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Locus of control and tutor's instructional style as determinants of cross-age tutoring effectiveness
Junior high students serving as cross-age tutors taught their elementary school tutee an analogy lesson in the presence of observers who recorded tutor teaching behaviors and tutee learning as a function of students' internal-external control. Based upon results demonstrating that externals outperform internals when another person provides feedback regarding response accuracy, it was hypothesized that tutorial instruction would benefit external learners more than internal learners. Correlations between tutee externality and task performance (though in the expected direction) were not significant and failed to support the hypothesis. On the other hand, hypotheses regarding tutor behaviors were confirmed. As predicted, internal tutors expected to be more successful teachers, used more verbal and nonverbal cues in their teaching, expended more noticeable effort, and taught more analogies than external tutors. The implications of these results for the conduct of tutoring programs in schools was discussed. 相似文献
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This study investigated how interaction with peers influenced the ways students managed uncertainty during collaborative problem solving in a 5th-grade class. The analysis focused on peer responses to individuals’ attempts to manage uncertainty they experienced while engaged in collaborative efforts to design, build, and program robots and achieve assignment objectives. Patterns of peer response were established through discourse analysis of work sessions for 5 teams engaged in 2 collaborative projects. Three socially supportive peer responses and 2 unsupportive peer responses were identified. Peer interaction was influential because students relied on supportive social response to enact most of their uncertainty management strategies. This study provides a useful theoretical contribution to understanding the roles of peer interaction in collaborative problem solving. Conceptualizing collaborative problem solving as a process of negotiating uncertainties can help instructional designers shape tasks and relational contexts to facilitate learning. 相似文献
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Impact and educational outcomes of a small group self‐directed teaching strategy in a clinical neuroscience curriculum 
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下载免费PDF全文 Thomas I. Nathaniel Jordan C. Gainey Jessica A. Williams Bianca L. Stewart Michael C. Hood Leanne E. Brechtel Rakiya V. Faulkner Jasmine S. Pendergrass Leigh‐Ann Black Scott K. Griffin Christopher E. Troup Jayne S. Reuben Asa C. Black Jr. 《Anatomical sciences education》2018,11(5):478-487
The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2‐hour, self‐directed small‐group interactive clinical case‐based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students’ performances on the formative quizzes and summative tests were compared to those of first‐year medical students in the previous year for whom the self‐directed, small‐group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first‐year medical students with self‐directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first‐year students in the first year (Y1) for whom the self‐directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self‐directed, clinical teaching strategy in a clinical neuroscience curriculum for first‐year medical students. Anat Sci Educ 11: 478–487. © 2017 American Association of Anatomists. 相似文献
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Reuben Hoetmer 《体育哲学杂志》2018,45(1):22-36
This work seeks to honor Michael Novak’s contribution to sport ethics by returning to his seminal work, The Joy of Sports. Novak runs an alternate route in developing his ethic, drawing largely on the school of political realism, particularly the work of Reinhold Niebuhr. In so doing, he offers a distinctive lens through which to approach to the myriad ethical issues in sport, including those related to competition, violence, and engagement in foul play. The essay outlines four core dimensions of realism within Novak’s larger corpus in order to elucidate their unfolding within The Joy of Sports. It also contributes to an understanding of how political realism might be appropriated for sport ethics. 相似文献
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Reuben R. McDaniel 《Performance Improvement Quarterly》2007,20(2):21-41
Misspecification of the nature of organizations may be a major reason for difficulty in achieving performance improvement. Organizations are often viewed as machine‐like, but complexity science suggests that organizations should be viewed as complex adaptive systems. I identify the characteristics of complex adaptive systems and give examples of management errors that may be made when these characteristics are ignored. Command, control and planning are presented as managerial tasks that come to the fore when a machine view of organizations dominates thinking. When we treat organizations as complex adaptive systems the focus of managerial activity changes, and sensemaking, learning and improvisation become appropriate strategies for performance improvement. Each of these is defined and described. A modest research agenda is presented. 相似文献
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