I have to go online next week?! Practical suggestions based on Ke (2016)     

Nagurney  Alexander 《Educational technology research and development : ETR & D》2021,69(1):149-151

Activation of known material, the importance of context and narrative, opportunities for reflection, and appropriate feedback are all major issues to be taken into consideration when designing online courses. The purpose of this review is to discuss the ways in which these various themes, elucidated by Ke (Designing and integrating purposeful learning in game play: A systematic review. Educational Technology Research and Development, 64, 219–244. https://doi.org/10.1007/s11423-015-9418-1, 2016), can be brought to life when transitioning a course to an online format. Issues related to this review will be discussed from a practical perspective aimed at assisting course instructors when making a fast transition to an online teaching modality.

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Investigating the Modality and Redundancy Effects for Learners with Persistent Pain     

Alexander?Smith  Paul?AyresEmail author 《Educational Psychology Review》2016,28(2):401-424

Two experiments were conducted to investigate how individuals with persistent pain would respond to instructional materials designed to promote the modality and redundancy effects. It was predicted that persistent pain would reduce the positive impact of narrated text due to reduced working memory capacity. One hundred thirty-seven full-time teachers from six schools in Australia participated in the study. Pain and pain-free participants were identified and matched through a demographics questionnaire before being randomly assigned to selected instructional formats. In both experiments, participants viewed system-paced multimedia presentations depicting how lightning works. In Experiment 1, it was found that for pain-free participants, illustrations plus narrated text led to significantly higher learning outcomes than illustrations plus written text (a modality effect). However, for pain participants, no advantage was found for the illustrations plus narrated text format. In Experiment 2, it was found that for pain-free participants, illustrations plus narrated text led to significantly higher learning outcomes than illustrations plus narrated text plus identical written text (a redundancy effect). For pain participants, a reverse effect was found, suggesting that the replicated written text format was not redundant but beneficial for these individuals. Furthermore, despite low scores on standardized pain measures, individuals with persistent pain achieved significantly lower learning outcomes than pain-free participants in both experiments. It was concluded that clinically low levels of pain could significantly interfere with information retention and transference. For individuals with persistent pain, the use of narrated explanatory text could be a disadvantage due to its transitory nature.  相似文献   

Predictors of Criminal Justice Undergraduates’ Intentions to Pursue Graduate Education in Criminology or Criminal Justice     

Maisha N. Cooper  Alexander H. Updegrove  Jeff A. Bouffard 《Journal of Criminal Justice Education》2019,30(1):46-70

This study relies on data from 388 junior and senior criminal justice majors to examine predictors of intentions to pursue graduate education in criminology, criminal justice, or a closely related field. Logistic regression results demonstrate that women, students who receive greater encouragement to attend graduate school, students with a lower aversion to reading, writing, and statistics, and students who perceive greater diversity intolerance are more likely to report graduate school intentions. Although students’ race was not found to be significant in the overall model, split-sample models revealed that the significance of predictors varied by race and ethnicity. In discussing the findings, special attention is given to the need for primarily White institutions (PWIs) to partner with historically Black college and universities (HBCUs). We conclude by calling for departments to redouble their efforts to diversify their faculty and student bodies.  相似文献   

Wise Men and Clever Tricks: a response     

Robin Alexander 《Cambridge Journal of Education》1994,24(1):107-112

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Change in Fluid and Crystallized Intelligence and Student Achievement: The Role of Intellectual Engagement          下载免费PDF全文

Gizem Hülür  Fidan Gasimova  Alexander Robitzsch  Oliver Wilhelm 《Child development》2018,89(4):1074-1087

Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2‐year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but not changes therein, and was not associated with fluid ability. Furthermore, IE predicted change in school grades in language but not in mathematics grades or in standardized tests. These findings suggest that IE is not a major predictor of knowledge acquisition in adolescence, where degree of self‐determination in intellectual behaviors may be relatively limited. Open questions for future research are addressed, including reciprocal longitudinal associations between IE and academic and cognitive development.  相似文献   

Achieving Optimal Best: Instructional Efficiency and the Use of Cognitive Load Theory in Mathematical Problem Solving     

Huy P. Phan  Bing H. Ngu  Alexander S. Yeung 《Educational Psychology Review》2017,29(4):667-692

We recently developed the Framework of Achievement Bests to explain the importance of effective functioning, personal growth, and enrichment of well-being experiences. This framework postulates a concept known as optimal achievement best, which stipulates the idea that individuals may, in general, strive to achieve personal outcomes, reflecting their maximum capabilities. Realistic achievement best, in contrast, indicates personal functioning that may show moderate capability without any aspiration, motivation, and/or effort expenditure. Furthermore, our conceptualization indicates the process of optimization, which involves the optimization of achievement of optimal best from realistic best.In this article, we explore the Framework of Achievement Bests by situating it within the context of student motivation. In our discussion of this theoretical orientation, we explore in detail the impact of instructional designs for effective mathematics learning as an optimizer of optimal achievement best. Our focus of examination of instructional designs is based, to a large extent, on cognitive load paradigm, theorized by Sweller and his colleagues. We contend that, in this case, cognitive load imposition plays a central role in the structure of instructional designs for effective learning, which could in turn influence individuals’ achievements of optimal best. This article, conceptual in nature, explores varying efficiencies of different instructional approaches, taking into consideration the potency of cognitive load imposition. Focusing on mathematical problem solving, we discuss the potentials for instructional approaches to influence individuals’ striving of optimal best from realistic best.  相似文献   

Critical Conversations on Social Justice in Undergraduate Mathematics     

Nathan N. Alexander  Zeynep Teymuroglu  Carl R. Yerger 《PRIMUS》2019,29(3-4):396-419

Abstract

This article explores how critical conversations engage undergraduate mathematics faculty in a community of practice that enhances their knowledge about teaching and learning mathematics for social justice. More broadly, critical conversations are defined as a cooperative learning strategy that can be used to identify, explore, and respond to various interests and issues situated across differing values and beliefs. We present a case study of a critical conversation that took place at a 2016 Mathematics for Social Justice workshop organized by a group of junior faculty. Participant reflections situate perspectives that can help novice and experienced instructors design conversations about teaching mathematics for social justice. Specifically, individual and group reflections highlight the importance of: (i) framing and reflecting on the conversation; (ii) exploring implications and content connections; and (iii) identifying barriers. Implications for faculty members and mathematics departments are provided.  相似文献   

Benefits of extracurricular participation in dissection in a prosection‐based medical anatomy program          下载免费PDF全文

Alexander Whelan  John J. Leddy  Christopher J. Ramnanan 《Anatomical sciences education》2018,11(3):294-302

The purpose of this study was to evaluate the extracurricular cadaveric dissection program available to medical students at an institution with a modern (time‐compressed, student‐centered, and prosection‐based) approach to medical anatomy education. Quantitative (Likert‐style questions) and qualitative data (thematic analysis of open‐ended commentary) were collated from a survey of three medical student cohorts who had completed preclerkship. Perceived benefits of dissection included the hands‐on learning style and the development of anatomy expertise, while the main barrier that limited participation was the time‐intensive nature of dissection. Despite perceived benefits, students preferred that dissection remain optional. Analysis of assessments for the MD2016 cohort revealed that dissection participation was associated with enhanced performance on anatomy items in each systems‐based unit examination, with the largest benefits observed on discriminating items that assessed knowledge application. In conclusion, this study revealed that there are academic and perceived benefits of extracurricular participation in dissection. While millennial medical students recognized these benefits, these students also indicated strong preference for having flexibility and choice in their anatomy education, including the choice to participate in cadaveric dissection. Anat Sci Educ 11: 294–302. © 2017 American Association of Anatomists.  相似文献   

Exzellenz durch Internationalität     

Roland Bloch  Alexander Mitterle  Tobias Peter 《Zeitschrift für Erziehungswissenschaft》2016,19(4):727-744

Like excellence, internationality has evolved into a key concept for German universities. This article reconstructs the manifold genesis of internationality as a principle for stratificatory claims on the basis of science policy documents. At the levels of student exchange, researcher mobility, and university cooperation, three changes are elaborated upon: the transition from the medieval universitas of the nationes to the national university, the increasing competitive orientation of a concept of internationality based on cooperation and cultural exchange, and the transformation of internationality under the auspices of excellence. At the same time, it will be shown how international understanding, exchange, and competition as guiding principles of an internationalization discourse are enacted differently in varying historical contexts. It will be demonstrated that internationality as a sign of excellence becomes a strategy for universities to position themselves as superior in their respective fields.  相似文献   

Circle house residential treatment program     

Pamela McBogg  Mary McQuiston  Helen Alexander 《Child abuse & neglect》1979,3(3-4)

In summary, the Circle House Residential Treatment Program for abusive families did meet its goals of protection of the child without separation from the family. The program was also effective in making and executing permanent plans for children in a relatively short period of time, but at huge financial cost.Residential care tor abusive families may be feasible if planned for 12–18 families at a time, thus utilizing staff fully. Also, in the Circle House program the single-parent families were clearly able to utilize the program to deal with their child-care techniques. Because the program was primarily geared to improving child-rearing patterns, some fathers in two-parent families, who viewed themselves as only occasional disciplinarians, never really participated in the program. Some were successful in learning new techniques, others were not.Residential care may also be more feasible if utilized as a diagnostic and prognostic facility with enhanced opportunity for long-term relationships to be formed, rather than as a primarily treatment facility, with the expectation of improvement and “cure.” Treatment of abusive families then becomes long-term supportive care no matter how intense the initial intervention. Even with the multitude of services of Circle House at the beginning phase of diagnosis and treatment of a family, this does not reduce or remove the need for ongoing long-term services. The true results of present intervention will be measured in future generations.  相似文献