Evaluating metacognitive scaffolding in Guided Invention Activities     

Ido Roll  Natasha G. Holmes  James Day  Doug Bonn 《Instructional Science》2012,40(4):691-710

Invention and Productive Failure activities ask students to generate methods that capture the important properties of some given data (e.g., uncertainty) before being taught the expert solution. Invention and Productive Failure activities are a class of scientific inquiry activities in that students create, implement, and evaluate mathematical models based on data. Yet, lacking sufficient inquiry skills, students often do not actualize the full potential of these activities. We identified key invention strategies in which students often fail to engage: exploratory analysis, peer interaction, self-explanation, and evaluation. A classroom study with 134 students evaluated the effect of supporting these skills on the quality and outcomes of the invention process. Students in the Unguided Invention condition received conventional Invention Activities; students in the Guided Invention condition received complementary metacognitive scaffolding. Students were asked to invent methods for calculating uncertainties in best-fitting lines. Guided Invention students invented methods that included more conceptual features and ranked the given datasets more accurately, although the quality of their mathematical expressions was not improved. At the process level, Guided Invention students revised their methods more frequently and had more and better instances of unprompted self-explanations even on components of the activity that were not supported by the metacognitive scaffolding. Classroom observations are used to demonstrate the effect of the scaffolding on students’ learning behaviours. These results suggest that process guidance in the form of metacognitive scaffolding augments the inherent benefits of Invention Activities and can lead to gains at both domain and inquiry levels.  相似文献   

The diversity bargain: and other dilemmas of race,admissions, and meritocracy at elite universities     

Natasha Warikoo 《International Studies in Sociology of Education》2013,23(4):457-458

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Bias Corrections for Standardized Effect Size Estimates Used With Single-Subject Experimental Designs     

Maaike Ugille  Mariola Moeyaert  S. Natasha Beretvas  John M. Ferron  Wim Van den Noortgate 《Journal of Experimental Education》2013,81(3):358-374

A multilevel meta-analysis can combine the results of several single-subject experimental design studies. However, the estimated effects are biased if the effect sizes are standardized and the number of measurement occasions is small. In this study, the authors investigated 4 approaches to correct for this bias. First, the standardized effect sizes are adjusted using Hedges’ small sample bias correction. Next, the within-subject standard deviation is estimated by a 2-level model per study or by using a regression model with the subjects identified using dummy predictor variables. The effect sizes are corrected using an iterative raw data parametric bootstrap procedure. The results indicate that the first and last approach succeed in reducing the bias of the fixed effects estimates. Given the difference in complexity, we recommend the first approach.  相似文献   

PUSH(ing) Limits: Using Fiction in the Classroom for Human Behavior and the Social Environment     

Natasha S. Mendoza  Kimberly Bonta  Philip Horn  Erin Moore  Allison Gibson  David Simmons 《Journal of Teaching in Social Work》2013,33(4):376-391

The use of fiction and autobiography in social science course work has been shown to enhance students' learning experience. Using the novel PUSH, by Sapphire, we designed a curriculum supplement for the social work course, human behavior and the social environment (HBSE) that encourages students to integrate course content in an innovative way and enables them to apply the material to life-like situations. The HBSE supplement allows students to explore poignant and problematic issues that push them past intrapersonal and interpersonal limits. Classes are infused with energy and the critical consciousness of the students. Final projects are a systematic case study of a chosen character (or characters) in the book and are a testament to student critical thinking and creativity. Methods, assignments, and student experiences in an introductory BSW course are described.  相似文献   

Between School and Work: New Perspectives on Transfer and Boundary-Crossing. Edited by Terttu Tuomi-Gröhn and Yrjö Engeström. Boston: Pergamon, 2003. 344 pp.     

Reviewed by Natasha Artemeva 《Technical Communication Quarterly》2013,22(3):360-365

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Immigrant children promoting environmental care: enhancing learning,agency and integration through culturally-responsive environmental education     

Natasha Blanchet-Cohen  Rosemary C. Reilly 《Environmental Education Research》2017,23(4):553-572

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Recognizing Excellence in Assessment          下载免费PDF全文

Jillian Kinzie  Teri Lyn Hinds  Natasha A. Jankowski  Terrel L. Rhodes 《Assessment Update》2017,29(1):1-16

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III. ATTACHMENT AND EMOTIONAL DEVELOPMENT IN INSTITUTIONAL CARE: CHARACTERISTICS AND CATCH UP     

Marian J. Bakermans‐Kranenburg  Howard Steele  Charles H. Zeanah  Rifkat J. Muhamedrahimov  Panayiota Vorria  Natasha A. Dobrova‐Krol  Miriam Steele  Marinus H. van IJzendoorn  Femmie Juffer  Megan R. Gunnar 《Monographs of the Society for Research in Child Development》2011,76(4):62-91

Attachment has been assessed in the extreme environment of orphanages, but an important issue to be addressed in this chapter is whether in addition to standard assessment procedures, such as the Strange Situation, the lack of a specific attachment in some institutionalized children should be taken into account given the limits to the development of stable relationships in institutionalized care. In addition, this chapter discusses disinhibited or indiscriminately friendly behavior that is often seen in institutionalized children. Enhanced caregiving quality alone appears to be insufficient to diminish indiscriminate behavior, at least in some children, as evidenced by the persistence of indiscriminate behavior in children adopted out of institutions into adoptive families. We suggest that the etiology and function of indiscriminate, “friendly” behavior may be different for institutionalized versus not‐institutionalized children. In the first case it may reflect a distortion or disruption of early attachment relationships; in the latter case it is likely to result from the lack of expected input in the form of contingent interactions with a stable caregiver in early life. We try to delineate infant and caregiver characteristics that are associated with secure attachment in institutional settings, given the inevitable fact that large numbers of infants worldwide are being raised, and will be raised, in contexts of institutional care. We conclude that much further study is needed of the development of children's attachments following adoption out of an institutional setting.  相似文献   

Location, location, location: development of spatiotemporal sequence learning in infancy     

Kirkham NZ  Slemmer JA  Richardson DC  Johnson SP 《Child development》2007,78(5):1559-1571

We investigated infants' sensitivity to spatiotemporal structure. In Experiment 1, circles appeared in a statistically defined spatial pattern. At test 11-month-olds, but not 8-month-olds, looked longer at a novel spatial sequence. Experiment 2 presented different color/shape stimuli, but only the location sequence was violated during test; 8-month-olds preferred the novel spatial structure, but 5-month-olds did not. In Experiment 3, the locations but not color/shape pairings were constant at test; 5-month-olds showed a novelty preference. Experiment 4 examined "online learning": We recorded eye movements of 8-month-olds watching a spatiotemporal sequence. Saccade latencies to predictable locations decreased. We argue that temporal order statistics involving informative spatial relations become available to infants during the first year after birth, assisted by multiple cues.  相似文献   

Parental interactions with Latino infants: variation by country of origin and English proficiency   总被引：2，自引：0，他引：2  

Cabrera NJ  Shannon JD  West J  Brooks-Gunn J 《Child development》2006,77(5):1190-1207

This study examined variation in mother-infant interactions, father engagement, and infant cognition as a function of country of origin, socioeconomic status, and English language proficiency in a national sample of Latino infants (age 9 months) born in the United States and living with both biological parents (N=1,099). Differences between Mexican-American infants, who had lower mother-infant interaction scores and less father physical play than did the other Latino infants, were associated with differences in acculturation (both parents' English proficiency). Indicators of acculturation and paternal reports of happiness with partner were associated with paternal engagement. Indicators of acculturation were also related to mother-infant interactions. Infant cognitive scores were associated with maternal interaction but not father engagement, and maternal but not paternal mental health.  相似文献