Six undergraduate and three graduate classes were given multiple-choice tests with subsequent evaluation of answer changes. The 300 students were tested twice, once before and once after instruction on answer changing. After each test, students were asked to complete two forms. The forms evaluated attitude toward answer changing, reasons for changing, and confidence in final answers. Students showed a significant increase in favorability toward answer changing after instruction. No significant change was found in number of answers changed. Psychology students were found to change significantly more items than were business students. Mean gain score did not change significantly after instruction. It was concluded that although instruction does lead to a change in attitude in answer changing, the number of changes and overall gain due to answer changing do not change. It was also determined that students continue to make significant gains even when their confidence in the final answer is less than 50 on a 100-point scale. 相似文献
Students of Alverno College develop problem solving as one of eight abilities they are required to demonstrate in order to graduate. They must also demonstrate self assessment ability as an important part and over‐riding outcome of their educational process.
In ongoing studies, the research staff of the college found that students show increasing sophistication in their performance of these abilities and identify them as significant aspects of their education. Faculty contribute to their own developing educational theory and practice by analysing student performance and judging it by criteria they have articulated to describe expert performance. In requiring students to integrate self assessment into their problem solving process, faculty have found that students show increasing understanding of inter‐relationships of ability, content, and context. Students take responsibility for their learning as a dynamic, continuing process. They gradually internalise their practice of both problem solving and self assessment ability. 相似文献
This article presents the first results of an investigation in a scholastic context aimed a determining the conditions that favour the acquisition of knowledge in biology within interactions in groups of 4 pupils. There were three work sessions in small groups, and some sessions in class groups. The pupils’ conceptions were assessed at the beginning and the end of learning as well as at the beginning of the first and second group sessions. The pupils had to compare their ideas and draw one or several pictures with a caption or some sentences to explain if necessary. Interactional analysis showed that the co-development-type interactive dynamics (according to Gilly) contribute to constructing the conceptual field studied owing to the questions the pupils ask one another. Conflicting comparison-type dynamics are benficial providing that each pupil does not put forward only arguments that contribute to confirminghis own opinions. Moreover, it seems that the quality of the interactions depends on the tasks the pupils are requested to accomplish. 相似文献
Institutions need effective and efficient methods of professional development for preparing graduate students to teach. These
skills are important both for their immediate roles as teaching assistants (TAs) and for their eventual roles in the professoriate.
An iterative process model from instructional design can function as a cognitive organizational framework for the development
of teaching expertise. It facilitates expertise by supporting TAs in connecting new and existing knowledge about teaching
and learning in meaningful ways that reflect the cognitive processes of expert teachers. Thus, it can support both the current
and future development of teaching expertise and facilitate the application of knowledge in the form of teaching strategies.
Patricia L. Hardré earned her Ph.D. in Education at the University of Iowa. She specializes in Instructional Design and Technology
with emphases on cognition and instruction, human motivation, and educational assessment. She is currently an Assistant Professor
in the Department of Educational Psychology at the University of Oklahoma. Her current research pursuits include K-12 teacher
education, TA training and development, high school students' motivation to learn and persist in school, and the effects of
computer-based administration of research instruments. 相似文献
Parent involvement has a sound research base attesting to the many potential benefits it can offer in education. However, student motivation as an academic outcome of parental involvement has only recently been investigated. The purpose of this article is to show how parent involvement is related to students motivation. Studies of students from the elementary school to high school show a beneficial relationship between parental involvement and the following motivational constructs: school engagement, intrinsic/extrinsic motivation, perceived competence, perceived control, self-regulation, mastery goal orientation, and motivation to read. From the synthesis of the parent involvement and motivation literature, we offer potential explanations for their relationship. Directions for areas of continued research are also presented. 相似文献
The friendship nominations of 40 standard 2 children (aged 8‐10 years), 20 in multi‐level and 20 in single‐level classes, were examined. Children nominated friends, including age and whether they went to the same school, by writing down friends’ names in class and stating them verbally in an interview situation. Children were asked in the interview about their best friends, their views on cross‐sex and cross‐age friendships, and what friends do together. Results showed that 65% of interview‐nominated and 56% of class‐nominated friends were of the same age, while 91% of interview‐nominated and 81% of class‐nominated friends were of the same sex. Children from multi‐level classes had significantly more different aged friends on class and interview measures, and more different sexed friends on the class measure, than children from single‐level classes. Children's out‐of‐school friendships were more likely to be with cross‐age or cross‐sex children than were their in‐school friendships. Children tended to give positive reasons for playing with different aged friends, such as learning from more skilled older friends and feeling responsible when nurturing younger children, but few positive reasons were given for playing with opposite sex friends. Most children expressed a lack of interest or even a dislike for the activities and characteristics of the opposite sex. 相似文献
In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined. Fifty-seven first-grade students scoring in the lowest quartile for reading skills received either classroom reading instruction or one of two treatments: tutoring in word study with text reading practice, or word study tutoring alone. Individual instruction was provided by trained paraprofessional tutors. At the end of first grade, treatment students significantly outperformed their nontutored peers on measures of reading accuracy, reading comprehension, reading efficiency, passage reading fluency, and spelling. Differential treatment effects on passage reading fluency are examined, taking into consideration pretest skill levels and text reading practice characteristics. 相似文献
AbstractLatino students now make up 1 in 4 public school students in the United States and are a rapidly growing population in nontraditional settlement areas. Yet -persistent racial and ethnic disparities in educational achievement and attainment are cause for grave concern, as high school graduation and postsecondary -education are increasingly necessary for success in a 21st-century knowledge economy. This essay discusses a major shift in demographics across the nation and the resulting urgent educational challenges. 相似文献