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1. The Impact of Different Teaching Methods on Students' Arithmetic and Self-Regulated Learning Skills (EJ815943)
Author(s):
Samuelsson, Joakim
Source:
Educational Psychology in Practice, v24 n3 p237-250 Sep 2008
Pub Date:
2008-09-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
No
Descriptors: Motivation; Problem Solving; Foreign Countries; Grade 7; Mathematics Skills; Computation; Arithmetic; Teaching Methods; Mathematics Instruction; Early Adolescents; Mathematical Concepts; Learning Processes; Student Motivation; Self Esteem; Anxiety; Cultural Influences; Social Influences; Mathematics Curriculum
Abstract: The present study examines the effect of three different structured methods, traditional, independent and problem-solving, of teaching children arithmetic in the beginning of 7th grade in Sweden, age 13 years. The progress made by these students is presented by measures of their arithmetic ability, calculation and quantitative concept, as well as their self-regulated learning skills in mathematics, characterised as internal and instrumental motivation, self-concept and anxiety. The results will be discussed with reference to a socio-cultural perspective. This study has a split-plot factorial design with time as within-subject and type of intervention as a between-subject factor. The results show that there are no significant differences between teaching methods when assessing arithmetic in total and calculation. Students' progress in quantitative concepts is significantly better if teachers teach traditionally or with a problem-based curriculum. In order to develop aspects of self-regulating learning skills, the results show that pupils would benefit in a traditional or problem-solving curriculum. Problem-solving seems to be more effective than traditional and independent work for students' internal motivation. Traditional work and problem-solving are more effective than independent work for students' self-concept. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Relationship of Instructional Methods to Student Engagement in Two Public High Schools (EJ809470)
Johnson, Lisa S.
American Secondary Education, v36 n2 p69-87 Spr 2008
2008-00-00
Yes
Descriptors: Adolescents; Teaching Methods; Lecture Method; High Schools; Student Motivation; Matched Groups; Nontraditional Education; Adolescent Development; Instructional Innovation; Motivation Techniques; High School Students; Educational Philosophy
Abstract: This study investigated the argument that schools that emphasize relational learning are better able to serve the motivational needs of adolescents. Matched-pair samples (n=80) from two public secondary schools were compared using the experience sampling method (ESM). Students attending a "non-traditional" school (which employed group decision making, credit rather than grades, non-compulsory attendance and greater proportions of collaborative work) reported higher levels of engagement both in school generally and specifically during lecture and independent work. While students in both schools reported consistently high levels of concentration, low levels of interest and enjoyment were reported more often in the traditional school specifically during lecture and independent work. These findings imply the need for more innovative classroom instruction which meets the developmental needs of adolescents. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Effects of Active-Learning Experiences on Achievement, Attitudes, and Behaviors in High School Biology (EJ775017)
Taraban, Roman; Box, Cathy; Myers, Russell; Pollard, Robin; Bowen, Craig W.
Journal of Research in Science Teaching, v44 n7 p960-979 Sep 2007
2007-09-00
Journal Articles; Reports - Evaluative
Descriptors: Measures (Individuals); High Schools; Secondary School Teachers; Learning Experience; Learning Activities; Class Activities; Biology; Test Results; Active Learning; College Faculty; Teacher Collaboration; Educational Objectives; Science Process Skills; Science Achievement; Student Attitudes; Teaching Methods; Science Instruction; Questionnaires
Abstract: Active-learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab-based activities, with active-learning labs compared to traditional instruction. In-class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab-based curriculum indicated that they perceived changing their behaviors as intended by the student-centered principles of the labs. The major implication of this study is that active-learning-based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student-centered instructional practices as well as enhanced content knowledge and process learning for students. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Effects of an Individual Work System on the Independent Functioning of Students with Autism (EJ767554)
Hume, Kara; Odom, Sam
Journal of Autism and Developmental Disorders, v37 n6 p1166-1180 Jul 2007
2007-07-00
Descriptors: Autism; Play; Independent Study; Teaching Methods; Visual Aids; Time on Task; Educational Environment; Work Environment; Intervention; Cues; Outcomes of Treatment; Instructional Effectiveness
Abstract: This study examined the effects of a work system on the independent work and play skills of students with autism. Work systems, an element of structured teaching developed by Division TEACCH, are organized sets of visual information that inform a student about participation in work or play areas. A single subject withdrawal of treatment design, with replications across three participants, was used to assess the on-task behavior and work completion skills of the students in classroom and employment settings as a result of the intervention. Observational data indicated that all students showed increases in on-task behavior, increases in the number of tasks completed or play materials utilized, and reduction of teacher prompts. The results were maintained through the 1-month follow-up. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The Use of the Technology of Distance Education in a Higher Educational Institution (EJ767535)
Vishtak, O. V.
Russian Education & Society, v49 n1 p24-33 Jan 2007
2007-01-00
Journal Articles; Reports - Descriptive
Descriptors: Teaching Methods; Foreign Countries; Educational Technology; Distance Education; Higher Education; Learning Processes; Learning Activities
Abstract: This article discusses the use of technology of distance education in the teaching and learning process in higher education. The technology of distance education is defined as a system of methods, specific tools and forms by means of which the content of the education is transmitted and the goal-directed implementation of the aggregate set of pedagogical procedures which regulate the activity of the students, the structure and development of that activity, is effectuated (Andreev 1999, p. 139). Of the great diversity of present-day technologies that are used in the teaching and learning process, the technology of distance education represents a modified technology that is more in keeping with the needs of the times, the basis of which consists of intensive, independent work that makes use of modern computer systems and means of communication and transmission of data. A brief analysis of the components of the technology of distance education shows that the technology can be used in the traditional educational forms of the teaching and learning process. At the same time, the technology of distance education makes it possible to raise the level of independent effort on the part of both the students in the regular daytime form of instruction (information support of the process of the students' direction of their own learning activity, comprehensive learning methodology support) and those who are enrolled by correspondence (in which the students have access to learning methodology and administration and management information thanks to the appropriate technologies and technical tools). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Literacy Assessment, New Zealand Style (EJ766228)
Guskey, Thomas R.; Smith, Jeffrey K.; Smith, Lisa F.; Crooks, Terry; Flockton, Lester
Educational Leadership, v64 n2 p74-79 Oct 2006
2006-10-00
Descriptors: Educational Assessment; Foreign Countries; Literacy; National Competency Tests; Formative Evaluation; Student Evaluation; Sex; Ethnicity; Socioeconomic Status
Abstract: Every year, New Zealand assesses students' learning progress through the National Educational Monitoring Project (NEMP). NEMP is a national, formative evaluation effort that provides New Zealand educators with an accurate picture of students' education progress at Year 4 and Year 8, which are roughly comparable to grades 3 and 7 in the United States. Unlike the National Assessment of Educational Progress (NAEP) or various statewide assessment programs in the United States, NEMP covers nearly all areas of the New Zealand curriculum on a four-year, rotating cycle. Assessment tasks involve one-to-one interviews, stations, teams, and independent work. Results are reported only at the national level and are disaggregated by gender, ethnicity, and socioeconomic status. No individual student or school scores are provided. By focusing primarily on formative aspects, the NEMP emphasizes the value of assessments for learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. A Fieldbook for Community College Online Instructors (ED499836)
Farnsworth, Kent; Bevis, Teresa Brawner
American Association of Community Colleges
2006-00-00
Books; Guides - Non-Classroom
N/A
Descriptors: Community Colleges; Distance Education; Online Courses; Methods; Teaching Methods; Guides; College Faculty; Web Based Instruction; Educational History; College Students; Teacher Qualifications; Time Management; Discussion (Teaching Technique); Cooperative Learning; School Responsibility; Ethics; Legal Responsibility; Independent Study
Abstract: In this practical, user-friendly, and comprehensive guide, two experienced online instructors explain the history and methodology of distance learning and cover everything an online instructor needs to know--from designing a course, to using technology, to assessing students and more. Throughout the book, the authors demonstrate how to use Web-based instruction to motivate students and produce exciting learning outcomes and offer teaching tips from seasoned online instructors, Internet resources, and numerous sample teaching materials. A must-have primer for instructors already teaching online, as well as those interested in pursuing online teaching. Following an introduction, the book contains 14 chapters: (1) A Brief History of Distance Education; (2) Distance Education Now; (3) The Community College Student; (4) Online Orientation; (5) Who Should Teach Online--and Who Shouldn't; (6) Laying the Groundwork; (7) Managing Your Course and Time; (8) Facilitating Discussion and Collaborative Exercises; (9) Bells and Whistles; (10) Getting Acquainted With Platforms; (11) In Loco Parentis Online; (12) Encouraging Independent Work and Addressing Academic Dishonesty; (13) Knowing the Law and Following It; and (14) Hybrids and Learning Communities. A glossary and an index are also included. Appended are: (1) Sample Materials for Online Instructors; and (2) Quality Indicators for Community College Online Programs. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Anton Makarenko: The "John Dewey of the U.S.S.R." (EJ740061)
Gehring, Thom; Bowers, Fredalene B.; Wright, Randall
Journal of Correctional Education, v56 n4 p327-345 Dec 2005
2005-12-00
Descriptors: Correctional Education; Foreign Countries; Biographies; Teachers; Teaching Methods; Delinquency; Institutionalized Persons; Correctional Institutions
Abstract: There are a few correctional educators whose work is historically so influential that it is difficult to summarize in an article. Anton Makarenko was among this very select group; this is merely an attempt to outline his work. One way to introduce Makarenko to correctional educators is to focus on some of the seemingly incongruous elements of his context and contributions: (1) He rose to prominence during one of the most brutal and bloody modern revolutions, that of the Bolsheviks. (2) His independent work caring for war orphans was later supported by the leadership of the most violent institution of that revolution, the Cheka or secret police, including Cheka chief Feliks Dzerzhinsky ("the Butcher"). (3) In early adult life Makarenko was a Bohemian man about town, immersed in romantic poetry, personal excess, and adulterous affairs; he frequented avant-garde, bourgeois, artistic settings that were anathema to the leaders of Russia's austere, regimented Revolution. Yet Makarenko transformed himself into a disciplined, effective, revolutionary. (4) An educator by profession, Makarenko was utterly rejected by the revolutionary education community he represented because he advocated a new approach to teaching and learning, more consistent with that community's own ideals. Although he fought against John Dewey's approaches to education, Makarenko enjoyed Dewey's support and endorsement. (5) Makarenko's approach became the official line that Stalin endorsed in education; the KCB directed resources to Makarenko's operations. Stated alternatively, Stalin, Dzerzhinsky, and the Soviet espionage apparatus became advocates of Makarenko's correctional education initiatives. Therefore, correctional education goals and strategies became the models for local schooling throughout the USSR. (6) Under the tutelage of the great author Maxim Gorky, Makarenko wrote a series of extremely readable, profound, and popular books on the aspirations and activities of correctional education--books that have been recognized as great literature by successive generations of devoted readers. (7) In the process, Makarenko experimented with democracy in which inmates managed almost every aspect of institutions; he armed the prisoners; his prisons became exemplary centers of leadership training, preparing inmates for influential Communist Party roles; the worst punishment was often that an inmate would be released. (8) One result of all this was that Makarenko became pivotal in determining the Bolshevik orientation toward education and toward the nuclear family. These were remarkable accomplishments, and there were many more. His work clearly stimulates thought about our hopes for improving North American correctional education. Consistent with this theme, the following pages represent our attempt to present what we consider the most salient dimensions of Makarenko's life work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Online "Chat" Facilities as Pedagogic Tools (EJ689263)
Kirkpatrick, Graeme
Active Learning in Higher Education the Journal of the Institute for Learning and Teaching, v6 n2 p145-159 Jul 2005
2005-07-00
Descriptors: Research Methodology; Computer Mediated Communication; Teaching Methods; Higher Education; Internet; Electronic Mail; Virtual Classrooms; Discussion (Teaching Technique)
Abstract: This article assesses the pedagogic value of the "chat" facility in the Blackboard integrated learning platform. It draws on a case study carried out by the author in the 2001-2 academic session. A level three class in research methods involved students in group working away from class and student feedback indicated that more support was needed to coordinate this independent work, without compromising its independent character. The "chat" facility seemed to hold out the possibility of enhancing conventional, class-based techniques for generating informal discussion between students and, more particularly, for the coordination of their activities between classes. The lecturer perceived the integration of the facility into delivery of the unit as highly problematic, however. The reasons for this are discussed and a number of explanations are considered. Possible solutions are put forward. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Instructional Adaptation in the Management of Escape-Maintained Behavior in a Classroom (EJ806882)
Moore, Dennis W.; Anderson, Angelika; Kumar, Koshila
Journal of Positive Behavior Interventions, v7 n4 p216-223 2005
2005-00-00
Descriptors: Intervention; Curriculum Based Assessment; Functional Behavioral Assessment; Time on Task; Instructional Effectiveness; Teaching Methods; Student Behavior; Behavior Problems; Outcomes of Treatment; Grade 1; Elementary School Students; Males; Behavior Modification; Foreign Countries
Abstract: The aim of this study was to examine the effects of an instructional adaptation (reduction of task duration) on off-task behavior in a general education classroom. The intervention was chosen following a functional behavioral assessment, which suggested that much of the off-task behavior was escape-maintained, and a curriculum-based assessment, which showed an appropriate curriculum/performance match. An alternating-treatments design was used to assess the impact of the intervention. Results revealed that the reduction of task duration was effective in decreasing the level of escape-maintained off-task behavior during independent work in mathematics. Attention-maintained off-task behavior was not affected. Implications of these findings for both assessment and intervention planning are discussed. (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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