Sexual and physical revictimization among victims of severe childhood sexual abuse     

Jaclyn E. Barnes  Jennie G. Noll  Frank W. Putnam  Penelope K. Trickett 《Child abuse & neglect》2009,33(7):412-420

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To unfold a hidden epidemic: Prevalence of child maltreatment and its health implications among high school students in Guangzhou, China     

William C.W. Wong  Phil W.S. Leung  Catherine S.K. Tang  Wei-Qing Chen  Albert Lee  Davina C. Ling 《Child abuse & neglect》2009,33(7):441-450

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Teachers resilience: A necessary condition for effectiveness   总被引：3，自引：0，他引：3  

Qing Gu  Christopher Day   《Teaching and Teacher Education》2007,23(8):1302-1316

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Introduction to the special issue in memory of Jean-Claude Eicher: The Second Dijon Conference     

Benoît Millot   《Economics of Education Review》2007,26(6):645

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Test-Enhanced Learning: The Potential for Testing to Promote Greater Learning in Undergraduate Science Courses     

Cynthia J. Brame  Rachel Biel 《CBE life sciences education》2015,14(2)

Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research.Almost all science classes incorporate testing. Tests are most commonly used as summative assessment tools meant to gauge whether students have achieved the learning objectives of the course. They are sometimes also used as formative assessment tools—often in the form of low-stakes weekly or daily quizzes—to give students and faculty members a sense of students’ progression toward those learning objectives. Occasionally, tests are also used as diagnostic tools, to determine students’ preexisting conceptions or skills relevant to an upcoming subject. Rarely, however, do we think of tests as learning tools. We may acknowledge that testing promotes student learning, but we often attribute this effect to the studying students do to prepare for the test. And yet, one of the most consistent findings in cognitive psychology is that testing leads to increased retention more than studying alone does (Roediger and Butler, 2011 ; Roediger and Pyc, 2012 ). This effect can be enhanced when students receive feedback for failed tests and can be observed for both short-term and long-term retention. There is some evidence that testing not only improves student memory of the tested information but also ability to remember related information. Finally, testing appears to potentiate further study, allowing students to gain more from study periods that follow a test. Given the potential power of testing as a tool to promote learning, we should consider how to incorporate tests into our courses not only to gauge students’ learning, but also to promote that learning (Klionsky, 2008 ).We provide six observations about the effects of testing from the cognitive psychology literature, summarizing key studies that led to these conclusions (see StudyResearch question(s)ConclusionLength of delay before final testStudy participantsRepeated retrieval enhances long-term retention in a laboratory setting“Test-enhanced learning: taking memory tests improves long-term retention” (Roediger and Karpicke, 2006a) Is a testing effect observed in educationally relevant conditions? Is the benefit of testing greater than the benefit of restudy? Do multiple tests produce a greater effect than a single test?Testing improved retention significantly more than restudy in delayed tests. Multiple tests provided greater benefit than a single test.Experiment 1: 2 d; 1 wk Experiment 2: 1 wkUndergraduates ages 18–24, Washington University“Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) What effect does the type of question presented in retrieval practice have on long-term retention?Retrieval practice with multiple-choice, free-response, and hybrid formats improved students’ performance on a final, delayed test taken 1 wk later when compared with a no-retrieval control. The effect was observed for both questions that required only recall and those that required inference. Hybrid questions provided an advantage when the final test had a short-answer format.1 wkUndergraduates, Purdue University“Retrieval practice produces more learning that elaborative studying with concept mapping” (Karpicke and Blunt, 2011) What is the effect of retrieval practice on learning relative to elaborative study using a concept map?Students in the retrieval-practice condition had greater gains in meaningful learning compared with those who used elaborative concept mapping as a learning tool.1 wkUndergraduatesVarious testing formats can enhance learning“Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) See above.See above.See above.See above.“Test format and corrective feedback modify the effect of testing on long-term retention” (Kang et al., 2007) What effect does the type of question used for retrieval practice have on retention? Does feedback have an effect on retention for different types of questions?When no feedback was given, the difference in long-term retention between short-answer and multiple-choice questions was insignificant. When feedback was provided, short-answer questions were slightly more beneficial.3 dUndergraduates, Washington University psychology subjects’ pool“The persisting benefits of using multiple-choice tests as learning events” (Little and Bjork, 2012) What effect does question format have on retention of information previously tested and related information not included in retrieval practice?Both cued-recall and multiple-choice questions improved recall compared with the no-test control. However, multiple-choice questions improved recall more than cued-recall questions for information not included in the retrieval practice, both after a 5-min and a 48-h delay.48 hUndergraduates, University of California, Los AngelesFeedback enhances benefits of testing“Feedback enhances positive effects and reduces the negative effects of multiple-choice testing” (Butler and Roediger, 2008) What effect does feedback on multiple-choice tests have on long-term retention of information?Feedback improved retention on a final cued-recall test. Delayed feedback resulted in better final performance than immediate feedback, though both showed benefits compared with no feedback. The final test occurred 1 wk after the initial test.1 wkUndergraduate psychology students, Washington University“Correcting a metacognitive error: feedback increases retention of low-confidence responses” (Butler et al., 2008) What role does feedback play in retrieval practice? Can it correct metacognitive errors as well as memory errors?Both initially correct and incorrect answers were benefited by feedback, but low-confidence answers were most benefited by feedback.5 minUndergraduate psychology students, Washington UniversityLearning is not limited to rote memory“Retrieval practice produces more learning than elaborative study with concept mapping” (Karpicke and Blunt, 2011) What is the effect of retrieval practice on learning relative to elaborative study using a concept map? Does retrieval practice improve students’ ability to perform higher-order cognitive activities (i.e., building a concept map) as well as simple recall tasks?Compared with elaborative study using concept mapping, retrieval practice improved students’ performance both on final tests that required short answers and final tests that required concept map production. See also earlier entry for this study.1 wkUndergraduates“Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) See above.See above.See above.See above.“Repeated testing produces superior transfer of learning relative to repeated studying” (Butler, 2010) Does test-enhanced learning promote transfer of facts and concepts from one domain to another?Testing improved retention and increased transfer of information from one domain to another through test questions that required factual or conceptual recall and inferential questions that required transfer.1 wkUndergraduate psychology students, Washington UniversityTesting potentiates further study“Pretesting with multiple-choice questions facilitates learning” (Little and Bjork, 2011) Does pretesting using multiple-choice questions improve performance on a later test? Is an effect observed only for pretested information or also for related, previously untested information?A multiple-choice pretest improved performance on a final test, both for information that was included on the pretest and related information.1 wkUndergraduates, University of California, Los Angeles“The interim test effect: testing prior material can facilitate the learning of new material” (Wissman et al., 2011) Does an interim test over previously learned material improve retention of subsequently learned material?Interim testing improves recall on a final test for information taught before and after the interim test.No delayUndergraduates, Kent State UniversityThe benefits of testing appear to extend to the classroom“The exam-a-day procedure improves performance in psychology classes” (Leeming, 2002) What effect does a daily exam have on retention at the end of the semester?Students who took a daily exam in an undergraduate psychology class scored higher on a retention test at the end of the course and had higher average grades than students who only took unit tests.One semesterUndergraduates enrolled in Summer term of Introductory Psychology, University of Memphis“Repeated testing improves long-term retention relative to repeated study: a randomized controlled trial” (Larsen et al., 2009) Does repeated testing improve long-term retention in a real learning environment?In a study with medical residents, repeated testing with feedback improved retention more than repeated study for a final recall test 6 mo later.6 moResidents from Pediatrics and Emergency Medicine programs, Washington University“Retrieving essential material at the end of lectures improves performance on statistics exams” (Lyle and Crawford, 2011) What effect does daily recall practice using the PUREMEM method have on course exam scores?In an undergraduate psychology course, students using the PUREMEM method had higher exams scores than students taught with traditional lectures, assessed by four noncumulative exams spaced evenly throughout the semester.∼3.5 wkUndergraduates enrolled in either of two consecutive years of Statistics for Psychology, University of Louisville“Using quizzes to enhance summative-assessment performance in a web-based class: an experimental study” (McDaniel et al., 2012) What effects do online testing resources have on retention of information in an online undergraduate neuroscience course?Both multiple-choice and short-answer quiz questions improved retention and improved scores on the final exam for questions identical to those on the weekly quizzes and those that were related but not identical.15 wkUndergraduates enrolled in Web-based brain and behavior course“Increasing student success using online quizzing in introductory (majors) biology” (Orr and Foster, 2013) What effect do required pre-exam quizzes have on final exam scores for students in an introductory (major) biology course?Students were required to complete 10 pre-exam quizzes throughout the semester. The scores of students who completed all of the quizzes or none of the quizzes were compared. Students of all abilities who completed all of the pre-exam quizzes had higher average exam scores than those who completed none.One semesterCommunity college students enrolled in an introductory biology course for majors“Teaching students how to study: a workshop on information processing and self-testing helps students learn” (Stanger-Hall et al., 2011) What effect does a self-testing exercise done in a workshop have on final exam questions covering the same topic used in the workshop?Students who participated in the retrieval-practice workshop performed better on the exam questions related to the material covered in the workshop activity. However, there was no difference in overall performance on the exam between the two groups.10 wkUndergraduate students in a introductory biology classOpen in a separate window  相似文献   

Researching nomadic education: a Nigerian perspective     

《International Journal of Educational Research》2000,33(3):231-240

The emergence of nomadic education as an important sub-system of the formal educational system in many African countries is the direct consequence of the state's commitment to equalizing educational opportunities for all social groups irrespective of ethnic or geographical origins, gender, or social class. In Nigeria, a special educational program is being implemented for two migrant groups, namely the nomadic pastoralists and the migrant fishermen. The major purposes of this chapter are to:  相似文献   

(a)	trace the historical evolution of nomadic education in Nigeria;
(b)	assess the current state of research on nomadic education in Nigeria; and
(c)	suggest concepts and research strategies that will engender greater understanding of nomadic education and promote international cooperation among scholars and practitioners in the study of Traveller and nomadic education.

Leonard J. WaksEmail:

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Defining enlarged boundaries for school science     

Robert E. Yager  Avi Hofstein 《International Journal of Science Education》2013,35(4):345-352

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