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1.
SHARON E. ROBINSON DeWAYNE J. KURPIUS THOMAS C. FROEHLE 《Counselor Education & Supervision》1981,21(1):45-56
This article presents the findings from two research studies. In Study I, 21 counseling students were given either a written standard model, written serial model, or a videotape model of how to ask tacting questions. While there were no differences between the written and video models, significant multivariate differences were found between the two forms of the written models. In Study II, 24 counseling students received either the written or video model and then were assessed either by orally responding or by writing reflections of feeling responses to a series of client vignettes. Once again, no differences were found for mode of model presentation. Students who responded in writing, however, outperformed those who responded orally. The discussion focuses on the implications these two studies have for counselor education. 相似文献
2.
ALBERT J. SCOTT WILLIAM L. CORMIER L. SHERILYN CORMIER 《Counselor Education & Supervision》1980,19(4):259-268
This study investigated the efficacy of covert other modeling, covert self-modeling, and written material on the acquisition of a counseling strategy that involved developing goals. Thirty-six student counselors were assigned randomly to the following four treatment conditions: covert other model, covert self-model, written material, and delayed-treatment control. Written pretest, posttest, retention test measures, and role-play pre- and posttest measures were obtained. A repeated measures ANOVA revealed that performance on the written measures for the three treatment groups increased significantly from pre- to post- testing and from pre- to retention testing. On the role-play measure, the performance of the three treatment groups also increased significantly from pre- to posttesting. The performance of the control group on pre- and posttesting for the written and role-play measures did not increase significantly. 相似文献
3.
To investigate the effects of the order of being the counselor when involved in role-play practice, 36 novice trainees were assigned to counseling triads and then to the levels of ordinal position—counselor first, second, or third. Each participant also served as a client and as an observer within the triad. No difference among the three ordinal positions was found in the trainees' abilities to produce reflection of feeling responses. Similarly, there were no differences between those trainees who functioned as as observers before being the role-play counselor. There was a significant positive linear trend, however, for ordinal position (i.e., the accuracy of the trainees' reflection of feeling responses steadily improved from first counselor role play to third counselor role play). These results are discussed from a social-learning theory perspective. 相似文献
4.
In this study the effects of order of counseling and sex within counseling pairs were analyzed. A total of 51 graduate students, 35 women and 16 men, from introductory counseling classes were randomly assigned, according to their sex, to two levels of sex pairing and ordinal position. Multivariate analyses of variance and analyses of variance indicated that same sex or opposite sex pairing and ordinal position did not influence performances. Women, however, produced more reflection-of-feeling responses, and their responses tended to be more accurate than those of men. Also, women in ordinal Position 2 who had male partners in Position 1 outperformed women paired with women in Position 1. Results are discussed in reference to literature on modeling, sex differences, and role-play practice. 相似文献
5.
Michael J. Hannafin Mary Anne E. Colamaio 《Educational technology research and development : ETR & D》1987,35(4):203-212
The purpose of this study was to examine the effects of variations in lesson control and practice on the learning of facts,
procedures, and problem-solving skills during interactive video instruction. Subjects were volunteers from graduate and advanced
level undergraduate college classes. The instructional content was a 30-minute videotape. “Project Lifesaver,” which was designed
to introduce cardiopulmonary resuscitation [CPR]. Students were randomly assigned to one of three instructional control groups:
designer control, learner control, and linear control. A posttest was administered to assess learning of facts, procedures,
and problem-solving skills. The results indicated that there were [1] significant differences between practiced and non-practiced
information; [2] significant differences on posttest scores among various lesson control groups; and [3] a significant interaction
between practice and type of learning. 相似文献
6.
7.
This article reports on a study that investigated novice students' rules for determining which of two objects exerted the greater force on the other. Subjects worked five paper-and-pencil task sets depicting different objects interacting with each other. For each situation they were asked to identify which of the two objects was exerting the stronger force on the other. Each subject worked the task sets under one of three conditions: with no aid, with a written statement describing forces as interactions that always occur in pairs, or with a written statement of Newton's third law. The vast majority of the subjects in the study used procedures (rules) which could be identified. There were significant differences in the patterns of usage of the various rules between those who received no written statement and those who received the statement of Newton's third law. The primary difference between the two groups was in the usage of a rule (All Equal) which produced the same response sequence as Newton's third law. However, only 29% of those who received the Newton's third law handout used the All Equal rule on all five task sets. There were no significant differences in usage of the All Equal rule between those who had had high school physics and those who had not. Strong evidence was found to contradict the idea that the subjects who failed to used the All Equal rule simply did not read the written statement properly. The results of this study have implications for learning from text. 相似文献
8.
9.
Sue Gordon 《Environmental Education Research》2018,24(2):172-190
Use of role-plays to develop deep student-learning has many advocates. Role-play is a powerful approach for learning that develops relevant skills in a range of disciplines and situations. In Higher Education, sustainability programmes role-play pedagogy appears to have great relevance for developing the competencies that these graduates will need. The ability of role-play pedagogy to develop these competencies was assessed through a case study of students in a first-year subject/course at an Australian university. Analysis of the students’ written comments indicate that the students were involved in significant learning, and had made substantial progress in developing five key skills for sustainability. The enjoyment and engagement they demonstrated was an added benefit of their experience and potentially of the role-play approach. While it is acknowledged that a role-play requires careful planning and support, and may be considered resource intensive, it can be argued that the student learning achieved is worth the effort. 相似文献
10.
Kenneth J. Travers 《Journal of Experimental Education》2013,81(4):9-18
The goals of this study were to determine the effectiveness of the minicourse model in changing student Teacher behavior and to estimate the effects of the microteaching format and use of videotape feedback within this model. Feedback and practice in the microteaching format were manipulated with four groups of student teachers while a fifth group served as a control.Eleven behaviors were scored for the four treatment groups on pre-course and post-course videotapes. Eighteen of the resulting comparisons were significant beyond the . 01 level and three beyond the . 05 level in the desired direction. Three of the eleven control group gains were significant at the . 05 level. Treatment groups hat did not receive videotape feedback and did not practice in the microteaching format were not significantly different than groups that did. 相似文献
11.
The comparative effects of two types of precounseling training in facilitating client-counselor relationships and client self-exploration of internally and externally oriented clients were investigated. Treatments included viewing a videotaped, simulated, initial counseling session depicting desirable client and counselor behavior and the reading of a document that matched the content of the videotape. Sixty college undergraduates, who presented themselves as first-time counselees, were randomly assigned to one of the two treatments and classified as internally or externally oriented. Both internally and externally oriented clients who experienced videotaped precounseling training reported a significantly higher level of client-counselor relationship than internally and externally oriented clients who experienced written precounseling training. No significant differences were found for level of self-exploration according to either type of precounseling training or locus of control orientation. 相似文献
12.
Larry R. Judd Carolyn B. Smith 《Educational technology research and development : ETR & D》1977,25(2):147-158
Conclusions Several conclusions can be drawn from this study: 1) At midterm there was no difference in self-concept or ideal self-concept
factors clearly attributable to the videotape experience. 2) At midterm there was a significant difference on the Pleasantness
factor of self-concept between videotaped males and videotaped females. 3) Females videotaped during the first half of the
semester significantly increased on the Strength factor of self-concept during the second half of the semester. 4) At the
end of the semester there were no significant differences in self-concept or ideal self-concept scores attributable to the
time in the semester of the videotape experience. But there was a sleeper effect for females on the Strength factor that began
about seven weeks after self-viewing and led to enhancement of self-concept. 5) At the end of the semester females videotaped
early in the term had significantly higher scores on the Pleasantness factor of self-concept than did either group of males.
6) The significant interaction of factor x time x sex X time of videotape on the factors of ideal self-concept could not be
explained.
In future studies of self-concept and ideal self-concept, as related of self-viewing, males and females should be in separate
treatment groups. Further research might profitable explore the sleeper effect on the Strength factor for females, the tendency
of Strength factor of self-concept scores of males and females to equalize during a speech communication course, and the possibility
that the lapse of time between self-viewing and measurement may influence self-concept scores. 相似文献
13.
Stephen R. Hooper Lara-Jeane Costa Matthew McBee Kathleen L. Anderson Donna C. Yerby Sean B. Knuth Amy Childress 《Reading and writing》2011,24(2):221-252
The primary purpose of this study was to examine several key questions related to the neuropsychological contributors to early
written language. First, can we develop an empirical measurement model that encompasses many of the neuropsychological components
that have been deemed as important to the development of written language? Second, once derived, will the neuropsychological
components of this model remain stable over first and second grades or will the model change in its composition? Third, will
the strength of the relationships between neuropsychological components and writing outcomes be constant over time, or will
the strength of the relationships change over time? Finally, will the derived empirical model show significant concurrent
and predictive relationships with written expression? The sample included 205 first grade students recruited from a single
school district who were followed into the second grade via two cohorts: Measures were aligned with major neuropsychological
components as extracted from theoretical models of written expression and available empirical findings examining the neuropsychological
contributors to writing in children. These domains included fine-motor speed, language, short-term memory, long-term memory,
and various attention/executive functions including working memory. Confirmatory factor analyses (CFAs) and longitudinal structural
equation modeling (SEM) methods documented that three core latent traits were present and stable at both grades 1 and 2: Fine-Motor,
Language, and Attention/Executive Functions. The overall model was highly related to written expression and spelling at both
grades 1 and 2, with the first grade latent traits accounting for 52 and 55% of the variance in second grade written expression
and spelling, respectively. At both grades, the Language and Attention/Executive Functions latent traits were more highly
associated with written expression and spelling than the Fine-Motor latent trait. 相似文献
14.
OBJECTIVE: To investigate whether there are measurable gender differences in self-esteem and depression in elementary school-age children who have witnessed domestic violence. METHOD: Forty-five elementary school-age children who were identified as having witnessed domestic violence, and their teachers were surveyed for self-esteem, depression, and classroom behaviors. The results were compared between males and females using linear regression modeling. RESULTS: No significant gender differences were found for self-esteem and depression. An interaction between gender and post-traumatic stress was found to play a significant role in the interpretation of the results. CONCLUSIONS: Results indicated that higher levels of symptoms indicative of post-traumatic stress were associated with greater numbers of depressive symptoms and lower self-esteem for boys who had witnessed domestic violence. The results appeared similar to previous work with children and their emotional reactions to divorce. 相似文献
15.
Wolff-Michael Roth 《科学教学研究杂志》1991,28(7):631-645
The study described in this article examined the factors in the development of reasoning on the balance beam. The results of this and other investigations by the author led to the development of a model of problem solving and of the transition between levels of performance, that is, from novice to expert behaviors in a specific problem domain. The sample for this study consisted of 34 nonscience majors enrolled in Physical Science I at the University of Southern Mississippi. The results of this study showed (a) significant correlations between the predictor variables of numerical inductive reasoning ability and ratio span and the dependent measure of amount of practice until mastery of balance beam problems, (b) that there existed significant differences on the predictors between subjects who used the ratio scheme versus those who used the product-moment rule to do balance beam problems, (c) that the sequence of behaviors until mastery of the balance beam was not invariant, and (d) that there existed significant negative correlations between individuals' tendencies to avoid unsuccessful algorithms and the frequency of incidences of monitoring the learning process on one side and the amount of practice and the construct of short-term storage space on the other side. The results of this and other studies by the author are used to develop a model of problem solving and of the development of problem-solving behaviors. This model also includes recent findings in short-term memory and problem-solving research. The implications of this model for instruction are discussed. 相似文献
16.
Jing-Wen Lin 《International Journal of Science and Mathematics Education》2014,12(5):1197-1220
This study aimed to: (a) understand practicing teachers’ knowledge of model functions and modeling processes, (b) compare the similarities and differences between the knowledge of science and non-science major teachers, and (c) explore the possible reasons for the similarities and differences between the knowledge of these 2 groups. A 4-point Likert scale questionnaire was developed and used to measure the knowledge of 187 practicing elementary school teachers (94 science majors and 93 non-science majors) on model functions and modeling processes. The author selected 10 target teachers to conduct think-aloud interview and to explore their ranking. One month after completing the questionnaire, 28 volunteer teachers were selected for a follow-up interview to better understand the reasons for their responses. The results show that these teachers tend to agree or strongly agree with the items about model functions and modeling processes. The only significant difference between science and non-science majors was for the item “generating new ideas.” Qualitative analyses of the follow-up interviews and think-aloud results showed that teacher education and professional development did not focus on understanding and using models. Science-major teachers tended to formulate their responses with reference to specific models, while the non-science major teachers’ responses contained acquiescence bias. Finally, implications for science education are discussed. 相似文献
17.
Previous research suggests that audio feedback may be an important mechanism for facilitating effective and timely assignment feedback. The present study examined expectations and experiences of audio and written feedback provided through turnitin for iPad® from students within the same cohort and assignment. The results showed that although initially sceptical of audio compared to written feedback, there were no significant differences in students' experiences of audio and written feedback. Students' performance on the assignment was not associated with their experiences of audio feedback but first-class performing students (?>?70%) had more positive experiences of written feedback than those who received an upper second-class grade (60–69%). In general, the results imply that audio feedback provided through turnitin for iPad® is a viable alternative to written feedback. The findings are discussed in relation to past research findings. 相似文献
18.
Tony DeBono Armita Hosseini Cassandra Cairo Karen Ghelani Rosemary Tannock Maggie E. Toplak 《Reading and writing》2012,25(6):1403-1426
We examined written expression performance in a sample of adolescents with ADHD and subthreshold ADHD using two different strategies: examining performance on standardized measures of written expression and using other indicators of written expression developed in this study. We examined associations between standardized measures of written expression, cognitive processing measures (working memory, processing speed, language, fine motor ability, and reading efficiency) and behavioral ratings of ADHD by parents and teachers. We also developed a coding scheme for a writing sample to measure productivity and the ratio of self-corrections to errors. The results indicated that written expression performance was most consistently associated with cognitive processing measures and not behavioral ratings of ADHD, based on correlational and simultaneous regression analyses. These results were consistent in the analyses with both the standardized measures and the coding scheme measures of written expression. Findings generally remained robust, regardless of whether participants who met criteria for a learning disability were included or excluded in the analyses. The current results suggest that written expression difficulties in adolescents with ADHD are attributable to processing difficulties that may be associated with ADHD, not to ADHD reported symptoms. Implications for assessment and intervention are discussed. 相似文献
19.
James Hartley Eric Sotto James Pennebaker 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(1):5-16
This paper contributes to the discussion about the effects of new technology on writing by assessing whether or not an experienced writer's style of writing changes when a new technology is introduced. 14 typed word-processed letters from ES to JH were compared with 14 dictated word-processed letters from ES after he had changed to using a voice-recognition system (Dragon Naturally Speaking). The results showed that, although there were large differences between the methods and experience of writing with the two technologies, there were no significant differences between the average letter lengths, numbers of paragraphs written and number of sentences used in each group of letters. Nor were there any significant differences in terms of readability, or typographical and grammatical errors. However, the dictated letters did have significantly shorter sentences, significantly fewer particularly long sentences (ie, those containing more than 50 words), and used the first-person pronoun more frequently. The overall results thus indicate that using the voice-recognition software had only marginal effects upon the written products, despite the fact that it had a strong effect on ES's experience of the writing process. 相似文献
20.
This study investigated both quantitative and qualitative differences between subjects with and without learning disabilities (LD) across three grade levels on two tasks requiring active processing of story grammar. There was no evidence, for either task, of developmental differences in relation to either story comprehension or production. However, there were significant differences between students with LD and normally achieving students in the amount as well as the type of information included in the retellings and written stories. The results provide support for the hypothesis that students with LD have acquired a rudimentary but not fully developed schema for narrative prose. 相似文献