The effect of self-regulated learning strategies on performance in learner controlled computer-based instruction   总被引：6，自引：0，他引：6  

James D. Young 《Educational technology research and development : ETR & D》1996,44(2):17-27

The purpose of this study was to examine the effect of self-regulated learning strategies (SRLS) on performance in a learner-controlled and a program-controlled computer-based instruction (CBI). SRLS was measured using a self-regulated learning strategies questionnaire. Seventh-grade subjects were divided into high and low levels of SRLS and then randomly assigned to one of two versions of a CBI lesson: one allowing learner control over the sequence and content of the instruction and the other having the learners follow a linear instructional sequence. Results revealed that the performance differences between learners with high SRLS and those with low SRLS were greater under learner control than under program control (p<.05). Poor performance by subjects with low SRLS under learner control indicates a strong need for learners to possess self-regulatory learning strategies to achieve success under learner control. Program control, however, seems to minimize the performance differences between low and high levels of SRLS.  相似文献   

Instructional principles for self-regulation     

Kathryn Ley  Dawn B. Young 《Educational technology research and development : ETR & D》2001,49(2):93-103

The purpose of this article is to suggest principles for embedding support in instruction to facilitate self-regulation (SR) in less expert learners. The principles are based on an analysis of the growing body of research on the distinctive self-regulation differences between higher and lower achieving learners. The analysis revealed four instructional principles that designers should consider to provide support for self-regulation. Each principle is supported by research and instructional examples are included.  相似文献   

The microworld of Phoenix Quest: social and cognitive considerations     

Jonathan Young  Rena Upitis 《Education and Information Technologies》1999,4(4):391-408

The present paper explores social and cognitive considerations in the context of a computer-game microworld or learning culture environment. Forty-one boys and 57 girls, aged 8 to 12 years (Grades 4, 5, and 6) were observed playing a computer game called Phoenix Quest. This computer game, featuring an adolescent female protagonist, is an interactive, mystery-adventure with embedded language and mathematics activities. The issues discussed include (a) the development of a computer game learning culture or microworld, (b) interdependence in the process of learning social skills, (c) computer game-playing strategies, (d) gender differences in computer-game play, and (e) mathematics concepts explored in the Phoenix Quest environment. These findings not only contribute to the understanding of how students create and shape a microworld around a computer game like Phoenix Quest, but also indicate some of the inherent teaching and learning limitations of educational software when the guidance of a teacher is absent.  相似文献   

The Unification of Post-Compulsory Education: Towards a Conceptual Framework   总被引：1，自引：0，他引：1  

David Raffe  Cathy Howieson  Ken Spours  & Michael Young 《British Journal of Educational Studies》1998,46(2):169-187

The drive to 'unify'post-compulsory education and training systems is one of the most important current developments in education policy. However the concept of 'unification' lacks clarity, is not widely recognised, and is pursued through different measures in different countries. In this paper we propose a conceptual framework with which to analyse the different meanings of and debates about unification. Using England and Scotland as examples, we show how the framework may be used to analyse existing systems, reform strategies, and processes and pressures for change. The framework is exploratory and will need to be tested and developed in relation to a wider variety of education systems.  相似文献   

The Story of Phoenix Quest: How girls respond to a prototype language and mathematics computer game     

Jillian De Jean  Rena Upitis  Corina Koch  Jonathan Young 《Gender and education》1999,11(2):207-223

This article describes a case study of six girls' experiences with the Phoenix Quest computer game. In addition to the case study, a supplementary large-scale study of the reactions of both boys and girls to the same computer game was conducted for comparative analysis. Phoenix Quest (PQ) was designed not only to encourage children to explore language and mathematics, but also to offer game features that would especially appeal to girls. Participants in the case study were given opportunities to become acquainted with PQ for several months before being observed and interviewed. Four issues that emerged as being important to the participants were (a) presentation of the story in a non-linear format, (b) appreciation for the problem-solving elements of PQ, (c) identification with the main character (female), and (d) lack of awareness of the mathematics embedded within the game. The findings provided evidence that PQ appealed to girls because the protagonist was of their age and gender, and because the puzzles and searches were engaging throughout the game. Some aspects of the game, however, were less successful; for instance, the non-linear story format was disconcerting to all but one of the participants, and only one student identified the mathematics in the game structure. The large-scale study involved 41 boys and 57 girls, aged 8-12, from four junior school classes (Grades 4, 5 and 6). The aggregate data collected showed that more girls than boys used the postcard-writing feature of PQ and appreciated following the adventures of a female protagonist. More boys than girls were reported to offer advice to other students, discuss the game during their free time, and observe others playing the game. Some boys even formed groups to exchange information and game-playing strategies. Also, more boys than girls recognised the mathematics embedded within the game. Although these studies did not focus on teacher-student interaction, the finding that more than 25% of participating students were not able to identify the mathematics embedded in PQ, supports supplementary instruction on the part of a teacher as a requirement for making the mathematics more salient. Further research to address this issue is strongly recommended. Both the case study and the large-scale study revealed that among computer games, PQ's uncommon approach of celebrating and challenging a female protagonist is important to girls. This does not suggest that the presentation of a female protagonist will discourage boys from playing and enjoying the game. On the contrary, our findings showed that boys were also engaged by PQ, a game that encourages cooperative play and group problem-solving. In the realm of computer games, gender identification plays a key role, in first capturing the attention of girls, and then sustaining their interest, enjoyment and participation.  相似文献   

The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder     

Meagan R. Talbott  Gregory S. Young  Jeff Munson  Annette Estes  Laurie A. Vismara  Sally J. Rogers 《Child development》2020,91(3):743-753

In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words.  相似文献   

The education of academically gifted students in South Korea: Innovative approaches in shadow education     

Young Chun Kim  Jaeseong Jo  Jung-Hoon Jung 《European Journal of Education》2020,55(3):376-387

Shadow education contributes to the learning and academic careers of Korean students. It benefits, in particular, gifted students who are strongly motivated and who outperform their peers academically. In this study, we explored the innovative characteristics of shadow education curricula for gifted students in terms of curricular programmes, methods, and teaching-learning materials. Also, we explored how shadow education practices meet the academic abilities and needs of students. Informed by a literature review and qualitative research methods, the results reveal how common shadow education is; effects of shadow education; and innovative elements used in shadow education for gifted students in Korea. Overall, we found that shadow education plays a crucial role in gifted education; it is a necessary component for understanding academic excellence among students in Korea. The findings are helpful for teachers, curriculum developers, and policymakers as they explore how public schooling can help to support strongly motivated and academically advanced students.  相似文献   

Disability in higher education: a position paper     

King LH  Aguinaga N  O'Brien C  Young W  Zgonc K 《American annals of the deaf》2010,155(3):386-391

Leadership in education, particularly special education, implies both knowledge and application of professional behaviors, decisions, and ethics within the field. University students look for best practices in education to be modeled by faculty; this, in turn, underscores a fundamental belief in inclusionary principles. Such modeling is important on every level in teacher education programs, particularly special education programs. The higher a student's level (i.e., undergraduate vs. doctoral), the more notice that student will take of disparities between rhetoric and actions. While reflective practices are explicitly taught in teacher preparation programs to enable professionals to reflect on their own personal and professional practices, teacher education faculty need to employ the same strategy to ensure that they are indeed modeling the practices they teach. This position paper documents the impressions of a doctoral cohort in special education in terms of inclusionary practices demonstrated in a real-life context.  相似文献   

A destination development by building a brand image and sport event tourism: a case of Sport City USA     

Young Hoon Kim  Hongxin Li  John Nauright 《Sport in Society》2018,21(8):1196-1203

Abstract

While visitors look for a complete ‘experience’ and select travel destinations on the basis of the total set of destination attributes, individual suppliers that operate independently usually market offer in fragmented pieces. A destination brand with strong equity leads to greater commitment in the form of loyalty and willingness to revisit the destination. As one of the key components for destination characteristics, the sports industry has rapidly developed in recent years. Two cities were discussed as the known for sport city case and Frisco, Texas was examined for the current study. The results of this study show that the economic impact is significant for a destination. Some critical factors (e.g. sustainability) should be discussed in future study.  相似文献   

Sixth Grade Students’ Content-Specific Competencies and Challenges in Learning the Seasons Through Modeling     

Ji Young Sung  Phil Seok Oh 《Research in Science Education》2018,48(4):839-864

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