A Self-Regulated Learning Approach to Teaching Educational Psychology     

Nelson F. Du Bois  Richard K. Staley 《Educational Psychology Review》1997,9(2):171-197

In this paper, we describe an undergraduate educational psychology course that utilizes self-regulated learning as the organizing principle. The course aims to facilitate students' development in self-regulated learning and to promote students' understanding of how to embed instruction for self-regulated learning strategies into classroom teaching. In the first section of the paper, we develop the rationale for this position and identify underlying assumptions we believe should guide the development and implementation of such a program. In the second section of the paper, we demonstrate how we have incorporated these assumptions in a basic educational psychology course.  相似文献   

The Inclusion of Informal Environments in Science Teacher Preparation     

Olson  Joanne K.  Cox-Petersen  Anne M.  McComas  William F. 《Journal of Science Teacher Education》2001,12(3):155-173

Journal of Science Teacher Education -  相似文献   

Improving content area reading comprehension of Spanish speaking English learners in Grades 4 and 5 using web-based text structure instruction     

Kausalai Wijekumar  Bonnie J. F. Meyer  Puiwa Lei  Anita C. Hernandez  Diane L. August 《Reading and writing》2018,31(9):1969-1996

Reading and comprehending content area texts is important for academic and professional success as well as life skills necessary to maintain good health and quality lifestyle. Spanish speaking English language learners have shown poor performance on high-stakes assessments in reading comprehension. The number of Spanish speaking English learners (ELs) in our schools continues to increase at a fast pace, and therefore it is imperative that we address their reading comprehension needs swiftly and effectively. The text structure strategy has shown positive results on comprehension outcomes in many research studies with students at Grades 2, 4, 5, and 7. This study is the first implementation of instruction about the text structure strategy expressly designed to accommodate the linguistic and comprehension needs of Spanish speaking ELs in Grades 4 and 5. Strategy instruction on the web for English learners (SWELL) was designed to deliver instruction about the text structure strategy to Spanish speaker English learners. A randomized controlled study with pre and post-tests was conducted with 14 classrooms at fourth-grade and 17 classrooms at fifth-grade in high poverty schools where over 85% of students were Spanish speaking bilinguals or ELs. Analysis of data using multi-level models show moderate to large-effects favoring the students in the SWELL classrooms over the business as usual control classrooms on important measures such as a standardized reading comprehension test and main idea and cloze tasks. This research has practical implications for the use of web-based tools to provide high-quality and supportive instruction to improve Spanish speaking ELs reading comprehension skills.  相似文献   

Comment: Reasoning with conditionals     

Peter F. W. Preece 《科学教学研究杂志》1993,30(9):1209-1210

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Profiling Scholars of Creativity: Practicing the Process with Dr. Michele Root-Bernstein     

Sarah F. Keenan  Punya Mishra  The Deep-Play Research Group 《TechTrends》2016,60(3):200-203

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Vocational-technical programs: follow-up of students with learning disabilities     

E S Shapiro  F E Lentz 《Exceptional children》1991,58(1):47-59

Recent research has examined the role of vocational-technical training in facilitating the transition from school to work of adolescents with learning disabilities. The present study provided 6-, 12-, and 24-month follow-up data on such students who had attended vocational-technical programs. Matched groups of students without disabilities from vocational-technical programs, as well as randomly selected students without disabilities from regular high schools, were also included for comparisons. Results of the study raised several questions about the value and purpose of vocational-technical training for adolescents with learning disabilities.  相似文献   

Effects of high-complexity and high-cognitive-level instructional tasks in biology lessons on students’ factual and conceptual knowledge     

Christian Förtsch  Sonja Werner  Lena von Kotzebue  Birgit J. Neuhaus 《Research in Science & Technological Education》2018,36(3):353-374

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The effects of isolation and handling on reactivity to footshock and tactile dorsal stimulation     

Richard J. Viken  Danny L. Moore  John F. Knutson  David J. Fordyce 《Learning & behavior》1982,10(2):135-140

The effects of isolation and handling on the reactivity of rats to two tactile stimuli were assessed in two experiments. In the first experiment, reactivity to more intense footshock was increased in rats raised in isolation but was not affected by handling by an experimenter. In the second experiment, increased reactivity to airpuff stimuli presented to the dorsal surface of isolation-reared rats was reduced by handling. The data suggest that the effects of handling on shock-motivated behaviors are not due to altered reactivity to shock and that the effect of housing or handling must be considered in behavioral tests in which reactivity to tactile stimulation might play a role as dependent or independent variables.  相似文献   

What makes marking reliable? Experiments with UK examinations   总被引：2，自引：0，他引：2  

Jo‐Anne Baird  John F. Bell 《Assessment in Education: Principles, Policy & Practice》2004,11(3):331-348

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To answer questions from text,one has to understand what the question is asking: differential effects of question aids as a function of comprehension skill     

Cerdán  R.  Pérez  A.  Vidal-Abarca  E.  Rouet  J. F. 《Reading and writing》2019,32(8):2111-2124

Reading and Writing - The present study investigates the effectiveness of question paraphrases in supporting students’ understanding of a specific task. Secondary school students (i.e.,...  相似文献