Retrieval Practice Benefits Deductive Inference     

Luke G. Eglington  Sean H. K. Kang 《Educational Psychology Review》2018,30(1):215-228

Retrieval practice has been shown to benefit learning. However, the benefit has sometimes been attenuated with more complex materials that require integrating multiple units of information. Critically, Tran et al. Psychonomic Bulletin & Review, 22, 135–140 (2015) found that retrieval practice improves sentence memory but not the drawing of inferences from the same sentences. In three experiments, we investigated whether this lack of benefit of retrieval practice for inferential ability was due to the presentation format of the material. Participants studied four sets of seven to nine related sentences by practicing retrieval for two sets and rereading the other two sets. A final test was given 2 days later. When sentences were presented one at a time during study/practice as in Tran et al., we found no effect of retrieval practice on a test requiring inferential reasoning. When sentences in a set were presented simultaneously during study/practice, retrieval practice in the form of fill-in-the-blank testing (experiments 1 and 2) and free recall (experiment 3) aided later deductive inference more than rereading. Our findings suggest that retrieval practice can improve deductive inference, but in order to optimize its utility, the format in which the material is presented during practice must not hinder relational processing of the individual sentences.  相似文献   

Culturally responsive peacebuilding pedagogy: a case study of Fambul Tok Peace Clubs in conflict-affected Sierre Leone     

Sean Higgins 《International Studies in Sociology of Education》2019,28(2):127-145

Recent research on the peace-promoting agency of teachers in conflict-affected contexts has critiqued the dominance of a menu of curriculum initiatives circulated within aid organizations which ignore or dismiss indigenous cultural resources available within local communities. On the other hand, the turn to local culture in peacebuilding interventions has also been critiqued for idealizing the local. This paper presents a case study of the work of Fambul Tok Peace Clubs in conflict-affected Sierra Leone which aim to support teachers in drawing on local practices, rituals and symbols. Using an interpretative approach, alert to the meanings teachers ascribe to their pedagogical practices, it finds that teachers respond to local culture in multiple, sometimes contradictory ways. These range from celebration of indigenous practices as resources for conflict resolution that resonate with their pupils and communities to critique of their oppressive gender norms and inability to address structural drivers of conflict.  相似文献   

Using <Emphasis Type="Italic">I am Moving,I am Learning</Emphasis> to Increase Quality Instruction in Head Start Classrooms     

Ishonté Allar  Emily Jones  Sean Bulger 《Early Childhood Education Journal》2018,46(1):93-102

Quality teacher-child interactions are characteristic of effective classrooms resulting in benefits for all children, but may be particularly important for children from low-income families. The purpose of this study was to explore the perception of Illinois Head Start teachers related to how I am Moving, I am Learning (IMIL) could improve the quality of their instruction as measured by the Classroom assessment scoring system (CLASS^®), an observation instrument used to assess the quality of teacher-child interactions across three broad domains and their supporting dimensions. While the study found that early childhood professionals perceive IMIL as a meaningful resource, additional research is needed to substantiate the preliminary findings as well as to guide training initiatives that would help Head Start professionals to make the connection between IMIL and the CLASS^®.  相似文献   

Accounting for Model Uncertainty in the Prediction of University Graduation Rates     

Cullen F. Goenner  Sean M. Snaith 《Research in higher education》2004,45(1):25-41

Empirical analysis requires researchers to choose which variables to use as controls in their models. Theory should dictate this choice, yet often in social science there are several theories that may suggest the inclusion or exclusion of certain variables as controls. The result of this is that researchers may use different variables in their models and come to disparate conclusions with respect to predicted effects and their statistical significance. In such cases one is uncertain of which particular set of regressors forms the model that represents the data. The approach used below accounts for uncertainty in variable selection by using Bayesian model averaging (BMA). Accounting for uncertainty, we demonstrate that BMA provides better out-of-sample prediction for university graduation rates than results based on alternative variable selection methods.  相似文献   

Why Are Partnerships Necessary for Computer Classroom Administration?     

Sean D. Williams 《Technical Communication Quarterly》2002,11(3):339-358

Computer classrooms (CCs) have been an important part of writing instruction since the mid 1980s, yet little scholarship concerns the roles that directors of computer classrooms play in maintaining these facilities. Based on a review of scholarship of CC administration and an informal survey of CC administrators, this article argues that CC directors walk a tightrope between the role of teacher and manager and that we need to focus on building partnerships to maintain our facilities, because we simply cannot do by ourselves everything that this complex role requires of us.  相似文献   

The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation*   总被引：1，自引：0，他引：1  

Sean B. Eom  H. Joseph Wen  Nicholas Ashill 《Decision Sciences Journal of Innovative Education》2006,4(2):215-235

In this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self‐motivation, learning style, interaction, and instructor facilitation as potential determinants of online learning. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that all of the antecedent variables significantly affect students' satisfaction. Of the six antecedent variables hypothesized to affect the perceived learning outcomes, only instructor feedback and learning style are significant. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes. The findings suggest online education can be a superior mode of instruction if it is targeted to learners with specific learning styles (visual and read/write learning styles) and with timely, meaningful instructor feedback of various types.  相似文献   

Promoting Parents' Social Capital to Increase Children's Attendance in Head Start: Evidence From an Experimental Intervention     

Teresa Eckrich Sommer  Terri J. Sabol  P. Lindsay Chase-Lansdale  Mario Small  Henry Wilde  Sean Brown 《Journal of research on educational effectiveness》2017,10(4):732-766

Improving children's attendance is a high priority for Head Start and other early childhood education programs serving low-income children. We conducted a randomized control trial in a major northern city to evaluate the impact of a low-cost intervention designed to promote parents' social capital as a potential influence on children's attendance in Head Start centers. The intervention assigned children to treatment group classrooms based on (a) neighborhood of residence (geography condition) or (b) the geography condition plus the opportunity for parents to form partnerships in support of their children's attendance, or to control group classrooms according to Head Start guidelines only. We did not find impacts on average attendance throughout the year. However, the intervention did lead to increased attendance during the winter when average center attendance was lowest. There were no impacts on fall or spring attendance. Follow-up exploratory analyses of focus groups with parents and staff suggested that parents' level of connection and trust, self-generated partnership strategies, and commitment to their children's education may be factors by which parents' social capital expands and children's attendance improves.  相似文献   

A review of primary and secondary influences on sport expertise     

Joseph Baker  Sean Horton 《High Ability Studies》2004,15(2):211-228

Sport scientists have examined numerous factors influencing the acquisition and manifestation of high levels of performance. These factors can be divided into variables having a primary influence on expertise and variables that have a secondary influence through their interaction with other variables. Primary influences on expertise include genetic, training, and psychological factors while secondary influences include socio‐cultural and contextual elements. This paper reviews the factors affecting the development of expert performance in sport and suggests directions for future research.  相似文献   

Software for managing complex learning: Examples from an educational psychology course     

Daniel L. Schwartz  Sean Brophy  Xiaodong Lin  John D. Bransford 《Educational technology research and development : ETR & D》1999,47(2):39-59

Inquiry-based instruction including problem-, project-, and case-based methods often incorporate complex sets of learning activities. The numerous activities run the risk of becoming disconnected in the minds of learners and teachers. STAR.Legacy is a software shell that can help designers organize learning activities into an inquiry cycle that is easy to understand and pedagogically sound. To ensure that classroom teachers can adapt the inquiry activities according to their local resources and needs, STAR.Legacy was built upon four types of design principles: learner centered, knowledge centered, assessment centered, and community centered. We describe how a STAR.Legacy constructed for an educational psychology course helped preservice teachers design and learn about effective inquiry-based instruction. This work was supported by grant #R305F60090 from the Department of Education. The authors thank the educational psychology students for their contributions to this paper and Amy Ryce for her editorial talents.  相似文献   

Toward a Learning Technologies knowledge network   总被引：3，自引：0，他引：3  

Roy D. Pea  Robert Tinker  Marcia Linn  Barbara Means  John Bransford  Jeremy Roschelle  Sherry Hsi  Sean Brophy  Nancy Songer 《Educational technology research and development : ETR & D》1999,47(2):19-38

The National Science Foundation-funded Center for Innovative Learning Technologies (CILT) is designed to be a national resource for stimulating research and development of technology-enabled solutions to critical problems in K-14 science, math, engineering and technology learning. The Center, launched at the end of 1997, is organized around four themes identified as areas where research is likely to result in major gains in teaching and learning, and sponsors research across disciplines and institutions in its four theme areas. CILT brings together experts in the fields of cognitive science, educational technologies, computer science, subject matter learning, and engineering. It engages business through an Industry Alliance Program and is also training postdoctoral students. CILT's founding organizations are SRI International's Center for Technology in Learning, University of California at Berkeley (School of Education and Department of Computer Science), Vanderbilt University's Learning Technology Center, and the Concord Consortium. Through its programs, CILT seeks to reach beyond these organizations to create a web of organizations, individuals, industries, schools, foundations, government agencies, and labs, that is devoted to the production, sharing and use of new knowledge about how learning technologies can dramatically improve the processes and outcomes of learning and teaching. This paper describes the rationale and operations of the Center, and first-year progress in defining a set of CILT partnership projects with many other institutions that came out of our national theme-team workshops. Roy Pea, of SRI International, is Director of CILT. Marcia Linn (U. California, Berkeley), John Bransford (Vanderbilt University), Barbara Means (SRI International), and Robert Tinker (Concord Consortium), serve as CILT's coprincipal investigators. Sherry Hsi (Ubiquitous Computing) and Sean Brophy (Technology and Assessment Models) are among the first group of CILT Postdoctoral Fellows. Jeremy Roschelle (SRI International) and Nancy Songer (University of Michigan) are CILT theme-team leaders. Roy Pea and Marcia Linn would like to thank the Spencer Foundation for support during their year at the Center for Advanced Study in the Behavioral Sciences, Stanford University, in which they developed the CILT concept with the other authors. CILT is funded by National Science Foundation grant #CDA-9720384. Pea and Linn would also like to acknowledge contributions to this article by the many authors of CILT partnership project proposals, and by theme-team leaders. The authors thankfully acknowledge Donna Baranski-Walker for her many contributions to developing the CILT Industrial Alliance Program while serving as its Director in 1998.  相似文献