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Multiple case study was used to explore the impact of a modeling approach on pre-service teachers’ self-efficacy and willingness to integrate technology into their elementary lessons. Three primary investigators infused educational technology with a range of objectives into teacher education courses. A survey measured student comfort with and understanding of technology. Student products (lesson plans, websites, reflections) and interview responses were analyzed. The analysis revealed that participants gained knowledge and confidence with technology from instructor modeling, but there was a disparity between what pre-service teachers learned in the college classroom and what they experienced in the elementary classrooms. The implications for teacher education programs are discussed. 相似文献
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We examined the automatic activation of “sedentary” and “exerciser” stereotypes using a social prime Stroop task. Results showed significantly slower response times between the exercise words and the exercise control words and between the sedentary words and the exercise control words when preceded by an attractive exerciser prime. Words preceded by a normal-weight exerciser prime showed significantly slower response times for sedentary words over sedentary control words and exercise words. An overweight sedentary prime resulted in significantly slower response times for sedentary words over exercise words and exercise control words. These results highlight the need for increased awareness of how active and sedentary lifestyles are portrayed in the media. 相似文献
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Evans Tanya Mejía-Ramos Juan Pablo Inglis Matthew 《Educational Studies in Mathematics》2022,111(3):445-467
Educational Studies in Mathematics - Offering explanations is a central part of teaching mathematics, and understanding those explanations is a vital activity for learners. Given this, it is... 相似文献
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Using the 6S Pyramid to Identify Research‐Based Instructional Practices for Students with Learning Disabilities
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Tanya Santangelo Leslie C. Novosel Bryan G. Cook Meredith Gapsis 《Learning disabilities research & practice》2015,30(2):91-101
To optimize students’ learning outcomes, educators are increasingly expected to use instructional practices shown to be effective by credible research. To help make this possible, organizations and scholars are producing resources that summarize research related to various instructional practices. However, as the collection of resources grows in size and complexity, it can be difficult and frustrating for practitioners to locate and utilize this information. In this article, we describe the 6S Pyramid (DiCenso, Bayley, & Haynes, 2009), a framework for efficiently and accurately prioritizing different types of research evidence. We also identify and briefly summarize Internet resources corresponding with each level of the Pyramid that can be used to identify research‐based practices for students with learning disabilities. To illustrate how the 6S Pyramid can be used in school and classroom settings, we begin and end the article with vignettes featuring a pair of co‐teachers seeking to improve instruction for their students who struggle with reading. 相似文献
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John Spandorfer Tanya Puklus Victoria Rose Mithaq Vahedi Lauren Collins Carolyn Giordano Richard Schmidt Chris Braster 《Anatomical sciences education》2014,7(2):144-152
Peer assessment has been shown to be an effective tool to promote professionalism in medical students. Peer assessment may be particularly useful in anatomy dissection laboratory as the required close collaboration and long hours of anatomy laboratory provide students insights into their peers' work habits and interpersonal skills. The objective of this study was to quantitatively and qualitatively analyze the use of a validated peer assessment tool in Gross Anatomy. Students in a first year medical school class evaluated three members of their dissection group using an online survey tool. The mid‐course and end‐of‐course evaluation included open‐ended comments, as well as a five‐point scale that measured three work habits, two interpersonal attributes and one overall score. All 267 students completed the assignment. The overall score and four of the five other assessed categories showed significant improvement from the mid‐ to end‐of‐course evaluations. Quantitative and qualitative data also revealed significant improvement among the students who received the lowest mid‐course assessments. Seventy‐six percent of the class agreed with the statement: “Based on the feedback I received, I made a change in how I worked with or taught my peers.” The use of this peer assessment tool used by students in anatomy was associated with improvements in work habits and interpersonal attributes, particularly by the cohort of students who received the lowest mid‐course feedback. Peer assessment offers students an opportunity to improve their interpersonal skills and work habits. Anat Sci Educ 7: 144–152. © 2013 American Association of Anatomists. 相似文献
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Cassidy A. Syer Tanya Chichekian Bruce M. Shore Mark W. Aulls 《Instructional Science》2013,41(3):521-537
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Typically, essays are used as summative rather than formative assessments and students experience them as tasks rather than learning opportunities. Thus, the aim of this study was to see whether providing students with detailed formative feedback and an opportunity to resubmit their essay would improve their essays writing skills. Twenty‐six out of 54 third‐year psychology students resubmitted their essay. Of those 26 resubmitted essays, 18 were awarded higher grades. Although the students observed that their skills had improved, they mainly perceived the resubmission option as a ‘safety net’ and were motivated to use it as a way of improving their grades. Lack of time was the most common reason given for not resubmitting. Therefore, lecturers may be faced with a challenge of finding ways of not only providing formative feedback but also encouraging students to use it as such. 相似文献
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