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...     

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。     

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。     

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.     

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。     

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.     

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     

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..     

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。     

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.     

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。     

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。     

多媒体课件在高校普通化学教学中的应用——以地理科学专业为例

普通化学是国内外大学普遍开设的,针对非化学、化工类专业的一门自然科学基础课。这门课程尽量向学生展示化学学科的全貌,教材涉及无机化学、分析化学、物理化学等内容。在教学过程中,多媒体课件的应用切实提高了学生学习化学的兴趣,达到了良好的教学效果。该文从多媒体课件在高校普通化学教学中的作用谈起,对其应用策略进行了研究。     

浅议分析化学教学中的设计性实验

阐述了“设计性”实验教学对培养学生分析问题和解决问题能力的作用,强调了在“设计性”实验教学中应注意的5个环节,同时讨论了这种教学形式对提高教师业务水平和教学水平的意义。     

在实验教学中实施绿色化学教育之我见

从环境污染的现状出发,阐述了绿色化学的意义,提出了在实验教学中实施绿色化学教育的措施使用无毒害溶剂,倡导微型实验,处理实验废液,旨在从源头上防止污染的发生.     

Training vs. Performance Support: Inadequate Training is Now Insufficient

Three of the five prerequisites for change to a performance support system orientation exist: (a) Need and sponsor dissatisfaction with the status quo; (b) available and affordable alternatives; and (c) mindsets. The missing conditions are the development of a critical mass of people with vision who have the knowledge and skill to proceed, and the development of a sufficient transition and implementation strategy. Currently, a limited few are sufficiently familiar with the new alternatives—and while they have made the required mindset shifts, they are insufficient in number and not at sufficient organizational levels to sponsor the development of performance support systems. The key to developing effective performance support system strategy development and implementation is achieving the mindset or frame of reference shifts among those persons who can sponsor and fund the change and among the functional representatives who must participate in the change. The performance system view must be sold with benefits to the employees involved, to the overall organization, and to the functional participants in mind. Our current business problem is inadequate employee performance. Throwing in more traditional training events, regardless of whether they are interactive or not, will not solve it. The outcomes of traditional training are simply inadequate. And inadequate is now (and probably always was) insufficient. We have the technological means to develop and implement alternatives, but in order to accomplish the results we need, our view must shift from training to learning and then to performance. The focus must shift from rigidly defined content and training program structure, created by an instructional designer, to truly individualized learning experiences created by the learner. We must get out of our historical mindset and organizational boxes and take the broader and longer view. The future requires it. We must make a difference by affecting employee performance.