Effects of Small-Group Learning on Transfer: a Meta-Analysis   总被引：1，自引：0，他引：1  

Hui-Hua Pai  David A. Sears  Yukiko Maeda 《Educational Psychology Review》2015,27(1):79-102

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Four Perspectives on Flipping the Statistics Classroom: Changing Pedagogy to Enhance Student-Centered Learning     

Shonda R. Kuiper  Robert H. Carver  Michael A. Posner  Michelle G. Everson 《PRIMUS》2015,25(8):655-682

Abstract

The term “flipped” or “inverted” classroom includes a broad range of pedagogical innovations, and has recently received a significant amount of press. Although flipping an entire course might be a more extreme step than most are able to take, we discuss modular ideas for change that can be more easily implemented. This paper offers the perspective of four faculty members at different institutions who have all flipped material in statistics courses that were already highly interactive and activity-based. We share common pitfalls and core ideas that were found among diverse environments.  相似文献   

What’s Working in Working Memory Training? An Educational Perspective     

Thomas S. Redick  Zach Shipstead  Elizabeth A. Wiemers  Monica Melby-Lervåg  Charles Hulme 《Educational Psychology Review》2015,27(4):617-633

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The Status of the Testing Effect for Complex Materials: Still a Winner     

Katherine A. Rawson 《Educational Psychology Review》2015,27(2):327-331

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A Mixed-Methods Study of Early Intervention Implementation in the Commonwealth of Pennsylvania: Supports,Services, and Policies for Young Children with Developmental Delays and Disabilities     

Janet A. Mattern 《Early Childhood Education Journal》2015,43(1):57-67

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Outside of School Matters: What We Need to Know in Urban Environments     

H. Richard Milner IV  Ira E. Murray  Abiola A. Farinde  Lori Delale-O’Connor 《Equity & Excellence in Education》2015,48(4):529-548

This article focuses on factors outside of school that we have identified from the established research literature as essential for educators to consider in supporting students in urban environments. We start by conceptualizing what it means for a school to be “urban.” Following this discussion, we describe four outside-of-school factors that emerge from the literature: (1) Understanding Student and Family Homelessness; (2) Understanding Geography and Social Contexts; (3) Understanding Policy and School Funding; and (4) Understanding Parental and Family Involvement. These factors are important to helping educators, especially pre- and in-service teachers, in their understanding of and, consequently, the practices they use to meet the needs of students in these social contexts. We conclude with recommendations for educational practice.  相似文献   

Coping with Stress: Supporting the Needs of Military Families and Their Children     

Theresa J. Russo  Moira A. Fallon 《Early Childhood Education Journal》2015,43(5):407-416

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Design-Based Research Within the Constraints of Practice: AlgebraByExample     

Julie L. Booth  Laura A. Cooper  Alexandra Huyghe  Kenneth R. Koedinger  E. Juliana Paré-Blagoev 《Journal of Education for Students Placed at Risk》2015,20(1-2):79-100

Superintendents from districts in the Minority Student Achievement Network (MSAN) challenged the Strategic Education Research Partnership (SERP) to identify an approach to narrowing the minority student achievement gap in Algebra 1 without isolating minority students for intervention. SERP partnered with 8 MSAN districts and researchers from 3 universities to design and rigorously test AlgebraByExample, a set of 42 Algebra 1 assignments with interleaved worked examples that target common misconceptions and errors. In a year-long random-assignment study, students who received AlgebraByExample assignments had an average 7 percentage point boost on a posttest containing released items from state assessments, and students in the bottom half of the performance distribution where minority students are disproportionately concentrated had an average 10 percentage point boost on a researcher-designed assessment of conceptual understanding. AlgebraByExample is easily incorporated into any existing curriculum, and naturally serves as a launch point for mathematically rich discussion.  相似文献   

Phonological Processing and Word Reading in Typically Developing and Reading Disabled Children: Severity Matters     

Barry J. A. de Groot  Kees P. van den Bos  Alexander E. M. G. Minnaert  Bieuwe F. van der Meulen 《Scientific Studies of Reading》2015,19(2):166-181

In this study word reading (WR) fluency was used to dichotomously classify 1,598 Dutch children at different cutoffs, indicating (very) poor or (very) good reading performance. Analysis of variance and receiver operating characteristics were used to investigate the effects of rapid automatized naming (RAN) and phonemic awareness (PA) in predicting group membership. The highest predictive values were found for the combination of RAN and PA, particularly for the poorest readers. Furthermore, results indicate that with the severity of impairment, WR is more dominated by deficient PA, which is interpreted as an enduring problem with sublexical processing. Another main result is that with the increase of reading skill, the contribution of PA diminishes, whereas the contribution of RAN remains fairly constant for the whole reading fluency continuum. These results warrant the conclusion that whereas PA hallmarks reading disability, RAN appears to be the default predictor for above-average or excellent reading proficiency.  相似文献   

A Dialectic of Disinterested and Immersive Aesthetics: Santiniketan Art Education and Labour Translated          下载免费PDF全文

David A. Gall 《The International Journal of Art & Design Education》2015,34(1):132-144

This article argues for art education's potential to transform mundane work, mindful of the steep challenges of the aesthetic and mundane dialectic. Those challenges, magnified in the context of capitalism and industrialism, confronted twentieth‐century Indian artist educators Rabindranath Tagore and Nandalal Bose, but also confront twenty‐first‐century art educators. Tagore created Visva‐Bharati University to counteract the excessive materialism of modernism, recognising diversity and the immanence of the transcendent in humanity. Tagore's aesthetics, though deeply relational, nevertheless regard the mundane as essentially irredeemable. It is in Visva‐Bharati's environment, however, that Nandalal Bose was able to conceive an aesthetic, developed from Yogic ideas of immanence and Far Eastern aesthetics, which envisioned the transformation of the mundane through creative activity.  相似文献