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31.
Anna E. Flynn James D. Klein 《Educational technology research and development : ETR & D》2001,49(3):71-86
The common practice of using discussion groups during case-based learning makes the role of discussion important in these
learning environments. However, little empirical research has been done to investigate the influence of discussion on performance
and motivation in case-based learning. The purpose of this article is to present the results of a study conducted to examine
the role of discussion groups in a case-based environment. College students completed two cases either individually or in
small discussion groups. Measures included two case analyses, an attitude survey, time on task, and document analysis. Results
revealed significant performance and time differences between instructional methods on the first case, but not on the second
case. In addition, results indicated significant differences in student attitudes between treatments. Overall, participants
who worked in groups liked their method significantly better than those who worked alone, felt they learned more working in
a group than they would have working alone, and expressed a preference for working in a group if they had to do the class
over again. Implications for implementing case-based learning and future research are discussed.
Anna E. Flynn is Vice President and NAPM Associate Professor with the National Association of Purchasing Management. 相似文献
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Marcone Stephen Reigeluth Charles M. 《Educational technology research and development : ETR & D》1988,36(1):23-32
This study investigated whether or not the teaching of matched examples and nonexamples in the form of common errors would
improve student performance in applying a procedure to previously unencountered instances, and whether the common errors would
be most beneficial in generality form, in example form, or in both forms. Participants were 141 first-year music students,
who were randomly assigned to four groups and given the task to learn a procedure that was presented in a self-contained booklet.
A pretest-posttest experimental design was used, with a prerequisite test given as a screening device. The two independent
variables were the absence and presence of the common errors in the generality form and in the example form (2 x 2 factorial
design). Results indicated that the teaching of common errors in the generality form significantly improved learning a procedure
at the application level of behavior. 相似文献
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Stephen T. Sadlier 《Journal of Latinos & Education》2016,15(4):320-332
Faced with repression and reform, humor has become tactical for public school teachers in Oaxaca, Mexico, engaged in a decades-old movement that after 2006 involved intensified street- and school-based pedagogies. This piece explores how humor adds to a political project via mocking names, images, and dictates of elite leaders to bring a here and now to what is taken as inaccessible in the teachers’ political lives. Humor forms part of an (e)sc(h)atology in which critical practices are part eschatological, a call for definite transformation, and part scatological, embodied vulgarity. La parte chusca (the funny part), its (e)sc(h)atological contribution, angles toward critical literacies in Oaxaca and beyond. 相似文献
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The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate
to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic
strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 from high (HSES) families, and their
mothers participated. Mother–child interactions while reading an unfamiliar book were videotaped and their verbal expressions
were coded for extracting maternal mediation level. Children’s independent EL level was assessed prior to the interaction.
Compared with the LSES group, HSES children showed higher EL levels and their homes had a richer literacy environment. Maternal
mediation level differed by SES: LSES mothers paraphrased text more often; HSES mothers’ higher mediation level included a
discussion of the written system and making connections beyond the text. In the HSES group, maternal mediation level and HLE
related to children’s EL; no such relationships appeared in the LSES group. Results are discussed in terms of children’s socio-economic
background and their reading experiences. Implications for researchers and educational practices about the relationships between
children’s literacy development, SES, HLE, and parental mediation are discussed. 相似文献
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