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Factor Structure of Opportunity to Learn for Students with and w ithout Disabilities - 0 views

files.eric.ed.gov/...EJ990120.pdf Disabilities Structure Learn Students
shared by Jessica M on 09 Jun 14 - No Cached
  • school performance is a result of the interaction between students’ abilities and the instructional environment (Ysseldyke & Christenson, 1987
  • partly in an effort to reduce variance between states and to raise the consistency and quality of accountability measures of teachers, schools, and districts
    • Jessica M
      Jessica M on 09 Jun 14
       
      hopes of Common Core Standards through our country
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JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...dell_0310.htm Online Education
shared by sschwartz03 on 09 Jun 14 - Cached
  • sschwartz03 on 09 Jun 14
     
    discuss the importance of encouraging higher level thinking skills in online assignments
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Comparing Student Achievement in Online and Face-to-Face Class Formats - 0 views

jolt.merlot.org/...dell_0310.pdf Online F2F
shared by Jessica M on 09 Jun 14 - No Cached
  • indicates that online enrollments are growing faster than the total higher education student population.
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THINKING SKILLS AS AN INDICATOR OF QUALITY OF ONLINE DISCUSSION IN VIRTUAL LEARNING COM... - 0 views

media.usm.maine.edu/...content_anal.pdf Online Community Thinking Students
shared by Jessica M on 09 Jun 14 - No Cached
  • One way to promote interaction and collab-oration is through online discussions. Ho
  • nteraction between learner and learner isessential in distance education if participationin class discussions is to take place
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Facilitating online discussions effectively - 0 views

www.sciencedirect.com/...S1096751606000704 online discussions
shared by mikezelensky on 09 Jun 14 - No Cached
  • Social learning theory focuses on learning that occurs within a social context and involves personal experiences, observations, and interactions with other individuals.
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High school graduation: the case for identity loss.: EBSCOhost - 0 views

eds.a.ebscohost.com.libproxy.albany.edu/...pdfviewer senioritis high school
shared by mikezelensky on 09 Jun 14 - No Cached
  • mikezelensky on 09 Jun 14
     
    Describes 'senioritis' as "...lack of enthusiasm, fits of irresponsibility, and generally depressed effect punctuated by occasional outburst or irritability."
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INTRINSIC AND EXTRINSIC MOTIVATION TO PRIMARY SCHOOL CHILDREN.: EBSCOhost - 0 views

eds.a.ebscohost.com.libproxy.albany.edu/...pdfviewer motivation
shared by mikezelensky on 09 Jun 14 - No Cached
  • mikezelensky on 09 Jun 14
     
    intrinsic motivation - where the learning and the acquiring knowledge interests directly the student.
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ACVE - Teaching Adults: Is It Different? - 0 views

www.calpro-online.org/...docgen.asp teaching adults pedagogy andragogy active learning
shared by sherrilattimer on 09 Jun 14 - No Cached
  • pedagogy assumes that the child learner is a dependent personality, has limited experience, is ready to learn based on age level, is oriented to learning a particular subject matter, and is motivated by external rewards and punishment (Guffey and Rampp 1997; Sipe 2001).
    • sherrilattimer
      sherrilattimer on 10 Jun 14
       
      Not everyone is the same at the same age, and they certainly don't have the same experience.
  • traditional teaching practices, not considered appropriate for adults, are suited to the needs of children and adolescents
  • The ongoing debates—andragogy vs. pedagogy, teacher directed vs. learner centered—may mean that no single theory explains how adult learning differs from children's learning (Vaske 2001).
  • ...6 more annotations...
  • Some question the extent to which these assumptions are characteristic of adults only, pointing out that some adults are highly dependent, some children independent; some adults are externally motivated, some children intrinsically; adults' life experience can be barriers to learning; some children's experiences can be qualitatively rich (Merriam 2001; Vaske 2001)
  • Power differences based on race, gender, class, sexual orientation, and disability can limit adults' autonomy and ability to be self-directed
  • Adults do not automatically become self-directed upon achieving adulthood. Some are not psychologically equipped for it and need a great deal of help to direct their own learning effectively (Beitler 1997; Titmus 1999)
  • Adults may be self-directed in some situations but at other times prefer or need direction from others (Courtney et al. 1999).
  • Research shows that motivational, affective, and developmental factors are more crucial in adults than in younger learners; adults are more able to be self-directed and reflective and to articulate learning goals, and they are more disposed to bring their life experiences to what and how they learn (Smith and Pourchot 1998)
  • Studies of metacognition indicate that children and adults differ at each level due to acquired expertise and active use of expert knowledge
  • sherrilattimer on 09 Jun 14
     
    This is an online version of Kerka's "Teaching Adults: Is it Different?"
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2001 Beder - 0 views

www.adulterc.org/...2001beder.htm
shared by sherrilattimer on 09 Jun 14 - No Cached
  • Their most commonly expressed intention was to meet learners' needs.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      Meeting learner's needs rather than challenging them to rise to find out more.
  • In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
  • They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
  • ...21 more annotations...
  • Although adult literacy teachers intend to be learner-centered they, teach in teacher-directed ways. Why? Although it could be that teachers were induced to teach in teacher-directed ways by supervisors or other forces, we found no evidence of this. Rather, we conclude that there two reasons. The first pertains to the socialization process that all teachers and learners are products of. The roles of teacher and student are two of the most intensely socialized roles in our society. The great majority of the teachers we observed were certified in K-12 education. For them, socialization into the teacher role began in grade school and continued through their teacher training. For learners, socialization into the student role also began in grade school and continued until they dropped out of school.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is so true! If you ask a random person to teach a lesson, they think it's about standing in front of the room and talking to the group. They will ask questions, and ask for "students" to raise their hand to answer.
  • We infer that teachers taught in teacher-directed ways because that that way of teaching was a deeply ingrained product of their socialization.
  • teachers believed that their learners were primarily motivated toward obtaining their GEDs, and the perceived benefits of doing so, in the shortest possible time
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • Most teachers maintained a helping posture in class. Thus, there appears to be a duality to the meaning teachers of adult literacy education ascribe to their teaching. While their instruction is teacher directed, their learner-centered values and beliefs are manifest in their affective relations with learners. In this sense, for adult literacy teachers being learner-centered is not a teaching technology or methodology. Rather, it is a set of values that guide teacher-learner interactions.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is the key to all of it for me, personally. I think all of this is true for my co-workers and me.
  • Teachers liberally praised learners for correct answers and rarely sanctioned learners negatively for such things as being tardy or tuning out.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I JUST finished writing this exact thing about myself!!! Who would have thought that I fit into the research-based mold of an adult literacy instructor.
  • If teacher-directed instruction is indeed a product of intense and protracted socialization and commonly held beliefs about learners' motivations, then changing teacher-directed behavior will be a very difficult task, perhaps requiring re-socialization. Such an effort may be beyond the means of the current professional development system in adult literacy education.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I think it is beyond the means of the current professional development system in adult literacy education because there is a high rate of turnover. I think once someone has a certain degree of skill or education, they are seeking out another position. I think this report should have been followed up/accompanied by a survey of the teachers.
  • Equipped for the Future (Stein 1999) advocates a form of adult literacy based on what learners need to do in their roles of worker, parent and citizen.
  • Gillespie (1989) advocates an instructional model for adult literacy that emphasizes critical thinking.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education
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Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views

www.nytimes.com/...21memory.html tests quizzes assessment brain based learning constructivism knowledge studying nytimes
shared by lkryder on 10 Jun 14 - No Cached
  • students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
  • the illusion that they know material better than they do.
  • “I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
  • ...7 more annotations...
  • These other methods not only are popular, the researchers reported; they also seem to give students
  • But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.
  • The final group took a “retrieval practice” test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.
  • we are organizing it and creating cues and connections that our brains later recognize.
  • But “when we use our memories by retrieving things, we change our access” to that information, Dr. Bjork said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”
  • The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong.
  • Howard Gardner, an education professor at Harvard who advocates constructivism — the idea that children should discover their own approach to learning, emphasizing reasoning over memorization — said in an e-mail that the results “throw down the gauntlet to those progressive educators, myself included.” “Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
    • lkryder
      lkryder on 10 Jun 14
       
      I am impressed by the constructivist community realizing what a powerful study this is. I think this is an indication of what we will start to see as brain based learning studies increasingly show us what is happening biologically when we learn.
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database
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Jane McGonical's book (Reality is Broken) and web site - 0 views

janemcgonigal.com/my-book games and learning fiero flow
shared by lkryder on 10 Jun 14 - No Cached
  • lkryder on 10 Jun 14
     
    I don't know how to share a book so here is a web site for Jane McGonical that has TED talks and key points about her ideas in the book. I am looking specifically at the 4 key components of any game and the "flow" and "fiero" effect of gaming that I think could be built into learning online.
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Role o f Learning Styles i n t he Quality o f Learning a t Different Level - 2 views

revistaie.ase.ro/...03%20-%20Farooq,%20Regnier.pdf Learning Styles Students Role Quality
shared by Jessica M on 10 Jun 14 - No Cached
  • Learning styles identification helps educators in understanding how their students perceive and process information in different manners and patterns
  • process
  • Jessica M on 10 Jun 14
     
    definition of learning styles and importance for students
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ETAP640amp2014: Discussion: I'll go first - 0 views

ualbany.mrooms.net/...discuss.php xkcd cartoon emoticon
shared by George Dale on 10 Jun 14 - No Cached
  • George Dale on 10 Jun 14
     
    Cartoon about difficulty of using emoticons parenthetically
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Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping - 0 views

www.sciencemag.org.libproxy.albany.edu/...772.full retrieval practice learning studying concept mapping
shared by lkryder on 10 Jun 14 - No Cached
  • Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.
  • lkryder on 10 Jun 14
     
    Results of study on quizzing vs concept mapping - new information about "practice retrieval" and learning
  • lkryder on 10 Jun 14
     
    This is the study that explores the results of "practice retrieval" by administering quizzes after new information is introduced, and how that compares to student results of those who used concept mapping instead.
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