Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability     

Begolli  Kreshnik Nasi  Dai  Ting  McGinn  Kelly M.  Booth  Julie L. 《Instructional Science》2021,49(4):441-473

Instructional Science - Proportional reasoning failures seem to constitute most errors in probabilistic reasoning, yet there is little empirical evidence about its role for attaining probabilistic...  相似文献   

Wellness of Counseling Students: Practicing What We Preach     

Jane E. Myers  A. Keith Mobley  Caroline S. Booth 《Counselor Education & Supervision》2003,42(4):264-274

A study of wellness among 263 graduate students in counseling revealed that counseling students experienced greater wellness than the general population; however, significant within‐group variability existed. Doctoral students reported significantly greater wellness in most areas measured by the Wellness Evaluation of Lifestyle (J. E. Myers, T. J. Sweeney, & J. M. Witmer, 1996) as compared with entry‐level students. Moderate effect resulted for Sense of Control, Intellectual Stimulation, Work, and Total Wellness. Students who were not Caucasian reported greater wellness in Cultural Identity than did Caucasian counseling students.  相似文献   

Child-methods in secondary mathematics     

Lesley R. Booth 《Educational Studies in Mathematics》1981,12(1):29-41

An earlier research project, the Concepts in Secondary Mathematics and Science (Mathematics) project, identified both a hierarchy of levels of understanding in different areas of secondary mathematics, and a number of particular errors which were made by significant proportions of the children tested. Preliminary consideration of these errors and the strategies which appear to have given rise to them suggests that the use of informal naive methods which are limited in their applicability is widespread even at fourth-year level. The suggestion is made that there may be two systems of mathematics coexisting in the secondary school classroom: the formal taught system, and a system of child-methods which are based upon a counting, adding-on or building-up approach, and by which children attempt to solve mathematical problems within a human-sense framework. The difficulties which some children appear to experience in mathematics is suggested to be due in part to these children's non-initiation into the formal taught system. The implication of such a view for teaching and research are indicated.  相似文献   

Developmental differences in visual and auditory processing of complex sentences   总被引：4，自引：0，他引：4  

Booth JR  MacWhinney B  Harasaki Y 《Child development》2000,71(4):981-1003

Children aged 8 through 11 (N = 250) were given a word-by-word sentence task in both the visual and auditory modes. The sentences included an object relative clause, a subject relative clause, or a conjoined verb phrase. Each sentence was followed by a true-false question, testing the subject of either the first or second verb. Participants were also given two memory span measures: digit span and reading span. High digit span children slowed down more at the transition from the main to the relative clause than did the low digit span children. The findings suggest the presence of a U-shaped learning pattern for on-line processing of restrictive relative clauses. Off-line accuracy scores showed different patterns for good comprehenders and poor comprehenders. Poor comprehenders answered the second verb questions at levels that were consistently below chance. Their answers were based on an incorrect local attachment strategy that treated the second noun as the subject of the second verb. For example, they often answered yes to the question "The girl chases the policeman" after the object relative sentence "The boy that the girl sees chases the policeman." Interestingly, low memory span poor comprehenders used the local attachment strategy less consistently than high memory span poor comprehenders, and all poor comprehenders used this strategy less consistently for harder than for easier sentences.  相似文献   

Opening dimensions of variation: An empirical study of learning in a Web-based discussion     

Booth  Shirley  Hultén  Magnus 《Instructional Science》2003,31(1-2):65-86

The discussions held in specifying an automaticvehicle as a project in a distance work-relatedcourse are in focus for an analysis of learningin networked discussions. Learning ischaracterised as coming to experience things indistinctly new ways, in keeping with theunderlying phenomenographic research approachfor the study. Group discussions are seen asone feature in the experience of, and theformation of, the context for learning, in anexperiential interpretation of activitysystems. The analysis has led to theidentification of pivotal contributions todiscussions that can be said to afford learningwithin the group, in the sense of openingdimensions of variation around criticalfeatures of the task. This is developed toproduce a taxonomy of contributions, withparticipatory, factual, reflective and learningcontributions, suggested to be necessary,though not sufficient, conditions for learning.The taxonomy is illustrated and discussed, asare its implications for tutoring in networkedcourses of this type.  相似文献   

The end of the obesity epidemic     

Douglas Booth 《Sport, Education and Society》2013,18(2):267-269

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Fun graphs     

Ellen Booth Church 《Early Childhood Education Journal》1986,14(2):20-23

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A Perspective on Inclusion from England     

Tony Booth 《Cambridge Journal of Education》1996,26(1):87-99

I argue that it is not possible to provide a single English perspective on ‘inclusion’ or ‘integration’. Instead, I set out my perspective and compare it with the way ‘inclusion’ and ‘inclusive education’ have been defined by others. My view starts from an assumption of diversity within common groups and is linked to the development of comprehensive community education. It is concerned with fostering participation for all and reducing all exclusionary pressures. I indicate the conflicts between this approach, the discourse of ‘special needs’ and the selective pressures from recent legislation and official policy. I relate two studies to my perspective; the first concerned with the inclusion of students with Down's Syndrome in mainstream secondary schools and the second with exploring the participation of all students in a community high school.  相似文献   

The Influence of Toy Design Activities on Middle School Students’ Understanding of the Engineering Design Processes     

Ninger Zhou  Nielsen L. Pereira  Tarun Thomas George  Jeffrey Alperovich  Joran Booth  Senthil Chandrasegaran  Jeffrey David Tew  Devadatta M. Kulkarni  Karthik Ramani 《Journal of Science Education and Technology》2017,26(5):481-493

The societal demand for inspiring and engaging science, technology, engineering, and mathematics (STEM) students and preparing our workforce for the emerging creative economy has necessitated developing students’ self-efficacy and understanding of engineering design processes from as early as elementary school levels. Hands-on engineering design activities have shown the potential to promote middle school students’ self-efficacy and understanding of engineering design processes. However, traditional classrooms often lack hands-on engineering design experiences, leaving students unprepared to solve real-world design problems. In this study, we introduce the framework of a toy design workshop and investigate the influence of the workshop activities on students’ understanding of and self-efficacy beliefs in engineering design. Using a mixed method approach, we conducted quantitative analyses to show changes in students’ engineering design self-efficacy and qualitative analyses to identify students’ understanding of the engineering design processes. Findings show that among the 24 participants, there is a significant increase in students’ self-efficacy beliefs after attending the workshop. We also identified major themes such as design goals and prototyping in students’ understanding of engineering design processes. This research provides insights into the key elements of middle school students’ engineering design learning and the benefits of engaging middle school students in hands-on toy design workshops.  相似文献   

Students' perceptions of teachers' nonverbal behavior: Comparison of American and international students' classroom response     

Melanie Booth‐Butterfield  Tomoka Noguchi 《Communication Research Reports》2013,30(3):288-298

For some international students, teachers' nonverbal immediacy may constitute a violation of expectations in classroom behavior. Using Expectancy Violation Theory framework, this study investigated differences in students ‘perceptions of teachers’ nonverbal immediacy by comparing American and international students studying in the U.S. The findings confirmed that (1) teachers' nonverbal immediacy is perceived as more appropriate by American students than by international students, (2) there are differences in evaluations of specific nonverbal immediacy behaviors by American students and international students, and (3) perceptions depended on student gender for some behaviors, but not teacher's gender. Learning was more positively related to perceived immediacy behaviors for international students than their American counterparts.  相似文献