Curricular and Instructional Factors which Facilitate Mathematical Learning     

Jenny R. Armstrong 《Journal of Experimental Education》2013,81(2):5-15

The problem was to investigate basic curriculum factors apart from instructional factors and evaluate heir relative effects upon the learning of mathematics at various cognitive levels, in different mathematical reas and on different mathematical topics by sixth graders. Multivariate analysis of variance and covariance vere used to analyze the data. The findings suggest (a) curriculum characteristics of organization do differentially affect the mathematical learning of sixth graders at the knowledge and evaluation levels of cognition and vithin the area of number theory, and (b) the inductive mode of presentation better facilitates the learning of perations while a deductive mode better facilitates the learning of properties.  相似文献   

Epigenetic Vestiges of Early Developmental Adversity: Childhood Stress Exposure and DNA Methylation in Adolescence     

Marilyn J. Essex  W. Thomas Boyce  Clyde Hertzman  Lucia L. Lam  Jeffrey M. Armstrong  Sarah M. A. Neumann  Michael S. Kobor 《Child development》2013,84(1):58-75

Fifteen‐year‐old adolescents (N = 109) in a longitudinal study of child development were recruited to examine differences in DNA methylation in relation to parent reports of adversity during the adolescents’ infancy and preschool periods. Microarray technology applied to 28,000 cytosine–guanine dinucleotide sites within DNA derived from buccal epithelial cells showed differential methylation among adolescents whose parents reported high levels of stress during their children’s early lives. Maternal stressors in infancy and paternal stressors in the preschool years were most strongly predictive of differential methylation, and the patterning of such epigenetic marks varied by children’s gender. To the authors’ knowledge, this is the first report of prospective associations between adversities in early childhood and the epigenetic conformation of adolescents’ genomic DNA.  相似文献   

Achieving Learning Goals with Student-Created Podcasts     

Gary R. Armstrong  Joanne M. Tucker  Victor J. Massad 《Decision Sciences Journal of Innovative Education》2009,7(1):149-154

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Instructor fluency leads to higher confidence in learning,but not better learning     

Alexander R. Toftness  Shana K. Carpenter  Jason Geller  Sierra Lauber  Madeline Johnson  Patrick I. Armstrong 《Metacognition and Learning》2018,13(1):1-14

Students’ judgements of their own learning often exceed their knowledge on a given topic. One source of this pervasive overconfidence is fluency, the perceived ease with which information is acquired. Though effects of fluency on metacognitive judgments have been explored by manipulating relatively simple stimuli such as font style, few studies have explored the effects of fluency on more complex forms of learning encountered in educational settings, such as learning from lectures. The present study manipulated the fluency of a 31-min video-recorded lecture, and measured its effects on both perceived and actual learning. In the fluent condition, the instructor used non-verbal gestures, voice dynamics, mobility about the space, and appropriate pauses. In the disfluent condition, the same instructor read directly from notes, hunched over a podium, rarely made eye contact, used few non-verbal gestures, spoke in monotone pitch, and took irregular and awkward pauses. Though participants rated the fluent instructor significantly higher than the disfluent instructor on measures of teaching effectiveness and estimated that they had learned more of the material, actual learning between the two groups did not differ as assessed by a memory test over the lecture contents given immediately (Experiment 1) or after a 1-day delay (Experiment 2). This counterintuitive result reveals an “illusion of learning” due to fluency in lecture-based learning, a very common form of instruction.  相似文献   

Top 10 Research Questions Related to Youth Aerobic Fitness     

Neil Armstrong 《Research quarterly for exercise and sport》2017,88(2):130-148

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PATTERNS OF ACADEMIC DEVELOPMENT     

Gerald T. Kowitz  Charles M. Armstrong 《Journal of Educational Measurement》1965,2(2):207-212

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Computer experiences and attitudes of Japanese pharmacy students     

Edward P. Armstrong  Eiichi Akaho  James W. Tysinger 《Education and Information Technologies》1997,2(2):155-163

The purpose of this study was to evaluate the computer experiences and attitudes of first- and fourth-year Japanese pharmacy students. An existing questionnaire that asked questions about computer hardware and software owned, reported level of expertise with software applications, attitudes and concerns about computers, and demographic information was translated into Japanese. After ensuring the accuracy of the translation, first- and fourth-year pharmacy students completed the survey. This study found that most of these Japanese pharmacy students did not frequently use computers. About one-quarter of the students owned a home computer. Slightly more than 10% of the students reported that they could use word processing programs. Their attitudes about computers were positive. Most stated that they should possess basic computer skills when graduating from pharmacy school. The students also indicated that they would rather learn from computers than attend lectures or read texts or journals. However, 63 first-year (32%) and 45 fourth-year (43.7%) students said that microcomputers were too complicated for them to use  相似文献   

难忘的时刻     

风铃 《海外英语》2003,(2):26-27

有句老话说:"你应该把每一天都当做生命的最后一天来过."这的确算得上是个不错的观点,但却毫无用处.就拿我来说吧,我曾这样试过一次,结果却得到这么个教训:如果只一味贪图快乐,为暂时的开心而活,我将堕落成一个精糕的丈夫和父亲,一个三天不刮胡子的废物.癌症教会我这一点--苦难是幸福生活中必要的一部分,而且如同天赐的福分一样妙不可言.  相似文献   

Computers and school reform     

Ernest McDaniel  William McInerney  Penny Armstrong 《Educational technology research and development : ETR & D》1993,41(1):73-78

Part of the vision of school reform is to reconstruct schools as learning communities in which students and teachers pursue topics of interest. Computers can provide powerful tools for students in learning communities where inquiry, data gathering, interpretation, thinking, and judgment take place. Changing beliefs in educational goals and great support for teachers will be necessary if we are to realize the potential of computers in restructured classrooms. The greatest possibilities exist in new Professional Development Schools, where university faculty join school teachers in joint efforts to restructure learning environments. New evaluation procedures are also needed if competencies associated with information retrieval and use are to be assessed.  相似文献   

The Assessment of Special Educational Needs and the Proletarianisation of Professionals     

Derrick Armstrong  David Galloway  Sally Tomlinson 《British Journal of Sociology of Education》1993,14(4):399-408

This article reports our recent ESRC funded research on the identification of children with emotional and behavioural difficulties under the procedures of the 1981 Education Act. It is argued that the concepts of ‘deskilling’ and ‘proletarianisation’ provide a useful framework of analysis when examining the role of teachers and other professionals involved in the assessment process. However, we discuss evidence suggesting that negotiations between these professionals may focus upon teachers’ attempts to define the nature of their professional activity as ‘skilful’. One consequence of this may be the deskilling of outside professional ‘experts’.  相似文献