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1.
Richard E. Clark 《Educational technology research and development : ETR & D》1985,33(4):249-262
A thirty percent sample of the computer-based instruction (CBI) studies meta-analyzed by Kulik et al was examined for evidence of confounding. The purpose of the analysis was to explore the validity of competing claims about the contribution of the computer to measured achievement gains found in CBI studies. Some of these claims propose that CBI effects are overestimated and others argue that CBI effects are underestimated. The result of the analysis strongly suggests that achievement gains found in these CBI studies are overestimated and are actually due to the uncontrolled but robust instructional methods embedded in CBI treatments. It is argued that these methods may be delivered by other media with achievement gains comparable to those reported for computers. Construct validity cautions are offered for those who wish to use meta-analytic results as evidence for implementing CBI in schools and for the design of future CBI research. 相似文献
2.
Gary R. Morrison Steven M. Ross Jacqueline K. O’Dell 《Educational technology research and development : ETR & D》1988,36(2):103-115
Presenting narrative text in computer-based instruction (CBI) is more difficult than in print lessons due to limited screen
resolution and display area. The present research aimed at achieving a more compatible match between lesson content and the
attributes of the presentation media. Subjects received either a print or CBI statistics lesson containing low-density (concise)
narrative text, high-density (conventional) text, or the density type they preferred (learner-control). Results showed the
low-density lesson to reduce completion time relative to the high-density version, while yielding equivalent achievement.
Subjects receiving the lesson in the print mode had shorter completion times and higher achievement than their CBI counterparts.
Attitude results showed that CBI was favorably regarded, but perceived as longer and slow-moving than print. Implications
of results for designing instructional material in accord with CBI attributes and learner characteristics are discussed. 相似文献
3.
Steven M. Ross Gary R. Morrison Jacqueline K. O’Dell 《Educational technology research and development : ETR & D》1988,36(3):131-142
Learning from expository text in computer-based instruction (CBI) was examined as a function of text density level (high,
low, or learner-controlled) and learner characteristics in achievement, attitudes, and reading ability. Low-density text was
found to be as effective for learning as high-density text, but was more popular among students and also reduced completion
time. The highest achievement was obtained in the learner-control condition, with low-ability readers showing a greater tendency
to select high-density text than did high-ability readers. Reading ability was also positively related to achievement in learning
from high-density computer text and to preferences for learning from CBI relative to print. Based on the resulte, use of low-density
text is suggested as a standard feature or learner-control option for CBI lessons. 相似文献
4.
内容依托式教学旨在将语言学习与学科知识相结合,在提高学生学科知识水平和认知能力的同时,促进其语言能力发展.文章主要探讨依托式教学模式对商务英语课堂中学生自我调控能力发展的影响及自我调控能力与英语成绩间的关系.通过对问卷、测试和访谈等数据的定量和定性分析,结果表明,依托式教学对学生的自我调控能力产生了非常显著的积极影响,而自我调控能力与英语成绩之间也有着较为显著的相关关系. 相似文献
5.
Social skills are necessary for success in school as they facilitate peer acceptance and student-teacher relationships and promote academic achievement. One social skills intervention that has received significant attention from researchers and has been endorsed by special education teachers is Social Stories. However, the extant research on this intervention has methodological flaws that limit the conclusions about its effectiveness. Although several literature reviews and meta-analyses of the Social Stories literature have been conducted, the findings have been inconsistent and sometimes contradictory, and the bodies of literature reviewed have been varied. Therefore, the purpose of this study was to (a) review the existing Social Stories literature reviews and meta-analyses, and all of the studies they represent, (b) summarize the existing knowledge on the use of Social Stories for students with disabilities, and (c) propose guidelines for practitioners and for empirical research. Results from 16 literature reviews and meta-analyses representing 55 studies do not support the use of Social Stories to improve students’ social skills and behavior. Future directions are discussed. 相似文献
6.
Cooperative learning: does it improve the academic achievement of students with handicaps? 总被引：1，自引：0，他引：1
K M Tateyama-Sniezek 《Exceptional children》1990,56(5):426-437
This article reviews the research on the effects of cooperative learning on the academic achievement of students with handicaps. Journal articles that included students with handicaps in the sample (achievement as a dependent variable and cooperative learning as an independent variable) were selected for inclusion. A limited number of studies (12) met the selection criteria, and the findings were inconsistent. More research is needed before teachers are encouraged to use cooperative learning methods to promote the academic achievement of mainstreamed special education students. 相似文献
7.
Bert P.M. Creemers 《School Effectiveness & School Improvement》2013,24(3):197-228
In this article, the current status of school level factors, as they appear in research reviews and in school effectiveness models is criticised both from a theoretical and from an empirical perspective. School level factors are often related to student achievement without taking into account the classroom level, where teaching and learning primarily take place. As a theoretical alternative, an overview of school level factors that enhance the quality of instruction, time for learning and opportunity to learn at the classroom level is provided. These factors are supposed to contribute to the explanation of differences in student achievement. Some empirical support for these ideas is found in educational research studies that have made use of three‐level analyses. 相似文献
8.
Cooperative learning in computer-based instruction 总被引：1，自引：0，他引：1
S. Del Marie Rysavy SSND Gregory C. Sales 《Educational technology research and development : ETR & D》1991,39(2):70-79
High equipment and materials costs, limited access to computers for instruction in many schools, and the success of cooperative learning strategies in traditional classroom instruction have prompted researchers to examine the potential of cooperative computer-based instruction (CBI). In this article, recent research on cooperative CBI is reviewed and findings related to achievement, patterns of study, social interchange, motivation, and gender are discussed. In addition, guidelines on the implementation of cooperative CBI that have been gleaned from the literature are presented.This paper was prepared with partial support from MECC/University of Minnesota Center for Study of Educational Technology, and presented at the AECT Annual Convention, January 31–February 4, 1990, Anaheim, CA. 相似文献
9.
The increasing use of computer-based instruction in performance improvement/HRD is accompanied by a growing need for guidelines directing its effective design and use. Current CBI research has limitations that have not been addressed. Research deficiencies include a limited number of studies in many areas, contradictory findings, and questionable generalizability to adults in the workplace due to an almost exclusive use of college age and younger students as research subjects. This article examines principles of CBI design found in the performance improvement/HRD literature and their applicability to adults in the workplace. Five major areas are discussed: learner control, feedback, screen design, use of group methods, and computer anxiety. CBI designers are urged to be cautious in adopting current research guidelines. Further research on CBI for adults in the workplace is urged. 相似文献
10.
美国学校效能研究的回顾与反思 总被引：4，自引：0，他引：4
提高教育质量是教育改革中持久不衰的话题,20世纪80年代以来,美国经历了新一轮的教育改革高潮,在这个过程中,学校效能研究的开展为这场改革提供了知识基础、政策来源和实践指导,并形成了一种以实证研究为先导的美国教育政策制订的新模式.尽管学校效能研究也不断遭到各方面的批评,但学校效能研究所取得的巨大成果以及它所带来的政策模式的变化,却是众所公认的知识和经验的财富,值得我们学习和参考,其研究中的不足也值得我们借鉴和克服.本文通过对美国学校效能研究的发展历程的回顾和分析,探讨其经验与教训,反思其不足. 相似文献
11.
This article reviews research from 1980‐1995 exploring the relationship between principal leadership and student achievement. The focuses is on the substantive findings that emerged from the review. Earlier reports focused on conceptual and methodological issues. The general pattern of results drawn from this review supports the belief that principals exercise a measurable, though indirect effect on school effectiveness and student achievement. While this indirect effect is relatively small, it is statistically significant and supports the general belief among educators that principals contribute to school effectiveness and improvement. Moreover, the review suggests that previously described discrepancies in research results may be explained by the conceptual and methodological tools employed by researchers. We also emphasize the limitations of these studies. Even taken as a group they do not resolve the most important theoretical and practical issues concerning the means by which principals achieve an impact on school outcomes and how contextual forces influence the exercise of leadership in the schoolhouse. It is concluded that while substantial progress has been made over the past 15 years in understanding the principal's contribution to school effectiveness, the most important scholarly and practical work lies ahead. In addition to this qualified, we assert that scholars are better equipped conceptually and methodologically to address these challenges than in 1980. 相似文献
12.
ABSTRACT— In the preschool years, there are marked improvements in theory of mind (ToM) and executive functions. And, children's competence in these two core cognitive domains is associated with their academic achievement. Therefore, training ToM and executive control could be a valuable tool for improving children's success in school. This article reviews several successful training studies in preschool children showing that these two school-related competencies can be trained. We also discuss methodological factors that may be important for the effectiveness of training programs. Finally, the review outlines implications of brain research for such training interventions. 相似文献
13.
内容依托教学（CBI）把教学重点从学习语言本身转移到通过内容学习语言,其良好的教学效果已被许多实证研究所证实。但是,很少有人探讨CBI课堂具体的实施过程。文章对师生话语、语言话语与内容话语、教师提问类型以及师生互动结构进行了系统分析。此项研究结果为深入开展内容依托式教学改革提供了依据。 相似文献
14.
于德伟 《黑龙江教育学院学报》2011,30(5):162-164
内容型教学法和任务型教学法由来已久,并因其"比其他教学方法更有效"而各自在外语教学中一直处于主流教学法的地位.van Lier认为,内容型教学法和任务型教学法在教学过程中密不可分,应将二者视为一个有机整体,以提高语言学习者在学习过程中的语言意识,加强其对于真实语言的习得效果以及自主学习能力的培养.以van Lier的上... 相似文献
15.
16.
文章从介绍CBI理念的内涵入手,分析了其应用于医学英语教学的必要性和可行性。提出了在CBI教学理念指导下有效提高医学英语课堂教学效果的具体措施。 相似文献
17.
Michael J. Hannafin Lloyd P. Rieber 《Educational technology research and development : ETR & D》1989,37(2):102-114
Although considerable research has been published concerning learning and cognition in general, little impact has been reported on the design of computer-based instruction (CBI). In addition, CBI designs have been influenced negatively by technocentric perspectives, where technological capabilities dictate lesson activities, rather than a more reflective view on the relationship among learner, learning task and performance requirements, and the selective use of media capabilities. Attempts to extrapolate the relevance of non-CBI research and theory to advance a comprehensive and integrated view of the design of CBI have been rare. An integrated meta-model derived from both CBI and non-CBI research and theory is presented in this article. 相似文献
18.
《International Journal of Educational Research》2002,37(5):505-519
This chapter reviews the research on school composition and peer effects from three comparative perspectives—Catholic and public schools, single-sex and coeducational schools, and small and large schools. Most of the research is sociological, focuses on high schools, and draws on national samples. The chapter seeks to discern cumulative trends in this research as it has evolved over the past two decades. Catholic schools have consistently edged public schools in achievement, but whether they offer additional benefits to minority and economically disadvantaged students is inconclusive. Although earlier studies suggested a single-sex school advantage, more recent research finds no difference between the two school types. Student achievement is higher in smaller schools, specifically schools in the 600–900 range, and in smaller schools achievement is more equitably distributed. While most of the reviewed research examined compositional rather than peer effects, some studies have offered theoretical perspectives that implicate peer effects. Research on compositional and peer effects would be enhanced by further development of theory, education databases designed to investigate multilevel questions, broader application of multilevel statistical techniques, and a search for the mechanisms through which compositional and peer effects operate. 相似文献
19.
This article briefly reviews three areas of research related to testing and the assessment of memory structures. The research is criticized from the stand point of either, (a) failing to provide achievement testing methods that yield useful diagnostic information for instruction or, (b) not being prac tical for instructional purposes. An alternative achievement testing method, based on research on reading comprehension, is proposed. Preliminary research on the alternative testing method is summarized. 相似文献
20.
This article reviews research published from 1990 to 2000 examining effects of cooperative learning strategies on the academic achievement of students with learning disabilities. The literature search is described. Fifteen studies are included in the review and are grouped according to the types of cooperative learning strategies that were examined. Sample characteristics, measures, findings, and effect sizes are reported in a table. Achievement outcomes are mixed. Cooperative learning strategies that incorporate individual accountability and group rewards are more likely to improve achievement of students with disabilities. However, design problems across the studies limit conclusions to be drawn about the efficacy of cooperative learning. More research is needed before it may be viewed as an effective strategy for students with disabilities. 相似文献