Pictorial organization versus verbal repetition of children’s prose: Evidence for processing differences     

Michael D. Ruch  Joel R. Levin 《Educational technology research and development : ETR & D》1977,25(3):269-280

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Crafting educational intervention research that's both credible and creditable     

Levin  Joel R. 《Educational Psychology Review》1994,6(3):231-243

Pressley and Harris' concerns about the current quality of educational intervention research are applauded. They are also extended to distinguish between research credibility (scientific believability) and research creditability (educational commendability). A best possible design philosophy is introduced to enable intervention researchers to craft research that is both credible and creditable.  相似文献   

Guest editorial: Improving science teaching through research     

Joel J. Mintzes 《科学教学研究杂志》1991,28(8):647-648

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On pictures in prose     

Joel R. Levin  Alan M. Lesgold 《Educational technology research and development : ETR & D》1978,26(3):233-243

For some time now, researchers and educators have questioned the value of pictures for prose-learning. However, there is abundant empirical evidence to document the positive value of pictures. Consistent learning gains are associated with the use of pictures when experiments adhere to these five ground rules: (1) prose passages are presented orally; (2) the subjects are children; (3) the passages are fictional narratives; (4) the pictures overlap the story content; and (5) learning is demonstrated by factual recall. Both centers are supported in part by funds from the National Institute of Education. The opinions herein do not necessarily reflect the postion or policy of the National Institute of Education and no official endorsement by the National Institute of Education should be inferred. The authors are grateful to Michael Pressley and Sharon Stevens for their comments on an earlier draft of the paper.  相似文献   

A combined pictorial mnemonic strategy for ordered information     

Joel R. Levin  Christine B. McCormick  Beverly J. Dretzke 《Educational technology research and development : ETR & D》1981,29(4):219-225

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Relationships between student perceptions of teaching behavior and learning outcomes in college biology     

Joel J. Mintzes 《科学教学研究杂志》1982,19(9):789-794

This study examined relationships between student perceptions of teaching behavior and learning outcomes in college biology. One-hundred one students who enrolled in an introductory college biology course reported the frequencies of 20 overt, in-class teaching behaviors exhibited by the instructor and rated the instructor on 12 measures of teaching effectiveness. Achievement tests were administered periodically throughout the two-semester time interval. A series of simple correlations between teaching behavior factors and both achievement and student ratings revealed a complex pattern of relationships. Moderately strong relationships were found between student perceptions of “information-transmitting” behaviors and achievement, while generally stronger relationships linked behavior factors with student ratings of teaching effectiveness.  相似文献   

Can children effectively reuse the same mnemonic pegwords?     

Thomas E. Scruggs  Margo A. Mastropieri  Joel R. Levin 《Educational technology research and development : ETR & D》1986,34(2):83-88

Seventy-three fifth-grade students were taught nine North American minerals and their corresponding hardness levels under either mnemonic (pegword/keyword) or free-study conditions. In the zero-repetition (standard) condition, each mineral was paired with a unique hardness level (1–9); in the one-repetition condition, three hardness levels were each represented by two different minerals (and three hardness levels by one mineral); and in the two-repetition condition, three hardness levels were each represented by three different minerals (and three hardness levels by one mineral); and in the two-repetition condition, three hardness levels were each represented by three different minerals. In all repetition conditions, mnemonic subjects significantly and substantially outperformed students who were given free study. Possibilities for adapting mnemonic techniques to overcome stimulus-produced interference are discussed.  相似文献   

Facilitating vocabulary inferring through root-word instruction     

Joel R. Levin  Russell N. Carney  Michael Pressley 《Contemporary educational psychology》1988,13(4)

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How much of a problem is resident mistreatment in child welfare institutions?     

Nolan Rindfleisch  Joel Rabb 《Child abuse & neglect》1984,8(1):33-40

The purpose of this article is to provide information developed since 1980 by the Institutional Child Protection Project about the size and significance of the problem of mistreatment in child welfare residential institutions. In the 1.700 facilities surveyed, there are about 69.000 children and youths. Rates of utilization vary among Health and Human Services (H.H.S.) regions from 8 per 10.000 to 19 per 10.000 children and youths in the population. The average rate is 12 per 10.000. In 1961 this rate was estimated at 10 per 10,000. About 2,700 complaints were reported by facilities to the survey for 1979. Complaint rates range by H.H.S. region from 25 per 1.000 to 55 per 1.000 children and youth in care. The average complaint rate per 1.000 residents in care was 39. Observations of site visitors suggest that only one out of five complainable situations may be reported to child protection agencies. A list of complainable occurrences that came to the attention of site visitors is included to document the problem. An additional effort to assess the significance of this issue is made by comparing intrafamilial complaint rates with rates reported by child welfare facilities. The authors believe residential complaint rates may be twice as large as intrafamilial complaint rates.  相似文献   

American children's fiction of the eighties: Continuity and innovation     

Joel D. Chaston 《Children‘s Literature in Education》1991,22(4):223-236

Joel D. Chaston teaches children's and young adult literature at Southwest Missouri State University. He has co-authoredGrowing Into Whole Language: An Odyssey in Theme Exploration (forthcoming from Scholastic of Canada/Heinemann) and has recently published articles on contemporary children's writers such as Katherine Paterson and Lois Lowry.  相似文献