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971.
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973.
Judit Serra Roger Gilabert 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):1898-1916
Practitioner notes
What is already known about this topic?- Serious games have the potential to aid learning but empirical research is needed.
- Findings about the efficiency of serious games are mixed.
- Current and reviewed versions of the Simple View of Reading constitute a suitable framework to measure reading acquisition.
- It contributes to the growing corpus of research on digital serious games.
- It provides empirical evidence on the use of an adaptive system in formal education.
- Comparing a teacher-led sequence to an algorithmic adaptive sequence on the same digital serious game has never been done before.
- The paper shows the need to obtain both system-internal and system-external data in order to capture the impact of gameplay on the development of L2 reading skills.
- It sheds some light on how certain game designs may actually help practise with different degrees of intervention by teachers.
- It is interesting for teachers to use an adaptive sequence that they can check and intervene in if needed.
974.
Jamilia J. Blake Bettie Ray Butler Chance W. Lewis Alicia Darensbourg 《The Urban Review》2011,43(1):90-106
There is a large body of research examining the discipline experiences of Black males (Lewis et al. in Souls: A Critical Journey of Black Politics, Culture, and Society,
2009; Skiba et al. in The Urban Review, 34, 317–348, 2002); however, less is known about the types of behavioral infractions Black female students exhibit and the discipline sanctions
imposed for Black girls for such infractions. As a result, the purpose of this study is to examine the type of discipline
infractions exhibited by Black female students enrolled in an urban school district and to explore whether the pattern of
discipline infractions and sanctions imposed for Black girls disproportionately differs from all female students, but more
specifically White and Hispanic females. Results suggest that Black girls are overrepresented in exclusionary discipline practices
and Black girls reason for discipline referrals differs significantly from White and Hispanic girls. Based on these findings,
recommendations are provided for urban educational stakeholders. 相似文献
975.
Roger Yarrington 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):231-236
“Repeat a lie often enough, and people will believe you” Joseph Goebbels, Minister of Propaganda, Nazi Party. 相似文献
976.
Pooja K. Agarwal Patrice M. Bain Roger W. Chamberlain 《Educational Psychology Review》2012,24(3):437-448
Over the course of a 5-year applied research project with more than 1,400 middle school students, evidence from a number of studies revealed that retrieval practice in authentic classroom settings improves long-term learning (Agarwal et al. 2009; McDaniel et al., Journal of Educational Psychology 103:399–414, 2011; McDaniel et al. 2012; Roediger et al., Journal of Experimental Psychology: Applied 17:382–395, 2011a). Retrieval practice, or the use of quizzes and exams to engage and enhance retrieval processes, has been widely established as an effective strategy for facilitating learning in laboratory settings (e.g., Roediger et al. 2011c). In this article, we review recent findings from applied research that demonstrate that retrieval practice enhances long-term classroom learning, delayed quizzes are particularly potent for retention, quizzes benefit students’ transfer to novel quiz items, and quizzes with feedback improve students’ learning and metacognitive awareness. In addition to generating evidence to support retrieval-based learning, these applied research studies also enhanced the professional development of the teachers, administrators, and scientists involved in the project. In this article, it is our hope that by sharing what we have learned from a variety of perspectives, applied scientific research in K-12 classrooms will continue to be explored and generated at local, state, and national levels, improving student learning and educational decision-making. 相似文献
977.
This year, the International Society for Performance Improvement celebrates its 50th anniversary. Over the past half‐century, our field has moved from programmed learning to programmed instruction to performance improvement. This new column reflects on 50 years of member, industry, and Society memories and what it has meant to each of this column's contributors. If you would like to add to the discussion, please contact the PI journal editor: joandessinger@ispi.org. 相似文献
978.
Using their “license to snoop,” performance architects uncover the nuances of how work gets done in an organization. This is the first of a four‐part series in which each article will present a different organizational level. Typical performance issues and opportunities for each level will be discussed, and helpful models and tools will be shared. Part 1 examines the worker/individual/team level and explores how to use a performance map to help identify the performance improvement needs of individuals or work groups. 相似文献
979.
Bullying in schools is recognised as a global problem. In the USA, school shootings and increasing school aggression focused research on the causes of bullying and interventions that could reduce or eliminate bullying behaviours. A variety of bullying programs have generated mixed results with some actually increasing bullying behaviours. There are consistent limitations on the research, including problems of definition, scope, generalisability, complexity and philosophy and model, but slowly, consensus on these issues is being reached. Positive behaviour supports (PBIS) in schools provides a framework for comprehensive behavioural management. PBIS is being implemented across the USA as part of a national response to intervention (RTI) model. PBIS might offer an opportunity to address some of these persistent problems and to avoid others altogether. This literature review considers the nature of the problems limiting success of bullying prevention programs and will offer recommendations for potential solutions within a PBIS framework. 相似文献
980.
Children (n = 130; M(age) = 8.51-15.68 years) and college-aged adults (n = 72; M(age) = 20.50 years) completed numerosity discrimination and lexical decision tasks. Children produced longer response times (RTs) than adults. R. Ratcliff's (1978) diffusion model, which divides processing into components (e.g., quality of evidence, decision criteria settings, nondecision time), was fit to the accuracy and RT distribution data. Differences in all components were responsible for slowing in children in these tasks. Children extract lower quality evidence than college-aged adults, unlike older adults who extract a similar quality of evidence as college-aged adults. Thus, processing components responsible for changes in RTs at the beginning of the life span are somewhat different from those responsible for changes occurring with healthy aging. 相似文献