Translating expertise into effective instruction: The impacts of cognitive task analysis (CTA) on lab report quality and student retention in the biological sciences

Poor instruction has been cited as a primary cause of attrition from STEM majors and a major obstacle to learning for those who stay [Seymour and Hewitt [1997]. Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview]. Using a double‐blind design, this study tests the hypothesis that the lack of explicit instructions in scientific inquiry skills is a major factor in both low STEM retention and academic underperformance. This project delivered supplemental instruction to students in a laboratory‐based undergraduate biology course (n = 314) that was derived either from cognitive task analyses (CTAs) conducted with expert biologists (treatment) or was authored and delivered by an award‐winning biology instructor (control). Students receiving traditional instruction were almost six times more likely to withdraw from the course than students in the treatment condition (8.1% vs. 1.4% of initial enrollment). Of the students who completed the course, those who received the CTA‐based instruction demonstrated significantly higher levels of performance in the discussion section of their written laboratory reports. Significantly higher performances were seen specifically in the areas of analyzing data to formulate valid conclusions, considering alternative explanations, consideration for the limitations of the experimental design and implications of the research. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1165–1185, 2010     

Differentiated instruction in small schools

Rural areas in the alpine regions suffer from dwindling student numbers. Differentiated instruction (DI) could help improve the teaching culture by allowing instructors to better adapt to heterogeneous student groups. At the beginning of a combined research and school improvement project, a survey of 162 teachers and 1180 students was conducted to obtain an overview of the types of DI that are currently practiced. In addition, we examined the school conditions that supported the implementation of DI. This cross-sectional study demonstrates a difference in practices between teachers with more- and less-developed DI cultures, and it was determined that team collaboration that includes pedagogical topics enhances teachers' use of DI.     

Finding the optimal guidance for enhancing anchored instruction

This study investigated the effect of different methods of guidance with anchored instruction on students' mathematical problem-solving performance. The purpose of this research was to iteratively design a learning environment to find the optimal level of guidance. Two iterations of the software were compared. The first iteration used explicit instruction upfront followed by practice problems, and the second iteration provided structured problem-solving guidance as needed to solve the problems within the software. Pilot testing was conducted with 32 fifth-grade students from two inclusive classrooms observed a year apart within a small Midwestern, urban school. A parametric analysis of covariance was used to compare the problem-solving performance of the students who used the two different iterations. Enhancing anchored instruction with structured problem-solving guidance on an as-needed basis significantly improved students' problem-solving performance on conceptually easy problems, but not for more complex problems. The implications of this research illustrate the importance of iteratively designing and developing learning environments to take into consideration the needs of a particular situation.     

关于数学课堂教学整体改革的几点思考

本文对数学课堂教学整体改革进行了初步的思考,指出应该重新审视我们的数学课堂教育评价;认清课堂教学模式应该在教师实施过程中具有弹性,模式的建立应该体现学生、教师与课程三者的统一,正确对待差生的发展以及数学教师专业化发展的要求。     

Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness

This article presents the findings of a quasi-experimental study that evaluated the effect of differentiated instruction on students’ learning, in mixed ability classrooms. Participants in the study were 24 teachers and 479 grade-four elementary students. Results indicate that in classrooms where differentiated instruction methods were systematically employed, students made better progress compared to students in classrooms where differentiated instruction methods were not employed, the family's socioeconomic status did not lead to differentiation in students’ achievement and the quality of differentiated teaching had a corresponding effect on students’ achievement. Based on these findings, the article discusses the significance of the systematic employment of differentiated instruction methods in mixed ability classrooms for promoting equity, optimization of quality and effectiveness in teaching.     

Differentiated instruction in a data-based decision-making context

In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers’ differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The analysis of classroom observation data was based on a combination of generalizability theory and item response theory, and student achievement effects were determined by means of multilevel analysis. No significant positive effects were found for differentiated instruction practices. Furthermore, findings showed that students in low-ability groups profited less from differentiated instruction than students in average or high-ability groups. Nevertheless, the findings, data collection, and data-analysis procedures of this study contribute to the study of classroom observation and the measurement of differentiated instruction.     

现行课堂教学评价模式评析

现行课堂教学评价模式追求客观化、数量化、意在使课堂教学评坐更趋 科学。而深入研究课堂教学评价实践,却发现现行课堂教学评价模式在评价观、评价内容、评价过程等方面存在许多非客观的及不确定因素,影响了课堂教学评价的科学性。因此,有必要改进现行课堂教学评价模式,突破现行模式的一元化状态,向多元化模式发展。     

A profile of mathematics instruction time in Irish second level schools

Similar to counties such as the UK and Netherlands, second level schools in Ireland are free to decide how to allocate instruction time between curriculum subjects. This results in variations between the quantum of time allocated to teaching mathematics in different schools and between different class groups within the same school. This quantitative study builds a profile for both lower second level (Junior Cycle) and upper second level (Senior Cycle) mathematics instruction time in Ireland. The results of the study highlight that although the proportion of time is on par with the OECD average, there are many issues of concern regarding instruction time in Ireland. These include the short length of the school year, experimentation with new teaching approaches, the high number of subjects studied, variations between individual school and class group allocations and the number of classes that do not take place.     

The differential effects of task complexity on domain-specific and peer assessment skills

In this study the relationship between domain-specific skills and peer assessment skills as a function of task complexity is investigated. We hypothesised that peer assessment skills were superposed on domain-specific skills and will therefore suffer more when higher cognitive load is induced by increased task complexity. In a mixed factorial design with the between-subjects factor task complexity (simple, n?=?51; complex, n?=?59) and within-subjects factor task type (domain-specific, peer assessment), secondary school students studied four integrated study tasks, requiring them to learn a domain-specific skill (i.e. identifying the six steps of scientific research) and to learn how to assess a fictitious peer performing the same skill. Additionally, the students performed two domain-specific test tasks and two peer assessment test tasks. The interaction effect found on test performance supports our hypothesis. Implications for the teaching and learning of peer assessment skills are discussed.     

A comparison of US and Korean students' mathematics skills using a cognitive diagnostic testing method: linkage to instruction

The purposes of the present study were (a) to compare US and Korean 8th graders' mastery of knowledge and skills in the mathematics test of the Trends in International Mathematics and Science Study (TIMSS) 2003 using a cognitive diagnostic testing method and (b) to find links between teachers' instruction and students' mastery of mathematics knowledge and skills. The participants included 740 US and 439 Korean 8th graders who took the Booklet 3 mathematics test. The results showed substantial differences between the US and Korean students' performance in problem restructuring and reasoning, measurement, and geometry. The most helpful instructional strategy for both Korean and US students was encouraging students' independent problem solving. Reviewing, re-teaching, and clarifying content were especially effective for the US students. Implications for teaching and learning are discussed.     

Teaching multiplication to low math performers: Guided versus structured instruction

The results of an intervention program forstudents with difficulties learning mathematicsare reported. Two kinds of math intervention,guided versus structured instruction, werecompared to regular math instruction. A totalof 75 students from regular and specialeducation, aged seven to thirteen,participated. Ability and automaticitymultiplication tests were administered beforeand after the four-month training period. Theresults show that the students in both of theexperimental conditions improved more than thestudents in the control condition. Someadditional differences were found between thetwo experimental interventions. Guidedinstruction appeared to be more effective forlow performing students than structuredinstruction and especially for those studentsin regular education. Special educationstudents appear to benefit most from structuredinstruction for the automaticity ofmultiplication problems. A three monthfollow-up test showed the acquired knowledge tobe well-established in both groups.     

Teacher perceived difficulty in implementing differentiated instructional strategies in primary school

This study analyses teacher perceived difficulty in implementing differentiated instructional strategies in regular classes. The participants were 273 Portuguese primary school teachers with teaching experience ranging from 1 to 33 years. A 39-item questionnaire was used to evaluate teacher perceived difficulty in relation to different instructional strategies. Teacher responses were factor analysed and five different domains were identified: (1) activities and materials; (2) assessment; (3) management; (4) planning and preparation; and (5) classroom environment. Results showed that with the exception of the classroom environment domain, all the instruction practices in the remaining domains were considered to be difficult. In particular, the most difficult practices were under the domain of activities and materials and were associated with the adaptation of curricular elements (content, process, and product) based on student characteristics (readiness, interest, and learning profiles). The results also revealed a strong association between the activities and materials domain and the assessment domain. Some implications of these findings for initial teacher training and teacher professional development programmes are discussed.     

在数学课上率先实行双语教学的可行性研究

本文分析了在数学课上实行双语教学的必要性和所具有的各种优势条件，提出率先在数学课上实行双语教学不仅是必要的，而且是可行的。     

Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously

Instruction in peer assessment of complex task performance may cause high cognitive load, impairing learning. A stepwise instructional strategy aimed at reducing cognitive load was investigated by comparing it with a combined instructional strategy in an experiment with 128 secondary school students (mean age 14.0?years; 45.2% male) with the between-subjects factor instruction (stepwise, combined). In the stepwise condition, study tasks in Phase 1 were domain-specific and study tasks in Phase 2 had both domain-specific and peer assessment components. In the combined condition, these two components were present in all tasks in both phases. Final performance (i.e. speed and accuracy in domain-specific skills and peer assessment skills) showed no significant differences, but performance improved more from Phase 1 to Phase 2 in the stepwise condition than in the combined condition. The results suggest that, with complex study tasks, it might be beneficial to teach domain-specific skills before peer assessment skills.     

“实训教学”概念分析

"实训教学"是职业教育中的一个重要概念.概念分析是认识、理解教育实践,保障教育实践有序开展的需要.分析认为,从概念名称上看,使用"实训教学"比"实践教学"要更合理;在概念内容上,作为教学活动,实训教学的概念内容除了要包括认识和能力的目标之外,还应包含有情感、意志方面的要求;从概念框架来看,理论教学与实训教学的实际关系应该是实训教学--理论教学--实训教学.     

Influence of instruction in mathematics for low performing students on strategy use

Effects of two subtraction instruction types for low achieving children were compared. The first was based on constructivist ideas. The second was more or less traditional but did include interaction opportunities comparable to those in constructivist classrooms. Sixteen students (eight in each condition) with an average age of 10.5 years were trained during 34 lessons. Results showed no performance differences between the two groups on the subtraction problems instructed. There was a performance advantage for the traditional group on transfer problems without regrouping. The constructivist group used more different strategies but was not able to use this bigger repertory in a flexible way; instead, they used their strategies rather randomly. These findings pose questions on the usefulness of constructivist teaching in mathematics for low performers.     

Effects of metacognitive instruction on mathematics achievement and attitude towards mathematics of low mathematics achievers

An experiment was conducted to examine the effects of metacognitive instruction on mathematics achievement and attitude towards mathematics of low mathematics achievers at a middle school in the North‐West Province of South Africa. Forty standard (std) 7 pupils were identified whose non‐verbal general ability and previous mathematics achievements were significantly lower than those of other std 7 pupils. These subjects were randomly assigned to an experimental group and a control group. Metacognitive strategies in solving mathematical problems related to four mathematics topics were individually taught to the members of the experimental group, while the pupils in the control group were taught the four mathematics topics through the conventional method of teaching mathematics. The comparisons of pretest and posttest measures of general ability, metacognitive awareness, attitude towards mathematics, and mathematics achievement revealed that the posttest scores of all the four variables for the experimental group were significantly higher than those for the control group.     

论计算机教学的原则

从教学原则的基本特点出发 ,提出了完善认知结构与发展心力因素相结合、思维训练与操作训练相结合、参与诱导、教学的直观性等计算机教学的基本原则。并对这些原则的含义及理论依据进行了剖析     

关于教学目标因素分析的数据报告——以上海市青浦区数学学科为例

教学目标研究是基础教育的核心课题,上世纪中叶布卢姆等建立的认知目标分类存在着行为主义倾向以及自身层次性等问题。本报告以数学学科为例,对上海市青浦全地区同年级学生的分水平测量结果,采用因素分析方法,析取其内隐的主因素,揭示原目标分类的弊病,构建了四层次分类的框架,并由此对该地区17年前后学生的认知水平作多角度的数据对比,提出"分析水平"徘徊不前等现状,为深化教学改革提供依据。     

Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation

Classroom assessment is central to effective teaching and learning, making assessment literacy a core component for teacher education. The present study explores self-reported, differentiated assessment practices of Malaysian in-service teachers. The practices were evaluated using an analytic framework that was developed based upon the existing literature on components of differentiation. Data were collected from 32 in-service teachers using open-ended survey questionnaires. Twelve of the teachers also participated in in-depth interviews. Documents provided by the teachers were also analyzed. Data from the open-ended survey were analyzed using NVivo11 to develop codes for the analytic framework. The findings offer insights into teachers’ knowledge, application, and interpretation of differentiated assessment practices. The discussion explores teachers’ explanations of their own practices and, further, recommends ways to improve knowledge and application of differentiated assessment. The implications of the findings are discussed for assessment literacy-related professional development for teachers, school management and policies to facilitate implementation of differentiated assessment.