The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance     

Fien de Smedt  Steve Graham  Hilde Van Keer 《The Journal of educational research》2019,112(2):152-167

The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation.  相似文献   

Using organized distractions in microteaching with pre-service science teachers     

J. Steve Oliver 《Journal of Science Teacher Education》1993,4(3):77-78

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Escape-from-fear performance as affected by handling method and an additional CS-shock treatment     

Dorothy E. McAllister  Wallace R. McAllister  Steve R. Hampton  Michael T. Scoles 《Learning & behavior》1980,8(3):417-423

Experiment 1 demonstrated that hurdle-jumping, escape-from-fear (EFF) performance was affected deleteriously when the handling of the rats was by the tail rather than the body and was facilitated by the administration, just prior to EFF training, of one additional CS-shock pairing along with the opportunity to jump the hurdle. Additional experiments elucidated the basis for the effect of these two variables. Experiment 2 indicated that tail handling degraded performance by decreasing reinforcement. In Experiment 3, the facilitatory effect of the extra CS-shock treatment was found to result from the occurrence of a response at the termination of the pairing and not from the CS-shock pairing per se.  相似文献   

Profiles in partnership: Finding strength in collaborative leadership     

Steve Ballard  Patricia N. Long 《About Campus》2004,9(5):16-22

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AIDS contaminates world's blood     

Connor S 《New scientist (1971)》1984,104(1431):5

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How do tutors use data to support their students?     

Steve Walker  Tom Olney  Carlton Wood  Anactoria Clarke  Moira Dunworth 《Open Learning》2019,34(1):118-133

ABSTRACT

Despite widespread enthusiasm, evidence of the effectiveness of learning analytics remains mixed. One possible explanation for this is that insufficient attention has been paid to the contexts in which it is introduced. We report here on a small-scale study into the prior use of data and communications technologies by tutors, who comprise a key user group in The Open University’s tuition model. Tutors interviewed reported using a complex set of data sources and information tools, and creating local/personal tools and methods for keeping track of students and their interactions with them.  相似文献   

Teaching expressive writing to students with learning disabilities: research-based applications and examples   总被引：4，自引：0，他引：4  

Baker S  Gersten R  Graham S 《Journal of learning disabilities》2003,36(2):109-23; discussion 149-50

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On the evaluation of systemic science education reform: Searching for instructional sensitivity     

Maria Araceli Ruiz‐Primo  Richard J. Shavelson  Laura Hamilton  Steve Klein 《科学教学研究杂志》2002,39(5):369-393

We propose a multilevel‐multifaceted approach to evaluating the impact of education reform on student achievement that would be sensitive to context and small treatment effects. The approach uses different assessments based on their proximity to the enacted curriculum. Immediate assessments are artifacts (students' products) from the enactment of the curriculum; close assessments parallel the content and activities of the unit/curriculum; proximal assessments tap knowledge and skills relevant to the curriculum, but topics can be different; and distal assessments reflect state/national standards in a particular knowledge domain. To provide evidence about the sensitivity of the multilevel approach in ascertaining outcomes of hands‐on science programs we administered close, proximal, and distal performance assessments to evaluate the impact of instruction based on two Full Option Science System units—Variables, and Mixtures and Solutions—in a Bay Area school district. Results indicated that close assessments were more sensitive to the changes in students' pre‐ to post‐test performance than proximal assessments. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 369–393, 2002  相似文献   

A focus on “hands- on,” learner- centered technology at The Citadel     

Virginia DeRoma  Steve Nida 《TechTrends》2004,48(5):37-41

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CONSOLIDATING LEARNING FROM EXPERIENCE     

David Leat  Steve Mccarthy  Edward Peck 《Assessment & Evaluation in Higher Education》1992,17(2):89-100

The article describes an experiential learning programme at the University School of Education, Newcastle upon Tyne, in which teams of postgraduate trainee teachers undertook problem solving placements in local businesses and public services. The evaluation revealed a contrast between high general satisfaction levels and low perceived relevance to teaching. This is analysed and discussed in relation to the perceptions student teachers develop during their training. The vital importance of briefing and debriefing in experiential programmes is emphasised, as an aid to learning when much of value is easily lost.  相似文献