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1.
Joyce Killian, an Associate Professor, is a specialist in teacher education and suppervision and also teaches computer education
courses. JoAnn Nelson, an Assistant Professor, is affiliated with the Child Development Laboratories and teaches child development
and early childhood courses, with a special interest in cognitive development. David Byrd, an Associate Professor, is a specialist
in instructional design. The authors are all in the curriculum and Instruction Department at Southern Illinois University
at Carbondale. 相似文献
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Margaret E. Ross Samuel B. Green Jill D. Salisbury-Glennon Nona Tollefson 《Innovative Higher Education》2006,30(5):361-375
We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive processing and in the other to study for a test that required surface-level cognitive processing. Results suggested that college students adjust their study strategies so that they are in line with the cognitive processing demands of tests and that performance is mediated by the study strategies that are used.Margaret E. Ross is an Associate Professor of Educational Measurement and Statistics at Auburn University. She earned her Ph.D. in Educational Psychology from the University of Kansas. Her research interests include the role assessment plays in influencing student learning strategies, assessment issues and policy, and educational program evaluation. Samuel B. Green is a Professor in the Educational Psychology Department at Arizona State University. He holds a Ph.D. in Measurement and Individual Differences Psychology from the University of Georgia. His research focuses on statistical procedures. Jill Salisbury-Glennon is an Associate Professor teaching Educational Psychology courses at Auburn University. She earned her Ph.D. in Educational Psychology from Pennsylvania. Research interests include college student self-regulation, metacognition, and motivation. Nona Tollefson recently passed away. She was a Professor of Psychology and Research in Education at the University of Kansas and held a Ph.D. from Purdue University. Her research focused on student assessment 相似文献
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Conclusion Beginning in 1989, the Ministry of Education and the National Science Council of Taiwan have sponsored an international biennial conference organized by different local universities. The purpose of this conference, the International Conference on Computers in Education (ICCE), is to report educational technology research. After the 1993 conference, it became a regional biennial conference held by different countries in the Asia-Pacific region. ICCE 95 was held in Singapore and ICCE 97 will be in Malaysia. After 1997, ICCE will again become an annual conference to reflect the growing research impetus in the region.In Taiwan, after exporting ICCE to the region, the funding agents continue to support an annual conference with a different name, International Conference on Computer Assisted Instruction (ICCAI). This locally organized conference has been held annually since 1994. As a natural result of these activities and consistent support by funding agents, a growing number of international publications are reporting on the more mature results of educational technology research at international conferences and in journals.Contributors included Jon-Chao Hong, Professor of Industrial Education, National Taiwan Normal University, Taiwan; Jihn-Chang Jehng, Associate Professor, Human Resources Management, National Central University, Taiwan; Yu-Fen Shih, Associate Professor, Media and Library Science, Tamkang University, Taiwan; and Gary Chon-Wen Shyi, Associate Professor, Psychology, National Chung- Cheng University, Taiwan.Tak-Wai Chan is an Associate Professor of Computer Science and Information Engineering at National Central University. He is also the President of the Asia-Pacific Chapter of the Association for the Advancement of Computers in Education and is an Associate Editor of theInternational Journal of Educational Telecommunications. 相似文献
6.
This investigation examined the efficacy of a verbal scaffolding instructional program designed to teach young children how to use private speech while working on school tasks and problems. Two different contexts for solving problems were used; common school tasks and analogical reasoning problems. Thirty-four 5-year olds who attended public school kindergartens were assigned to either the comparison group or the treatment group. Comparison group subjects were presented with a series of 8 lessons which focused on a cognitive strategy to be used in the solutions of geometric analogy problems. Treatment group subjects were presented with a series of 8 lessons which employed cognitive self-instruction in a verbal scaffolding format. After initial instruction using self-verbalizations, treatment group subjects were shown how to apply the cognitive self-instruction to routine school tasks and geometric analogy problems. The data analysis revealed that there was an effect on the treatment group's use of 3 of the 4 levels of private speech. When the two groups were compared, the treatment group used significantly less task irrelevant private speech and significantly more task relevant private speech. There were no significant differences between the two groups on the post-assessment of geometric analogy reasoning. Additionally, when the two groups were compared there were positive effects of the instructional program on the treatment group's classroom behavior (near transfer) and locus of control scores (far transfer). The results of this study provide support for the use of cognitive self-instruction to improve young children's problem-solving private speech in the context of a public school classroom.Portions of this paper were presented at the 2nd Annual European Congress of Psychology, Budapest Hungary, July 1991 by the first author.This paper was presented at the 1993 annual meeting of the American Educational Research Association, Atlanta, GA. 相似文献
7.
This article examines the implications of a cognitive model of learning for the design of educational broadcast television.
Specifically examined are research studies with instructional implications for such functions as pacing, cueing, modeling,
and transformation of the television presentation.
Robert B. Kozma is Associate Professor at School of Education, Associate Research Scientist at the Center for Research on
Learning and Teaching, and Project Director, National Center for Research to Improve Post Secondary Teaching and Learning,
The University of Michigan, Ann Arbor, MI, 48109.
An earlier version of this paper was presented at the American Educational Research Association Annual Conference, New Orleans,
LA, 1984. Appreciation is expressed to Barbara Beath, Edward Saunders, anonymous reviewers, and students in the author’s seminar
on educational television for their helpful comments. 相似文献
8.
Olivia N. Saracho 《Early Childhood Education Journal》1987,14(3):23-25
Young children can learn to read easily and effectively. This does not require a miraculous new breakthrough of a new reading technique. The main thrust for initial reading instruction needs to be on developing young children's positive reading attitudes.Olivia N. Saracho is an Associate Professor at the Reading Center in the University of Maryland in College Park. She is a consulting editor ofDay Care and Early Education. 相似文献
9.
Stephen B. Graves is an Associate Professor of Early Childhood Education and Richard M. Gargiulo is a Professor of Special
Education at the University of Alabama at Birmingham. 相似文献
10.
Most modern cognitive theories postulate that active executive control is the only internal source of self-regulation of learning processes. To account for incidental and other categories of unintentional learning, this study explored the hypothesis that two independent sources of internal control regulate academic learning: (a) active (or executive) and (b) dynamic (or nonexecutive). College undergraduates completed an inventory of active and dynamic learning processes. The findings supported the twosource hypothesis. Moreover, when the contribution of dynamic self-regulation was removed, the correlation between active self-regulation and learning was no longer significant. When active self-regulation was removed, the correlation between dynamic self-regulation and learning remained basically the same.Asghar Iran-Nejad received his Ph.D. in 1983 from the University of Illinois at Urbana-Champaign. He is Associate Professor of Educational Psychology at The University of Alabama. His research interests and publications include the multisource nature of learning, cognitive and affective causes of interest, and sources of self-regulation. Brad S. Chissom received his Ed.D. in 1969 from Florida State University. He is Professor and Program Chair in Educational Research at The University of Alabama. He has written in the areas of educational research methodology, measurement and statistical applications. 相似文献
11.
Morris Fiddler Susan McGury Catherine Marienau Russell Rogers Warren Scheideman 《Innovative Higher Education》1996,21(2):127-139
Recent work by Ernest Boyer and others has prompted some colleges and universities to reexamine the nature of scholarship among faculty members. Using Boyer's categories of scholarly activity, the authors have developed a framework for scholarly contribution that is currently being implemented by faculty at DePaul University's School for New Learning. The proposed framework includes assumptions regarding scholarship, expectations for faculty relative to scholarly activity, and definitions and criteria for the four forms of scholarship. The authors offer the framework in the hope that it will stimulate a reexamination of the nature of scholarship at other institutions as well.The authors are a group of academic professionals comprised of faculty and academic advisors from the School for New Learning, DePaul University in Chicago, Illinois. Morris Fiddler is an Associate Professor and received his Ph.D. from the University of Minnesota. His primary research interests include adult learning and medical genetics. Susan McGury obtained her Ph.D. at the University of Reading and is an Assistant Professor with special research interests in art history and literature. Catherine Marienau is an Associate Professor and received her Ph.D. at the University of Minnesota. Her primary research interests are adult learning and women's development. Russell Rogers received his Ph.D. from Michigan State University and is an Associate Professor as well as serving as the Director of the M.A. Program in Integrated Professional Studies. His research specialties include higher education and organizational behavior. Warren Scheideman has an M.A. from DePaul University, and he serves as a Senior Academic Advisor. His research interests include pedagogy and adult learning. 相似文献
12.
Barbara A. Kerr 《Journal of Career Development》1988,14(4):259-268
Barbara A. Kerr is an Associate Professor at the University of Iowa, N346 Lindquist, Iowa City, IA 52242. Address requests for reprints to the author. 相似文献
13.
An important component of family life is sexuality education. Being comfortable with one's sexuality is an essential component of individual and family wellness. To this end, parents and teachers who intend to assist in young children's sexuality education must be comfortable and well informed.Nilufer P. Medora is Associate Professor, Department of Home Economics, California State University, Long Beach, CA. Stephan Wilson is Associate Professor, and Director, Center for Kentucky Children and Family Research, University of Kentucky, Lexington, KY. 40506. 相似文献
14.
Stephen L. Payne Karynne L. M. Kleine Jim Purcell Ginger Rudeseal Carter 《Innovative Higher Education》2005,30(2):129-146
The authors investigated student and faculty perceptions of academic challenge at their institution, based on early administrations of the National Survey of Student Engagement (NSSE). This analysis revealed that the NSSE did not fully capture many meanings of academic challenge held by these faculty and students. This study led to a proposal for the development of an internal assessment approach using a modification of the NSSE and other scale items on academic challenge and student engagement. The authors discuss several implications of this study for academic scholarship and for institutional policy concerning the assessment of academic challenge.All authors except Jim Purcell are at Georgia College and State University. Stephen L. Payne received his Ph.D. in Management from Arizona State University. He is an Associate Professor of Management and has broad research interests in areas related to ethics and education. Karynne L. M. Kleine is an Associate Professor of Middle Grades Education and has an Ed.D. from the University of Maine in science studies. Her interests are intellectual development for teacher preparation and the history and philosophy of science education. Jim Purcell received his Ed.D. from the University of Alabama, is currently the Executive Director of State System Research for the Oklahoma State Regents for Higher Education, and concentrates on issues of student retention and graduation. Ginger Rudesal Carter is an Associate Professor of Mass Communication with a Ph.D. from the University of Southern Mississippi. Her interests include research on oral history, the media, and issues relating to the student press. 相似文献
15.
Ruth B. Petkofsky 《Early Childhood Education Journal》1985,13(1):10-11
What baby is doing holds the clue to toys that will give the most fun and benefit.Ruth Petkofsky is an Associate Professor of Childhood Studies and Reading at West Chester University in Pennsylvania. 相似文献
16.
E. Wendy Saul 《Children‘s Literature in Education》1990,21(3):199-206
E. Wendy Saul is Associate Professor in the Department of Education at the University of Maryland, Baltimore County, and is Associate Editor ofThe New Advocate, a journal for those involved with young people and their literature. Her recent work focuses on science tradebooks. 相似文献
17.
黄漫 《读与写:教育教学刊》2010,7(1):7-8
Through the analysis of Schema Theory and the listening comprehension model from the angle of cognitive psychology of language,it is discovered that schemata play an important role in listening comprehension. Therefore,teachers can apply Schema Theory to listening comprehension instruction,helping students to enhance language schemata and establish content schemata,so as to improve students' listening. 相似文献
18.
Deborah G. Ventis 《Early Childhood Education Journal》1992,19(3):32-34
Gardening and children are a natural combination; children love to play in the dirt, and are fascinated by growing things. The benefits of having a garden can go beyond the fresh vegetables and flowers, a lot can be learned in the process. Although skills involved in planting and caring for the garden and acquiring a rudimentary knowledge of biology are obvious benefits, many other cognitive skills can be introduced or reinforced with a garden project.Deborah G. Ventis is Associate Professor of Psychology, College of William and Mary, Williamsburgh, VA. 相似文献
19.
Christopher Justice James Rice Wayne Warry Sue Inglis Stefania Miller Sheila Sammon 《Innovative Higher Education》2007,31(4):201-214
Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that inquiry is a potent pedagogical tool in higher education, encouraging students to become self-directed and engaged learners. This article offers key ingredients and procedures for designing an inquiry-based course. It provides a pragmatic model of inquiry that describes the structure and function of such a course and the goals and learning objectives for students. This model of inquiry is widely applicable and will help faculty members from a variety of disciplines develop an innovative way of engaging and teaching students.
Christopher Justice, Ph.D., is an anthropologist and health social scientist, and is an associate of the Centre for Leadership in Learning.e-mail: justice@mcmaster.ca
James Rice, Ph.D., is Professor Emeritus in the School of Social Work.e-mail: ricejame@mcmaster.ca
Wayne Warry, Ph.D., is Associate Professor, Department of Anthropology. His interests include aboriginal issues, aboriginal health and health systems evaluation, and educational research.e-mail: warrywa@mcmaster.ca
Sue Inglis, Ph.D., is Professor in the Department of Kinesiology. Her interests include organizational behaviour and student inquiry.e-mail: ingliss@mcmaster.ca
Stefania Miller, Ph.D., is Associate Professor, Department of Political Science. Her interests include international human rights and democratization in post-communist systems.e-mail: millers@mcmaster.ca
Sheila Sammon, M.A., is Associate Professor, School of Social Work. Her interests include social work education and the integration of theory and practice.e-mail: sammon@mcmaster.ca 相似文献
20.
贺丽燕 《南昌教育学院学报》2011,26(2):40-41
由于东西方社会文化差异,话语信息所激活的文化图式也就不同,交际双方会各自按照自己认知语境中相关文化图式对同一话语信息做出不同的理解。文化图式成为制约语言理解的重要因素。深入分析和挖掘文化图式的影响,有利于我们正确推断出言者意义。 相似文献