Assessing Metacognitive Awareness   总被引：4，自引：0，他引：4  

Schraw Gregory  Dennison Rayne Sperling 《Contemporary educational psychology》1994,19(4)

We constructed a 52-item inventory to measure adults′ metacognitive awareness. Items were classified into eight subcomponents subsumed under two broader categories, knowledge of cognition and regulation of cognition. Two experiments supported the two-factor model. Factors were reliable (i.e., α = .90) and inter-correlated (r = .54). Experiment 2 reported the knowledge of cognition factor was related to pre-test judgments of monitoring ability and performance on a reading comprehension test, but was unrelated to monitoring accuracy. Implications for educational assessment and future research were discussed.  相似文献   

Initial evidence on the long-term impacts of work colleges     

Gregory C. Wolniak  Ernest T. Pascarella 《Research in higher education》2007,48(1):39-71

With the purpose of gaining a better understanding of the impacts that attending a work college may have on students while in college and up to 25 years later, this study estimated the effects of graduating from a group of work colleges on alumni educational and employment outcomes. Based on an overall sample of 7083 alumni from 5 work colleges, 20 private liberal arts colleges, and 5 public regional universities, a series of regression equations tested for differences across a range of college and employment related outcomes. With respect to a variety of facets of undergraduate educational outcomes, results indicate that attending a work college, relative to other types of institutions, has significant long-term effects. With respect to socioeconomic outcomes, results indicate that work colleges provide the greatest benefit to students from families with relatively low parental incomes. This research was supported by grants from The Mellon and Spencer Foundations.  相似文献   

Interview: An Interview with Robert J. Sternberg About Educational Psychology: The Current “State of the Art”     

Gregory Keane  Michael F. Shaughnessy 《Educational Psychology Review》2002,14(3):313-330

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“I don’t think that word means what you think it means”: A proposed framework for defining learning communities     

Richard E. West  Gregory S. Williams 《Educational technology research and development : ETR & D》2017,65(6):1569-1582

In this paper we address the obfuscation surrounding the concept of learning communities by operationalizing community according to four characteristics that serve as boundaries for defining a community: access, relationships, vision, and function. Although these community boundaries sometimes overlap, they represent distinctive features of possible community structures. In addition to defining and discussing learning community boundaries, we share insights for researching learning communities. We believe a clearer understanding of how to define learning communities can assist scholars and practitioners in cultivating and studying these communities.  相似文献   

Computational Efficiency through Visual Argument: Do Graphic Organizers Communicate Relations in Text Too Effectively?     

Robinson Daniel H.  Schraw Gregory 《Contemporary educational psychology》1994,19(4)

Previous research on graphic organizers has found that they facilitate memory for corresponding text. This study investigated why one type of graphic organizer (a matrix) may communicate interconcept relations more effectively than an outline or text. In three experiments, college students judged the accuracy of interconcept relations after they read a text and studied a matrix, an outline, or the text again. We also measured students′ performance when study time was reduced and testing delayed. Results indicated that even when study time was reduced, viewing a matrix helped students make more accurate judgments of interconcept relations. We conclude that a matrix is more computationally efficient than an outline or text, enabling readers to compute interconcept relations more quickly and easily (Larkin & Simon, 1987), due to a communicative process called visual argument (Waller, 1981). However, this advantage disappeared when testing was delayed, which, ironically, may have been due to computational efficiency.  相似文献   

Increasing Situational Interest in the Classroom   总被引：4，自引：0，他引：4  

Gregory Schraw  Terri Flowerday  Stephen Lehman 《Educational Psychology Review》2001,13(3):211-224

This paper explores three ways to increase situational interest in the classroom. Situational interest is defined as temporary interest that arises spontaneously due to environmental factors such as task instructions or an engaging text. We review the history of interest research and summarize recent empirical work. We describe three ways to increase interest based on offering meaningful choices to students, selecting well-organized texts that promote interest, and providing the background knowledge needed to fully understand a topic. We conclude with six specific suggestions for increasing situational interest in the classroom.  相似文献   

STUDY COURSE PROVISION IN HIGHER EDUCATION: A CASE STUDY     

Peter Clamp  Gerry Gregory 《Assessment & Evaluation in Higher Education》1988,13(3):242-252

This paper describes the origins, development and characteristics of a study course for teacher‐education and industrial‐design undergraduates. Starting from identification by a handful of staff of a range of student needs, the course developed an informal, gaming approach that encouraged pooling of and reflection on a wide range of participants' study practices. This approach was found to require, and indeed to prove inseparable from, a broader reflection on the roles and rules, processes, products and assessment of undergraduate study. Staff — staff and staff — student negotiations, stimulated by the processes of planning, delivering and reflecting upon this course, come to be seen as constituting a promising kind of staff and curriculum development.  相似文献   

The influence of feedback of diagnosis and executive function skills on rates of false positive and false negative outcomes for ADHD     

Stacy L. Bender  Gregory J. Privitera 《Emotional and Behavioural Difficulties》2016,21(2):181-189

This study examined executive function (EF) skills and self-reported symptoms of ADHD. EF skills were measured to determine whether skills were different between groups that reported clinical levels of ADHD symptoms (clinical group) and nonclinical levels of ADHD symptoms (nonclinical group). EF skills in the nonclinical group were also investigated to determine whether differences existed for those who received false positive and negative feedback about an ADHD diagnosis. Results indicated statistically and clinically significant differences in EF skills between the clinical and nonclinical group. Participants in the nonclinical group who reported elevated scores on the ADHD screener after receiving false positive feedback had statistically significantly different EF function scores, but not clinically significant scores, compared to the participants in nonclinical group who received negative feedback.  相似文献   

An Evaluation of Schoolwide Early Language and Literacy (SWELL) in Six Disadvantaged Schools     

Yola Center  Louella Freeman  Gregory Robertson 《International Journal of Disability, Development & Education》1998,45(2):143-172

A within‐school evaluation of Schoolwide Early Language and Literacy (SWELL) was undertaken in six disadvantaged schools in NSW in 1995 and 1996 using a sample of Kindergarten students in each school before (control group) and after (experimental group) the implementation of SWELL. As many control and experimental students as could be accessed were tested on four different early literacy measures when they were mid‐way through Year 1. Assessment at the end of the Kindergarten year and mid‐way through Year 1 indicated that experimental students significantly outperformed their control counterparts on tests measuring pseudoword decoding and reading connected text at the end of Kindergarten, and on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardised reading measure mid‐way through Year 1.  相似文献   

The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder     

Meagan R. Talbott  Gregory S. Young  Jeff Munson  Annette Estes  Laurie A. Vismara  Sally J. Rogers 《Child development》2020,91(3):743-753

In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words.  相似文献