Supporting learning from illustrated texts: conceptualizing and evaluating a learning strategy     

Sabine Schlag  Rolf Ploetzner 《Instructional Science》2011,39(6):921-937

Texts and pictures are often combined in order to improve learning. Many students, however, have difficulty to appropriately process text-picture combinations. We have thus conceptualized a learning strategy which supports learning from illustrated texts. By inducing the processes of information selection, organization, integration, and transformation, the learning strategy should lead to a more elaborated learning. After conducting a pilot study, a main study with 133 sixth-grade students from two different middle schools was carried out in order to analyse the learning effectiveness of the strategy. One group of students learned without the strategy whereas the second group learned with the strategy. All students had to complete a pre-test as well as a post-test which followed the learning period. The learning outcomes of the two groups were then compared: both studies demonstrated that the students who employed the strategy attained significantly better learning results. The effect sizes are medium to large.  相似文献   

The Isle Royale Wolf-Moose Project (1958-present) and the wonder of long-term ecological research     

Nelson MP  Vucetich JA  Peterson RO  Vucetich LM 《Endeavour》2011,35(1):31-39

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On board early: Building strong family-school relations     

Kevin J. Swick  Rolf Grafwallner  Michael Cockey  Joan Roach  Sheilah Davidson  Marie Mayor  Nancy Gardner 《Early Childhood Education Journal》1997,24(4):269-273

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Exploring Ambivalence in Technological Embeddedness: The Role of Technological Competence and Dependence in the Information Gap     

Soyoung Park  Joseph D. Straubhaar  Sharon L. Strover 《广播与电子媒介杂志》2013,57(3):433-454

This research conceptualizes the continuous structuring of our lives by technology as a technological embeddedness construct between a sense of competence and dependance, whereby individuals mobilize information to meet life goals. Accordingly, a framework using digital capability and technological experience factors was investigated concerning information activities. A random sample survey (N = 997) analysis found underlying tech- dependance factors that positively influence tech-competence. However, the initial effects of tech-dependance became negatively associated with information self-efficacy; it also predicted greater trust in online information sources than professional sources. The study discussed implications of the tech-embeddedness construct to reformulate the ongoing “digital natives” debate.  相似文献   

Effects of Example Choice on Interest,Control, and Learning     

Rolf Reber  Hilde Hetland  Weiqin Chen  Elisabeth Norman  Therese Kobbeltvedt 《学习科学杂志》2013,22(4):509-548

We investigated example choice as a new method for the teaching of formal theoretical principles. Formal principles are presented with several examples from different topics, and students choose the one that interests them most. Example choice might be related to prior knowledge, interest, or perceived control. In an experimental study, we examined the effects of degree of example choice and degree of prior knowledge on interest, perceived control, and learning outcomes in a presentation on confirmation bias. The main finding was that participants who could choose an example showed more interest in the presentation of the formal principle than participants who either were given an example by the experimenter or only saw the presentation. Control was lowest for the group without example choice and without prior knowledge. Finally, prior knowledge, but not example choice, increased performance on a transfer of knowledge task. Example choice thus offers a new approach for closing the gap between formal principles as presented at school and a student's interests.  相似文献   

Editorial     

Jean-Jacques Paul  Ulrich Teichler  & Rolf Van Den Velden 《European Journal of Education》2000,35(2):139-140

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The perceived role of the Teach For America program on teachers’ long-term career aspirations     

Michael A. Gottfried  Rolf Straubhaar 《Educational studies》2015,41(5):481-498

In urban school systems, the percentage of teachers that leave the profession is disproportionally high. Part of the driving force for this high rate of teacher turnover are alternative certification programmes, like Teach For America (TFA) which recruits teachers only for a short-term teaching commitment. This study contributes a novel perspective on these teachers’ decision to stay or exit the classroom after this two-year commitment by analysing extensive open-ended qualitative interviews with 30 TFA participants in Los Angeles. Within this sample, a majority enter the programme without viewing teaching as a long-term career option, though they are willing to extend their initial two-year teaching commitment for several years, though not much longer after that. Only a minority of these teachers entered TFA as a means of becoming long-term classroom teachers. No teachers changed their long-term career plans as a result of their participation in TFA. Implications are discussed.  相似文献   

What we know about audiences∗     

Rolf B. Meyersohn 《广播与电子媒介杂志》2013,57(3):220-231

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The hand-held calculator at the intermediate level     

Rolf Hedren 《Educational Studies in Mathematics》1985,16(2):163-179

This survey presents a study in eight classes of intermediate level in Sweden, forms 4–6, where the pupils were supposed to use hand-held calculators whenever they could be of any use to them. The experiment took place during the period 1979–82 and was evaluated by tests, questionnaires, interviews by teachers, and observations.  相似文献   

The analysis,design and synthesis of electrical filters : DeVerl S. Humphreys, 675 pages,diagrams, 6× 9 in., Prentice-Hall,Englewood Cliffs, 1970, Price, $18.95. (approx. £9.45)     

Rolf Schaumann 《Journal of The Franklin Institute》1976,302(3):291-292

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