华和整全。通识教育的演变历程和与专业教育的比较辨析表明,通识教育具有"知识性"、"精神性"和"信念性"的三重特性。因此,在发展时序上,应遵循三个阶段:通识教育作为专业教育的预备阶段;专业教育作为通识教育的补充阶段;通识教育作为专业教育的引领阶段。     

The Correlation between Final Grade Score,Attendance and Homework in the Performance of CED Students

The student performance of 152 College of Environmental Design students from 10 courses were analyzed for possible correlation between the final score, class attendance and the homework assignments. It is widely believed that student performance in a course is strongly related to attendance level. However, the results of this study showed a much stronger correlation between the final score and the homework performance in a given course than between the final score and the attendance level. This demonstrates that we ought to consider placing a much heavier weight on homework and assignment as a percentage of the final score, as well as load of assignments, than we currently do. We may also consider relaxing some of our stronger policies on attendance.