Conceptual Mediation Program in Practice: Educational Outcomes from Two Sites     

Gregory C. R. Yates  E. Harry Lyndon 《Research in Science Education》2004,34(4):389-401

We report on two studies in which high school students who had been exposed to a cognitive training procedure known as the Conceptual Mediation Program (CMP) were compared to students who had not participated within the program. In the first study, based on data from two sites, it was found that 70 CMP students exhibited higher levels of school affect and strategy awareness than 103 comparable students not in the program. In the second study, based on retrospective data from one site, 53 students who had participated within CMP classes were found to exhibit higher levels of attainment on Year 12 South Australian public examination results (effect size of 1.04 on the aggregate). On the Year 12 examination results, the CMP students outperformed both the school and state norms.  相似文献   

Sustaining education for sustainability in turbulent times     

Gregory A. Smith  Robert B. Stevenson 《The Journal of environmental education》2017,48(2):79-95

A study of two schools in northern Australia demonstrated the impact on Education for Sustainability (EfS) initiatives of a disruptive policy environment set in motion by neoliberal reforms focused on standards, accountability, and international competitiveness. In one of the schools, a culture characterized by trust and an emphasis on cultivating teacher and student strengths and interests contributed to the resilience of these initiatives in the face of outside pressures. In the other, administrators preoccupied with the need to implement state mandates with fidelity failed to nurture and develop a collection of remarkable EfS projects and activities.  相似文献   

Assessing Metacognitive Awareness   总被引：4，自引：0，他引：4  

Schraw Gregory  Dennison Rayne Sperling 《Contemporary educational psychology》1994,19(4)

We constructed a 52-item inventory to measure adults′ metacognitive awareness. Items were classified into eight subcomponents subsumed under two broader categories, knowledge of cognition and regulation of cognition. Two experiments supported the two-factor model. Factors were reliable (i.e., α = .90) and inter-correlated (r = .54). Experiment 2 reported the knowledge of cognition factor was related to pre-test judgments of monitoring ability and performance on a reading comprehension test, but was unrelated to monitoring accuracy. Implications for educational assessment and future research were discussed.  相似文献   

Initial evidence on the long-term impacts of work colleges     

Gregory C. Wolniak  Ernest T. Pascarella 《Research in higher education》2007,48(1):39-71

With the purpose of gaining a better understanding of the impacts that attending a work college may have on students while in college and up to 25 years later, this study estimated the effects of graduating from a group of work colleges on alumni educational and employment outcomes. Based on an overall sample of 7083 alumni from 5 work colleges, 20 private liberal arts colleges, and 5 public regional universities, a series of regression equations tested for differences across a range of college and employment related outcomes. With respect to a variety of facets of undergraduate educational outcomes, results indicate that attending a work college, relative to other types of institutions, has significant long-term effects. With respect to socioeconomic outcomes, results indicate that work colleges provide the greatest benefit to students from families with relatively low parental incomes. This research was supported by grants from The Mellon and Spencer Foundations.  相似文献   

The role of maternal mediation of writing to kindergartners in promoting literacy in school: A longitudinal perspective     

Aram  Dorit  Levin  Iris 《Reading and writing》2004,17(4):387-409

The current study follows up on Aram andLevin's (2001, Cognitive Development, 16, 831–852)analysis of the role of maternalwriting mediation among low SES Israelikindergartners. That study's main findingindicated that the quality of maternal writingmediation correlated concurrently withkindergartners' literacy skills aftercontrolling for socio-cultural measures. Thepresent study followed up the participants tothe second grade in school, and evaluated theirlevel of Spelling, Reading Comprehension, andLinguistic Knowledge two and a half years later. Theresults indicate that the children's literacymeasures in school were predicted by maternalwriting mediation in kindergarten beyond SESand the early literacy measures assessed in thekindergarten (Word Writing and LinguisticKnowledge). These results highlight thesignificance of early maternal writingmediation as a major factor in literacydevelopment.  相似文献   

Building electronic communities: success and failure in computer networking   总被引：7，自引：0，他引：7  

Margaret M. Riel  James A. Levin 《Instructional Science》1990,19(2):145-169

This paper is about networking failures as well as networking successes. A research strategy for comparing educational activities conducted across electronic networks was employed to examine the critical features of successes as well as failures in designing electronic communities. The analysis provides a set of guidelines for those who plan to use telecommunications as a tool for creating global communities.  相似文献   

A comparison of sentence-learning errors in children of different achievement levels     

Joel R. Levin  Elizabeth S. Ghatala  Bruce G. Bender 《Contemporary educational psychology》1978,3(4):358-366

Theoretical analyses of the multiple-choice test format suggest that a test constructor should give serious consideration to the form in which correct and incorrect alternatives are presented. In this experiment, third and fourth graders were tested for previously exposed information by multiple-choice items in which: (a) correct alternatives were stated in either verbatim or synonym form; and (b) incorrect alternatives consisted of plausible responses that were either familiar or new. Comparisons of errors and error patterns were made between high and low achieving students who had been given one of two different information-processing strategies. Based on a dual test function argument, it was concluded that synonym correct alternatives combined with plausible new responses are the most desirable of the four multiple-choice variations studied here. In particular, such items were sensitive to achievement level and strategy differences without systematically increasing students' likelihood of retaining misinformation.  相似文献   

Interview: An Interview with Robert J. Sternberg About Educational Psychology: The Current “State of the Art”     

Gregory Keane  Michael F. Shaughnessy 《Educational Psychology Review》2002,14(3):313-330

  相似文献   

“I don’t think that word means what you think it means”: A proposed framework for defining learning communities     

Richard E. West  Gregory S. Williams 《Educational technology research and development : ETR & D》2017,65(6):1569-1582

In this paper we address the obfuscation surrounding the concept of learning communities by operationalizing community according to four characteristics that serve as boundaries for defining a community: access, relationships, vision, and function. Although these community boundaries sometimes overlap, they represent distinctive features of possible community structures. In addition to defining and discussing learning community boundaries, we share insights for researching learning communities. We believe a clearer understanding of how to define learning communities can assist scholars and practitioners in cultivating and studying these communities.  相似文献   

Computational Efficiency through Visual Argument: Do Graphic Organizers Communicate Relations in Text Too Effectively?     

Robinson Daniel H.  Schraw Gregory 《Contemporary educational psychology》1994,19(4)

Previous research on graphic organizers has found that they facilitate memory for corresponding text. This study investigated why one type of graphic organizer (a matrix) may communicate interconcept relations more effectively than an outline or text. In three experiments, college students judged the accuracy of interconcept relations after they read a text and studied a matrix, an outline, or the text again. We also measured students′ performance when study time was reduced and testing delayed. Results indicated that even when study time was reduced, viewing a matrix helped students make more accurate judgments of interconcept relations. We conclude that a matrix is more computationally efficient than an outline or text, enabling readers to compute interconcept relations more quickly and easily (Larkin & Simon, 1987), due to a communicative process called visual argument (Waller, 1981). However, this advantage disappeared when testing was delayed, which, ironically, may have been due to computational efficiency.  相似文献