The Role of Instruction for Spelling Performance and Spelling Consciousness     

Kim A. H. Cordewener  Fred Hasselman  Ludo Verhoeven  Anna M. T. Bosman 《Journal of Experimental Education》2018,86(2):135-153

This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction, strategic-monitoring, self-monitoring, or control condition representing different types of metacognitive aspects. The results showed that students in all three training conditions made more progress in both spelling performance and spelling consciousness than students in the control condition. With respect to spelling consciousness, only students in the strategy-instruction condition made significant improvement between pretest and posttest. Students made more progress in spelling performance on regular words than on loan words. Students in all four conditions became more accurate at assessing which words they could spell correctly. Students in the control condition more frequently overestimated their spelling ability.  相似文献   

Becoming a Supervisor: Doctoral Student Perceptions of the Training Experience     

Kaye W. Nelson  Marvarene Oliver  Fred Capps 《Counselor Education & Supervision》2006,46(1):17-31

Thirteen doctoral students, 7 Caucasians and 6 Hispanics, participated over 3 semesters of practicum/internship in a qualitative research project exploring the experience of becoming supervisors. A follow‐up study with 5 different doctoral students confirmed and refined findings 1½ years later. The research team of 2 female faculty members and 1 male research assistant (the authors) identified 6 themes emerging from individual and group interviews with supervisors‐in‐training regarding the process of becoming a supervisor: (a) learning, (b) supervisee growth, (c) individual uniqueness, (d) reflection, (e) connections, and (f) putting it all together.  相似文献   

The Concept of Cycles for Environmental Education     

Rob Boschhuizen  Fred G. Brinkman 《Environmental Education Research》1995,1(2):147-158

The concept of ‘cycles’ could be an integrative one for learning about environmental issues within several school subject areas. This concept is the subject of this study with the following question: what are the ideas secondary school students associate with the word ‘cycles’ before instruction? Students formulate their associations on the stimulus word ‘cycles’ in terms of the school subject areas ‘biology’ and ‘environment’ more than in terms of the subject areas geography or other sciences. In their formulations a restricted number of cycle ideas, relevant for the use of cycles as an integrative concept in environmental education, occurs. Possibilities for making use of the concept of cycles in lower and higher secondary environmental education are discussed.  相似文献   

Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis     

Castro-Alonso  Juan C.  Wong  Rachel M.  Adesope  Olusola O.  Paas  Fred 《Educational Psychology Review》2021,33(3):989-1015

Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in multimedia environments. Several agents’ characteristics may moderate their instructional effectiveness, including appearance, gender, nonverbal communication, motion, and voice. Here, we conducted a meta-analysis to test hypotheses from diverse theories predicting the effects of these agents’ characteristics. We tested predictions of cognitive load theory, cognitive theory of multimedia learning, computers are social actors, social agency theory, uncanny valley, and the action observation network. Our meta-analysis of 32 effect sizes (N?=?2104) revealed a small overall effect (g+?=?0.20), showing that learning with multimedia pedagogical agents was more effective than learning without these agents. As predicted by the redundancy effect of cognitive load theory and the coherence principle of cognitive theory of multimedia learning, 2D agents (g+?=?0.38) tended to be more effective than 3D agents (g+?=?0.11). As predicted by the computers are social actors hypothesis, most of the agents’ characteristics, including nonverbal communication, motion, and voice, appeared not to moderate their effectiveness. We conclude that multimedia pedagogical agents help learning through multimedia, and that students may be able to learn similarly from different types of agents.

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Preparing elementary education majors to teach science using an inquiry-based approach: the Full Option Science System     

Mangrubang FR 《American annals of the deaf》2004,149(3):290-303

Science education traditionally has received insufficient attention. As a literature review shows, teacher preparation in science will be best served by improvements in pedagogy and in the content of required undergraduate science courses. The American Association for the Advancement of Science (1993, 1995) and the National Research Council (1993, 1995) have addressed this need in advocating a "science for all" that is highly significant for diverse learners. The No Child Left Behind Act emphasizes that reform of teacher preparation is part of an urgent national commitment to bring high-quality teacher candidates into the classroom. The Gallaudet University undergraduate teacher education program has developed an inquiry-based course that emphasizes integration of the sciences. Acquisition of the Full Option Science System, and its adaptation to and integration into the course, has resulted in specific curricular changes and positive results.  相似文献   

Book reviews     

Robert Heinich  Frederick G. Knirk  Fred Harcleroad  Greg Trzebiatowski  S. Thiagarajan  Arthur Babick  James Russell  Francis A. Cartier  Clarence O. Bergeson 《Educational technology research and development : ETR & D》1968,16(4):431-443

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Facilitating teachers' professional growth through their involvement in creating context-based materials in science     

June M. George  Fred Lubben   《International Journal of Educational Development》2002,22(6):419

This paper traces the professional growth of science teachers in Trinidad and Tobago through their involvement in the production of context-based resource materials relevant to the lives of their students during workshop sessions. Grounded theory methods were used to analyse pre- and post-workshop questionnaire responses, tape-recorded group discussions and several draft lesson outlines. The findings show that professional growth is indicated by changes in the nature of the contexts chosen as lesson foci, the role of these contexts in the overall lesson design, and teachers' perceptions of contextualised teaching. Conflicts between students' cultural and scientific understandings were not addressed by these teachers.  相似文献   

Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training     

Salden  Ron J.C.M.  Paas  Fred  Broers  Nick J.  van Merriënboer  Jeroen J.G. 《Instructional Science》2004,32(1-2):153-172

The differential effects of four task selectionmethods on training efficiency and transfer incomputer-based training for Air Traffic Controlwere investigated. A non-dynamic condition, inwhich the learning tasks were presented to theparticipants in a fixed, predeterminedsequence, was compared to three dynamicconditions, in which learning tasks wereselected on the basis of performance, mentaleffort, and a combination of both (i.e., mentalefficiency). Using the 3-factor mentalefficiency formula of Tuovinen and Paas (2004, this issue), the hypothesis that dynamic taskselection leads to more efficient training thannon-dynamic task selection was confirmed.However, the hypothesis that dynamic taskselection based on mental efficiency leads tomore efficient training than dynamic taskselection based on performance or mental effortalone was not supported. The results arediscussed in light of the theoretical frameworkand suggestions are given for futureresearch.  相似文献   

Effect of Children ‐ Generated Illustrations in text on Pupils’ Achievement in Phonics     

Christopher Ifeanyichukwu Ibenegbu  Ritadoris Educhi Ubah  Fred Amunabo Okwo 《The International Journal of Art & Design Education》2020,39(3):616-634

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“I find it odd that people have to highlight other people’s differences – even when there are none”: Experiential learning and interculturality in teacher education     

Fred Dervin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(1):87-102

This article examines the role of experiential learning in developing intercultural competences in the context of teacher education in Finland. Local and foreign students studying to become teachers were asked to write five short narratives each about meaningful intercultural encounters they experienced prior to enrolling in an intercultural course. Based on these narratives, the author analyses the potential overlap between the way the students reflect on and interpret these encounters and an understanding of interculturality which concentrates on the construction of self–other and social justice. The discourse analysis of the students’ narratives shows that in most cases, important intercultural learning seems to have already taken place before these students embarked on the course. The article ends with a discussion of the importance of starting from this observation in teacher education and of providing the student teachers with theoretical tools and methods which can support them in expanding their understanding of interculturality in their job as teachers.  相似文献