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P. C. Jinks 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):220-225
Eleven basic skills involved in effective listening and reading were isolated for study. These skills were believed to underlie an effective understanding of oral and written communications. It was hypothesized that training could improve the learning of these basic listening skills. After controlling for socio‐economic status and sex differences, pupils in grades 2 and 5 were randomly assigned to a training and a non‐training condition. The training consisted of a number of sessions whereby the student listened to pre‐recorded tapes composed around the 11 basic listening skills. Following training, all students were administered a 33‐item test consisting of questions measuring comprehension of the basic skills. Using analysis of variance techniques, the effectiveness of training in listening was analysed. Whereas the training was found to be highly effective at grade 2, it was only moderately effective at grade 5. 相似文献
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The Structure of Discourse in Collaborative Learning 总被引：1，自引：0，他引：1
Clark A. Chinn Angela M. O'donnell Theresa S. Jinks 《Journal of Experimental Education》2013,81(1):77-97
The authors examined the types of discourse structures that emerge during peer learning and the ways in which those structures are related to learning. One hundred and five 5th graders learned about writing conclusions that summarized the results of experiments they had conducted with electrical circuits. In groups of 4, they discussed the quality of 3 conclusions. The discourse structure of the discussions could be readily characterized as a network of arguments and counterarguments. The quantitative measures of the quality of those argument structures were positively related to improvement in the students' ability to write their own conclusions. In addition, the students who simply discussed whether the 3 conclusions were OK or not OK generated less complex argument structures than the students who discussed which of the 3 conclusions was best and which was worst. The results demonstrate the importance of considering the structure of peer discourse as a mediator of what students learn from peer interactions. 相似文献
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Joan Mellen Larry Langman Milt Fajans William Jinks 《Communication Booknotes Quarterly》2013,44(11):129-130
Joan Mellen's Voices from the Japanese Cinema (New York: Liveright, 1975—$12.50) The Quarterly Review of Film Studies (Redgrave Publishing Co., P.O. Box 408, Westport, Conn. 06880—$22.00 per year to institutions/14.00 to individuals) Larry Langman and Milt Fajans' Cinema and the Schools: A Guide to 101 Major American Films (Dayton, Ohio: Pflaum/Standard, 1975—$4.95, paper) William Jinks' The Celluloid Literature: Film in the Humanities (Beverly Hills, Calif.: Glencoe Press, 1974—$4.95, paper) 相似文献
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Self-efficacy Theory and Learning Environment Research 总被引：3，自引：0，他引：3
The purpose of this article is to bring to the attention of educators interested in student perceptions of the learning environment
the concept of self-efficacy. Social learning theorists define perceived self-efficacy as a sense of confidence regarding
the performance of specific tasks. Our premise is that student self-efficacy beliefs regarding academic performance can have
important implications for improving learning environments and, consequently, student outcomes. We believe that focusing on
students' academic self-efficacy could alter student perceptions of the learning environment. Unlike most beliefs systems,
which can be highly personal, academic self-efficacy is generally a belief that is addressable in a classroom context. Therefore,
understanding more about the reciprocal relationship between the learning environment and students' academic self-efficacy
beliefs should be a fruitful focus for learning environment research.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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