The structure of subject matter content and its instructional design implications   总被引：1，自引：3，他引：1  

Charles M. Reigeluth  M. David Merrill  C. Victor Bunderson 《Instructional Science》1978,7(2):107-126

This paper discusses the analysis of subject matter structure for purposes of designing instruction. The underlying assumption is that subject matter structures provide an important basis for deciding how to sequence and synthesize the modules of a subject matter area. Four types of fundamental structures are briefly described and illustrated: the learning hierarchy, the procedural hierarchy, the taxonomy, and the model. Then a theoretical framework is presented for classifying types of subject mater content — both modules and structures. Finally, some implications of these content classifications are discussed. The classification of modules is hypothesized to be valuable for prescribing strategies for the presentation of single modules, and the classification of structures is hypothesized to be valuable for prescribing strategies for selecting, sequencing, synthesizing, and summarizing related modules. The need to take into account more than one kind of structure in the process of instructional design is emphasized.  相似文献   

Effects of induced orthographic and semantic knowledge on subsequent learning: a test of the partial knowledge hypothesis     

Suzanne Adlof  Gwen Frishkoff  Jennifer Dandy  Charles Perfetti 《Reading and writing》2016,29(3):475-500

Word learning can build the high-quality word representations that support skilled reading and language comprehension. According to the partial knowledge hypothesis, words that are partially known, also known as “frontier words” (Durso & Shore, 1991), may be good targets for instruction precisely because they are already familiar. However, studies investigating this question have produced mixed findings, and individual differences in baseline knowledge have complicated results both within and across studies. We present two studies that took a different approach, controlling both familiarity and the nature of the familiarizing episode. We controlled familiarity with novel words through pre-exposure (“pre-familiarization”) in isolation, to induce form-based familiarity, or in sentences that provided few clues to meaning, to induce partial semantic knowledge. The number of pre-exposures varied (0, 1, or 4). After the pre-familiarization phase, we presented the words in several highly informative sentences to support meaning acquisition. Participants included both adults and typically developing children, ages 9–12. Participants’ self-rated familiarity with target words, and their knowledge of the words’ meanings and orthography were each measured at baseline, immediately after learning, and 1 week later. Orthographic and semantic word learning showed contrasting effects of pre-familiarization. For orthographic learning, it was the number, rather than the type, of pre-familiarizations that mattered most. By contrast, the number of pre-familiarizations had little impact on word semantic learning; further, pre-familiarization in low-constraint sentences did not consistently boost subsequent learning. These findings suggest that familiarity with a word prior to instruction does not necessarily improve word-learning outcomes, and they highlight the importance of repeated exposures to high quality contexts for robust word learning.  相似文献   

Associations between Phenylalanine-to-Tyrosine Ratios and Performance on Tests of Neuropsychological Function in Adolescents Treated Early and Continuously for Phenylketonuria     

Monica Luciana  Jill Sullivan  & Charles A. Nelson 《Child development》2001,72(6):1637-1652

Phenylketonuria (PKU) is a genetic disorder characterized by hyperphenylalaninemia. Treatment involves dietary phenylalanine restriction to prevent mental retardation. Because phenylalanine is involved in tyrosine synthesis and tyrosine is a catecholamine precursor, low tyrosine may lead to brain dopamine deficiencies. Because dopamine is involved in the modulation of prefrontally orchestrated executive functions, deficiencies may lead to executive impairments. Despite treatment, impairments in executive cognitive functions have been reported in young children with PKU. Outcome beyond middle childhood has not been extensively investigated. In this study, PKU-affected adolescents (N = 18) with normal-range IQ scores completed neuropsychological tests, and their performance was compared with unaffected peers (N = 16) and chronically ill controls (N = 17). Results demonstrated that the overall performance of the PKU group did not differ from that of the other two groups, but that performance of the PKU proband was associated with phenylalanine and tyrosine levels, and most strongly with phenylalanine-to-tyrosine ratios at several points in development. These findings provide a preliminary test of the dopamine hypothesis of PKU as it applies to adolescents and young adults.  相似文献   

A model of MBA student performance     

Richard H. McClure  Charles E. Wells  Bruce L. Bowerman 《Research in higher education》1986,25(2):182-193

A number of regression studies have attempted to predict success in an MBA program. The current study extends the work of previous investigations by proposing a model that incorporates a number of terms which represent interaction of undergraduate grade point average with undergraduate institution and undergraduate major. The resulting model has a significantly largerR ² value then previously reported studies. The largeR ² value is attributed to a more complete model and a careful scrutinizing of the data employed in model construction.  相似文献   

Transsituational negative contrast     

Charles F. Flaherty  Alexandra Avdzej 《Learning & behavior》1976,4(1):49-52

Rats were shifted from 32% sucrose solution in one apparatus to a 4% sucrose solution in a different apparatus, and the performance of these animals was compared to rats that received the 4% solution in both situations. Transsituational negative contrast effects were found in both consummatory and instrumental measures of behavior and, in addition, these contrast effects were found to have some elements in common with both successive and simultaneous contrast effects, but were identical to neither.  相似文献   

Effects of introducing practical applications on the preservice elementary teachers' attitudes toward teaching science     

Thomas R. Koballa  Charles R. Coble 《科学教学研究杂志》1979,16(5):413-417

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Rescuing the Childcare Center: One Community’s Efforts to Manage Change Through Generating and Coordinating Resources     

Jaclyn Yetmar  Jill M. Uhlenberg  Charles R. May  Rick C. Traw 《Early Childhood Education Journal》2006,33(4):269-272

Childcare centers are business organizations and are subject to some of the same issues and problems as any small business. Many childcare administrators have little or no business training, and are unable to embrace change in order to help their programs survive economic problems. This article describes how one community saved their childcare center through collaboration.  相似文献   

Understanding and Promoting Resilience in the Context of Adverse Childhood Experiences     

Mary A. Sciaraffa  Paula D. Zeanah  Charles H. Zeanah 《Early Childhood Education Journal》2018,46(3):343-353

Brain development in the early years is especially susceptible to toxic stress caused by adverse childhood experiences (ACEs). According to epigenetics research, toxic stress has the capacity to physically change a child’s brain and be hardwired into the child’s biology via genes in the DNA. The compelling nature of the impact of early adversity on later health and development has generated interest in protection against the impact of early adversity. Research highlights three interrelated “core protective systems” associated with positive adaptation. Early childhood educators are in a unique position to play a role in early identification of ACEs and to contribute to the development of protective skills. Adults within the early childhood education community can assist in increasing physical health and mental well-being for children who have encountered ACEs. Safe and healthy environments that allow the child to play, explore, and maximize his/her capacities are examples of how individual protective factors can be enhanced. Early childhood educators can support the child’s protective system by building the child’s personal attributes associated with resiliency, such as self-efficacy and self-regulation. Early childhood educators can provide a secure relationship, which is especially critical for children who have experienced trauma because it can provide extra support in times of stress. Additionally, by working collaboratively with parents, early childhood educators provide an additional layer of protection for children who experience adversity. Lastly, at the community level, early childhood educators can bring awareness to the public and private sectors by informing others of ACEs effect on early brain development and the link to later outcomes on individuals and society. Society is positively impacted when ACEs are reduced and individuals are raised in thriving families and communities.  相似文献   

More Than Fiber Distance education in Iowa   总被引：2，自引：1，他引：2  

Michael Simonson  Charles Schlosser 《TechTrends》1995,40(5):13-15

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Facilitating academic performance in college: understanding the role of clear and organized instruction     

Josipa Roksa  Teniell L. Trolian  Charles Blaich  Kathleen Wise 《Higher Education》2017,74(2):283-300

Extensive research on college impact has identified a range of practices that enhance students’ academic outcomes. One practice—clear and organized instruction—has received increasing attention in recent research. While a number of studies have shown that clear and organized instruction is related to a range of postsecondary outcomes, researchers have not considered the mechanisms that link this educational practice to student outcomes. In this study, we draw on the constructivist theory of learning to identify potential mechanisms that may explain the relationship between clear and organized instruction and academic performance. Results from the Wabash National Study of Liberal Arts Education, including an analytical sample of 7116 students attending 38 four-year institutions in the USA, indicate that three mechanisms examined—faculty interest in teaching and student development, academic motivation, and academic engagement—explain almost two-thirds of the relationship between clear and organized instruction and first-year GPA. When students experience greater exposure to clear and organized instruction, they perceive their faculty as being more invested in their learning and development, and they report being more academically motivated and engaged in their studies. Moreover, students who enter college less academically prepared benefit more from exposure to clear and organized instruction.  相似文献