Forms and functions of instruction patterns: Direct and nondirect     

Terry Cicchelli 《Instructional Science》1983,12(4):343-353

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Work Calling: Exploring the Communicative Intersections of Meaningful Work and Organizational Spirituality     

K. Arianna Molloy  Christina R. Foust 《Communication Studies》2016,67(3):339-358

In the present study, we first describe three themes from the interdisciplinary literature: sacred and secular variations; calling as historically and culturally situated; and potential benefits, alienation, and marginalization. Second, through a thematic analysis (Owen, 1984) based on participant data, we examine how participants’ understanding and interpretation of work calling as an overarching meaningfulness, a combination of personal passion and skill set, and a contribution to society serve as definitional makers. We argue that these findings emphasize the processural and constitutive nature of work calling. We conclude by highlighting the communicative dimensions of work calling as they may contribute to future critical and empirical work, noting the possibilities for sense-making theory to intervene in this interdisciplinary area of inquiry.  相似文献   

Events in learning mathematics: Insights from research in classrooms   总被引：1，自引：0，他引：1  

Terry Wood 《Educational Studies in Mathematics》1996,30(1):85-105

In this paper, it is contended that in order to understand individual student's learning in the complexity of the mathematics classroom it is necessary to examine the events that occur before, during, and after learning. To illustrate, the process by which two children each construct new mathematical meanings is examined in this manner. The detailed analyses of each of these events provides insight into the processes by which individual students construct mathematical meanings in classroom settings. The investigation also reveals that the underlying social norms differ from those found in traditional classes, and that this creates different opportunities for learning. It is contended that it is the differences in the norms that have been established in their respective classes that distinguishes between the events in learning for the two children.Preparation of this paper was supported by the National Science Foundation (RED 9254939) and while the author was the Snodgrass Scholar in the School of Education Purdue University. The final draft was completed at the Mathematics Education Research Centre, Oxford University. All opinions are those of the author.  相似文献   

A follow-up assessment of a second-grade problem-centered mathematics project     

Paul Cobb  Terry Wood  Erna Yackel  Marcela Perlwitz 《Educational Studies in Mathematics》1992,23(5):483-504

Five second-grade classes in two schools participated in a project that was generally compatible with a constructivist theory of knowing. At the end of the school year, the students in these classes and their peers in six non-project classes in the same schools were assigned to ten textbook-based third-grade classes on the basis of reading scores. The two groups of students were compared at the end of the third-grade year on a standardized achievement test and on instruments designed to assess their conceptual development in arithmetic, their personal goals in mathematics, and their beliefs about reasons for success in mathematics. The levels of computation performance on familiar textbook tasks were comparable, but former project students had attained more advanced levels of conceptual understanding. In addition, they held stronger beliefs about the importance of working hard and being interested in mathematics, and about understanding and collaborating. Further, they attributed less importance to conforming to the solution methods of others.  相似文献   

Education of teachers     

Hazel Grubb Davis  Anne Davis  Margaret Polhill  Betty Miles  Dennis Hamley  Lesley Harrington  Feenie Ziner  R C Barnes  Mary Croxson  Marilyn Apseloff  Terry Jones  Tony Watkins 《Children‘s Literature in Education》1974,5(2):52-67

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The Keys to STEM: Australian Year 7 Students’ Attitudes and Intentions Towards Science,Mathematics and Technology Courses     

Kennedy  JohnPaul  Quinn  Frances  Lyons  Terry 《Research in Science Education》2020,50(5):1805-1832

Research in Science Education - Educational researchers have long noted the apparent link between positive student attitudes and a student’s desire to continue their study of particular...  相似文献   

Repeated failures in reducing rat’s spontaneous alternation through the intertrial disruption of spatial orientation     

Paul M. Bronstein  Terry Dworkin  Benjamin H. Bilder  F. Dmitri Wolkoff 《Learning & behavior》1974,2(3):207-209

Three experiments examined the contention that an extramaze cue representing relative spatial direction controls rats’ spontaneous alternation. Attempts to eliminate this short-term directional memory by horizontally rotating the Ss were without effect. These data, along with other recent findings, cast doubt upon the completeness of Douglas’s model of spontaneous alternation.  相似文献   

Faculty Study Groups: Solving “Good Problems” Through Study, Reflection, and Collaboration   总被引：1，自引：0，他引：1  

Terry M. Wildman  Margaret P. Hable  Marlene M. Preston  Susan G. Magliaro 《Innovative Higher Education》2000,24(4):247-263

We describe the development, implementation, and assessment of a faculty study group program designed to foster teaching as a reflective, collaborative activity within a research university. Conceived within conceptual frameworks that challenge technical/rationalist approaches to faculty development, the program was successful in creating opportunities for faculty of different disciplines, age groups, ranks, and teaching experience to establish productive discourse communities around their own teaching. Our experience shows that such programs require careful thought and planning, which we detail here, and that faculty even in research oriented institutions can be captured by the good problem that teaching represents.  相似文献   

Stimulus preference and the transitivity of preference     

Terry W. Belke 《Learning & behavior》1992,20(4):401-406

Four pigeons were exposed to multiple schedules with concurrent variable interval (VI) components and then tested for preference transfer. Half of the pigeons were trained on a multiple concurrent VI 20-sec, VI 40-sec/cuncurrent VI 4G-sec5 VI 80-sec schedule. The remaining pigeons were trained on a multiple concurrent VI 80-sec, VI 40-sec/concurrent VI 40-sec, VI 20-sec schedule-After stability criteria for time and response proportions were simultaneously met, four preference transfer tests were conducted with the stimuli associated with the VI 40-sec schedules. During the transfer tests, each pigeon allocated a greater proportion of responses (M=0,79) and time (M=0.82) to the stimulus associated with the VI 40-sec schedule that was paired with the VI 80-sec schedule than lo the VI 40-sec schedule stimulus paired with the VI 20-sec schedule. Absolute reinforcement rates on the two VI 40 sec schedules were approximately equal and unlikely to account for the observed preference. Nor was the preference consistent with the differences in local reinforcement rates associated with the two stimuli. Instead, the results were interpreted in terms of the differential value that stimuli acquire as a function of previous pairings with alternative schedules of reinforcement.  相似文献   

A Classroom Study on the Relationship Between Student Achievement and Retrieval-Enhanced Learning     

Shana?K.?CarpenterEmail author  Terry?J.?S.?Lund  Clark?R.?Coffman  Patrick?I.?Armstrong  Monica?H.?Lamm  Robert?D.?Reason 《Educational Psychology Review》2016,28(2):353-375

Retrieval practice has been shown to produce powerful learning gains in laboratory experiments but has seldom been explored in classrooms as a means of enhancing students’ learning of their course-relevant material. Furthermore, research is lacking concerning the role of individual differences in learning from retrieval. The current study explored the effects of retrieval in a large undergraduate introductory biology course as a function of individual differences in student achievement. Students completed in-class exercises that required them to retrieve course information (e.g., recalling definitions for terms and labeling diagrams) followed by feedback or to simply copy the information without retrieving it. A later quiz over the information showed that high-performing students benefited more from retrieving than copying, whereas middle- and low-performing students benefited more from copying than retrieving. When asked to predict their quiz scores following the in-class exercises, high-performers demonstrated better overall metacognitive calibration compared to middle- or low-performers. These results highlight the importance of individual differences in learning from retrieval and encourage future research using course-relevant material to consider the role of student achievement in classroom-based interventions.  相似文献