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991.
Catie A. Greene Amy E. Williams Pamela N. Harris Sterling P. Travis Sharon Y. Kim 《Counselor Education & Supervision》2016,55(3):216-232
The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy. 相似文献
992.
Anthony A. Wright Robert G. Cook Jacquelyne J. Rivera Stephen F. Sands Juan D. Delius 《Learning & behavior》1988,16(4):436-444
Pigeons were trained to match-to-sample with several new methodologies: a large number of stimuli, computer-drawn color picture stimuli, responses monitored by a computer touch screen, stimuli presented horizontally from the floor, and grain reinforcement delivered onto the picture stimuli. Following acquisition, matching-to-sample concept learning was assessed by transfer to novel stimuli on the first exposure to pairs of novel stimuli. One group (trial-unique), trained with 152 different pictures presented once daily, showed excellent transfer (80% correct). Transfer and baseline performances were equivalent, indicating that the matching-to-sample concept had been learned. A second group (2-stimulus), trained with only two different pictures, showed no evidence of transfer. These results are discussed in terms of the effect of numbers of exemplars on previous failures to find concept learning in pigeons, and the implications of the positive finding from this experiment on abstract concept learning and evolutionary cognitive development. 相似文献
993.
ARTHUR W. AVERY ANTHONY R. D'AUGELLI STEVEN J. DANISH 《Counselor Education & Supervision》1976,15(3):177-183
This study examined the effect of different amounts of client-therapist interaction data on empathy ratings. Audiotaped therapist-client interactions including client statement, therapist response, and subsequent client response were rated for therapist empathy by high-functioning, experienced raters. Raters made significantly different judgments about levels of therapist empathy depending on the amount of therapist-client interaction data available. The raters tended to give therapist responses higher empathy ratings when they did not hear the client's preceding statement. 相似文献
994.
Todd D. Reeves Andrew A. Tawfik Fortunata Msilu Irfan Şimşek 《Journal of Research on Technology in Education》2017,49(3-4):245-259
This study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges, postsecondary credits) were far less common. In addition, MOOC participants' intentions to receive both free and paid certificates were consistently and positively related to perceived learning and course completion, net other factors. (Keywords: massive open online courses, MOOCs, motivation, incentives, microcredentials, certificates of completion) 相似文献
995.
Evaluating a technology supported interactive response system during the laboratory section of a histology course 下载免费PDF全文
Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom dialogues, and have the potential to modify student learning strategies. As an attempt to integrate technology supported formative assessment in the laboratory section of an upper‐level histology course, the interactive application Learning CatalyticsTM, a cloud‐based assessment system, was used. This study conducted during the 2015 Histology courses at Cornell University concluded that this application is helpful for identifying student misconceptions “on‐the‐go,” engaging otherwise marginalized students, and forming a new communication venue between students and instructors. There was no overall difference between grades from topics that used the application and grades from those that did not, and students reported that it only slightly helped improve their understanding of the topic (3.8 ± 0.99 on a five‐point Likert scale). However, they highly recommended using it (4.2 ± 0.71). The major limitation was regarding the image display and graphical resolution of this application. Even though students embrace the use of technology, 39% reported benefits of having the traditional light microscope available. This cohort of students led instructors to conclude that the newest tools are not always better, but rather can complement traditional instruction methods. Anat Sci Educ 10: 328–338. © 2016 American Association of Anatomists. 相似文献
996.
Michael E. Lamb Irit Hershkowitz Kathleen J. Sternberg Barbara Boat Mark D. Everson 《Child abuse & neglect》1996,20(12):1251-1259
Verbal and nonverbal responses by alleged victims of child sexual abuse were coded for length, amount of information, and the manner in which they were elicited by the interviewer. In 16 of the interviews, anatomical dolls were employed for the purposes of demonstration, whereas they were not used in another eight cases matched with respect to other characteristics of the children and the alleged events. Children interviewed with dolls provided an equivalent number of details and spoke as many words in the substantive portion of the interview as did children interviewed without dolls, and interviewers in the two groups used similar probes to elicit information. However, the average responses by the children were significantly longer and more detailed when dolls were not used. Children gave longer and more detailed responses to open-ended invitations when dolls were not used. Caution is necessary when interpreting these findings. 相似文献
997.
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. Wemay suggest strategies for dealingwith
them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
998.
Jason A. Engerman Monique MacAllan Alison A. Carr-Chellman 《Educational technology research and development : ETR & D》2018,66(2):313-339
Boys are less likely to receive praise and recognition for good schoolwork, to consider school important, and have fewer opportunities to do the things that they do best (Lopez and Calderon in How America’s boys become psychological dropouts. The gallup blog, 2013). Traditional school cultures have come in conflict with the normal and natural ways that boys behave. As a result, boys have had alienating experiences and high levels of disengagement and lowered academic success in school due to rejection of boy culture, which includes aggressive play, competition, and violent fantasy. The purpose of this study was to explore ways in which we can re-engage boys and enhance their learning opportunities in traditional classroom settings. Boys are drawn to video games, which offer a unique environment where they can engage in learning activities. By taking seriously the indigenous knowledge of this portion of boy culture, we may identify ways in which their expertise can become useful towards common learning goals (Carr-Chellman 2007; Carr-Chellman and Savoy 2004). The current analysis represents the first of a multiphase study that uses an interpretive lens within a CHAT framework to identify relevant learning in Commercial of the Shelf (COTS) games. This phenomenological design identifies learning accounts that map to the United States Common Core State Standards. Our findings suggest that engaged learning can occur for these boys as a result of playing games. COTS games engage boys in normal and natural ways, and consequently can be relevant learning tools that educators, researchers and instructional designers might employ toward traditional learning objectives. 相似文献
999.
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