COGNITIVE CONGRUENCE BETWEEN TEACHERS’ QUESTIONS AND STUDENTS’ ANSWERS     

Lily Neumann  Sophia Mahler 《Assessment & Evaluation in Higher Education》1989,14(3):158-166

The purpose of the present study was to assess the impact of a teacher‐training workshop in a medical school upon the cognitive congruence between teachers’ questions and students’ answers. The major findings of this study were: (a) The average number of student‐teacher verbal interactions significantly exceeded the number of separate statements by teacher and students, (b) After the workshop, the number of interactions increased, especially in medium‐ and large‐size classes, (c) The extent of cognitive correspondence was greater at basic cognitive levels (knowledge, comprehension, application) than at high cognitive levels (analysis, synthesis, evaluation). This result was observed both before and after the workshop, as well as in all three class sizes, (d) Following the workshop, the cognitive congruence increased, especially in large classes and within the basic levels.  相似文献   

Cognitive and academic abilities associated with symptoms of attention-deficit/hyperactivity disorder: a comparison between subtypes in a Greek non-clinical sample     

Sophia Papaioannou  Angeliki Mouzaki  Georgios D. Sideridis  Foteini Antoniou  Suzanna Padeliadu 《教育心理学》2016,36(1):138-158

The study assessed cognitive and academic performance of children demonstrating teacher-rated ADHD-related symptoms (Inattention [IA] and/or Hyperactivity/Impulsivity [H/I]) in a representative sample of, largely untreated, Greek elementary school students (N?=?923). A battery of tests assessing short-term memory (STM), sustained attention, executive functions (EFs), reading and math skills were administered. Significant deficits in EFs and STM were restricted to the groups of students displaying inattention symptoms and were only marginally elevated among students showing hyperactivity/impulsivity symptoms alone, in comparison to their non-symptomatic peers. A similar pattern of group differences was observed on tests assessing word- and text-level reading skills. Impaired performance on sustained attention tasks was less evident. Among students who manifested inattention symptoms, those who also showed impaired reading skills presented more severe EFs deficits than typically achieving students. Results demonstrated a close link between EFs, other than inhibition and set-shifting, everyday symptoms of inattention, and achievement in math and word-level reading skills.  相似文献   

Didactic use of concept mapping in higher education: applications in medical education     

Sophia Mahler  Ron Hoz  Dita Fischl  Esther Tov-Ly  Omri Z. Lernau 《Instructional Science》1991,20(1):25-47

This paper describes the use of concept mapping for didactic purposes in higher education at the university level, namely, in medical schools. The first study involved the use of concept mapping to evaluate students' self learned knowledge of subject matter during their clerkship in a department of surgery. The individually constructed cognitive maps facilitated learning by being used in group discussions with the tutor, to identify correct ideas as well as misconceptions, and to convey the tutor's view, and thereby facilitated learning. The second, unrelated study employed concept mapping to evaluate an inservice Orientation Workshop for medicine school faculty. The cognitive structure characteristics of the participants and their congruence with those of the workshop teachers were assessed. These provided evidence regarding the attainment of the workshop's objectives for different kinds of participant. For example, by using concept mapping in planning instruction or preparing materials for teaching, teachers become learners. Potential didactic uses in higher education are discussed in light of these studies.  相似文献   

A three dimensional model for using case studies in the academic classroom     

Tsilia Romm  Sophia Mahler 《Higher Education》1986,15(6):677-696

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From Implementation to Efficacy: Factors Affecting Kenyan Secondary Teachers’ Technology Integration     

Joanna O. Masingila  David W. Khatete  John N. Maundu  Alan R. Foley  Sophia M. Ndethiu  Nicholas W. Twoli 《Africa Education Review》2019,16(1):58-87

Teaching is a complex practice that requires teachers to draw upon their content knowledge, pedagogical approaches and strategies, and knowledge about learners in order to support learning. Integrating technology into the teaching and learning practice of a classroom is a strategy that many teachers are drawing upon. This article reports on the initial findings on information communication technology (ICT) implementation in Kenyan secondary schools and discusses factors affecting effective technology integration. The study used questionnaire and classroom observation data to examine what types of ICTs for education are available in secondary schools in Kenya and what training teachers have had in using ICTs for education; teachers’ perspectives regarding the role of ICT in teaching and learning; and what factors might influence ICT integration in teaching and learning in public secondary schools in Kenya. The study found that while few teachers are integrating ICT into their teaching and learning, many teachers are implementing ICT in their teaching.  相似文献   

The Development of Attention to Objects and Scenes: From Object-Biased to Unbiased     

Kevin P. Darby  Sophia W. Deng  Dirk B. Walther  Vladimir M. Sloutsky 《Child development》2021,92(3):1173-1186

Selective attention is the ability to focus on goal-relevant information while filtering out irrelevant information. This work examined the development of selective attention to natural scenes and objects with a rapid serial visual presentation paradigm. Children (N = 69, ages 4–6 years) and adults (N = 80) were asked to attend to either objects or scenes, while ignoring the other type of stimulus. A multinomial processing tree model was used to decompose selective attention into focusing and filtering components. The results suggest that attention is object-biased in children, due to difficulty filtering attention to goal-irrelevant objects, whereas attention in adults is relatively unbiased. The findings suggest important developmental asymmetries in selective attention to scenes and objects.  相似文献   

THE CLASS‐SIZE EFFECT UPON ACTIVITY AND COGNITIVE DIMENSIONS OF LESSONS IN HIGHER EDUCATION     

Sophia Mahler  Lily Neumann  Pinchas Tamir 《Assessment & Evaluation in Higher Education》1986,11(1):43-59

This study examines the effects of class size upon the verbal interactions and the cognitive level of medical instruction. The major findings of this study indicate that: (a) the percentage of the teacher's verbal activities increases with the group size; (b) the shortest teacher‐lectures are given in medium‐size classes; (c) the longest student‐answers and student initiations are observed in medium‐size classes; (d) the maximal diversity of verbal interactions is found in medium groups, while the minimal is found in large groups; (e) the percentage of interactions at the lowest cognitive level (knowledge) increases with class size; (f) longer interactions are observed in large classes at the knowledge level, and in smaller classes at the analysis and evaluation levels; (g) the minimal cognitive diversity is found in large groups; (h) both activity and cognitive total scores decrease as the class size increases. The implications of these findings are discussed.  相似文献   

In Religious Education 1949‐1950     

Sophia L. Fahs∗ 《Religious education (Chicago, Ill.)》2013,108(5):293-302

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Publishing at the British Institute of Radiology: A case study     

Sophia Anderton 《Learned Publishing》2020,33(1):48-51

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Effects of Critical Thinking Intervention for Early Childhood Teacher Candidates     

Heejeong Sophia Han  E. Todd Brown 《The Teacher Educator》2013,48(2):110-127

This study is based on an intervention designed to enhance early childhood teacher candidates' critical thinking abilities. The concept, elements, standards, and traits of critical thinking were integrated into the main course contents, and the effects of the intervention were examined. The results indicated that early childhood teacher candidates' dispositions toward critical thinking significantly increased after the intervention. In addition, their knowledge about critical thinking and ability to apply critical thinking in their own learning showed growth as well. Curricula implications for early childhood teacher preparation programs and instructional practices for teacher educators are discussed.  相似文献