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A synthesis of the commentaries to our leadoff paper is presented, along with our replies to some of the specific comments offered. When the original analysis and the commentaries are combined, an exceptionally thorough summary of issues that should be considered by intervention researchers emerges. We hope this set of issues will be useful to the educational research community.A draft of this synthesis was circulated among the commentators in this special issue, with a request to determine whether their views were represented fairly. There were few reservations expressed, and in every case when a concern was expressed, we concluded on review that slight adjustment was required to present the commentator's perspective more clearly and/or fairly, and we attempted to do so. 相似文献
2.
Joel R. Levin Beverly J. Dretzke Michael Pressley Julia E. McGivern 《Contemporary educational psychology》1985,10(3):220-227
Previous research has indicated that the keyword method of vocabulary learning facilitates students' performance not just on simple tests of definition recall, but on comprehension-demanding tasks as well. The present study was conducted to determine whether the “comprehension” finding could be accounted for by keyword subjects' superior definition recall per se. The results generally supported that conclusion: When conditions and subjects within conditions were equated with respect to their initial levels of definition recall, the comprehension advantage of keyword subjects disappeared. 相似文献
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The general nature of constructivist educators' views of teaching are overviewed first, followed by analysis of good strategy instruction in constructivist terms. That good strategy instruction is scaffolded teaching is particularly emphasized. Scaffolded teacher-student interactions necessitate that students experience unique instruction that stimulates a great deal of student construction of to-be-acquired competencies. The only important difference between good strategy teaching and teaching recommended by constructivist educators is in the explicitness of instruction, with relatively greater teacher input about what is to be learned during good strategy instruction. 相似文献
4.
The purpose of this qualitative instrumental case study was to continue looking at the differences in classroom environments for different levels of teachers. Specifically, we wanted to focus on teacher perspectives of classroom management, relationships with students, motivating students, student risk-taking within the classroom, and student self-regulation. The three levels we looked at for this study included highly effective teachers, proficient teachers who have taught for more than 3 years, and new/developing teachers. The results found three major themes with differences in how teachers at each level approached classroom management, relationships with students, and student behaviors within the classroom. The student behaviors within the classroom included self-regulation and risk-taking. The results of this study provide researchers more information regarding the different stages of teaching, information to schools on ways to mentor teachers at each level of teaching, and information to teacher preparation programs on ways to help preservice teachers prepare for the classroom. 相似文献
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Michael Pressley Jennifer Samuel Marsha M. Hershey SueEllen L. Bishop Dale Dickinson 《Contemporary educational psychology》1981,6(2):110-116
Children 3 to 6 years of age learned simple Spanish vocabulary items using an adaptation of the keyword method of foreign language vocabulary learning. Using this version of the keyword method, the learner remembered a picture of the translation referent of the vocabulary item interacting with the referent of a concrete English word which sounded like part of the foreign word (the keyword). Children who used the keyword method remembered more vocabulary translations than children who were not instructed in keyword method usage. 相似文献
7.
This qualitative case study focused on 13 elementary teachers' perceptions of their evaluations. Using multiple schools (5) and teachers (13) we explored the impact of evaluations on instruction. Informed by Pekrun's control-value theory, our analysis focused on teachers' motivations and emotions. Teachers did not value or feel in control of their Value-Added Model (VAM) scores and still needed information regarding VAM. This led to feelings of hopelessness regarding future VAM scores. Teachers reported making mandated changes by the district or to help students' demonstrate learning on state exams. Teachers with mandated changes felt frustration, while teachers making their own changes felt hopeful for high student test scores. The presence of administrators also influenced changes in instruction during observations. Teachers shared feeling hopeful of observation scores, but were annoyed by the observation system. Our findings support the notion that teachers are not making meaningful changes based on VAM. 相似文献
8.
Shawn van Etten Michael Pressley Geoffrey Freebern Marissa Echevarria 《European Journal of Psychology of Education - EJPE》1998,13(1):105-130
An important aspect of metacognition, one potentially affecting much of students’ academic efforts, was tapped in this study. College students’ beliefs about their academic motivation were elicited systematically using ethnographic interviewing. We reasoned that students are very conscious of their decisionmaking regarding academics, and thus, they would be able to report on many of the factors affecting their academic motivation. In general, the students reported that many factors affect their academic motivation, specifically, many more factors than have been considered in previous theoretical analyses of academic motivation, with students perceiving that interactions between motivational factors often are critically determinative of academic efforts and achievement. 相似文献
9.
Reasons for concern about the quality of quantitative, experimental research in education are reviewed. These include internal and external validity errors, questionable design and analyses practices, and incomplete or misleading discussions of findings. More positively, the concerns can be addressed by individual investigators, and the larger profession could improve the quality of educational intervention research through shifts in publication practices. 相似文献
10.
A primer of research on cognitive strategy instruction: The important issues and how to address them
Michael Pressley Vera Woloshyn Linda M. Lysynchuk Vicky Martin Eileen Wood Teena Willoughby 《Educational Psychology Review》1990,2(1):1-58
Five types of strategy research are reviewed. (1) We argue it makes sense first to determine whether there is a need for strategy instruction. If there is, (2) development of a treatment with preliminary evaluations can follow, as can (3) formal evaluation of the resultant intervention in true experiments. As instructional need research, strategy development, and experimental evaluation proceed, two other types of research should be conducted. (4) It is important to study the acceptability of strategy interventions to educators and students. (5) Research on material modifications can provide information about how strategy benefits can be made available to students when strategy instruction is not effective or unlikely to occur. Very little strategy instruction has been evaluated in all five types of research covered here, making obvious the need for more systematic research on strategies. Observational, ethnographic, and experimental methods are required in order to address the many issues comprising comprehensive empirical analysis of any type of strategy instruction, with many recommendations made here about how to conduct informative studies. 相似文献