THE EFFECTS OF TEACHING PROBLEM SOLVING ON ACADEMIC PERFORMANCE AND RETENTION     

Marilyn B. Pugh 《Community College Journal of Research & Practice》2013,37(3):339-349

A study of the effects of explicitly teaching a problem‐solving strategy on problem‐solving ability, course average, course success, and student retention is reported. Two classes of microeconomics principles were involved in a quasi‐experiment. The experimental class was explicitly taught the problem‐solving strategy and this strategy was then used to solve microeconomic problems in class. The control class was assigned, solved, and discussed the same problems without being taught the problem‐solving strategy. Multiple regression and analysis of variance show that while teaching problem solving did not significantly affect course average, student success in passing the course or problem solving ability, it did result in significantly higher student retention. Results indicate that teaching problem solving only affects those students with low problem solving abilities who would have dropped out of class, and that teaching this strategy helps them remain in the class and succeed.  相似文献   

Radical Theory and Practice in Urban Education     

Geoff Whitty 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):172-176

  相似文献   

Virtual organization: An alternative view     

Geoff Walsham 《The Information Society》2013,29(4):289-292

The purpose of this short article is to present a critique of Mowshowitz's vision of virtual organization (Mowshowitz, 1994). Some of the key assumptions, arguments, and conclusions of Mowshowitz's paper are discussed, and some alternative views on future organizations are briefly outlined.  相似文献   

Footedness in world soccer: an analysis of France '98     

David P. Carey  Geoff Smith  Daniel T. Smith  John W. Shepherd  Jan Skriver  Leslie Ord 《Journal of sports sciences》2013,31(11):855-864

Most football players and coaches agree that players are capable of learning to use both feet with equal frequency and efficiency – that is, become 'two-footed'. There is also some consensus that two-footed play is associated with skill in individual players. If these assumptions are true, then the world's elite football players should be substantially less 'one-footed' than the rest of the population. To examine this issue, we quantified the pattern of foot use in a sample of 236 players from 16 teams in the 1998 World Cup (France '98). Our findings indicate that World Cup players are as right-footed as the general population (~79%). The remaining players were largely leftfooted and as biased towards the use of their preferred foot as their right-footed counterparts. Very few players used each foot with equal frequency. Remarkably, both left- and right-footed players were as skilled, on average, with their non-preferred foot as they were with their preferred foot, on the rare occasions when they used it. Therefore, it is unlikely that infrequent use of one foot compared to the other foot can be accounted for by skill differences between the feet. Players were most asymmetrical for set pieces; nevertheless, first touches, passes, dribbles and tackles were rarely performed with the non-preferred foot as well. Our results support a biological model of foot preference and performance, as well as demonstrating the usefulness of soccer for studies of lateral asymmetries.  相似文献   

Developing inclusivity     

Geoff Layer 《International Journal of Lifelong Education》2013,32(1):3-12

This action research project explored how women develop gender consciousness and use this knowledge to take ‘connected action’ to address gendered power relations in their life and work.  相似文献   

Children with Specific Speech and Language Difficulties—the teachers' perspective   总被引：2，自引：0，他引：2  

Julie E. Dockrell  Geoff Lindsay 《牛津教育评论》2013,39(3):369-394

Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers' views about the children's problems and educational needs. This paper reports the findings of a two-stage project in two local education authorities investigating the characteristics and needs of children with specific speech and language difficulties (SSLD). Teachers, educational psychologists, and speech and language therapists in two local education authorities identified 133 eight year-old children who experienced primary difficulties with speech and language. Fifty-nine children and a subsample of 10 children of the same age who attended specialist regional schools participated in further investigations. Each of the children was assessed using a battery of instruments covering language, basic attainments and self- esteem. In addition, their teachers completed behaviour rating scales and an individual interview. The teachers comprised those working in specialist provisions, but also those in mainstream schools. In this paper data derived from the interviews with the teachers, supplemented by information from the assessments of the children's skills, will be reported. The teachers faced three challenges: the additional difficulties experienced by the children, their own knowledge gaps, and the barriers to meeting the children's needs. The implications of the results for inclusive education are addressed.  相似文献   

Retirement as a Learning Process     

Phil Hodkinson  Geoff Ford  Heather Hodkinson  Ruth Hawthorn 《Educational gerontology》2013,39(3):167-184

This article draws upon a major qualitative empirical research investigation in Great Britain to explore the relationships between retirement and learning. Though retirement is frequently viewed as an event leading to a life stage, our data show that it can perhaps be best understood as a lengthy process. This process begins well before actual retirement in most cases, and it continues well after any symbolic retirement event. Through this process of change, it is common for persons to be retired by one definition but not by another. The article shows that if we adopt recent understandings of learning as a process of becoming—incorporating informal as well as formal learning—then retirement is a process and learning is an inevitable, integral part of that process. We conclude by suggesting some implications that follow from understanding retirement in this way.  相似文献   

Transformative Experience: An Integrative Construct in the Spirit of Deweyan Pragmatism     

Kevin J. Pugh 《教育心理学家》2013,48(2):107-121

A sentiment held by Dewey and shared by other educators is that learning should enrich and expand everyday experience. However, this goal has not been a focus of research. In this article, I propose transformative experience as a construct capable of reflecting this goal and functioning as an empirical research construct. I discuss the theoretical grounding for this construct in the work of Dewey and define it in terms of three characteristics: (a) motivated use, (b) expansion of perception, and (c) experiential value. In doing so, I describe how transformative experience integrates current research constructs such as transfer, conceptual change, and task value in a holistic way. I then provide illustrations of transformative experiences and review the existing research.  相似文献   

Understanding ‘religious understanding’ in religious education     

Karen Walshe  Geoff Teece 《British Journal of Religious Education》2013,35(3):313-325

This paper takes as its starting point, one of the explicit aims of religious education in England, namely, the development of students’ religious understanding. It shows how curriculum documentation, whilst stating that religious understanding is an aim of religious education fails to clearly outline what is meant by it. This paper draws upon long-standing and ongoing debates in the field and suggests that religious understanding may be best conceived as a spectrum of understanding. Approached in this way, religious understanding becomes not an all or nothing affair, but a lens through which the student of religion may regard the beliefs and practices before them. Finally, the paper proposes an interpretation of religious understanding, which focuses on the soteriological dimension of religion, thus providing the student with a particularly religious lens to understand religious traditions in religious education and concludes by outlining what such an approach might look like in practice.  相似文献   

Killing God? Secular and spiritual elements in some recent literature for children     

Geoff Robson 《British Journal of Religious Education》2013,35(1):87-97

What beliefs and values are upheld, implicitly or explicitly, by recent writers of fiction for older children? The first of Philip Pullman’s trilogy, Northern lights, was published in 1995 and the first of the 10-year sequence of Harry Potter books by J.K. Rowling came out in 1997. This paper begins by considering Pullman and Rowling’s fantasies. It briefly appraises recent books by four leading authors, set either in secular Britain or a historical context in which Christian churches had a significant role. (In the order in which they are considered these are: Kevin Brooks, Meg Rosoff, Siobhan Dowd and Theresa Breslin.) It concludes with the work of another Carnegie Medal winner, David Almond, which seems to bring earth and heaven into meaningful contact with each other.  相似文献