The Value of Applied Research: Retrieval Practice Improves Classroom Learning and Recommendations from a Teacher, a Principal, and a Scientist     

Pooja K. Agarwal  Patrice M. Bain  Roger W. Chamberlain 《Educational Psychology Review》2012,24(3):437-448

Over the course of a 5-year applied research project with more than 1,400 middle school students, evidence from a number of studies revealed that retrieval practice in authentic classroom settings improves long-term learning (Agarwal et al. 2009; McDaniel et al., Journal of Educational Psychology 103:399–414, 2011; McDaniel et al. 2012; Roediger et al., Journal of Experimental Psychology: Applied 17:382–395, 2011a). Retrieval practice, or the use of quizzes and exams to engage and enhance retrieval processes, has been widely established as an effective strategy for facilitating learning in laboratory settings (e.g., Roediger et al. 2011c). In this article, we review recent findings from applied research that demonstrate that retrieval practice enhances long-term classroom learning, delayed quizzes are particularly potent for retention, quizzes benefit students’ transfer to novel quiz items, and quizzes with feedback improve students’ learning and metacognitive awareness. In addition to generating evidence to support retrieval-based learning, these applied research studies also enhanced the professional development of the teachers, administrators, and scientists involved in the project. In this article, it is our hope that by sharing what we have learned from a variety of perspectives, applied scientific research in K-12 classrooms will continue to be explored and generated at local, state, and national levels, improving student learning and educational decision-making.  相似文献   

Mobbing: Workplace Violence in the Academy     

Jeanmarie Keim  J. Cynthia McDermott 《The Educational forum》2013,77(2):167-173

Incidents of workplace violence are becoming all too common at colleges and universities. Generally, one thinks of shootings and assaults in relation to campus workplace violence. However, mobbing and bullying of faculty by other faculty are types of workplace violence that, while very common, are rarely discussed or reported. This article raises awareness of the problem, profiles victims, describes stages, and suggests tactics for addressing the issue.  相似文献   

Gifted & talented: Exploring the positive and negative aspects of labeling     

Patrice Moulton  Michael Moulton  Mark Housewright  Keith Bailey 《Roeper Review》2013,35(2):153-154

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Analysis of the Decline in Interest Towards School Science and Technology from Grades 5 Through 11   总被引：1，自引：1，他引：0  

Patrice Potvin  Abdelkrim Hasni 《Journal of Science Education and Technology》2014,23(6):784-802

Interest in school science and technology (S&T) remains an important issue as it is linked to achievement and the intention to pursue studies or careers in S&T. Around the world, a number of studies have shown that interest in S&T declines with school years. However, some divergences from the general trend have been demonstrated in certain contexts, sub-periods, or for closely related subconstructs. We administered 2,628 questionnaires to students in grades 5 through 11 in the province of Québec, Canada. The questionnaire explored many factors (including out-of-school and school-related preferences, difficulty, importance, frequency), allowing us to track these closely related variables for a seven-year period. Among others, the results show a general degradation in-school S&T factors but an improvement in out-of-school S&T variables and of interest in S&T studies and careers. S&T is perceived as increasingly difficult and valuable compared with all other subject matters taken one-on-one. Some shorter fluctuations are analysed and interpreted in comparison with the evolution of certain teaching practices.  相似文献   

Informing context and change in young children's sociobehavioral development – The national Adjustment Scales for Early Transition in Schooling (ASETS)     

Paul A. McDermott  Marley W. Watkins  Michael J. Rovine  Samuel H. Rikoon 《Early childhood research quarterly》2014

This article recounts the design and validity evidence for contextually-specific measures of early childhood social and behavioral adjustment within school using the Adjustment Scales for Early Transition in Schooling (ASETS). Through primary analyses of data from the Head Start Impact Study, a representative nationwide sample (N = 3077) of randomly selected children from low-income families was used to inform developmental-transitional stability and change in adjustment across numerous school contexts. Longitudinal exploratory and confirmatory factor analyses yielded reliable and temporally continuous behavioral dimensions assessing the pervasiveness of Peer, Learning, and Teacher Context Problems. Each context dimension was equated vertically through IRT, with Bayesian scoring across two years spanning prekindergarten through 1st grade. Multilevel modeling provided support for the concurrent validity of ASETS contextual scales and their ability to assess future risk of academic and behavioral problems. ASETS scales are also shown to reveal differential, contextually-based, change trajectories across four years of early school transition.  相似文献   

Internet Use and Social Networking Among Middle Aged and Older Adults     

David L. Hogeboom  Robert J. McDermott  Karen M. Perrin  Hana Osman  Bethany A. Bell-Ellison 《Educational gerontology》2013,39(2):93-111

In this study, the associations between Internet use and the social networks of adults over 50 years of age were examined. A sample (n = 2284) from the 2004 wave of the Health and Retirement Survey was used. In regression models considering a number of control variables, frequency of contact with friends, frequency of contact with family, and attendance at organizational meetings (not including religious services) were found to have a significant positive association with Internet use for adults over 50. Results add to the body of research that suggests Internet use can strengthen social networks, looking specifically at adults over 50.  相似文献   

Perilous times: an oral history of teachers’ experience with school inspection in the 1930s     

Patrice Milewski 《History of education》2013,42(5):637-656

School inspectors and school inspection were integral features of the elementary public school system in Ontario from the 1840s until the practice was abandoned in 1967. From its earliest beginnings and subsequent development, school inspection and school inspectors were established as an important institution of the educational state. By regulation every teacher in the province could expect a twice-annual unannounced visit from a state-appointed male school inspector – more frequently if difficulties arose. This study explores teachers’ experiences of school inspection and inspectors during the 1930s by drawing on the oral history accounts of 17 women and four men who taught elementary school in various regions of the province.  相似文献   

Educational reconstruction through the lens of archaeology     

Patrice Milewski 《History of education》2013,42(2):261-280

This article examines the educational reconstruction that was undertaken by the Department of Education in Ontario during the first years of the twentieth century. It draws on Foucault’s method of archaeology to identify how schooling reforms comprised a discontinuity in pedagogic knowledge. This mutation created the conditions of possibility for the formation of different kinds of subjects and subjectivities. The analysis identifies how Froebelian philosophy and the addition of subjects such as art and nature study to the elementary school curriculum led to new ways of knowing children. It also outlines how these new domains of knowledge were linked to the emergence of a range of new objects, technologies, strategies, and kinds of subjects (people) related to schooling. The conclusion considers the deeper meanings of modernity that were intended by these reforms and the paradoxes that may have resulted.  相似文献   

MANAGING STUDENT TEACHER STRESS ASSOCIATED WITH THE PRACTICUM     

Jennifer Sumsion  Patrice Thomas 《Journal of Early Childhood Teacher Education》2013,34(3):327-336

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What benefits does team sport hold for the workplace? A systematic review     

Andrew Brinkley  Hilary McDermott  Fehmidah Munir 《Journal of sports sciences》2017,35(2):136-148

Physical inactivity is proven to be a risk factor for non-communicable diseases and all-cost mortality. Public health policy recommends community settings worldwide such as the workplace to promote physical activity. Despite the growing prevalence of workplace team sports, studies have not synthesised their benefits within the workplace.

A systematic review was carried out to identify articles related to workplace team sports, including intervention, observational and qualitative studies. Eighteen studies met the inclusion criteria.

The findings suggest team sport holds benefits not only for individual health but also for group cohesion and performance and organisational benefits such as the increased work performance. However, it is unclear how sport is most associated with these benefits as most of the studies included poorly described samples and unclear sports activities.

Our review highlights the need to explore and empirically understand the benefits of workplace team sport for individual, group and organisational health outcomes. Researches carried out in this field must provide details regarding their respective samples, the sports profile and utilise objective measures (e.g., sickness absence register data, accelerometer data).  相似文献