Problem solving in mathematics: the significance of visualisation and related working memory     

Jill Carden  Tony Cline 《Educational Psychology in Practice》2015,31(3):235-246

The importance of educational psychologists’ (EPs’) skills to the formulation of evidence-based educational strategies, as well as in response to learning difficulties, is demonstrated here in relation to mathematical problem solving. Initiatives to improve the link between mathematical skills from school to everyday life have drawn significantly on problem solving tasks. Through critical evaluation of research, the relevance of visualisation methods and working memory to problem solving is considered within this article. Studies suggest that differences exist in the effectiveness of particular visualisation methods, but that training can improve their utility and thereby problem solving performance. Additionally, differences between individuals and contexts can influence visualisation use, and some pupils experience specific difficulties in this area. Recommendations are made to enhance the teaching of visualisation as a strategy for problem solving, and to support those pupils with specific difficulties.  相似文献   

Are Letter Detection and Proofreading Tasks Equivalent?     

Jean Saint-Aubin  Marie-Claire Losier  Macha Roy  Mike Lawrence 《Scientific Studies of Reading》2015,19(2):145-165

When readers search for misspellings in a proofreading task or for a letter in a letter detection task, they are more likely to omit function words than content words. However, with misspelled words, previous findings for the letter detection task were mixed. In two experiments, the authors tested the functional equivalence of both tasks. Results reveal similar patterns of omissions for both search tasks when misspellings were produced by substituting one letter for another: There were more omissions for function words than for content words. However, when two letters were transposed, differences between the two tasks emerged. It is possible to conclude that letter detection and proofreading are based on common cognitive processes but the nature of the target can modulate the effects. Results are interpreted in light of the attentional disengagement model and the guidance organization model of the missing-letter effect.  相似文献   

Visualizing statistical edutainment: What you see is what you get     

Lawrence M. Lesser  Dennis K. Pearl 《Teaching Statistics》2023,45(3):131-142

Concepts of data visualization are explored using statistics educational fun items and illustrated by sharing results from the experiment we conducted on cartoon captions.  相似文献   

The Skilled Counselor Training Model: Skills Acquisition,Self‐Assessment,and Cognitive Complexity     

Cassandra Little  Jill Packman  Marlowe H. Smaby  Cleborne D. Maddux 《Counselor Education & Supervision》2005,44(3):189-200

The authors evaluated the effectiveness of the Skilled Counselor Training Model (SCTM; M. H. Smaby, C. D. Maddux, E. Torres‐Rivera, & R. Zimmick, 1999) in teaching counseling skills and in fostering counselor cognitive complexity. Counselor trainees who completed the SCTM had better counseling skills and higher levels of cognitive complexity than did counselor trainees who did not receive the training. Before training, both experimental and control group participants overestimated their skills performance. The control group persisted in this overestimation after training, whereas students who completed the SCTM had a much more accurate self‐assessment. Results suggest that skills‐based training may improve counseling skills and cognitive complexity in counselor trainees.  相似文献   

Educational television and its role in developing countries     

Lawrence J. Lawler 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(3):326-336

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Editorial: Special issue educational research: Building new partnerships     

Jill Blackmore  Toh Kok Aun 《The Australian Educational Researcher》1997,24(1):i-ii

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Secondary Schools for Norwich Girls, 1850-1910: Demanded or benevolently supplied?     

Jill Sperandio 《Gender and education》2002,14(4):391-410

This article uses archival material from the city of Norwich to trace the development of girls' secondary education from 1860 to 1900. It examines the provision of differentiated education for girls of differing social status in the context of national legislation and the local labour market for women. Also considered is the issue of causality in the supply-demand equation for girls' education, relating this to issues of gender-determined access to education that underlie the study of developing education systems both past and present. I conclude that the growth in the provision and use of education for girls in Norwich during this period mirrors that of other parts of the nation, seeming to have been little influenced by local economic and political forces, or an initial local demand. Instead, a national campaign carried on by women activists at the national level for the improvement of education for girls, together with the provision of schools offering an extended and higher quality academic education for girls by the Girls' Day School Trust, the Norwich School Board, and private individuals, appears to have overcome local disincentives to educate girls and created a demand for secondary schooling for them.  相似文献   

The Silents of God: Selected Issues and Documents in Silent American Film and Religion, 1908–25 by Terry Lindvall and Sanctuary Cinema: Origins of the Christian Film Industry by Terry Lindvall     

John Shelton Lawrence Emeritus 《Journal of American culture (Malden, Mass. : 2003)》2008,31(2):263-265

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What if best practice is too expensive? Feedback on oral presentations and efficient use of resources     

Lawrence A. Leger  Karligash Glass  Paraskevi Katsiampa  Shibo Liu  Kavita Sirichand 《Assessment & Evaluation in Higher Education》2017,42(3):329-346

We evaluate feedback methods for oral presentations used in training non-quantitative research skills (literature review and various associated tasks). Training is provided through a credit-bearing module taught to MSc students of banking, economics and finance in the UK. Monitoring oral presentations and providing ‘best practice’ feedback is very resource-intensive. Do we withdraw oral presentations from the module, because best feedback practice is prohibitively expensive in a world of limited resources, or choose a second-best alternative? To what extent might the latter compromise intended learning outcomes? We used the same provision of video feedback for all students but used two verbal feedback regimes. For one regime, we decreased the amount of verbal feedback and increased the number of presentations. The impact was measured by academic outcome, rating scales and questionnaire. Overall satisfaction with the module was very high for both feedback regimes, and there were no statistically significant differences between regimes, suggesting that less resource-intensive methods need not compromise learning outcomes.  相似文献   

Hiding in the mirror     

Lawrence M. Krauss 《Resonance》2011,16(9):801-820

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