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121.
Justin B. Leaf Aditt Alcalay Jeremy A. Leaf Kathleen Tsuji Alyne Kassardjian Stephanie Dale John McEachin Mitchell Taubman Ronald Leaf 《Journal of Research in Special Educational Needs》2016,16(4):217-225
Prompting systems are guidelines of when to provide learners with prompts and when to fade prompts. Today, there are several prompting systems implemented to teach receptive labeling to individuals diagnosed with autism spectrum disorders and other disabilities. This study compared most‐to‐least prompting to an error correction procedure involving feedback and remedial trials for teaching two children with autism a variety of receptive labels. All teaching was implemented in a one‐to‐one instructional setting. Researchers taught each participant how to receptively identify 18 pictures; nine were taught using error correction and nine were taught using most‐to‐least. The researchers utilized an adapted alternating treatment design nested into a multiple probe design to evaluate the two procedures. Results indicated that participants were able to reach mastery criterion on 100% of skills taught using the error correction and were able to reach mastery criterion on 88.9% of skills taught using most‐to‐least. Additionally, error correction tended to require fewer trials for participants to reach mastery criterion. 相似文献
122.
Technological advancements and growing dependence on media outlets as sources of information compete for the attention of individuals born in a rapidly expanding digital age. As a result, educators using traditional, nondigital teaching methods struggle with keeping students engaged in the classroom. The present study assessed the extent to which a digitally enhanced learning environment can improve student involvement in learning. A traditional behavioral statistics lecture was supplemented with Nintendo Wii video gaming to increase student content knowledge comprehension and engagement with course material. A mixed Analysis of Variance (ANOVA) revealed that those in the video gaming condition improved significantly more than those receiving traditional lecture only. This research suggests that students can learn difficult conceptual material (i.e., statistics) through more novel, interactive teaching methods. 相似文献
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Chris Oulton Justin Dillon Marcus M. Grace 《International Journal of Science Education》2013,35(4):411-417
Science has a role to play in the resolution of many of the issues deemed controversial in all societies. However, evidence of a lack of public confidence in science and scientists as effective problem‐solvers continues to accumulate. This paper speculates that this lack of confidence might in part be due to the way in which science educators present controversial issues. In particular, we argue that current approaches to teaching about controversy do not sufficiently acknowledge the nature of the issues themselves. The paper proposes a set of principles as the basis for a reconceptualization of the teaching of controversial issues and gives an example of how they might be applied. 相似文献
125.
Addressing escape‐maintained behavior for students with developmental disabilities: A systematic review of school‐based interventions 下载免费PDF全文
Evan H. Dart Keith C. Radley Benjamin A. Mason Justin P. Allen 《Psychology in the schools》2018,55(3):295-304
Students with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students’ behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention strategies to the function of a student's problem behavior may increase its effectiveness. There are data to suggest that students with disabilities exhibit escape‐maintained problem behavior in the classroom twice as frequently as problem behavior maintained by other consequences such as attention or access to tangibles. Thus, the purpose of this systematic review was to identify school‐based intervention strategies that have been used to reduce the disruptive behavior of students with developmental disabilities. In total, 12 articles met search criteria, with escape extinction, curricular modification, and noncontingent escape serving as the most frequently employed intervention strategies. Limitations and future directions are discussed. 相似文献
126.
In ad hoc querying of document collections, current approaches to ranking primarily rely on identifying the documents that contain the query terms. Methods such as query expansion, based on thesaural information or automatic feedback, are used to add further terms, and can yield significant though usually small gains in effectiveness. Another approach to adding terms, which we investigate in this paper, is to use natural language technology to annotate - and thus disambiguate - key terms by the concept they represent. Using biomedical research documents, we quantify the potential benefits of tagging users’ targeted concepts in queries and documents in domain-specific information retrieval. Our experiments, based on the TREC Genomics track data, both on passage and full-text retrieval, found no evidence that automatic concept recognition in general is of significant value for this task. Moreover, the issues raised by these results suggest that it is difficult for such disambiguation to be effective. 相似文献
128.
Cesar Delgado M. Gail Jones Hye Sun You Laura Robertson Katherine Chesnutt Justin Halberda 《International Journal of Science Education》2013,35(8):1008-1024
ABSTRACTCrosscutting concepts such as scale, proportion, and quantity are recognised by U.S. science standards as a potential vehicle for students to integrate their scientific and mathematical knowledge; yet, U.S. students and adults trail their international peers in scale and measurement estimation. Culturally based knowledge of scale such as measurement units may be built on evolutionarily-based systems of number such as the approximate number system (ANS), which processes approximate representations of numerical magnitude. ANS is related to mathematical achievement in pre-school and early elementary students, but there is little research on ANS among older students or in science-related areas such as scale. Here, we investigate the relationship between ANS precision in public school U.S. seventh graders and their accuracy estimating the length of standard units of measurement in SI and U.S. customary units. We also explored the relationship between ANS and science and mathematics achievement. Accuracy estimating the metre was positively and significantly related to ANS precision. Mathematics achievement, science achievement, and accuracy estimating other units were not significantly related to ANS. We thus suggest that ANS precision may be related to mathematics understanding beyond arithmetic, beyond the early school years, and to the crosscutting concepts of scale, proportion, and quantity. 相似文献
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Alleman Nathan F. Nelson Justin J. Cliburn Allen Cara 《Research in higher education》2019,60(7):1000-1024
Research in Higher Education - Although tenure denial is a familiar feature of the faculty profession, the dearth of specific research on the subject indicates that it is a phenomenon not... 相似文献