Developing Creativity in the Classroom: Learning and Innovation for 21st-Century Schools. Kettler,T., Lamb,K., & Mullet,D. (2018)     

Chandra B. Floyd  Chandra Floyd 《Roeper Review》2019,41(2):147-148

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Teaching students how to study: a workshop on information processing and self-testing helps students learn     

Stanger-Hall KF  Shockley FW  Wilson RE 《CBE life sciences education》2011,10(2):187-198

We implemented a "how to study" workshop for small groups of students (6-12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students' reactions (based on the workshop instructors' experience and student feedback), and report student performance on workshop-related questions on the final exam. Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups. This was the case for both lower- and higher-order thinking questions. Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes. This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this "how to study" workshop as a study support for introductory biology (and other science) students.  相似文献   

IQs ARE VERY STRONG BUT IMPERFECT INDICATORS OF PSYCHOMETRIC g: RESULTS FROM JOINT CONFIRMATORY FACTOR ANALYSIS     

Ryan L. Farmer  Randy G. Floyd  Matthew R. Reynolds  John H. Kranzler 《Psychology in the schools》2014,51(8):801-813

The most global score yielded by intelligence tests, IQs, are supported by substantial validity evidence and have historically been central to the identification of intellectual disabilities, learning disabilities, and giftedness. This study examined the extent to which IQs measure the ability they target, psychometric g. Data from three samples of children and adolescents (Ns = 200, 150, and 135) who completed varying pairs of individually administered, multidimensional intelligence tests were analyzed using a joint confirmatory factor analysis to generate correlations between IQs and general factors representing psychometric g. The resulting values, expressed as g loadings, for the six IQs ranged from .88 to .95 (M = .92). The accuracy of IQs in measuring psychometric g, the meaning of reliable specific ability variance in IQs not accounted for by psychometric g, and the use of IQs in schools and related settings are discussed.  相似文献   

Exploring identities and cultures in inter-professional education and collaborative professional practice     

Alan Floyd  Marlene Morrison 《Studies in Continuing Education》2014,36(1):38-53

Although the concept of multi-agency working has been pursued and adopted as the most appropriate way to improve childcare provision and health workforces in recent years, both in the UK and more globally, research suggests that participation in such work can be problematic. This article examines current developments in inter-professional education and collaborative professional practice. Drawing on desk research across the fields of Education, Health and Social Care, it applies a critical lens to re-examine inter-professional working using well-established concepts of profession, identity, culture, career, and training/work transitions. The article uses theoretical hooks to look for similarities and differences in the promotion of inter-professionality across the Education, Health and Social Care sectors, alongside those which occur within each. It looks towards a re-invigoration of knowledge creation and application through research. This is viewed as especially urgent in times of fragmentation, transformation, and arguably, disintegration, in the services its professional and academic educators and workers seek to serve.  相似文献   

Web &; wild     

Roland Thornburg  Kory Hill 《TechTrends》2004,48(5):76-77

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The effect of an advanced organizer when utilized with carefully sequenced audio-tutorial units     

Jane Butler Kahle  Floyd H. Nordland 《科学教学研究杂志》1975,12(1):63-67

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Pressing Issues in College Counseling: A Survey of American College Counseling Association Members     

Timothy B. Smith  Brenda Dean  Suzanne Floyd  Christopher Silva  Momoko Yamashita  Jared Durtschi  Richard A. Heaps 《Journal of College Counseling》2007,10(1):64-78

The authors conducted a survey of members of the American College Counseling Association to ascertain the experiences and opinions of college counselors on several pressing issues within the college counseling profession. Survey results from 133 respondents indicated that counseling centers may benefit from increasing the number of group counseling interventions by increasing the multicultural competence of services provided, by implementing crisis/disaster mental health initiatives, and by more effectively consulting with other professionals on campus.  相似文献   

Teaching problem solving as viewed through a theory of models     

Floyd Vest 《Educational Studies in Mathematics》1976,6(4):395-408

Summary This paper presents a small amount of theory including an analysis of the task of teaching problem solving and the act of problem solving derived from a theory of models of operations. It also presents the results of an exploratory investigation which tends to add credence to elements of the analysis.Two of the general problem solving strategies which are suggested are (1) classification of word problems as instances of models previously learned (taught) and (2) a variety of techniques involving mapping individually word problems onto instances of familiar models. A third problem solving strategy which has not been mentioned is indicated by the theory: In this strategy, from the given problematical situation (word problem), a model is generalized which subsumes the given situation, and search for an isomorphism between the model and various operations (i.e., multiplication) is conducted. If an isomorphism is observed, then the selected operation and attending computational algorithms can be used to solve the problem. Of course, it is unlikely that this type of activity would be appropriate for primary grade children, but perhaps it could be taught at a later stage of the curriculum.The extensive mathematics education literature devoted to the study of teaching problem solving in the elementary school includes numerous theoretical and methodological approaches to investigating problem solving. This paper, the author believes, presents a unique, systematic, and reasonable perspective on the matter. Both a systematic view of the act of solving one-step word problems and a two stage general level analysis of practices found in teaching problem solving have been presented as they were derived from a theory of models.  相似文献   

An intelligent tutoring system approach to teaching primary mathematics     

Sara Hennessy  Tim O'Shea  Rick Evertsz  Ann Floyd 《Educational Studies in Mathematics》1989,20(3):273-292

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Knowing when to say “I love you”: An expectancy approach to affectionate communication     

Kory Floyd 《Communication Research Reports》2013,30(3):321-330

While vital for the development and maintenance of healthy interpersonal relationships, the overt communication of affection is fraught with risk. As a result, understanding the nature of affectionate communication is not only a matter of identifying behavioral tendencies, but also of exploring individuals’ normative expectancies for appropriate affectionate behavior. The present study examines the influence of biological sex, dyadic sex composition, and relationship type on people's perceptions of how frequently they engage in affectionate behavior and how appropriate they feel such behavior to be. Predictions regarding the influence of these factors were largely supported; moreover, the congruence between expectations and people's reports of their actual behavior was examined.  相似文献