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71.
Suzanne E. Hizer P. W. Schultz Richard Bray 《Journal of Science Education and Technology》2017,26(1):100-115
Supplemental Instruction (SI) is a well-recognized model of academic assistance with a history of empirical evidence demonstrating increases in student grades and decreases in failure rates across many higher education institutions. However, as college students become more accustomed to learning in online venues, what is not known is whether an SI program offered online could benefit students similarly to SI sessions that occur in face-to-face settings. The in-person (traditional) SI program at California State University San Marcos has demonstrated increases in grades and lower fail rates for courses being supported in science and math. Students enrolled in four biology courses who participated in online SI received increases in academic performance similar to the students in the courses who attended traditional SI. Both the online and traditional SI participating students had higher course grades and lower fail rates as compared to students who did not participate in either form of SI. Self-selection, as measured by past cumulative college grade point average, did not differ between students who attended either form of SI or who did not attend. Student perceptions of online SI were generally positive and appeared to offer an alternative path to receive this valuable academic assistance for some students. Overall, results are promising that the highly effective traditional model can be translated to an online environment. 相似文献
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Shengli Zhan Mark Bray Dan Wang Chad Lykins Ora Kwo 《Asia Pacific Education Review》2013,14(4):495-509
This paper examines Hong Kong students’ perceptions on the effectiveness of private supplementary tutoring relative to mainstream schooling. Drawing on survey and interview data, it shows that large proportions of secondary school students receive private tutoring. Students generally perceive private tutoring and private tutors to be more effective in the provision of examination support compared with mainstream schooling and teachers. However, perceptions vary according to students’ self-reported academic levels and motives for taking private tutoring. The operations of the parallel sector of private tutoring have significant implications for the nature of schooling and therefore need to be considered by teachers and school administrators. The Hong Kong data contribute to the international analysis of private tutoring and add a significant component to the wider conceptual literature. 相似文献
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Mary LaFrance Holzer Joseph W. Madaus Melissa A. Bray Thomas J. Kehle 《Learning disabilities research & practice》2009,24(1):44-56
Limited research exists related to empirically validated strategies to assist college students with learning disabilities (LD). Given that students with LD demonstrate both fewer test‐taking skills and higher levels of test anxiety than their peers without LD, and poor test‐taking skills contribute to higher levels of test anxiety, such research is critical. The present study examines the effectiveness of the test‐taking strategy on test performance (timed/untimed), degree of strategy usage, and time on test‐taking task, with a sample of university students with LD. This strategy has been successful with adolescents with LD, but has not been studied with postsecondary populations. Results of a multiple baseline design suggested that the strategy was an effective intervention for these students. Implications are discussed. 相似文献
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Nathaniel J. Bray Shonteria Johnson Stephen G. Katsinas Peggy Shadduck 《Community College Journal of Research & Practice》2013,37(7):481-493
ABSTRACTThis paper presents the results of an exploratory study of a professional development-based effort at one of the nation’s 14 federally designated Historically Black Colleges and Universities community colleges. Course revisions included introductory courses in its Natural Sciences department. The goal was to improve students’ critical-thinking and reading skills in science through faculty professional development opportunities, to improve success across all science, technology, engineering, and mathematics (STEM) curricula. This study examines faculty-selected professional development efforts combined with time release for course revision, and how it impacted students’ attitudes toward science and students’ critical-thinking skills. Six of the department’s 11 full-time faculty instructing introductory science courses received training in WestEd’s Reading Apprenticeship program and on critical-thinking skills. These faculty then revised their courses as they chose based on techniques learned during their training. A comprehensive assessment that included extensive course videos, pre- and post-tests of students’ attitudes toward science the Critical Thinking Assessment Test, and focused interviews with faculty were conducted. Despite major cuts in state support, turnover of key administrators, and other challenges, improvements in student attitudes toward STEM topics and critical-thinking skills were documented as faculty expanded their teaching tool-kits. 相似文献
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ABSTRACTThe aims of this study were to estimate the walking cadence required to elicit a VO2reserve (VO2R) of 40% and determine if fitness status moderates the relationship between walking cadence and %VO2R. Twenty participants (10 male, mean(s) age 32(10) years; VO2max 45(10) mL·kg?1·min?1) completed resting and maximal oxygen consumption tests prior to 7 x 5-min bouts of treadmill walking at increasing speed while wearing an Apple Watch and measuring oxygen consumption continuously. The 7 x 5-min exercise bouts were performed at speeds between 3 and 6 km·h?1 with 5-min seated rest following each bout. Walking cadence measured at each treadmill speed was recorded using the Apple Watch “Activity” app. Using Bayesian regression, we predict that participants need a walking cadence of 138 to 140 steps·min?1 to achieve a VO2R of 40%. However, these values are moderated by fitness status such that those with lower fitness can achieve 40% VO2R at a slower walking cadence. The results suggest that those with moderate fitness need to walk at ~40% higher than the currently recommended walking cadence (100 steps·min?1) to elicit moderate-intensity physical activity. However, walking cadence required to achieve moderate-intensity physical activity is moderated by fitness status. 相似文献