Classroom Questioning with Immediate Electronic Response: Do Clickers Improve Learning?     

Steven A. Yourstone  Howard S. Kraye  Gerald Albaum 《Decision Sciences Journal of Innovative Education》2008,6(1):75-88

A number of studies have focused on how students and instructors feel about digital learning technologies. This research is focused on the substantive difference in learning outcomes between traditional classrooms and classrooms using clickers. A randomized block experimental design involving four sections of undergraduate Operations Management classes was used to determine if clicker systems increase student learning of both quantitative and conceptual material in Operations Management. Learning was measured using the difference between the scores on an entrance examination and the final examination. The findings of this research provide evidence that the use of immediate feedback using a technology like clickers can have a positive impact on student learning as measured by test scores.  相似文献   

Changing Places     

Howard Green 《Cambridge Journal of Education》1994,24(2):165-173

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Some Aspects of Education in France Relevant to Current Concerns in the UK     

Howard Lewis 《比较教育学》1989,25(3):369-378

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Mental aerobics: The half-sheet response   总被引：1，自引：0，他引：1  

Richard L. Weaver II  Howard W. Cotrell 《Innovative Higher Education》1985,10(1):23-31

Mental aerobics is the process of stimulating the mind through wellplanned, specific, and direct exercise routines. The half-sheet response, one type of mental aerobics, has many uses. Also, it encourages inclusion, expression, understanding, thinking, feedback, insight, and comparison. It serves as a form of entertainment, a way to test, and a means for taking attendance. Weaknesses include the possibility that it will be viewed as a gimmick, used just for attendance, or used without feedback. With enough time to write, avoidance of overuse, and substantial planning, it can stimulate and motivate students, and it can form an important bond between instructor and students.  相似文献   

Combining Economic and Conjoint Analysis to Determine Optimal Academic Services     

Mona Whitley Howard  Marion G. Sobol 《Decision Sciences Journal of Innovative Education》2004,2(1):27-44

In today's era of global competition, organizations must manage their functions and activities in a manner such that they are responsive to customers' needs and can provide excellence in service to the customer while also being efficient and cost conscious. These issues are extremely common in corporate organizations, but such concerns are equally relevant in service industries, including institutions of higher education. This study is conducted at a private, undergraduate institution of higher education. We utilize focus group evaluation and conjoint analysis combined with economic analysis in the form of a newly designed preferred utility economic cost diagram to pick the ideal services that should be provided to enrolled students at the institution. The package of ideal services accounts for preferred utility expressed by students and a new methodology (preferred utility function) to balance these against financial considerations to optimize services and financial gains for a college adult education program. This combination of focus groups and mathematical techniques can be easily employed by educational institutes.  相似文献   

Modeling the student in intelligent tutoring sytems: The promise of a new psychometrics     

Howard T. Everson 《Instructional Science》1995,23(5-6):433-452

This paper reviews a number of relatively new and promising psychometric approaches to the problem of modeling student achievement (the student model) within intelligent tutoring systems (ITS). A shared characteristic of most ITSs is their need to estimate a model of the student's understanding of the domain, and use this model to modify and adapt subsequent instructional content and sequence. Sound cognitive diagnosis and the need to advance ITS technology require the development of student models that are integrated with cognitive theory and instructional science. A number of cognitively oriented psychometric approaches — including latent-trait models, statistical pattern recognition methods, and causal probabilistic networks — are described and discussed within the current ITS framework. As measurement-based student models are refined, we anticipate their compatibility with future generations of intelligent tutoring systems.  相似文献   

The construction of a new point of view     

Howard E. Barrett 《The Urban Review》1975,8(3):219-231

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A First Course in Mind, Brain, and Education     

Peter R. Blake  Howard Gardner 《Mind, Brain, and Education》2007,1(2):61-65

ABSTRACT— We describe what may well be the first course devoted explicitly to the topic of Mind, Brain, and Education (MBE). In the course, students examine four central topics (literacy, numeracy, emotion/motivation, and conceptual change) through the perspectives of psychology, neuroscience, genetics, and education. We describe the pedagogical tools we use to develop the skills critical for synthesizing information across the disciplines associated with MBE.  相似文献   

Using peer and self-assessment to develop modelling skills with students aged 11 to 16: A socio-constructive view     

Howard Tanner  Sonia Jones 《Educational Studies in Mathematics》1994,27(4):413-431

Eight Welsh secondary schools participated in an action research project which developed approaches to teaching and assessing mathematical thinking skills involved in practical modelling situations. The development of the metacognitive and strategic skills necessary for successful modelling is discussed from a socio-constructivist perspective as a process of acculturation as well as cognitive construction. Learning to model involves socialization into the consensual realities of a wider mathematical culture and the teacher plays a pivotal role in the generation of this consensus through the legitimization of linguistically expressed subjectivities. Assessment is an integral part of this process. Participation in peer and self-assessment was found to involve the student in a recursive, self-referential learning process which supports the explicit development of metacognitive skills.  相似文献   

Interstimulus interval determines whether ethanol produces conditioned place preference or aversion in mice     

Christopher L. Cunningham  Dobrina M. Okorn  Christine E. Howard 《Learning & behavior》1997,25(1):31-42

DBA/2J mice were exposed to a distinctive floor stimulus (CS+) and ethanol (2 g/kg) in a place conditioning paradigm. A different floor stimulus (CS?) was presented with saline. Mice injected just before or 30 min before CS exposure (Groups 0, ?30) showed conditioned place preference, whereas mice injected right after exposure to the CS (Group 5) displayed place aversion (Experiment 1). None of the other groups (?120, ?60, 15, 60) showed place conditioning. Handling and saline injection given just before or after CS exposure were unable to produce place conditioning (Experiment 2). However, there was a positive relationship between ethanol concentration (10% vs. 20%) and test performance, suggesting that peritoneal irritation influences place conditioning (Experiment 3). Overall, these findings support the suggestion that intraperitoneal injection of ethanol produces an initial short-duration aversive effect that is followed by a longer lasting positive motivational effect.  相似文献