A faculty–librarian collaboration for developing information literacy skills among preservice teachers     

Deborah M. Floyd  Gloria Colvin  Yasar Bodur 《Teaching and Teacher Education》2008

Preservice teachers enrolled in the first portion of an undergraduate education program at the Florida State University were assigned to develop case studies based on their experience working in local elementary schools. The case studies were to include research from the scholarly literature of the field using a rubric developed by the instructor for evaluating sources. After inadequate results were recorded from the initial semester's projects, the course instructor paired with a liaison librarian to provide a workshop to improve the use of scholarly resources in the following semester's class. This article reports on a citation analysis of student bibliographies from the two classes, finding that the number of scholarly resources cited increased significantly when the librarian's presentation accompanied the use of the instructor's rubric. The results affirm earlier research that a combination of library instruction and clear faculty-established guidelines and requirements for the use of scholarly resources results in increased quality of student research.  相似文献   

The value of a study of wave motion on the learning of certain principles of physical optics     

Floyd M. Read 《科学教学研究杂志》1971,8(4):393-398

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Affection Deprivation Is Associated With Physical Pain and Poor Sleep Quality     

Kory Floyd 《Communication Studies》2016,67(4):379-398

Social bonds are necessary for human survival and affectionate communication is paramount for their formation and maintenance. Consequently, affection deprivation—the condition of receiving less affectionate communication than desired—is associated with social pain, and contemporary research indicates that social pain has substantial neurological overlap with physical pain. Thus, it was proposed that affection deprivation would be associated with the sensation of physical pain as well as with poor-quality sleep. Three studies involving a total of 1,368 adults from nearly all U.S. states and several foreign countries revealed significant associations between affection deprivation, physical pain, and multiple facets of disturbed sleep.  相似文献   

Cattell‐Horn‐Carroll broad cognitive ability profiles of low math achievers     

Briley E. Proctor  Randy G. Floyd  Renee B. Shaver 《Psychology in the schools》2005,42(1):1-12

This study extends previous research examining the relations between Cattell‐Horn‐Carroll cognitive abilities and math achievement. The cognitive profiles of children with normative weaknesses in Math Calculation Skills or Math Reasoning were compared to those of their average‐achieving peers. The cognitive profile of the low Math Calculation Skills group (n = 68) was similar to that of their average‐achieving peers. The low Math Reasoning group (n = 52) scored lower than their average‐achieving peers on the cognitive abilities as a set and on Fluid Reasoning and Comprehension–Knowledge. When individual profiles were considered, approximately half of the children with normative math weaknesses demonstrated commensurate weaknesses in one or more cognitive abilities, which may inform diagnostic models of learning disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 1–12, 2005.  相似文献   

Editor-in-Chief’s Introduction     

Deborah L. Floyd 《Community College Journal of Research & Practice》2017,41(4-5)

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Cognitive styles: Some information and implications for instructional design     

Lynna J. Ausburn  Floyd B. Ausburn 《Educational technology research and development : ETR & D》1978,26(4):337-354

A fresh approach to instructional design, one that emphasizes the importance of cognitive style as a learner characteristic, is presented here. The authors report that 11 dimensions of the characteristic have been found, suggesting that individuals differ in the way they process information. Noting that cognitive styles are stable, resistant to change by training and bear little relation to general ability, the authors advocate assisting the learner whose information-processing pattern is not compatible with the task to be learned by plannedsupplantation involving overt alteration of the task requirement with which the learner is having difficulty. They propose a three-step instructional design plan with which to move“beyond individual instruction to individualized instruction” in which“differences in learners need not result in differences in learning.”  相似文献   

The exchangeability of brief intelligence tests for children with intellectual giftedness: Illuminating error variance components’ influence on IQs          下载免费PDF全文

Sarah M. Irby  Randy G. Floyd 《Psychology in the schools》2017,54(9):1064-1078

This study examined the exchangeability of total scores (i.e., intelligent quotients [IQs]) from three brief intelligence tests. Tests were administered to 36 children with intellectual giftedness, scored live by one set of primary examiners and later scored by a secondary examiner. For each student, six IQs were calculated, and all 216 values were submitted to a generalizability theory analysis. Despite strong convergent validity and reliability evidence supporting brief IQs, the resulting dependability coefficient was only .80, which indicates relatively low exchangeability across tests and examiners. Although error variance components representing the effects of the examiner, examiner‐by‐examinee interaction, the examiner‐by‐test interaction, and the test contributed little to IQ variability, the component representing the test‐by‐examinee interaction contributed about one‐third of the variance in IQs. These findings hold implications for selecting and interpreting brief intelligence tests and general testing for intellectual giftedness.  相似文献   

Using models of operations and equations     

Floyd Vest 《Educational Studies in Mathematics》1973,5(1):147-155

Summary From a general and systematic point of view, this article has attempted to answer the questions, How do models and equations relate?, How does one teach this relationship? In the process, a systematic procedure for analyzing this task of teaching operations with the use of models and developing teaching strategies has been demonstrated. In applying the several concepts of this article to the preparation of a lesson, the teacher can (a) choose models and a family of equations, (b) choose an analysis of the equations into constituent parts involving family or equation levels, (c) choose an analysis of models into their critical attributes, and (d) plan a strategy utilizing direct correlates or oblique correlates for connecting the equations and models at a general or instance level. On the basis of such planning, the teacher will develop with a class a knowledge of the parts of the equation, the critical parts of the model, and correlates for connecting the two.Without utilizing these concepts, teachers have been found to attempt the introduction of the connection between an equation and a new model simply by placing the illustration (instance of a model) and equation together on the chalkboard and reading the equation. (This may seem absurd, but the author is aware of a film designed to present exemplary teaching in which this is done and has observed student teachers overlooking the necessity for carefully connecting the model and the equation.) Such practices as these in the context of the common telling-teaching process suggest that teachers' commentaries should provide extensive analyses and direct correlates [7].The four concepts (correlates, analysis of models and families of equations at the general and instance level, oblique correlates, and adequacy of analysis of models and equations) have been referred to as general concepts. They are general in the sense that they can be applied to the use of models of any operation. As was pointed out earlier, this level of generality extends to more than forty families of models of operations and inverse operations on whole numbers. It also extends to the use of models of operations in other number systems.  相似文献   

Words correct per minute: The variance in standardized reading scores accounted for by reading speed     

Jacqueline L. Williams  Christopher H. Skinner  Randy G. Floyd  Andrea D. Hale  Christine Neddenriep  Emily P. Kirk 《Psychology in the schools》2011,48(2):87-101

The measure words correct per minute (WC/M) incorporates a measure of accurate aloud word reading and a measure of reading speed. The current article describes two studies designed to parse the variance in global reading scores accounted for by reading speed. In Study I, reading speed accounted for more than 40% of the reading composite score variance in 4th‐, 5th‐, and 10th‐grade students. In Study II, reading speed accounted for more than 30% of the reading/language arts composite score variance of fourth‐ and fifth‐grade students. Across both studies, when reading speed was combined with words read correctly and converted to WC/M the additional variance accounted for was less than 10% with one exception, fourth‐grade students' reading/language arts scores. These findings are consistent with various theories regarding reading speed, provide direction for future researchers, and may assuage those concerned that WC/M is primarily a measure of aloud, accurate word reading (i.e., word calling). © 2010 Wiley Periodicals, Inc.  相似文献   

Impact of instruction on learning disabled students' creative thinking     

Twila H. Jaben  Donald J. Treffinger  Richard J. Whelan  Floyd G. Hudson  Susan B. Staincack  William Stainback 《Psychology in the schools》1982,19(3):371-373

Forty-nine pupils from learning disabilities intermediate-level classrooms served as subjects in the study and were randomly assigned to an experimental and control group. The Torrance Tests of Creative Thinking were used as pretests and posttests. The Purdue Creative Training Program was used to stimulate the learning disabled experimental group's divergent thinking abilities for 14 weeks. Pupils in the learning disabled experimental group made significantly higher scores than did the comparison group on the creativity variables of the verbal subtest of the Torrance Tests of Creative Thinking.  相似文献