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   

Changes in Korean Science Teachers' Perceptions of Creativity and Science Teaching After Participating in an Overseas Professional Development Program     

Soonhye Park  Soo-Young Lee  J. Steve Oliver  Bonnie Cramond 《Journal of Science Teacher Education》2006,17(1):37-64

This study investigated changes in Korean science teachers' perceptions of creativity and science teaching after participating in an overseas professional development program. Participants were 35 secondary science teachers. Data were collected from open-ended questionnaires and interviews. Results indicated that participants showed a growing awareness that creativity can be expressed by every student; creativity can be enhanced; science has a much wider range of activities that foster creativity; and creativity-centered science teaching can be implemented in Korea. The major elements of the professional program that promoted these perceptual changes included hands-on creativity activities, observation of creativity-centered classrooms, and discussion with other teachers. Follow-up study revealed that their perceptual changes have been reflected in their teaching practices.  相似文献   

Translating Laboratory Evidence into Classroom Practice with Teacher‐Led Randomized Controlled Trials—A Perspective and Meta‐Analysis     

Richard Churches  Eleanor J. Dommett  Ian M. Devonshire  Robin Hall  Steve Higgins  Astrid Korin 《Mind, Brain, and Education》2020,14(3):292-302

We initiated and structured a single program that supervised teachers, some with neuroscience or psychology degrees, to collaborate and explore the effects of science of learning‐translated pedagogy. This article reports on the 34 findings from teacher‐led randomized controlled trials (RCTs) and replications. Teachers designed trials, looking at areas such as attention, memory, and spaced learning. Overall, positive effects were found over short periods (1–6 weeks; r = 0.15, p < .0001 [d = 0.30], N = 2,157). However, retrieval practice (testing as a learning experience) had differential effects mediated by age, approach, and lesson content. Results suggest science of learning‐translated pedagogy needs extensive replication to establish how best to use laboratory evidence in classrooms. Multiple planned replication of teacher‐led RCTs has potential as an evaluation tool, combining high levels of mundane realism with strong internal validity and the potential to build cost effective large samples for meta‐analysis.  相似文献   

Book Review     

Steve Ryan 《Journal of Educational Change》2005,6(4):399-403

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A method for sequencing instructional objectives which minimizes memory load     

John C. Nesbit  Steve Hunka 《Instructional Science》1987,16(2):137-150

A Gagné-style learning hierarchy often permits a large number of alternate linear arrangements (sequences) of instructional objectives. An alternative is described here to traditional methods of choosing between sequences. Its premise is that, for every sequence, a value temed thememory load can be calculated which is theoretically related to the probability that students will fail to recall prerequisite objectives. A graph theoretic approach is taken in presenting an algorithm which generates a minimal memory load sequence from a learning tree, a restricted but frequently encountered type of learning hierarchy. In order to assess the effectiveness of the algorithm in generating low memory load sequences when given hierarchies which are not trees, it was applied to several published examples of learning hierarchies. The results indicated that the algorithm is effective as an heuristic, especially when combined with a hill-descending procedure which attempts to incrementally improve the generated sequence.  相似文献   

Memory codes for temporal and nontemporal samples in many-to-one matching by pigeons     

Angelo Santi  Steve Bridson  Mary Jo Ducharme 《Learning & behavior》1993,21(2):120-130

Pigeons were trained to match temporal (2 and 8 sec of keylight) and color (red and green) samples to vertical and horizontal comparison stimuli. In Experiment 1, samples that were associated with the same correct comparison stimulus displayed similar retention functions; and there was no significant choose-short effect following temporal samples. This finding was replicated in Phase 1 of Experiment 2 for birds maintained on the many-to-one mapping, and it was also obtained in birds that had been switched to a one-to-one mapping by changing the comparison stimuli following color samples. However, in Phase 2 of Experiment 2, when the one-to-one mapping was produced by changing the comparison stimuli following temporal samples, a significant choose-short effect was observed. In Experiment 3, intratrial interference tests gave evidence of temporal summation effects when either temporal presamples or color presamples preceded temporal targets. This occurred even though these interference tests followed delay tests that failed to reveal significant choose-short effects. The absence of significant choose-short effects in Experiment 1 and in Phase 1 of Experiment 2 indicates that temporal samples are not retrospectively and analogically coded when temporal and nontemporal samples are mapped onto the same set of comparisons The interference test results suggest that the temporal summation effect arises from nonmemorial properties of the timing system and is independent of the memory code being used  相似文献   

Silent versus oral reading comprehension and efficiency     

R. Steve McCallum  Shannon Sharp  Sherry Mee Bell  Thomas George 《Psychology in the schools》2004,41(2):241-246

Seventy‐four students read passages from an individually administered test of reading comprehension (a subtest from the Test of Dyslexia, a test of reading and related abilities currently in development; McCallum & Bell, 2001), and then answered literal and inferential questions. Students were randomly assigned to one of two conditions; 39 students read the passages silently and 35 read orally, with time recorded for each passage read. Comprehension and time were dependent measures for a Multivariate Analysis of Covariance (MANCOVA) and two follow‐up Analyses of Covariance (ANCOVA). After controlling for reading ability, results from the MANCOVA showed a significant combined effect ( p < .05); however, a comparison of mean reading comprehension scores showed no significant difference between silent readers and oral readers ( p > .05). On the other hand, with reading ability controlled, silent readers took significantly less time to complete passages compared to those who read orally ( p < .02). In fact, students took 30% longer to read orally than silently, on average. When test directions do not specify either oral or silent reading and error analysis is not a goal, testing will be more efficient via silent responding with no loss of comprehension. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 241–246, 2004.  相似文献