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Instructional Science - There is a lack of research and practice focused on how to foster higher-order processing, such as creative performance, within higher education settings. To address this... 相似文献
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Soua Xiong Cory Allen J. Luke Wood 《Community College Journal of Research & Practice》2016,40(6):558-561
The purpose of this study was to explore the role of counselors in providing validation for men of color in community colleges. Through protocol writing, 13 counselors from seven community colleges responded to open-ended questions asking them to reflect and describe strategies they employed when advising and counseling men of color. Thematic analysis using a combination of detailed, selective, and wholistic reading approaches, as described by van Manen (1990), was employed to identify themes reflecting different forms of validation. Findings from this study demonstrate the critical role of community college counselors as validating agents in affirming men of color as being capable of college success, helping them build confidence, affirming them as individuals, and providing opportunities for academic and personal development. Implications for practice are discussed. 相似文献
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Max Teplitski Tracy Irani Cory J. Krediet Mariachiara Di Cesare Massimiliano Marvasi 《Journal of Food Science Education》2018,17(3):76-84
This multiyear study helps elucidate how the instructional practice of student‐generated questions support learning in a blended classroom in science, technology, engineering, and mathematics subjects. Students designed multiple‐choice pre‐exam questions aimed at higher levels of learning, according to Bloom's taxonomy. Student‐generated questions were edited by the instructor and then discussed by the students in the classroom and in an online forum. We tested the hypothesis that this intervention improves student learning, measured as student achievement on the exam following the intervention, and compared to student achievement on the traditional exam (prior to which a review session focused on instructor‐led recitation of the key concepts). Following the intervention in all years, average grade on the post‐intervention exam increased by 7.44%. It is important to point out that not all students benefited equally from this activity. Students who were in the 4th quintile (60% to 80%) based on the results of the 1st exam demonstrated the highest achievement improving their performance on average by 12.37% percentage points (measured as a score on the 2nd exam). Gains were not observed in the semesters when the intervention was not implemented. In this study we provided students detailed instructions on how to design questions that focus on testing higher levels of learning. 相似文献
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Ray Anne E. Greene Kathryn Pristavec Teja Hecht Michael L. Miller-Day Michelle Banerjee Smita C. 《Educational technology research and development : ETR & D》2020,68(6):3143-3163
Educational technology research and development - Engagement is central to the effectiveness of online health messages and the related educational programs that aim to deliver these messages to the... 相似文献