Translating Laboratory Evidence into Classroom Practice with Teacher‐Led Randomized Controlled Trials—A Perspective and Meta‐Analysis     

Richard Churches  Eleanor J. Dommett  Ian M. Devonshire  Robin Hall  Steve Higgins  Astrid Korin 《Mind, Brain, and Education》2020,14(3):292-302

We initiated and structured a single program that supervised teachers, some with neuroscience or psychology degrees, to collaborate and explore the effects of science of learning‐translated pedagogy. This article reports on the 34 findings from teacher‐led randomized controlled trials (RCTs) and replications. Teachers designed trials, looking at areas such as attention, memory, and spaced learning. Overall, positive effects were found over short periods (1–6 weeks; r = 0.15, p < .0001 [d = 0.30], N = 2,157). However, retrieval practice (testing as a learning experience) had differential effects mediated by age, approach, and lesson content. Results suggest science of learning‐translated pedagogy needs extensive replication to establish how best to use laboratory evidence in classrooms. Multiple planned replication of teacher‐led RCTs has potential as an evaluation tool, combining high levels of mundane realism with strong internal validity and the potential to build cost effective large samples for meta‐analysis.  相似文献   

Single‐sex classes in co‐educational schools     

Robin Wills  Sue Kilpatrick  Biddy Hutton 《British Journal of Sociology of Education》2006,27(3):277-291

This research investigated social and academic outcomes from single‐sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff identified increased confidence and higher self‐esteem among girls, whereas boys developed increased motivation and more commitment to schoolwork. Teachers and parents noted that boys’ accountability and self‐discipline improved. Teachers adopted different strategies from those used with mixed‐gender classes and gained higher levels of satisfaction from teaching, attributable to increased children’s time ‘on task’. Paradoxically, standardised school testing indicated no increase in academic achievements. However, there may be an extended lag between establishing changed social relationships and measurable academic outcomes, suggesting that if the new class structure is to achieve its full potential, it should be established early in primary school and continue to adolescence.  相似文献   

Implementing Example-Based Learning and Teaching in the Context of Vocational School Education in Business Administration     

Stark  Robin 《Learning Environments Research》2004,7(2):143-163

Starting from problems of knowledge application in the context of vocational school training in business administration, an instructional approach based on worked-out examples was developed. The effectiveness of additional instructional measures (e.g. an elaboration training) was investigated experimentally. Together with teachers, the approach was adapted to conditions of regular book-keeping lessons at vocational school; then it was implemented and evaluated in practice. The positive results of the first evaluation study in which applicable knowledge was fostered were replicated in additional evaluation studies in which some aspects of the approach were optimised. The main results of the evaluation studies underline the effectiveness of example-based learning and teaching. Furthermore they show that this approach can be transferred successfully to vocational school lessons. In the general discussion, recommendations for further improving and successfully implementing example-based lessons are given. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Penn anthropologist fights subpoenas for field notes in medical case     

Wilson R 《The Chronicle of higher education》2003,49(28):A14

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Included or excluded? Elizabeth Burgwin on the NUET/NUT Executive 1885‐96     

Robin Betts 《Journal of educational administration and history》2002,34(2):106-114

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Temperament, Emotion, and Cognition at Fourteen Months: The MacArthur Longitudinal Twin Study     

Robert N. Emde  Robert Plomin  JoAnn Robinson  Robin Corley  John DeFries  David W. Fulker  J. Steven Reznick  Joseph Campos  Jerome Kagan  Carolyn Zahn-Waxler 《Child development》1992,63(6):1437-1455

200 pairs of twins were assessed at 14 months of age in the laboratory and home. Measures were obtained of temperament, emotion, and cognition/language. Comparisons between identical and fraternal twin correlations suggest that individual differences are due in part to heritable influences. For temperament, genetic influence was significant for behavioral observations of inhibition to the unfamiliar, tester ratings of activity, and parental ratings of temperament. For emotion, significant genetic influence was found for empathy and parental ratings of negative emotion. The estimate of heritability for parental report of expression of negative emotions was relatively high, whereas that for expression of positive emotions was low, a finding consistent with previous research. For cognition and language, genetic influence was significant for behavioral indices of spatial memory, categorization, and word comprehension. Shared rearing environment appears influential for parental reports of language and for positive emotions, but not for other measures of emotion or for temperament.  相似文献   

Wise Men and Clever Tricks: a response     

Robin Alexander 《Cambridge Journal of Education》1994,24(1):107-112

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Empirical Research into Teaching     

Robin Barrow 《Interchange》2006,37(4):287-307

The paper argues that 100 years of empirical research into teaching has failed to provide a usable account of best practice. This is partly because of conceptual and other logical problems that cannot in practice be resolved, as has been argued before. However, it is further argued that the real reason that no useful rules of good teaching can be established is that there are no substantive and important rules covering human interactions such as teaching. It is not that science cannot get the answers; rather it is that there are not any answers, and that is why there is not a science of teaching. Every teaching event is unique and the way to determine good practice is to be clear about what one is trying to achieve and to know one’s particular audience. This is not simply sound practical advice, but logically the only path to knowledge in this area.  相似文献   

Media Commentary     

Robin Moss 《Learning, Media and Technology》1994,20(1):39-42

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Comments on Holmes     

Robin Barrow 《Interchange》1993,24(3):237-240

Certain basic moral propositions are unlike basic religious propositions in that it is incoherent to deny them. A community needs a shared set of moral beliefs in a way that it does not need a shared set of religious beliefs. The cultivation of certain types of behaviour is necessary in a community. For these three reasons, bringing up children to adhere to certain basic moral principles is justified in a way that bringing them up to accept basic religious tenets is not.Simon Fraser University  相似文献