Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 4447. Next 10 >>
1. The Role of New Technologies in the Learning Process: Moodle as a Teaching Tool in Physics (EJ819469)
Author(s):
Martin-Blas, Teresa; Serrano-Fernandez, Ana
Source:
Computers & Education, v52 n1 p35-44 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Online Courses; Physics; Teaching Methods; Undergraduate Study; Higher Education; Student Reaction; Synchronous Communication; Educational Technology
Abstract: In this work we present an overview of the undergraduate online Physics course that we have implemented in the Moodle platform. This course has been developed as an enhancement of the face-to-face courses. The aim of this course is to create an online learning community which helps both teachers and students to have a virtual space where we can share knowledge through different kinds of supervised activities, chats and forums. As we will show in this paper, the students' response to this initiative has been very good: the online Physics course helps them to reinforce their abilities and knowledge. (Contains 10 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
2. Evaluating RTI's Effectiveness over the Long Term (EJ809516)
Gibbons, Kimberly
School Administrator, v65 n8 p13 Sep 2008
2008-09-00
No
Descriptors: Intervention; Disabilities; Earth Science; Evaluation Methods; Student Reaction; Special Education; School Districts; Academic Achievement; State Standards; Grade 2; Learning Disabilities
Abstract: No matter how one formally define response to intervention (RTI), most definitions contain common components: scientific, research-based instruction; the use of learning rate and level as the basis for determining effectiveness of intervention; and decisions about intensity and duration of interventions based on a student's response to interventions across multiple tiers of service. The St. Croix River Education District, which manages special education services for five school districts in east-central Minnesota, has been involved in implementing these components for the past 20 years, though no one knew it as Response to Intervention back then. In this article, the author describes the RTI model adopted by the St. Croix River Education District and the evaluation method it used for assessing the effectiveness of RTI. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Response to Intervention: What & Why? (EJ809515)
Elliott, Judy
School Administrator, v65 n8 p10-12 Sep 2008
Descriptors: Student Needs; Intervention; Student Reaction; Academic Achievement; School Districts; Public Schools; Special Education; General Education; Federal Legislation; Cooperation; English (Second Language)
Abstract: Response to intervention (RTI) is the practice of providing high quality-instruction and intervention matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying student response data to important education decisions. In essence, RTI expands the practice of looking at students' risk of learning and behavioral failure beyond the student and takes into consideration a host of factors. Effective implementation of RTI requires leadership, collaborative planning and implementation by professionals across the education system. In this article, the author explains what RTI is all about and why it is needed in today's instruction. She also describes how RTI has made it possible for the school systems she had worked in--Long Beach California, Unified School District, the Portland Oregon Public Schools, and Los Angeles Unified School District--to examine the entire system of student learning at the district, classroom, and individual student performance levels. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Prospective Teachers' Beliefs about Imaginative Thinking in K-12 Schooling (EJ808609)
Beghetto, Ronald A.
Thinking Skills and Creativity, v3 n2 p134-142 Aug 2008
2008-08-00
Journal Articles; Reports - Research
Descriptors: Elementary Secondary Education; Memorization; Thinking Skills; Beliefs; Regression (Statistics); Student Reaction; Grade 1
Abstract: This study examined prospective teachers' (N=176) beliefs about the role that memorization and imaginative thinking play in K-12 schooling. Results indicate that the majority of prospective teachers (68.5%) believed there was a specific grade that teachers should place more emphasis on the memorization of correct answers rather than encourage students' imaginative thinking. Moreover, a significantly disproportionate number of prospective teachers selected the elementary grades (and 1st grade in particular) as the time when students should be encouraged to focus more on memorization. Finally, results of logistic regression analysis indicate that prospective teachers who viewed unexpected student responses as ideal were significantly more likely to believe that it was never appropriate to place more emphasis on memorization. Implications of these results, along with prospective teachers' justifications for their selections, are also discussed. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Learners' Emotional and Psychic Responses to Encounters with Learning Support in Further Education and Training (EJ808283)
Robson, Jocelyn; Bailey, Bill; Mendick, Heather
British Journal of Educational Studies, v56 n3 p304-322 Sep 2008
Journal Articles; Reports - Evaluative
Descriptors: Adult Education; Foreign Countries; Interviews; Student Personnel Services; Student Personnel Workers; Affective Behavior; Emotional Response; Student Reaction; Adult Students; Student Experience; Interpersonal Relationship
Abstract: This article investigates the experience of individual learners who have been allocated learning support in the further education system in England. The particular focus is on interviewees' constructions of their emotional and psychic experiences. Through the adoption of a psycho-social perspective, learners' tendency to "idealise" their learning support workers is understood as a strategy for coping with the anxiety generated by a range of previous experiences. The implications for policy-makers are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Reading with Vocabulary Intervention: Evaluation of an Instruction for Children with Poor Response to Reading Intervention (EJ806349)
Duff, Fiona J.; Fieldsend, Elizabeth; Bowyer-Crane, Claudine; Hulme, Charles; Smith, Glynnis; Gibbs, Simon; Snowling, Margaret J.
Journal of Research in Reading, v31 n3 p319-336 Aug 2008
Descriptors: Reading Difficulties; Intervention; Oral Language; Phonological Awareness; Reading Instruction; Vocabulary; Decoding (Reading); Phonics; Reading Programs; Reading Improvement; Elementary School Students; Student Reaction; Literacy; Longitudinal Studies
Abstract: Interventions combining phonically based reading instruction with phonological training are generally effective for children with reading (decoding) difficulties. However, a minority of children respond poorly to such interventions. This study explored the characteristics of children who showed poor response to reading intervention and aimed to improve their literacy and language skills via a new theoretically motivated intervention. Twelve 8-year-old treatment poor responders with severe and persisting reading difficulties participated. A 9-week reading intervention incorporating reading, phonological and vocabulary training was implemented. Before the intervention began the children showed almost no progress over 6 months of regular classroom education, on measures of oral language and literacy. Over the intervention period improvements were made on measures of reading, phonological awareness and language skills, which were maintained 6 months later. Although the intervention was effective, it should be noted that most children remained poor readers and require ongoing remediation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Student Reactions to Teacher Feedback in Two Hong Kong Secondary Classrooms (EJ805985)
Lee, Icy
Journal of Second Language Writing, v17 n3 p144-164 Sep 2008
Descriptors: Feedback (Response); Teacher Response; Student Reaction; Secondary School Students; Second Language Learning; Writing (Composition); Foreign Countries
Abstract: This study investigates the reactions of students in two Hong Kong secondary classrooms to their teachers' feedback, focusing particularly on the factors that might have influenced their reactions. Student data from questionnaires, checklists and protocols were triangulated with teacher data from interviews, classroom observations and feedback analysis to situate student reactions in their specific contexts. The results show that students, irrespective of proficiency level, wanted more written comments from teachers. The students of lower proficiency were less interested in error feedback than those of higher proficiency, though both groups preferred more explicit error feedback from teachers. Students did not understand all of the teacher feedback, which could be due to its illegibility, apart from other plausible factors not explored in the study. The results suggest that the teachers' feedback, which was mostly teacher-centred, made students passive and dependent on teachers. The paper concludes that it is important for teachers to be aware of the impact of their feedback practices on student expectations and attitudes, which should be fed back to teachers to help them develop reflective and effective feedback practices. (Contains 15 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. A Teaching Narrative: My Growth as a Foreign Language Educator through Teaching Diaries (EJ804793)
Porto, Melina
Journal of Further and Higher Education, v32 n3 p185-206 Aug 2008
Journal Articles; Opinion Papers
Descriptors: Foreign Countries; Language Teachers; Teacher Attitudes; Student Reaction; Diaries; Reflective Teaching; Academic Freedom; Classroom Techniques; Teacher Expectations of Students
Abstract: The aim of this paper is to share my perceptions and reflections on the experience of introducing elements of autonomy in a constrained educational setting in Argentina. I recorded these perceptions in teaching diaries written weekly after each class for the academic year 2005 (over 35 weeks). These teaching diaries are part of a larger, long-term, qualitative action-research study aimed at introducing some elements of autonomy in my University-based classroom for the first time, and diary writing as a vehicle for channelling my reactions to the innovation. The teaching diaries portray my feelings, emotions, values, and beliefs and offer testimony of my professional growth as I struggled to modify my classroom practices to make my teaching more responsive to my beliefs about good pedagogy within the constraints at my University. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Using Student Response Systems in Lecture-Based Instruction: Does It Change Student Engagement and Learning? (EJ797352)
Blood, Erika; Neel, Richard
Journal of Technology and Teacher Education, v16 n3 p375-383 Jul 2008
2008-07-00
Descriptors: Student Reaction; Tests; Lecture Method; Graduate Students; Special Education; Student Attitudes; Educational Technology; Education Courses; Learning Strategies; Computer Software; Computer Assisted Instruction; Feedback (Response); Data Analysis
Abstract: The effects of using a student response system (SRS) in a graduate lecture class in special education were investigated. Comparisons of content mastery and self-reported engagement between lectures with the SRS and without were made. Students demonstrated more mastery of content on weekly quizzes and reported increased class engagement on those weeks where the SRS was used. Additionally, at the end of the class, they reported high preference for the SRS use, believed it helped them in their learning, and recommended that other classes use a similar system. Implications for teaching and further research are discussed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Exploring Students' Learning Challenges in Environmental Education (EJ810201)
Rickinson, Mark; Lundholm, Cecilia
Cambridge Journal of Education, v38 n3 p341-353 Sep 2008
Descriptors: Environmental Education; Learning Processes; Foreign Countries; Sustainable Development; Learning Experience; Secondary School Curriculum; College Curriculum; Student Reaction; Research Needs; Educational Research; Secondary School Students; College Students; Student Attitudes; Geography Instruction; Engineering Education; Science Education; Emotional Response; Teacher Attitudes; Teacher Student Relationship
Abstract: There is growing recognition of the significance of learning within debates about sustainable development. Within the field of environmental education research, however, there has been insufficient attention given to questions of learners and learning. In the light of this situation, this paper reports findings from two studies (one in England, the other in Sweden) that focused specifically on learners' experiences of and responses to environmental curricula in secondary school and higher education. Three kinds of learning challenges that can be experienced by students on environmental education courses are outlined and discussed. The main purpose of the paper is to highlight the complexity of the learning experience within environmental education and to draw attention to the need for improved research-based understandings of environmental learning processes. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Help
Help