Effects of model-centered instruction on effectiveness, efficiency, and engagement with ill-structured problem solving     

Jeongmin Lee  J. Michael Spector 《Instructional Science》2012,40(3):537-557

The goals of this study were to investigate the timing and the mechanism by which two types of model-centered instruction (MCI)—expert modeling (EM) and self-guided modeling (SGM)—might be made increasingly effective, efficient, and engaging for learners with different levels of expertise. The 62 pre-service and in-service evaluators who participated in the study were randomly assigned to one of these two types of MCI. The participants in the EM group were provided with the conceptual models used by experts to solve ethical conflicts within program evaluation. The participants in SGM group received no guidance in developing their own mental models. Regarding instructional effectiveness measures, there were no significant differences between the two types of MCI. However, inexperienced learners in the EM group invested less instructional effort and time than did those in the SGM group. In addition, inexperienced learners in the EM group also exhibited more engagement than did those in the SGM group. Therefore, EM is likely to be the more appropriate instructional design for inexperienced learners. Expert modeling required experienced learners to invest more mental effort, because if the conceptual model of the expert was redundant, it required them to integrate the previous schema with resulting overload of their working memory. Regardless of the types of MCI employed, the inexperienced participants showed significantly higher levels of attention and satisfaction than did the experienced participants.  相似文献   

Parents' role in the academic motivation of students with gifts and talents     

Alex C. Garn  Michael S. Matthews  Jennifer L. Jolly 《Psychology in the schools》2012,49(7):656-667

Parents play a key role in developing their children's academic motivation, and parents of children with gifts and talents also may face additional parenting challenges that are less commonly faced by parents of average‐ability learners whose needs are more readily met in the school setting. School psychologists may be charged with addressing these issues, despite having little or no training on the needs of families of high‐ability learners. We use the lens provided by the self‐determination theory of motivation to consider how social–environmental climates created by parents can promote or impede the academic motivation of students with gifts and talents. © 2012 Wiley Periodicals, Inc.  相似文献   

Associations between peer bullying and classroom concentration: evidence for mediation by perceived personal safety and relationship with teacher     

Michael Boulton  Helen Woodmansey  Emma Williams  Ruth Spells  Beth Nicholas  Eleanor Laxton 《教育心理学》2012,32(3):277-294

Being bullied is associated with a psycho-social maladjustment during childhood. One hitherto largely overlooked correlate is disrupted classroom concentration. Using data collected from 364 9–11-year-old children attending seven junior schools in the UK, we tested a model in which children’s perceived safety in two contexts (classroom and playground) and their perceived relationship with their teacher were hypothesised to mediate the association between being bullied and classroom concentration. Two analytical approaches to testing multiple mediation – product of coefficients and bootstrapping – supported the model. None of the mediation effects was moderated by sex but they were by year; in all cases the mediation effect was stronger in the older children than in the younger children (but still significant among the latter). These data suggest mechanisms through which bullying might have its effects on classroom concentration. The practical and theoretical implications are discussed.  相似文献   

Teaching English to speakers of other languages teachers’ views on the relationship between research and practice     

Parvaneh Tavakoli  Michael J. Howard 《欧洲师范教育杂志》2012,35(2):229-242

This paper reports on a study investigating teachers’ views and beliefs about the relationship between second language (L2) research and practice. Although a gap has been frequently reported between the two, there is little empirical data to show what teachers’ views on this relationship are or how these views and beliefs influence their use of research. A total of 60 teaching English to speakers of other languages (TESOL) teachers in England responded to a questionnaire which sought both qualitative and quantitative data.?Results of the data analysis suggest that although their views on research and its usefulness are positive, teachers are mainly sceptical about the practicality and relevance of L2 research. More importantly, they expect research to originate from rather than end in classrooms and maintain that the prime responsibility of bringing research and practice together is to be shared by teacher training programmes and educational policies of the institutions they work in. Our analysis of the data further implies that there are differences between teachers’ epistemological assumptions and the more established notions of research.  相似文献   

Exploring Innovative Entrepreneurship and Its Ties to Higher Educational Experiences     

Matthew J. Mayhew  Jeffrey S. Simonoff  William J. Baumol  Batia M. Wiesenfeld  Michael W. Klein 《Research in higher education》2012,53(8):831-859

The purpose of this paper was to explore innovative entrepreneurship and to gain insight into the educational practices and experiences that increase the likelihood that a student would graduate with innovative entrepreneurial intentions. To this end, we administered a battery of assessments to 3,700 undergraduate seniors who matriculated in the spring of 2007; these students attended one of five institutions participating in this study. Results showed that, after controlling for a host of personality, demographic, educational, and political covariates, taking an entrepreneurial course and the assessments faculty use as pedagogical strategies for teaching course content were significantly related to innovation intentions. Implications for higher education stakeholders are discussed.  相似文献   

Gruba,Paul & Hinkelman,Don (2012) Blended technologies in second language classrooms Palgrave (Macmillan,Basingstoke & St Martin's,New York) isbn 978‐0‐230‐23261‐7 181 pp £50http://www.palgrave.com/products/title.aspx?pid=361538     

Michael Thomas 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):E133-E133

This edited collection focuses on research on digital games and learning, and incorporates a range of perspectives, from those of games designers to teachers, academics and policymakers in the field of IT for learning. If the content of this book is likely to be relevant to you, I recommend you borrow a copy. Michael Thomas  相似文献   

Use of instructional design theory and an individualized hybrid strategy for assessment in library-based instruction     

Michele R. Tennant  Mary Edwards  Michael M. Miyamoto 《Journal of the Medical Library Association》2012,100(4):319-322

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Development of an Online Orientation for an Instructional Technology Masters Program     

Michael Dixon  Pamela Beveridge  Charlotte Farrior  Beth Ann Williams  William Sugar  Abbie Brown 《TechTrends》2012,56(6):44-48

Four graduate students were tasked with creating a real-world solution to a problem faced by the instructional technology masters program in which they were participating. While taking an online course in multimedia instructional product development, part of East Carolina University??s Masters of Science in Instructional Technology degree program, a team of students faced the challenges of being physically separated, lacking some software and hardware tools, and the relatively brief development period of a semester??s time, to produce supplemental instructional content for students new to the masters program. Working from locations scattered throughout North Carolina, the production team found the time and resources, and relied on the strengths of individual team members, to produce an online orientation for students new to the instructional technology masters program.  相似文献   

Using the Cognitive Apprenticeship Web-based Argumentation System to Improve Argumentation Instruction     

Chun-Yen Tsai  Brady Michael Jack  Tai-Chu Huang  Jin-Tan Yang 《Journal of Science Education and Technology》2012,21(4):476-486

This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled ??Cognitive Apprenticeship Web-based Argumentation?? (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental design was adopted and qualitative and quantitative analyses were used to evaluate the effectiveness of this online system in measuring students?? progress in learning argumentation. The results of this study showed that different teaching strategies had effects on students?? use of argumentation in the topics of daily life and the concept of ??vision.?? When the CAWA system was employed during the instruction and practice of argumentation on these two topics, the students?? argumentation performance improved. Suggestions on how the CAWA system could be used to enhance the instruction of argumentation skills in science education were also discussed.  相似文献   

Effectiveness of a Science Agricultural Summer Experience (SASE) in Recruiting Students to Natural Resources Management     

Edward Martinez  Jennifer Lindline  Michael S. Petronis  Maura Pilotti 《Journal of Science Education and Technology》2012,21(6):713-721

The Bureau of Labor Statistics projects an increase in Natural Resource Management (NRM) jobs within the next 10?years due to baby-boomer retirements and a 12% increase in demand for these occupations. Despite this trend, college enrollment in NRM disciplines has declined. Even more critical is the fact that the soon-to-be-majority Hispanic population is underrepresented in NRM disciplines. The goal of the present study was to determine if an in-residence, two-week, summer science program for underrepresented minorities would not only increase interest in science, actual science knowledge, and perceived science knowledge, but also have an overall impact on underrepresented minority students?? decisions to attend college, major in a scientific discipline and pursue a career in science. During a four-year period, 76 high school students participated in a Science Agricultural Summer Experience (SASE) in Northern New Mexico. A pre/post science-knowledge exam and satisfaction survey were administered to participants. We demonstrate that participants improved significantly (p?<?.05) in all areas measured. In particular, comfort with science field and lab activities, science knowledge and perceived science knowledge were enhanced after exposure to the program. Students not only found science exciting and approachable after participation, but also exhibited increased interest in pursuing a degree and career in science. Of the 76 SASE participants within graduation age (n?=?44), all graduated from high school; and 86% enrolled in college. These findings suggest that the implemented SASE initiative was effective in recruiting and increasing the confidence and abilities of underrepresented minority students in science.  相似文献