首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 656 毫秒
1.
Ten inclusive middle school social studies classes, including 133 general education students, and 24 students with mild disabilities (21 with learning disabilities and 3 with emotional disabilities), were assigned at random to a traditional instruction condition, or an experimental condition involving classwide peer tutoring with specialized materials and parent training. After 18 weeks of instruction, posttest data revealed that students in the experimental condition gained significantly more than students in the traditional instruction condition. These effects were observed on content included in the tutoring intervention, as well as on related content that was taught but not included in the tutoring intervention. Results are discussed within the context of recent research on inclusive secondary content area instruction.  相似文献   

2.
The purpose of this study was to test the effects of a comprehensive writing program for students with and without learning disabilities (LD) in inclusive general education classrooms. The program incorporated research‐based components including instruction in a prewriting planning strategy, narrative text structure, writing strategies, and the process approach to writing. The study was conducted in five fifth‐grade inclusive classrooms with 113 students (including 14 students with LD). A quasi‐experimental comparison‐group design was utilized, whereby three intact experimental classes received the writing intervention, and two intact comparison classes received traditional writing instruction. Measures included several writing indicators as well as state writing competency test scores. Results indicated that the students with and without LD in the experimental group made significant gains from pretest to posttest on several writing measures. Although students in the comparison group made some gains, the gains were related to fewer measures than the measures associated with experimental‐group gains, and the effect sizes were smaller.  相似文献   

3.
The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach instruction on ninth-grade students’ understanding in chemical bonding concepts compared to traditional instruction. Seventy-two ninth-grade students from two intact chemistry classes taught by the same teacher in a public high school participated in the study. The classes were randomly assigned as the experimental and control group. The control group (N?=?35) was taught by traditional instruction while the experimental group (N?=?37) was taught cooperative learning based on conceptual change approach instruction. Chemical Bonding Concept Test (CBCT) was used as pre- and post-test to define students’ understanding of chemical bonding concepts. After treatment, students’ interviews were conducted to observe more information about their responses. Moreover, students from experimental groups were interviewed to obtain information about students’ perceptions on cooperative work experiences. The results from ANCOVA showed that cooperative learning based on conceptual change approach instruction led to better acquisition of scientific conceptions related to chemical bonding concepts than traditional instruction. Interview results demonstrated that the students in the experimental group had better understanding and fewer misconceptions in chemical bonding concepts than those in the control group. Moreover, interviews about treatment indicated that this treatment helped students’ learning and increased their learning motivation and their social skills.  相似文献   

4.
Abstract. Thirty‐four matched pairs of sixth‐ and seventh‐grade students were selected from 358 participants in a comparison of an explicit concrete‐to‐representational‐to‐abstract (CRA) sequence of instruction with traditional instruction for teaching algebraic transformation equations. Each pair of students had been previously labeled with a specific learning disability or as at risk for difficulties in algebra. Students were matched according to achievement score, age, pretest score, and class performance. The same math teacher taught both members of each matched pair, but in different classes. All students were taught in inclusive settings under the instruction of a middle school mathematics teacher. Results indicated that students who learned how to solve algebra transformation equations through CRA outperformed peers receiving traditional instruction on both postinstruction and follow‐up tests. Additionally, error pattern analysis indicated that students who used the CRA sequence of instruction performed fewer procedural errors when solving for variables.  相似文献   

5.
Abstract

This study was undertaken to examine two fundamental questions related to the use of graphic organizer instruction with fifth-grade, normal-achieving students: (a) Does graphic organizer instruction facilitate comprehension, recall, and transfer of information contained in an expository textbook? and (b) To what degree is explicit instruction necessary for independent generation and use of graphic organizers by students? In four experimental conditions, participants read social studies information with or without the graphic organizer. The conditions were further separated by the presence or absence of explicit instruction. Participants in the control condition received traditional basal instruction, as prescribed by the teacher's manual of the district-adopted textbook. Participants in all groups performed comparably on acquisition and retention measures. However, when required to read and recall novel social studies content, participants receiving the graphic organizer and explicit instruction performed better on the measure of transfer than students who received traditional basal instruction did.  相似文献   

6.
The purpose of this study was to investigate the effectiveness of the conceptual change text oriented instruction over traditionally designed instruction on ninth grade students’ understanding of the human circulatory system concepts, and their retention of this understanding. The subjects of this study consist of 73 ninth grade female students from two classes of a basic school in Jordan. One of the classes was randomly assigned as an experimental group in which conceptual change text oriented instruction was implemented, and the other class was randomly assigned as a control group in which students were instructed by traditionally designed biology instruction. Results showed that students exposed to conceptual change oriented instruction had better understanding of the human circulatory system concepts than those exposed to traditional instruction. The results also showed that the conceptual change text oriented instruction was significantly better than the traditional instruction in retention of this understanding.  相似文献   

7.
This study investigated the effect of conceptual change text-oriented instruction over traditional instruction on students' understanding of solution concepts (e.g., dissolving, solubility, factors affecting solubility, concentrations of solutions, types of solutions, physical properties of solutions) and their attitudes towards chemistry. The sample of this study consisted of 87 undergraduate students from two classes enrolled in an introductory chemistry course. One of the classes was assigned randomly to the control group, and the other class were assigned randomly to the experimental group. During teaching the topic of solution concepts in the chemistry curriculum, a conceptual change text-oriented instruction was applied in the experimental group whereas traditional instruction was followed in the control group. The results showed that the students in the experimental group performed better with respect to solution concepts. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups towards chemistry.  相似文献   

8.
The present study was conducted to investigate the degree of effectiveness of cooperative learning instruction over a traditional approach on 11th grade students' understanding of electrochemistry. The study involved forty-one 11th grade students from two science classes with the same teacher. To determine students' misconceptions concerning electrochemistry, the Electrochemistry Concept Test consisting of 8 open-ended and 12 multiple-choice questions was used as a pre-test and some students were interviewed. According to the results, twenty-four misconceptions (six of them initially identified) about electrochemistry were identified. The classrooms were randomly assigned to a control group (traditional instruction, 21 students) and an experimental group (cooperative learning based on a constructivist approach, 20 students). After instruction, the same test was administered to both groups as a post-test. The results from the t-test indicated that the students who were trained using cooperative learning instruction had significantly higher scores in terms of achievement than those taught by the traditional approach. According to the post-test and interviews, it was also found that instruction for the cooperative group was more successful in remediation of the predetermined misconceptions.  相似文献   

9.
In the US, there is a significant number of learning-disabled high school students included in regular science classrooms. It has been argued that students with learning disabilities can succeed in science if they receive the kind of instruction they need. To facilitate such instruction, the special education teacher is often incorporated into the class along with the learning disabled students. We observed 53 high school science lessons from ten pairs of science and special-education teachers who were responsible for delivering instruction to groups of students, some of whom were learning-disabled. We analyzed narrative notes collected in these lessons reflecting the kinds of classroom activities, organization of work, and teachers’ roles. In addition, we interviewed the teachers individually to gain a better understanding of these inclusive classes. The underlying question of this research was whether inclusive classes with two teachers delivered the type of science education that is better than solo-teaching in addressing the needs of learning-disabled students. Our evidence indicates that even with a special-education teacher present in the class, learning-disabled students usually did not receive a science education that met their needs. We elaborate on the reasons for this problem and make suggestions for improvement.  相似文献   

10.
In this study, the effect of conceptual-change-texts-oriented instruction to seventh-grade students' understanding of ecological concepts was investigated. Using information collected through interviews and related literature, the Ecology Concept Test was developed and administered to 58 elementary students in two classes of an elementary school before and after the treatment. The experimental group received conceptual-change-texts-oriented instruction and the control group received traditional instruction. Results of independent t test analysis revealed a statistically significant difference between the gain score means of the students in both groups with respect to ecological concepts in favor of experimental group after the treatment.  相似文献   

11.
This investigation was intended to examine the effects of teaching middle school students with learning disabilities and mild mental retardation to tutor one another in reading comprehension strategies. All students were reading significantly below grade level and many students exhibited behavior problems in addition to their primary disability area. Students were randomly assigned to a tutoring or traditional reading instruction condition. Within the tutoring condition, students were matched into tutoring dyads, trained in the tutoring procedures, and taught specific reading comprehension strategies. Reciprocal tutoring was employed, such that students assumed roles of both tutor and tutee during daily reading periods. Performance on reading comprehension tests following tutoring yielded significant performance advantages for students involved in tutoring. Observational, survey, and interview data revealed that students enjoyed tutoring more than their traditional instruction, appeared to see the value and benefits of the tutoring, and wanted to include tutoring as part of their other classes, such as science and social studies. Findings are discussed with respect to the strengths and challenges associated with the use of tutoring to provide strategic instruction to students with special learning needs.  相似文献   

12.
The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest–posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University–Sarmiento Campus. Both classes received conventional instruction; however, the experimental group''s instruction was supplemented with the card game, while the control group''s instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory.  相似文献   

13.
The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation.  相似文献   

14.
This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of using flipped model of instruction, students were divided in two groups. For the first group called the experimental group, a “flipped classroom” was used in which the students were given video lessons and reading materials, before the class to be revised at home. On the other hand, the second group followed traditional methodology, and it was used as control. The rate of reaction knowledge test and the chemistry attitude scale were administered. In addition, the researcher documented classroom observations, experiences, thoughts and insights regarding the intervention in a journal on a daily basis in order to enrich the data. Students were interviewed at the end of the research in order to enrich the qualitative data also. Findings from this study reveal that the flipped instruction model facilitates a shift in students’ conceptual understanding of the rate of chemical reaction significantly more than the control condition. Positive significant differences were found on all assessments with the flipped class students performing higher on average. Students in the flipped classroom model condition benefited by preparing for the lesson before the classes and had the opportunity to interact with peers and the teacher during the learning processes in the classroom. The findings support the notion that teachers should be trained or retrained on how to incorporate the flipped classroom model into their teaching and learning processes because it encourages students to be directly involved and active in the learning.  相似文献   

15.
High-quality writing instruction is vital to supporting developing writers as they learn to plan, compose, and revise text. It is equally important that such instruction enhances students’ self-efficacy for writing as well as their motivation to write. The main aim of the present study was to investigate the incremental effect of peer-assisted writing in an explicit writing instruction program on Flemish upper-elementary students’ writing performance, self-efficacy for writing, and writing motivation. A randomized control design, using multilevel analyses, was conducted to determine the differential effectiveness of two experimental writing treatments (EI+PA and EI+IND) compared to a business as usual control condition (BAU). Both experimental writing treatments involved explicit instruction in writing, with students in one condition writing with a peer (EI+PA) and students in the other condition writing individually (EI+IND). Participating classes (N = 431 students, N = 20 teachers) were randomly assigned to the three conditions and students were assessed before and after instruction. EI+PA students outperformed both EI+IND and BAU students on the writing measure in the instructed genre but not in the uninstructed genre. Additionally, although EI+PA students were more confident as to their capability (self-efficacy) to generate ideas when compared to their EI+IND counterparts, EI+PA students’ writing motivation, characterized by internal or external motives, was significantly lower than EI+IND students. The findings of the present study corroborate and extend the limited number of prior studies illustrating the surplus value of peer-assisted writing in explicit writing instruction programs.  相似文献   

16.
In this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle school (Grades 5–8) students. Students in nine Grade 6 mathematics classes from two public middle schools in Turkey were assigned to two conditions: University within school model instruction and traditional instruction. Pre- and posttest data showed that the students exposed to instruction through the university within school partnership model significantly outperformed their traditional instruction peers on the fractions test. Results indicated that students made significant gains in fractional knowledge in the experimental classrooms and in different subgroup populations. It was suggested that a substantial amount of mathematical infusion through partnership could have a positive impact on middle school students' fractional knowledge. The educational implications of the study were also discussed.  相似文献   

17.
The aim of this study was to investigate the effectiveness of instruction supplemented by conceptual change texts (CCTs) over traditional instruction on students’ understanding of electrochemical (galvanic and electrolytic) cell concepts. The participants of the study consisted of 64 students from the two classes of a high school located in Turkey. Classes were randomly assigned to experimental group, which was exposed to CCTs as a supplementary material, and to control group, which was exposed to traditional instruction. A 23-item multiple-choice test was developed assess students’ conceptual understanding of electrochemical cells. This test was administered to both groups before and after the instruction. The results of ANCOVA indicated that students who were instructed by using CCTs had better conceptual understanding of electrochemical cells than those experiencing traditional instruction when their prior electrochemical cell concepts understanding was statistically controlled. The findings of this study suggest that CCTs can be used as a cost- and resource-effective supplement to classroom instruction to promote students’ understanding science concepts.  相似文献   

18.
Case analysis is often used in early childhood teacher education as a constructivist method for developing students' professional skills and knowledge. Although case-based instruction is popular, the professional literature contains little empirical evidence that it effectively helps students develop professional knowledge. Indeed, some empirical evidence suggests case-based instruction may negatively impact learning, especially for students with limited existing knowledge about children's development. This study compared the child development content knowledge gains of two classes of undergraduate preservice early childhood teachers: those taught child development with case-based instruction and those taught the same content with traditional didactic instruction. The study also sought to determine if students' level of prior knowledge interacted with the type of instruction they received. Results indicated that students with strong prior knowledge out-performed classmates regardless of instructional method (i.e., case-based or didactic instruction). Students at all levels of prior knowledge had similar knowledge gains across both case-based and didactic instruction, but data trends suggest students with the least prior knowledge gained the most knowledge with case-based instruction.  相似文献   

19.
This study hypothesized that increased intensity of graphic information, presented in computer-generated instruction, could be differentially beneficial for students with hyperactivity and inattention by improving their ability to sustain attention and hold information in-mind. To this purpose, 18 2nd–4th grade students, recruited from general education classes, were presented with sequenced geometry instruction, which involved projections of solid geometric images accompanied by text and color. Children were randomly assigned to two levels of intensity: high visual intensity (HVI) with information from the light source (e.g., contrasts, shadows) and low intensity (LVI) projecting only a single value. In support of theoretical predictions, students with hyperactivity/inattention performed better than typical comparisons during the performance of advanced problems in the HVI condition. Furthermore, the students with inattention demonstrated significantly better performance in the HVI than in the LVI condition. Educational, research, and development implications of these findings were discussed.  相似文献   

20.
The purpose of this study was to develop a poststructural feminist pedagogical model and to investigate whether vocational-and-technical college students receiving poststructural feminist instruction would exhibit better learning achievement and critical thinking ability, and express greater satisfaction with their classes than those receiving traditional instruction. In applying a poststructural feminist model, the researchers intended to help both the teacher and students work together to overcome the estrangement and alienation that have long been the norm in the contemporary Chinese education system. The research results show that the poststructural feminist pedagogy had a positive effect upon the participants in the experimental group. Several conclusions are elicited from the study. First, in the English language achievement post-test, the participants receiving the poststructural feminist instruction significantly outperformed those receiving the traditional banking instruction in terms of listening, vocabulary, grammar, and reading. Second, in the critical thinking ability post-test, the participants significantly outperformed those receiving the traditional banking instruction in terms of length, focus, content, organization, and style. Third, in regard to the students’ satisfaction, it was clearly shown that the students who received the instruction informed by poststructural feminist pedagogy expressed significantly greater satisfaction than those who had received traditional banking instruction in terms of instructional objective, teaching method/materials, teacher quality, class environment, and assessment.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号