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Tonia A. Dousay Natasha P. Trujillo 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):876-887
Existing research highlights conflicting results attempting to capture gender preferences with respect to unimodal versus multimodal designs in online learning. As online learning continues to expand, more research examining the role of gender in multimedia design holds considerable potential. However, the presence of multimedia in online learning contexts presents a more complex problem when taking into consideration the concept of learner interest. The current study sought to investigate gender differences in situational interest (SI) with respect to three different but related designs of an online, multimedia learning environment for continuing, professional education in emergency medical services. The content in these designs was identical, but applied different combinations of the redundancy and modality multimedia principles. A two-way analysis of variance was used to examine the types of SI by gender and type of multimedia design. While no significant difference or interaction effect was identified between gender and triggered SI, an interaction effect was observed for females and the different multimedia designs. Specifically, females reported a higher maintained SI when animation, narration and text were effectively combined. The findings of this study provide insight into best practices for instructional and media designers developing multimedia learning environments as well as future research implications. 相似文献
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Andrew M. Tyminski V. Serbay Zambak Corey Drake Tonia J. Land 《Journal of Mathematics Teacher Education》2014,17(5):463-487
This paper examines a series of instructional activities that provide prospective elementary teachers with an opportunity to engage in one of the more difficult practices to learn within mathematics teaching—organizing a mathematical discussion. Within a mathematics methods course, representations and decomposition of practice built from the Five Practices framework (Smith and Stein in Five practices for orchestrating productive mathematics discussions. Corwin Press, Thousand Oaks, CA, 2011) were implemented and studied to examine how prospective elementary teachers set goals, selected and sequenced available student work, and planned questions within a mathematical discussion. We examined prospective elementary teachers’ strengths and weaknesses in these facets through an approximation of practice set in a lesson context familiar to the prospective elementary teachers. Our results demonstrated that although prospective elementary teachers set varying goals for a discussion, their pedagogical choices in planning their discussion tended to be consistent with the goals they have set. These results support the focused development of prospective elementary teachers’ goal setting as an implication for mathematics teacher educators. 相似文献
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Tonia Durden Julie Rainer Dangel 《Early Years: An International Journal of Research and Development》2008,28(3):251-266
This qualitative study examines the conversations of two preschool teachers with two‐ and three‐year‐old children during small‐group activity settings in two high‐quality child development centers. Using interviews, observations and videotaping of small‐group activities, the conversations are characterized in terms of the kind and function of language, the usage of cognitive demands and the reciprocal nature of these conversations. The findings indicate that teachers use declarative statements primarily to manage instruction and encourage language development. While teachers control most conversations, teacher–child reciprocity is evident and more genuine in authentic, teacher‐guided activities. In both classrooms, the language during small‐group activities is characterized as having low cognitive demands. Teachers and teacher educators need to be more cognizant of their language, including its purpose and opportunities to facilitate cognitively challenging conversations with young children. Recommendations for practice are provided. 相似文献
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Malva Villalón Bravo Corresponding author Margarita Silva Tonia Razmilic Stanley L. Swartz 《Early Years: An International Journal of Research and Development》2005,25(2):97-111
After one year of implementation, this paper describes a programme designed to support literacy learning in low performing schools from poor sectors in Santiago, Chile. School‐based intensive training on theory and practice of a literacy learning framework for classroom instruction and long‐term support were used to impact the achievement of students from disadvantaged families in 16 kindergarten classrooms and 16 1st‐grade classrooms in nine primary schools. Preliminary results showed an improvement in learning achievement positively related to level of implementation of the literacy instruction framework in the classrooms and teachers' perception of an improvement in their knowledge and classroom practices. Although findings from this study cannot support definite conclusions, because of the lack of experimental conditions, they provide relevant information for future experimental studies on how to meet the literacy learning needs of children from disadvantaged backgrounds. 相似文献
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Richard J. Bentley Robert T. Blackburn Jeffery P. Bieber 《Research in higher education》1990,31(6):587-604
Our ability to understand the faculty work environment has been greatly enhanced by the availability of largescale national surveys of the professoriate since the 1950s. This technical note identifies ways to improve data comparability among the national faculty surveys. It begins by identifying the national surveys and some of their attributes. The study then estimates faculty sizes and calculates weights for faculty in selected disciplines and institution types. The weights are designed specifically for four surveys conducted in 1969, 1975, 1980, and 1988. 相似文献
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The relation of parental support to abuse has rarely been considered in research on the sequelae of childhood abuse in adulthood. In this study, using the Exposure to Abusive and Supportive Environments Parenting Inventory (EASE-PI), young adults who reported higher emotionally abusive parenting (EA) consistently reported significantly lower love and support from both parents. The relation between physically abusive parenting (PA) and love/support depended upon gender of parent and child. EA was significantly related to higher hostility and higher aggression, as measured by the Buss-Durkee Hostility Inventory, for both men and women, and to reports of physical fights within the family, for women only. PA was significantly related to higher aggression but not higher hostility. Lower support by fathers, but not by mothers, was significantly related to higher hostility. However, lower support of daughters by mothers was significantly related to increased physical fights in the family. Results indicate that less severe abusive behaviors, especially EA, may have detrimental outcomes of hostility and aggression and that supportive behaviors by both mothers and fathers may be important factors in the outcome. 相似文献
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Amy Roth McDuffie Mary Q. Foote Catherine Bolson Erin E. Turner Julia M. Aguirre Tonya Gau Bartell Corey Drake Tonia Land 《Journal of Mathematics Teacher Education》2014,17(3):245-270
As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children’s competencies related to children’s mathematical thinking, and children’s community, cultural, and linguistic funds of knowledge or what we refer to as children’s multiple mathematical knowledge bases. Teachers’ noticing supports students’ learning in deep and meaningful ways. Researchers designed and enacted a video analysis activity with prospective teachers in their mathematics methods course. The activity served as a decomposition of practice in order to support prospective teachers in engaging in an approximation of the practice of noticing. Our findings showed that prospective teachers evidenced noticing of mathematics teaching and learning as early as the mathematics methods course. We also found that the prompts and structure of the activity supported prospective teachers by increasing their depth of noticing and their foci in noticing, moving from attending primarily to teacher moves (and merely describing what they saw) to becoming aware of significant interactions (and interpreting effects of these interactions on learning). Implications for teacher educators interested in designing and enacting activities to support noticing are discussed. 相似文献
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Tonia J. Land Tonya G. Bartell Corey Drake Mary Q. Foote Amy Roth McDuffie Erin E. Turner 《课程研究杂志》2019,51(4):471-493
Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children’s multiple mathematical knowledge bases (MMKB), including children’s mathematical thinking and children’s home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children’s MMKB in instruction may be to scaffold teachers’ noticing of potential spaces in elementary mathematics curriculum materials for connecting to children’s MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children’s MMKB. 相似文献