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1.
《Early education and development》2013,24(1):20-31
This study evaluated the use of simultaneous prompting with instructive feedback. Children were taught to receptively identify rebus symbols. Information regarding the classification of the symbols was provided as instructive feedback during praise statements. Five 3-year-old children with disabilities participated, and a multiple probe design across sets of behaviors was used to evaluate the simultaneous prompting strategy and instructive feedback. The results indicate that (a) the simultaneous prompting strategy was used reliably, (b) all children learned to identify all symbols that were taught, (c) children acquired second and third sets of stimuli more rapidly than they did the first set, (d) some of the children acquired the classification information presented through instructive feedback, and (e) generalization across stimulus size occurred for all the children (three) for whom it was assessed. Issues for further research with simultaneous prompting and instructive feedback are presented. 相似文献
2.
Results of a successful pilot study are presented, in which quizzes are introduced in a second year bachelor course for mechanical engineering students. The pilot study course entailed the basic concepts of mechanical vibrations in complex, realistic structures. The quiz is held weekly using a SharePoint application. The purpose of the quizzes is to repeat important course material, give instantaneous feedback (i.e. formative assessment), stimulate peer instruction and, as a consequence, increase the students’ comprehension of the basic concepts taught in the course so that their deeper understanding of the subject matter improves. Students can earn half a point bonus, on a scale from 0 to 10, on top of their exam mark if they correctly answer 55% of all the quiz questions. The efficacy of the pilot study is determined by investigating the percentage of students that pass the course on their first attempt, i.e. the first time pass rate, and asking students for feedback through questionnaires. The first time pass rate of the students in the pilot study groups has, on average, increased significantly in comparison to groups in which the quizzes are not performed. Students indicated that the feedback from the quizzes helps them to identify gaps in their knowledge. Therefore, the pilot study is considered effective. 相似文献
3.
The Importance of Teaching and Learning Nature of Science in the Early Childhood Years 总被引：1，自引：0，他引：1
Valarie L. Akerson Gayle A. Buck Lisa A. Donnelly Vanashri Nargund-Joshi Ingrid S. Weiland 《Journal of Science Education and Technology》2011,20(5):537-549
Though research has shown that students do not have adequate understandings of nature of science (NOS) by the time they exit
high school, there is also evidence that they have not received NOS instruction that would enable them to develop such understandings.
How early is “too early” to teach and learn NOS? Are students, particularly young students, not capable of learning NOS due
to developmental unreadiness? Or would young children be capable of learning about NOS through appropriate instruction? Young
children (Kindergarten through third grade) were interviewed and taught about NOS in a variety of contexts (informal, suburban,
and urban) using similar teaching strategies that have been found effective at teaching about NOS with older students. These
teaching strategies included explicit decontextualized and contextualized NOS instruction, through the use of children’s literature,
debriefings of science lessons, embedded written NOS assessments, and guided inquiries. In each context the researchers interviewed
students prior to and after instruction, videotaped science instruction and maintained researcher logs and field notes, collected
lesson plans, and copies of student work. The researchers found that in each setting young children did improve their understandings
of NOS. Across contexts there were similar understandings of NOS aspects prior to instruction, as well as after instruction.
There were also several differences evident across contexts, and across grade levels. However, it is clear that students as
young as kindergarten are developmentally capable of conceptualizing NOS when it is taught to them. The authors make recommendations
for teaching NOS to young children, and for future studies that explore learning progressions of NOS aspects as students proceed
through school. 相似文献
4.
Learning to discriminate stimuli can alter how one distinguishes related stimuli. For instance, training an individual to
differentiate between two stimuli along a single dimension can alter how that individual generalizes learned responses. In
this study, we examined the persistence of shifts in generalization gradients after training with sounds. University students
were trained to differentiate two sounds that varied along a complex acoustic dimension. The students were subsequently tested
on their ability to recognize a sound that they had experienced during training when it was presented among several novel
sounds varying along this same dimension. Peak shift was observed in Experiment 1, in which generalization tests immediately
followed training, and in Experiment 2, in which the tests were delayed by 24 h. These findings further support the universality
of generalization processes across species, modalities, and levels of stimulus complexity. They also raise new questions about
the mechanisms underlying learning-related shifts in generalization gradients. The sound stimuli from this study are available
as .wav files from http://lb.psychonomic-journals.org/content/supplemental. 相似文献
5.
Shawn C. Kent Jeanne Wanzek Stephanie Al Otaiba 《Learning disabilities research & practice》2012,27(2):56-65
The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at‐risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high‐risk for later reading difficulties were collected during general education reading instruction across the school year. Findings revealed students read orally for just over 1 minute during their reading instruction with approximately equal time spent reading sounds, words, or connected text. Implications of these results for early reading instruction and intervention for students at‐risk for reading difficulties or disabilities are presented. 相似文献
6.
Brad A. Dufrene Kizzy Parker Kathryn Menousek Qi Zhou Lauren Lestremau Harpole D. Joe Olmi 《Journal of educational and psychological consultation》2013,23(3):159-186
Chronic disruptive behaviors during early childhood are associated with many poor developmental outcomes including, but not limited to, school dropout and conduct disorder during adolescence. Much is known regarding effective intervention procedures for disruptive classroom behaviors by preschool children. Unfortunately, evidence-based intervention procedures may not be implemented with integrity in applied settings. Direct behavioral consultation may increase teacher intervention integrity because of direct training procedures used with teachers and students during routine classroom activities. This study evaluated a nondisruptive direct training method for increasing Head Start teachers' use of praise and effective instruction delivery. Results indicated that the direct training procedure implemented during routine instructional activities resulted in increased use of praise and effective instruction delivery that maintained following training. Additionally, increased use of praise and effective instruction delivery resulted in reductions in children's disruptive classroom behavior. 相似文献
7.
Robin S. Codding Carol Ann Smyth 《Journal of educational and psychological consultation》2013,23(4):325-345
Performance feedback has been described as a necessary component of consultation. Although feedback has been used to improve academic performance of individual students, less research has examined the effects on classroom academic engagement when implementation of classroom management variables is the source of feedback. Using a multiple-baseline design, the effects of performance feedback with goal setting was examined across three high school biology teachers who were first provided with feedback on the number of seconds devoted to transitions and then successful implementation of classroom time management strategies. Feedback on the number of transition minutes alone led to decreases in transition time and corresponding increases in student academic engagement for all teachers. One teacher benefited from additional feedback on classroom time management strategies. For all teachers, low rates of transition time and high rates of academic engagement were maintained when the intervention was faded and after it was terminated. 相似文献
8.
Lisa A. Rafferty 《Emotional and Behavioural Difficulties》2013,18(2):157-173
The purpose of this study was to examine the effects that a self-monitoring strategy, plus a tactile prompting device, had upon the on-task and oral reading fluency behaviors of students with emotional and/or behavioral disabilities in the general education setting when used during whole group reading instruction. A multiple-baseline across pairs of participants design was used to evaluate the effects of the intervention. The results show that all four participants increased their on-task behavior during whole group reading instruction after being taught how to use the self-monitoring strategy, and their on-task behavior results were more similar to their peers' during the intervention condition. In addition, all students showed meaningful gains in oral reading fluency after being taught to self-monitor during whole group reading instruction when compared to baseline levels. Generalization probe data were taken during teacher-led, small group reading instruction. Although there were slight increases in performance for each of the target students after using the intervention for at least one week, these results should be interpreted with caution and should be further examined with future research. 相似文献
9.
本研究调查了计算机辅助反馈策略对大学技术教育课程的影响。具体来说,研究探讨了计算机辅助反馈策略"对错反馈"(Knowledge of Responses,简称KCOR)和"正确答案反馈"(Knowledge of Correct Re-sponses,简称KCR)的有效性,并与"无反馈"(No Feedback)的学生的学习态度进行了比较。三组学生被分配到三个条件之一:KOR,KCR和NR(对照组)。通过四个星期的基于网络的教学实验,研究者获得学习者对计算机辅助反馈教学系略的态度。结果表明,学生对三种反馈显示出相同的态度。计算机辅助反馈策略可能是促进学习的可行的选择。 相似文献
10.
Maria A. Serrat Aaron M. Dom James T. Buchanan Jr. Alison R. Williams Morgan L. Efaw Laura L. Richardson 《Anatomical sciences education》2014,7(5):406-416
Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self‐study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three‐dimensional constructs to help students understand complex anatomical regions. Resources are self‐contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self‐study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre‐ and post‐examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module‐related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum. Anat Sci Educ 7: 406–416. © 2014 American Association of Anatomists. 相似文献
11.
Reading comprehension instruction: summarization and self-monitoring training for students with learning disabilities. 总被引：1，自引：0，他引：1
Forty-five middle-school students with learning disabilities were randomly assigned to one of three reading-comprehension training conditions: (a) summarization training, (b) summarization training with a self-monitoring component, or (c) traditional instruction. All students were interviewed before and after training regarding the strategies they typically employ during reading comprehension; during one training session, "think aloud" protocols were collected. Results indicated that students with learning disabilities trained in summarization procedures performed statistically higher on all dependent measures. In addition, on some transfer measures, students who were trained in the monitoring component statistically outperformed those with only the summarization training. 相似文献
12.
Educators in large-scale online courses tend to lack the necessary resources to generate and provide adequate feedback for all students, especially when students’ learning outcomes are evaluated through student writing. As a result, students welcome peer feedback and sometimes generate self-feedback to widen their perspectives and obtain feedback, but often lack the support to do so. This study, as part of a larger project, sought to address this prevalent problem in large-scale courses by allowing students to write essays as an expression of their opinions and response to others, conduct peer and self-evaluation, using provided rubric and Artificial Intelligence (AI)-enabled evaluation to aid the giving and receiving of feedback. A total of 605 undergraduate students were part of a large-scale online course and contributed over 2500 short essays during a semester. The research design uses a mixed-methods approach, consisting qualitative measures used during essay coding, and quantitative methods from the application of machine learning algorithms. With limited instructors and resources, students first use instructor-developed rubric to conduct peer and self-assessment, while instructors qualitatively code a subset of essays that are used as inputs for training a machine learning model, which is subsequently used to provide automated scores and an accuracy rate for the remaining essays. With AI-enabled evaluation, the provision of feedback can become a sustainable process with students receiving and using meaningful feedback for their work, entailing shared responsibility from teachers and students, and becoming more effective. 相似文献
13.
Using a multiple baseline across participants design, this study examines the functional relationship between instruction in note-taking skills and the ability of young adults with autism spectrum disorder to take notes on college lectures. The three participants were enrolled in a program aligned with the Higher Education Opportunity Act (Public Law 110-315) to support students with significant cognitive disabilities in attending community college classes. All had graduated high school on a special diploma status and had mild cognitive disabilities. Despite some variability in performance during baseline (when only the note-taking template was introduced), all three students demonstrated increased performance during intervention when they were taught skills such as distinguishing between subtopics and details, paraphrasing, and using abbreviations and symbols. Participants’ improvements were maintained after the intervention instruction stopped. Participant Tau-U effect sizes ranged from 0.67 to 1.00, and the weighted average Tau-U effect size was 0.88 (CI95 = 0.53 to 1.24). The discussion addresses implications for the postsecondary participation of students with autism spectrum disorder as well as possible changes needed in their secondary education. 相似文献
14.
15.
Michal Zellermayer 《Instructional Science》1989,18(2):145-165
This paper identifies four successive phases in the study of written feedback to students' compositions. The studies included in these phases are distinguished by views of writing instruction reflected in their theoretical frameworks: the view of writing instruction as a series of teacher provided stimuli and students' responses to these stimuli; the view that the writing class is a rhetorical community, where teacher and students interact as readers and writers over texts; the view of learning to write as a phenomenon both natural and problematic, where school may interfere with students' natural development; the view that learning to write, like all other learning, depends on successful student-teacher interactions within student's zone of proximal development. While reviewing recent studies of written feedback, the paper shows how these changing views of writing instruction are accompanied by changing theoretical perspectives for the study of the provision and processing of written feedback as well as by a gradual expansion of research contexts for looking at this problem. Finally, in view of such a line of development, it suggests an agenda for future research. 相似文献
16.
This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension
of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were
randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program
in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive
impact on the reading development of low achieving students. Students who received strategy instruction made superior gains
in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and
showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language
instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination
of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials,
and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of
the Program as well as its limitations are discussed. 相似文献
17.
A Comparison of Live Classroom Instruction and Internet-Based Lessons for a Preparatory Training Course Delivered to 4th Year Pharmacy Students 总被引：1，自引：1，他引：0
To compare the effectiveness of an internet-based training series with a traditional live classroom session in preparing pharmacy students to oversee a diabetes management program in community settings. Two cohorts of students were identified that prepared by utilizing a recorded online training exclusively, and two separate cohorts of students prepared by receiving only live classroom instruction. All students in the four cohorts were given a survey to evaluate the training sessions, and results were analyzed using the analysis of variance statistical test (ANOVA). Preceptors at the sites who interacted with students in all four cohorts were surveyed to evaluate which students appeared more prepared; these data were compared using paired t tests. Final assessment data for students in all four cohorts were analyzed using ANOVA. There were statistical differences between the two live training groups, with the second group finding the training to be more beneficial for preparing them, feeling the training length was appropriate and preferring the live modality for delivery. The two internet training cohorts were similar except for perceptions regarding the length of the online training. Comparing responses from those students who received live training with those receiving internet instruction demonstrated a statistical difference with the live groups rating the trainings as more helpful in preparing them for the clinics, rating the training as necessary, and rating their confidence higher in seeing patients. Preceptors rated the live training statistically higher than online training in preparing students. There was no difference between groups on their final site assessments. Live classroom training appears to be superior to the recorded internet training in preparing pharmacy students to oversee a diabetes management program in community settings. 相似文献
18.
归纳式教学法的定义、比较与研究基础(上) 总被引：6，自引：0，他引：6
教学模式是目前工程教育改革的一个关键问题。传统的演绎式教学模式并不适合工程人才的培养。本文首先探讨了归纳式教学法的原理,然后对各种常用的归纳式教学方法作了全面的综述,就每一种方法的定义、相互之间的异同之处及对各种方法有效性的评价研究进行了详细的介绍,最后对各种方法的具体实施提出了有益的建议。 相似文献
19.
Two randomised control experiments examined spelling outcomes in a repeated measures design (pre‐test, post‐tests; 1‐day, 1‐month follow‐up, 5‐month follow‐up), where students learned Spanish irregular words through (1) immediate feedback using self‐correction, (2) visual imagery where children imagine and represent words using movement, and (3) copying words. The two control groups engaged in reading and dictation. We expected that methods with kinesthetic components and segmentation of stimuli would yield better orthographic representations in memory. Results showed that orthographic errors on Spanish irregular words diminish when children receive self‐correction instruction. Imagery and copy instruction also reduce these errors, but less consistently. Five months later, self‐correction group maintained their advantage in spelling compared with students who read or performed dictation. Experiment 2 replicated the spelling instruction effects and showed large effects on children who had hardly received any spelling instruction in Spanish. Results indicate that research‐based practices can significantly improve spelling outcomes in primary children. 相似文献
20.
This study examined the effects of a constructivist mathematics intervention for students with mild mental retardation, as compared to direct instruction, which is often recommended for these children. A total of 69 students from elementary schools for special education participated in the study, which focused on multiplication learning. They received one of two kinds of mathematics intervention, guided or directed instruction. Multiplication automaticity and ability tests were administered before and after the four-month training period. The results show that students in both conditions improved significantly during the training period. However, students who received directed instruction showed greater improvement than students who had received guided instruction. These results show that students with MMR can profit from constructivist instruction, although direct instruction seems more effective. 相似文献