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Dennis Adams 《Educational Media International》2013,50(3):158-163
Abstract The article discusses how sections of a video can best be used in the instructional process by activating the minds of students and using their reactions to viewing to produce intellectual action. It gives some suggested schemes for this activity and shows how technological forces can become energies of change. 相似文献
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Perry den Brok Mieke Brekelmans Theo Wubbels 《School Effectiveness & School Improvement》2013,24(3-4):407-442
In this study, the effectiveness of secondary education teachers' interpersonal behaviour is investigated by analysing data from 2 samples: a study on 45 Physics teachers and their 3rd-year classes and a study on 32 English as a Foreign Language (EFL) teachers and their 3rd-year classes. Teacher interpersonal behaviour was studied by means of students' perceptions of this behaviour, collected with the Questionnaire on Teacher Interaction (QTI). These perceptions include 2 important dimensions: Influence and Proximity. Results of multilevel analyses with various covariates indicated that Influence and Proximity were positively related to both cognitive and affective outcomes. Interpersonal behaviour explained up to more than half of the variance in student outcomes at the teacher-class level. The outcomes suggest that interpersonal behaviour as perceived by students may be an important variable for educational effectiveness researchers. 相似文献
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Although research on Tier 2 interventions for early mathematics is accumulating, such efforts remain far behind those for reading, especially regarding specific features such as the ideal time to begin an intervention. The present study investigated the effectiveness of a Tier 2 intervention using a single subject multiple baseline, across-groups design with two cohorts of second graders. Because the two cohorts of students were given the intervention at different times during the second grade year, the study also documented whether the timing of the intervention affected acquisition and retention of second grade mathematics competencies. Finally, the study tracked student performance up to the first semester of the third grade year to document any sustained effects. The results show that the supplemental intervention was effective for both cohorts, but differences in performance indicate that the timing of the intervention may affect the degree of success. In addition, for some participants, the positive effects of the intervention were sustained into the third grade year. 相似文献
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