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This paper provides an empirical exploration of mathematics teachers’ planned practices. Specifically, it explores the practice of foreshadowing, which was one of Wasserman’s (2015) four mathematical teaching practices. The study analyzed n?=?16 lessons that were planned by pairs of highly qualified and experienced secondary mathematics teachers, as well as the dialogue that transpired, to identify the considerations the teachers made during this planning process. The paper provides empirical evidence that teachers engage in foreshadowing as they plan lessons, and it exemplifies four ways teachers engaged in this practice: foreshadowing concepts, foreshadowing techniques, foregrounding concepts, and foregrounding techniques. Implications for mathematics teacher education are discussed.
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We explored response rate as a possible mediator of learned stimulus equivalence. Five pigeons were trained to discriminate
four clip art pictures presented during a 10-sec discrete-trial fixed interval (FI) schedule: two paired with a one-pellet
reinforcer, which supported a low rate of responding, and two paired with a nine-pellet reinforcer, which supported a high
rate of responding. After subjects associated one stimulus from each of these pairs with a discriminative choice response,
researchers presented two new clip art stimuli during a 10-sec FI: one trained with a differential reinforcement of low rate
schedule (DRL) after the FI and the other trained with a differential reinforcement of high rate schedule (DRH) after the
FI. Each of the stimuli that were withheld during choice training was later shown to see if the choice responses would transfer
to these stimuli. The results suggest that response rate alone does not mediate learned stimulus equivalence. 相似文献
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Paul Craddock Jessica S. Wasserman Cody W. Polack Thierry Kosinski Charlotte Renaux Ralph R. Miller 《Learning & behavior》2018,46(2):171-181
Second-order conditioning (SOC; i.e., conditioned responding to S2 as a result of S1–US pairings followed by S2–S1 pairings) is generally explained by either a direct S2→US association or by an associative chain (i.e., S2→S1→US). Previous research found that differences in responses to S2 after S1 was extinguished often depended on the nature of the S2–S1 pairings (i.e., sequential or simultaneous). In two experiments with human participants, we examined the possibility that such differences result from S1 evoking S2 during extinction of S1 following simultaneous but not sequential S2–S1 pairings. This evocation of S2 by S1 following simultaneous pairings may have paired the evoked representation of S2 with absence of the outcome, thereby facilitating mediated extinction of S2. Using sequential S2-S1 pairings, both Experiments 1 and 2 failed to support this account of how extinction of S1 reduced responding to S2. Experiment 1 found that extinguishing S1 reduced responding to S2, while extinguishing S2 had little effect on responses to S1, although forward evocation of S1 during extinction of S2 paired the evoked representation of S1 with absence of the outcome. In Experiment 2, evocation of S2 during S1 nonreinforced trials was prevented because S2–S1 pairings followed (rather than proceeded) S1-alone exposures. Nevertheless, responding to S2 at test mimicked S1 responding. Responding to S2 was high in the context in which S1 had been reinforced and low in the context in which S1 had been nonreinforced. Collectively, these experiments provide additional support for the associative-chain account of SOC. 相似文献
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Most reading methods courses taught in the United States do little to change student teachers' actual classroom instruction because new pedagogies are not practiced in a structured, supportive, closely supervised manner. This lack of practice results in failure to develop strong feelings of self-efficacy during university courses. Because literacy courses fail to help preservice teachers think differently about literacy development, beginning teachers continue to perpetuate decades old methods of teaching young children how to read and write. These ‘business as usual’ pedagogies are especially dangerous for at risk learners.This study compared two literacy courses for elementary teacher candidates taught by the same professor at the same university with variables held constant with one exception. Course One incorporated a service-learning component as an integral part of the instructional process. During Course Two, the teacher candidates taught sample lessons to their classmates. It was hypothesized that teacher candidates who practiced new pedagogies with children at a designated low performing, highly diverse elementary school (Course One—Service-learning) during a highly structured service-learning experience would develop more self-efficacy and, therefore, demonstrate greater implementation of the course content than those who role played their practice (Course Two—Practice with Peers).Results document that incorporating service-learning into a well developed literacy course dramatically increased the self-efficacy of the participants by the conclusion of the course. This, in turn, led to increased implementation of course content during the remainder of their student teaching experience. 相似文献
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The purpose of this study was to evaluate the effects of a project designed to empower fathers to take a more active role
in their child’s academic literacy development. The fathers were parents of children enrolled in Early Head Start or Head
Start programs. Data sources included transcribed interviews with fathers, the facilitator’s journal, and field notes compiled
by the researchers. Findings in three areas emerged from the data: the fathers became increasingly committed to the literacy
development of their children; participants learned about and regularly engaged in a variety of emergent literacy activities
with their children; and participants developed confidence in their roles as agents for change in their children’s lives. 相似文献
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We trained 7 pigeons to discriminate visual displays of 16same items from displays of 16different items. The specific stimulus features of the items and the relations among the items could serve as discriminative stimuli.
Unlike in most studies of same-different discrimination behavior, we gave a small number of probe tests during each session
of acquisition to measure the time-course of control by the learning of specific stimulus features and relational cues. Both
the specific stimulus features and relational cues exerted reliable stimulus control, with the specific stimulus features
exerting more control during the final three fourths of same-different learning. These findings replicate research suggesting
that pigeons encode both the specific stimulus features and relational cues, and for the first time document the time-course
of control by each kind of cue. 相似文献
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Discriminating same from different multiitem arrays can be represented as a discrimination between arrays involving low variability and arrays involving high variability. In the present investigation, we first trained pigeons with the extreme values along the variability continuum (arrays containing 16 identical items vs. 16 nonidentical items), and we later tested the birds with arrays involving intermediate levels of variability; we created these testing arrays either by manipulating the combination of same and different items (mixture testing) or by changing the number of items in the same and different arrays (number testing). According to an entropy account (Young & Wasserman, Journal of Experimental Psychology: Animal Behavior Processes 23:157?C170, 1997), the particular means of changing variability should have no effect on same?Cdifferent discrimination performance: Equivalent variability should yield equivalent performance. In this critical test of an entropy account, we found that entropy could explain a large portion of our data, but not the entire collection of results. 相似文献
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