Pedagogy,Partnership, and Collaboration: A Longitudinal,Empirical Study of Serious Educational Gameplay in Secondary Biology Classrooms     

Hodges  Georgia W.  Oliver  J. Steve  Jang  Yoonsun  Cohen  Allan  Ducrest  David  Robertson  Tom 《Journal of Science Education and Technology》2021,30(3):331-346

Journal of Science Education and Technology - The use of serious educational games has the potential to increase student learning outcomes in science education by providing students with...  相似文献   

A quasi-experimental study comparing learning gains associated with serious educational gameplay and hands-on science in elementary classrooms     

Georgia W. Hodges  Kayla Flanagan  Juyeon Lee  Allan Cohen  Sandhya Krishnan  Cynthia Ward 《科学教学研究杂志》2020,57(9):1460-1489

Serious educational gameplay continues to gain traction in K-12 educational settings, as access to novel technologies increases. Increased access to computers and other devices has shifted the landscape of the classroom, increasing students' screen-time, as technology infused lessons replace other learning experiences. Amid this context, our research team created a serious educational game (SEG) designed for elementary science learners. Previous studies have linked serious gameplay to learning gains and changes in attitudes, yet the rigor of the studies often underwhelms, as the studies lack an adequate sample size, detailed student data, or quality comparison groups. These limitations are compounded in the study of science learning in elementary schools, due to structural difficulties and student variability that impede the implementation of this type of experimentation. This research attends to this knowledge gap, as our team conducted two quasi-experimental studies to explore the learning gains associated with Virtual Vet, a SEG designed to address the fundamental science concepts associated with the human body systems and the subsequent effect of diabetes and obesity related illnesses on the given body systems. In Study 1, students (n = 232) were randomly assigned to play Virtual Vet or participate in guided inquiry lessons that addressed the same objectives. Our study found that students in the game condition outperformed the non-game condition. Based on this finding, we designed Study 2 to compare learning outcomes associated with two conditions: students play only Virtual Vet or students play Virtual Vet and they participate in the guided inquiry activities, which doubled the instructional time for this group. Students (n = 166) were assigned to one of the conditions and we found no significant increase in learning gains for the students who participated in both activities. These results indicate that well-designed SEGs powerfully facilitate and support science learning in elementary settings.  相似文献   

Predictors of single word spelling in English speaking children: a cross sectional study     

Georgia Z. Niolaki  Janet Vousden  Aris R. Terzopoulos  Laura M. Taylor  Shani Sephton  Jackie Masterson 《Journal of Research in Reading》2020,43(4):577-596

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Behavior problems in the classroom: A national survey of inter ventions used by classroom teachers     

Merikay M. Ringer  Patricia F. Doerr  Jean H. Hollenshead  Georgia D. Wills 《Psychology in the schools》1993,30(2):168-175

Research has investigated different variables involved in the implementation of behavioral interventions in the classroom. Results suggest that different factors such as acceptability of the intervention, psychologist-related variables, teachers' preferences, variables involving the intervention itself, and children's intervention preferences affect the implementation of behavioral interventions. However, no research has investigated the types of interventions teachers actually use in the classroom for behavior problems. This study surveyed a national stratified random sample of 228 regular and special education teachers. A questionnaire that had been previously developed by the researchers was utilized to ask what methods were used by the teachers to remediate behavior problems in their classrooms. Data were analyzed to determine types of interventions used and relationships to gender, degree, type of school (elementary, middle, or high school), grade taught, type of class (regular or special education), and region. Implications for school psychologists are discussed.  相似文献   

Clinical and psychometric merits of the frostig developmental test of visual perception     

Georgia Pitcher-Baker 《Psychology in the schools》1975,12(3):315-318

Clinicians and measurement experts often debate the merits of psychometric vs. clinical approaches to diagnostic procedures. Both methods are illustrated emphasizing the Frostig Developmental Test of Visual Perception (DTVP). Insights obtained from observations of the testing situation by teachers, skilled observers, and clinicians are presented. The merits and limitations of each approach are discussed.  相似文献   

When the going gets tough: Direct,buffering and indirect effects of social support on turnover intention     

Georgia Pomaki  Anita DeLongis  Daniela Frey  Kathy Short  Trish Woehrle 《Teaching and Teacher Education》2010

We examined the role of social support in turnover intention among new teachers. First, we tested and found evidence for a direct negative relationship between social support and turnover intention. Second, we tested the social support buffer hypothesis, and found that teachers with higher social support had lower turnover intention in the face of higher workload, compared to teachers with lower support. Third, we examined a mediational hypothesis, and found that social support acts indirectly, through job satisfaction in relation to turnover intention. These findings suggest that social support can be a valuable resource for new teachers.  相似文献   

Post-graduate students and learning environments: Users’ perceptions regarding the choice of information sources     

Anna Saiti  Georgia Prokopiadou 《International Information and Library Review》2013,45(2):94-103

The purpose of this paper is to investigate, through empirical analysis, whether or not post-graduate students choose information technology or other information sources such as home institution libraries for the purposes of learning, expanding their knowledge and/or completing their studies. A survey was conducted to gather primary source data for the paper. Questionnaires were administered to 211 education post-graduate students. Results showed that Greek post-graduate students from different fields of study chose the Internet as their primary information source for a number of reasons but mainly: for the provision of creditable and up-to-date information, for easy access to information at home, for the time of day they can access the material and for fast information retrieval. Although the Greek post-graduate students believed the Greek information network to be satisfactory up to a degree, this paper identifies that greater access to Internet resources, training programs providing students with tools to effectively use the network's resources and more online databases, combined with a historical and statistical database of libraries’ online catalogs are key issues in improving both information source performance and the link between strategy and implementation.  相似文献   

Teaching Explicitly and Reflecting on Elements of Nature of Science: a Discourse-Focused Professional Development Program with Four Fifth-Grade Teachers     

Panagiotis Piliouras  Katerina Plakitsi  Fanny Seroglou  Georgia Papantoniou 《Research in Science Education》2018,48(6):1221-1246

The nature of science (NOS) has become a central goal of science education in many countries. This study refers to a developmental work research program, in which four fifth-grade elementary in-service teachers participated. It aimed to improve their understandings of NOS and their abilities to teach it effectively to their students. The 1-year-long, 2012–2013, program consisted of a series of activities to support teachers to develop their pedagogical content knowledge of NOS. In order to accomplish our goal, we enabled teacher-researchers to analyze their own discourse practices and to trace evidence of effective NOS teaching. Many studies indicate the importance of examining teachers’ discussions about science in the classroom, since it is teachers’ understanding of NOS reflected in these discussions that will have a vital impact on students’ learning. Our proposal is based on the assumption that reflecting on the ways people form meanings enables us to examine and seek alternative ways to communicate aspects of NOS during science lessons. The analysis of discourse data, which has been carried out with the teacher-researchers’ active participation, indicated that initially only a few aspects of NOS were implicitly incorporated in teacher-researchers’ instruction. As the program evolved, all teacher-researchers presented more informed views on targeted NOS aspects. On the whole, our discourse-focused professional development program with its participatory, explicit, and reflective character indicated the importance of involving teacher-researchers in analyzing their own talk. It is this involvement that results in obtaining a valuable awareness of aspects concerning pedagogical content knowledge of NOS teaching.  相似文献   

Correlates of teacher appraisals of student behaviors     

Constantinos M. Kokkinos  Georgia Panayiotou  Aggeliki M. Davazoglou 《Psychology in the schools》2005,42(1):79-89

The purpose of this study was to assess whether burnout and personality were linked to the perceived severity of 24 undesirable student behaviors among experienced and trainee teachers. Results indicated that teaching experience, student gender, and type of behavior were important determinants of their perceptions. Burnout had a significant effect on the severity ratings of antisocial and oppositional/defiant behaviors, suggesting that the more stressed teachers are, the less tolerant they become of such challenging and aversive behaviors. With regard to personality, severity ratings of students' undesirable behaviors were associated with high levels of conscientiousness and neuroticism. Findings indicate that burnout and personality provide a lens through which teachers appraise the severity of students' behaviors. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 79–89, 2005.  相似文献   

Themes in Special Education and Disability     

Georgia Andreou 《International Journal of Disability, Development & Education》2016,63(1):1-6

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