Downloads & Free Reading Options - Results

Learning and Instruction 1995: Volume 5 , Issue Index. Digitized from IA1652728-01 . Previous issue: sim_learning-and-instruction_1994_4_contents . Next issue: sim_learning-and-instruction_1995_5_contents .

Learning and Instruction 1995: Volume 5 , Issue Index. Digitized from IA1652728-01 . Previous issue: sim_learning-and-instruction_1994_4_contents . Next issue: sim_learning-and-instruction_1995_5_contents .

Learning and Instruction 2000: Volume 10 , Issue Index. Digitized from IA1652728-01 . Previous issue: sim_international-journal-of-educational-research_2000_33_contents . Next issue: sim_learning-and-instruction_2000_10_contents .

xii, 195 pages : 28 cm

xii, 195 pages : 28 cm

xii, 195 pages : 28 cm

Recent advances in instructional knowledge, as well as their usefulness for fitting instructional strategies to individual students, are the subject of this four-chapter survey of research literature. Chapter 1 summarizes research on learning styles--the ways in which individuals perceive, analyze, interpret, and respond to learning situations. Examined in this chapter are cognitive styles, including data reception and concept formation and retention; affective styles, comprising attention, expectancy, and incentive styles; physiological styles, such as developmental and sex- and health-related differences; and practical considerations in the use of instruments to measure learning styles. Chapter 2 covers research on brain lateralization (the location of different functions in the brain's right or left hemispheres), the brain's building of models of reality, and brain growth stages. Learning time research is considered in chapter 3, which reviews findings about time on task and about variations among students in the time needed to master a subject. The final chapter looks at the administrative implications of recent research, noting first the problems with earlier attempts to individualize instruction and then discussing the implications of findings in the three areas of learning styles, brain development, and learning time. (RW)

A SUMMER PROGRAM WAS CONDUCTED TO SERVE AS A MODEL FOR EDUCATORS WHOSE INTEREST LAY IN THE DEVELOPMENT OF A NONGRADED ELEMENTARY SCHOOL PROGRAM. EDUCATORS FROM APPROXIMATELY 35 PUBLIC SCHOOL SYSTEMS WERE INVITED TO OBSERVE THE PROGRAM. THE SCHOOL CONSISTED OF 80 CHILDREN 6 TO 12 YEARS OLD, AND A GROUP OF 20 CHILDREN 5 YEARS OLD. THE EMPHASIS WAS PLACED ON READING AND MATHEMATICS, WITH ADDITIONAL ACTIVITIES INCLUDING SPANISH, RHYTHMS, LISTENING SKILLS, AND RECREATION. QUESTIONNAIRES, ACHIEVEMENT TESTS, AND INTERVIEWS WERE THE MEASUREMENT PROCEDURES EMPLOYED. THE CONCLUSIONS INDICATED THAT THE PROGRAM WAS GENERALLY A SUCCESS. THE NEED OF MATERIALS TO MEET STUDENT DEMANDS WAS BELIEVED TO BE MOST CRUCIAL FOR DEVELOPING SUCH A PROGRAM. (RS)

The current study identifies the potential problems of current web-based instruction and learning management systems in terms of its lack of flexibility and customization required for individual learners? different goals, backgrounds, knowledge levels, and learning capabilities. Advanced adaptive learning management system technologies are able to give possible solutions and mechanisms for adaptively foreseeing, monitoring, organization, and evaluating individual learners within learning management systems. According to Brusilovsky and Vassileva (2003) suggestions, the authors are introducing the examples of adaptive system mechanisms for adaptive self-regulation can be such as Glossary, Indexed Textbooks, Advanced Navigation, Direct Guidance and Adaptive Navigation Support, Adaptive Guidance for Prerequisite-based Help, for large scale of web-based learning management systems.

This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF).

This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF).

Research on blended learning's effect on student motivation has been largely limited to undergraduate and adult populations. To address this gap in research, a mixed methods approach is used to examine the impact of the STEM21 Academy's blended instructional approach on 9th-grade students' (1) engagement in science and mathematics learning; (2) acquisition of 21st century and inquiry skills; and (3) academic achievement in science. Additionally, the study examines the impact that blended instruction practices had on underserved students in particular. This study was completed within the context of a larger, longitudinal research study in 12 urban high schools in Connecticut and Massachusetts. As such, the examination is multifaceted and sits within a larger body of research that examines the affective and cognitive impact of blended instruction on students in grades 9-12. [This report was co-produced by Education Connection, one of Connecticut's six Regional Service Centers.]

The goal of this study is to identify major research trends and focus in the field of educational research. To this end, 22,000 titles consisting of PhD dissertations, journal papers and conference proceedings were retrieved from the ERIC (Education Resources Information Center - https://eric.ed.gov/?) database in the period from 2009 to 2018. A topic modeling tool from Google code was downloaded and used for topic analysis, the researcher performed topic modeling for a ten year span and for each year individually using LDA. A total of 1000 keywords extracted from these titles i.e. a list of 10 topics comprising of ten words each for each year was generated, which I then labeled with descriptive titles. Both word frequencies and topic modeling were analyzed at the article title level these results were visualized using tableau so that they could be easily understood. A comparison of the extracted topics by LDA with subject headings in education shows that there several distinct sub research domains strongly tied with the field. They include study, student and learning in the domain of "Student learning". Professional, education, teacher in the domain of "Teacher education". Special, education and support in the domain of special education. Reading and language in the domain of "reading comprehension and instruction". Secondly, the results show that there is a markedly strong rise in prominence of topics about special education and an overall dominance of topics on student learning.

The purpose of this summary is to provide the public with an independent external assessment of ACCLAIM (Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics). The authors draw upon all the knowledge of this Center for Learning and Teaching that they have accumulated in past years, and they refer to that data throughout this report. They begin their assessment by outlining their assumptions about the role and purpose of the Centers for Learning and Teaching (CLT) Initiative, designed and funded by the National Science Foundation: They understand that the primary purpose of the CLT initiative is to build the capacity of the STEM (Science, Technology, Engineering, and Mathematics) field for undertaking future improvement efforts. Again, they base their findings and interpretations on the data that come from three years of interaction with the Center. Specifically the sources include: (1) Interviews with ACCLAIM Faculty, Leadership Institute participants, Professional Development Teams participants, ACCLAIM management team, and doctoral students; (2) Surveys of doctoral students and Teacher Education conference participants; (3) Observations of ACCLAIM major events and programs; and (4) Case studies of graduate students. Appendices include: (1) Case Studies of Individual Acclaim Doctoral Students; and (2) Faculty Interviews. (Contains 10 footnotes.)

Seventeen scholarly papers and twelve abstracts comprise the content of the twentieth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The twentieth Brick & Click Libraries Conference was held virtually. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2020 paper and abstract titles include: (1) From the Wild West to Teamwork: Faculty Driven Acquisitions (Randyn Heisserer-Miller, Stephanie Hallam, and Brad Reel); (2) Student Engagement: Exploring Primary Sources in the Library of Congress in an Online Course (Peggy Ridlen); (3) Object Oriented vs Functional Programming - Library Instruction in a Bite-Sized Functional Model (Billy Moore); (4) When People Count: Leveraging Internal Resources to Develop a Program for Tracking Building Usage (Terra Feick); (5) Interactive Introductions for International Students: Reworking How We Teach Information Literacy Skills (Kelly Hovinga); (6) Fostering Success for New Faculty Librarians (Karen Bleier); (7) We Did It, You Can Do It, Too: In-House Digital Preservation (Samantha Henning); (8) Stacking it Up: A Textbooks on Reserve Program (Katharine Baldwin and Jenise Overmier); (9) Teaching into the Gray Areas: Designing Learning Activities That Encourage Higher Order Thinking and Research Skills (Virginia L. Cairns); (10) Building a Teaching Strategy Toolkit to Engage Learners (Courtney Mlinar); (11) Cracking the Code: Building an Assessment Plan with Student Discussion Boards (Anthony Rodgers and Courtney Strimel); (12) Making the Most of LibApps (Kayla Reed); (13) Neither Rain, Nor Sleet, Nor Gloom of Night: Maintaining Library Services During a Medical State of Emergency (Rob Withers); (14) Psychological Safety and Building Effective Teams (Kara Whatley, Deborah Caesar, Amanda Watson, and Molly Nystrom); (15) Summer in the Stacks: A Weeding Experience Between Faculty and Library (Kayla Reed and Hong Li); (16) Puppies and Kitties Oh My!: Partnering with a Local PETPALS Organization (Leila June Rod-Welch and Jordan A. Newburg); (17) Unlocking Online Escape Rooms for Library Instruction (Sean Cordes); (18) Spectral Tales: Lessons Learned from Being Ghosted by Faculty (Tammi M. Owens, Meghan Salsbury, and Heidi Blackburn); (19) The Librarian's Guide to Zines for Classroom and Community (Claire Du Laney, Monica Maher, and Amy C. Schindler); (20) Professionalizing Student Employment: The Library Associates Program at Hendrix College (Janice Weddle); (21) Making It Easy to Read Harder: Implementing a Reading Challenge at Community College (Amy Fortner, Anthony Rodgers, and Gwen Wolfe); (22) Beyond the Humanities: Archives Instruction for Science and Medicine (Laurinda Weisse); (23) Library Collaboration with the Smithsonian: World War I Lessons and Legacies Exhibit (Leila June Rod-Welch and Julie Ann Beddow); (24) The Genesis of a Conduct Policy in a Medium-Sized Academic Library (John Baken); (25) Universal Design and Accessibility: A Checklist for LibGuides and Online Tutorials (Courtney Mlinar); (26) Anti-vaxxers, Sasquatch DNA and Other "Scientific" Findings: Actively Engaging Distance Students in Media Literacy (Joanna Nemeth); (27) All Good Things Must Come to an End: When Library Staff Pass Away (Rob Withers); (28) If "They" Build it, "They" Will Come (Martha Allen); and (29) Save the Earth - Earth Day Game Drive: Small Steps, Big Impact (Leila June Rod-Welch). [For the 2019 proceedings, see ED600185.]

This paper addresses the demands for change in the teaching and learning of mathematics in the schools of America. Many of the demands stem from the way rapid changes in information technology have altered our economic and social culture. In particular, these technological changes have changed both mathematics and its applications. Given these circumstances, this report outlines the National Council of Teachers of Mathematics proposal, "Curriculum and Evaluation Standards" (1987). Also discussed are the implications for instruction of the adoption of a curriculum based on these Standards. Next, the problem of developing appropriate indicators to determine the effectiveness of a school mathematics program based on these curricular and instructional changes is presented, and a domain knowledge strategy proposed. Finally, the problems of implementing these changes in the schools are identified. While not easy to accomplish, a professional development strategy is described which, if followed, has promise in bringing about the reforms in the teaching and learning of mathematics which are being proposed. [This document is a reissue of the September 1988 CPRE Research Report RR-007 with a slight title variation (ED300278).]

This report describes an experiment investigating the effects of cognitive style, presentation format, and task content on learning. Cognitive style was described in terms of hemisphericity (i.e., left- or right-brain influence on perception). Presentation format consisted of graphics, text, and a combination of the two. The tasks consisted of knowledge, skill, attitude, and decision-making. Fifty-nine college students participated in the study. In the knowledge task, subjects learned 10 pairs of words. In the skill task, subjects built an abstract model of a windmill. In the attitude task, subjects responded to facts and opinions on a current affairs topic. The decision-making task involved a maze problem. Subjects were tested immediately after training, 2 weeks after training, and again at four weeks after training. Results indicated the following: presentation format, gender, and hemisphericity all appeared to influence performance on the knowledge task. Presentation format and gender influenced performance on the skill task. Presentation format influenced performance on the decision-making task. Copies of skills tests, tables of dimensions of cognitive styles and possible instructional modifications for each style, and tables displaying statistical results of the study are appended. (Contains 26 references.) (Author/KRN)

Two studies are reported. The first investigated the feasibility of integrating learning strategy instruction into high school beginning and intermediate level Russian and Spanish classes. The second study assisted teachers and students of Japanese, Russian, and Spanish to implement informal assessment activities in their classrooms. A literature review examines previous research on learning strategies and the "good language learner," motivation, alternative assessment, and whether or not learning strategies can be taught. The two studies are then described, detailing the subjects, sites, instruments, and procedures for the three languages involved in the three years of the studies. Both studies were conducted in the Washington, D.C. area in three public school districts and one private school, with the collaboration of two Japanese teachers, four Russian teachers, and seven Spanish teachers. Instructional materials designed to teach learning strategies explicitly were developed for and integrated into the Spanish and Russian curricula. Teachers were provided with guidelines for instruction in vocabulary learning, listening and reading comprehension, speaking, self-regulated learning, and problem-solving. Major accomplishments included identification of relevant strategies, successful classroom implementation, development of instruments to assess the effectiveness of instruction, and increases in student self-confidence and language skills. Substantial related materials are appended. (MSE)

Traditional assessment in reading and writing does not accurately reflect what we currently know about the reading and writing process. It disempowers teachers, students, and parents; separates assessment, instruction, and learning; and employs externally defined criteria for cross assessment purposes. Efforts to develop useful alternative procedures for the reading and writing classroom have proliferated during the past several years. However, few movements have caught the attention of educators as quickly as the move towards the use of portfolios as alternative assessment procedures for reading and writing. Implications of portfolios as assessment techniques include: serving as a source of information for teachers to make decisions regarding student progress and program evaluation, serving as a source of information for parent, teacher, and student collaboration, serving as a means of reflection for student self-evaluation, and serving as a means of linking instruction to learning. (Contains 15 references.) (Author)

This study focused on the adaptability and attitude of Grade 6 students in the Modular Learning Approach. This study aims to create a comprehensive review of the adaptability and attitude of elementary students in the Modular Learning Approach Especially. It seeks to describe and analyze the following: the profile of the respondents in terms of sex and education of the parents; the adaptability of the respondents toward the relationship between the student's profile in terms of their sex and educational attainment of parents; the attitude of the respondent's significant relationship between sex and educational attainment. The researcher used the quantitative survey questionnaires to gather data from 128 Grade 6 students in five Elementary Schools in Bongabon, Nueva Ecija who enrolled during the School Year 2020-2021. The study revealed that the respondent's demographic profile in sex has no significant relationship to their adaptability and attitude in the modular learning approach. Yet the parents' educational attainment of the respondents has a significant relationship to adaptability in terms of learning assistance and support in the modular learning approach. The results further signified that parents' educational attainment is a basis for adaptability in modular learning.

This study focused on the adaptability and attitude of Grade 6 students in the Modular Learning Approach. This study aims to create a comprehensive review of the adaptability and attitude of elementary students in the Modular Learning Approach Especially. It seeks to describe and analyze the following: the profile of the respondents in terms of sex and education of the parents; the adaptability of the respondents toward the relationship between the student's profile in terms of their sex and educational attainment of parents; the attitude of the respondent's significant relationship between sex and educational attainment. The researcher used the quantitative survey questionnaires to gather data from 128 Grade 6 students in five Elementary Schools in Bongabon, Nueva Ecija who enrolled during the School Year 2020-2021. The study revealed that the respondent's demographic profile in sex has no significant relationship to their adaptability and attitude in the modular learning approach. Yet the parents' educational attainment of the respondents has a significant relationship to adaptability in terms of learning assistance and support in the modular learning approach. The results further signified that parents' educational attainment is a basis for adaptability in modular learning.

Learning and retention may be influenced by subtle instructional stimulus characteristics and certain visual memory aptitudes. Ten stimulus characteristics were chosen for study; 50 sequences of programed instructional material were specially written to conform to sampled values of each stimulus characteristic. Seventy-three freshman subjects received the 50 sequences and then took an immediate and a delayed (one-week) posttest to assess learning. Measures on four visual memory and cognition aptitude factors were available for 43 of the subjects. By means of tear-down regression algorithms, the 10 stimulus characteristics were used to predict to the learning criteria. The ratio of examples within a sequence to the number of frames in the sequence had a correlation of about -.70 with both the immediate and delayed posttest. The inclusion of other variables did not increase the prediction significantly. Together, total frames and number of responses per frame predicted item difficulty on the posttest (multiple R to the second power=.90). Of the aptitude variables, Vocabulary aptitude and Short Term Object Memory tended to increase prediction to the delayed posttest criterion, while Serial Integration aptitude and short Term Color Memory did not. (LS)

xvi, [17]-499 p. 20 cm

xvi, [17]-499 p. 20 cm

xvi, [17]-499 p. 20 cm

The present study is about a further development of the control of learning processes presented in Theoretical Problems of Programmed Instruction. 1 This was concerned with an analysis of the principles of a general theory of control that must be taken into account in designing programmed instruction procedures. The present study emphasizes the analysis of psychological theories of learning that are intended to clarify the specific principles that govern the process of human learning. Particular attention is given to the evaluation of the ability of such a theory to make it possible to relate cybernetics to the control of learning processes. Three conceptions are examined: the stage-by-stage development of mental actions, behaviourism, and the associationist- conditioned reflexes theory. In addition, certain findings derived from experimental studies are presented that are based on P. Ya. Galperin’s theory of a stage-bystage development of mental actions which provides, in our view, the most adequate psychological foundation for guiding the learning process. In particular, possibilities for guiding the assimilation of scientific concepts are shown as well as similar possibilities for consolidating knowledge acquisition procedures. This selection of theories is prompted by the actual state of affairs: at the present time they represent the principal approaches to learning in psychological science, which have been reflected in the area of programmed instruction. The cybernetic conceptions that are needed of analyze psychological theories of learning and to understand the approach to the programming of the knowledge-assimilation process that is proposed are presented in the first chapter, which links the present study to our preceding work. We are aware of the incomplete nature of the conception of programmed instruction that we are proposing, and of the debatable character of certain propositions. Nevertheless, we hope that this work will play a constructive role in drawing attention to a psychological theory of learning as one of the major theoretical elements of programmed instruction. This study is addressed both to specialists in the theory of instruction and to practitioners who are interested in problems of programmed instruction and are seeking to introduce the achievements of psychology and pedagogics into the teaching-learning process. It may also serve as a text for post-graduate students in studying the foundations of the teaching-learning process in post-secondary schools, as well as for students of psychology following courses in educational psychology. Translated from the Russian Designed by Vladimir Solovyov

The present study is about a further development of the control of learning processes presented in Theoretical Problems of Programmed Instruction. 1 This was concerned with an analysis of the principles of a general theory of control that must be taken into account in designing programmed instruction procedures. The present study emphasizes the analysis of psychological theories of learning that are intended to clarify the specific principles that govern the process of human learning. Particular attention is given to the evaluation of the ability of such a theory to make it possible to relate cybernetics to the control of learning processes. Three conceptions are examined: the stage-by-stage development of mental actions, behaviourism, and the associationist- conditioned reflexes theory. In addition, certain findings derived from experimental studies are presented that are based on P. Ya. Galperin’s theory of a stage-bystage development of mental actions which provides, in our view, the most adequate psychological foundation for guiding the learning process. In particular, possibilities for guiding the assimilation of scientific concepts are shown as well as similar possibilities for consolidating knowledge acquisition procedures. This selection of theories is prompted by the actual state of affairs: at the present time they represent the principal approaches to learning in psychological science, which have been reflected in the area of programmed instruction. The cybernetic conceptions that are needed of analyze psychological theories of learning and to understand the approach to the programming of the knowledge-assimilation process that is proposed are presented in the first chapter, which links the present study to our preceding work. We are aware of the incomplete nature of the conception of programmed instruction that we are proposing, and of the debatable character of certain propositions. Nevertheless, we hope that this work will play a constructive role in drawing attention to a psychological theory of learning as one of the major theoretical elements of programmed instruction. This study is addressed both to specialists in the theory of instruction and to practitioners who are interested in problems of programmed instruction and are seeking to introduce the achievements of psychology and pedagogics into the teaching-learning process. It may also serve as a text for post-graduate students in studying the foundations of the teaching-learning process in post-secondary schools, as well as for students of psychology following courses in educational psychology. Translated from the Russian Designed by Vladimir Solovyov

Two experiments were conducted to assess an online version of Keller's personalized system of instruction, called computer-aided personalized system of instruction (CAPSI), as part of a blended learning design with regard to course knowledge and critical thinking development. In Experiment 1, two lecture sections of an introduction to University course received a CAPSI assignment while two received an extra paper assignment. In Experiment 2, one lecture section of an introduction to University course received a CAPSI assignment while another lecture section was assigned a research paper. In the two experiments the CAPSI sections consistently outperformed the sections with which they were compared, indicating that CAPSI is a viable option in higher education.

In this study we applied a discursive perspective of learning (Sfard, 2008) to a sequence of 21 geometry mini-lessons taught in a fourth grade classroom. From this perspective, learning is defined as changes in mathematical discourse. We first characterize and then compare discourse from the beginning and the end of the mini-lesson sequence. We identify shifts in the discourse that occurred during the sequence. We then discuss how the characteristics of the students' geometric discourse informed task design and instruction. This perspective provided a useful means for linking instruction to student learning in an operationalized manner. [For the complete proceedings, see ED606556.]

This article describes the specific methods of a regional partnership that has lasted more than twenty-five years. Southern Illinois University Edwardsville has partnered with public and private schools in the southwestern portion of Illinois, and in metro St. Louis, in the Hands-On Science project, which provides instruction development for chemistry, biology, earth science, and physics teachers in grades 6-12. The project has been modified over the years, and this article explains both modifications and causes, in specific terms such as the effects of funding on classroom equipment and supplies as well as, more importantly, on the turnover among teacher participants. The Hands-On Science project emphasizes classroom assessment techniques, collaboration, and more active learning. Quick Course Diagnosis and Group Instructional Feedback Technique (or Small Group Instructional Diagnosis) are two of the specific methods of assessment used in this successful, long-lived ITQ project--which originally began as an Eisenhower project. (Contains 1 figure and 2 tables.)

The purpose of this study was to investigate the effects of video and group discussion in problem-based video instruction on learner perceptions of learning and knowledge transfer. To achieve this purpose, this study compared learner perceptions of learning and knowledge transfer in problem-based video instruction (PBVI) with those in two other kinds of instruction. This study implies that the use of video in problem-based instruction can positively affect adult learners' learning and knowledge transfer.

This paper presents some of the overall findings of the Cooperative Reading Project (CRP), a collaboration between six teachers in a bilingual Spanish/English elementary school and a team of university researchers to examine and improve upon cooperative learning literacy instruction. The CRP took a social constructivist learning stance toward cooperative learning as well as toward professional development of teachers. The project focused on teachers' thinking and its relation to their classroom actions and students' attitudes and learning. Teachers participated in ongoing, collaborative staff development meetings, and each developed a personal instructional refinement agenda. Data was gathered through teacher and student interviews, instructional observations, and a pre-, mid-, and post-intervention written assessment of student literacy strategy use and motivational orientation, using the Motivated Strategies for Learning Questionnaire. The study found that students showed increases in liking for cooperative learning and, in the lower elementary grades, in metacognitive knowledge. The findings suggest that a collaborative, social constructivist perspective on teacher change can contribute to significant changes in instruction. An appendix contains sample responses of students' awareness of conditional knowledge. (Contains 33 references.) (MDM)

This study investigated the effectiveness of experiential learning in promoting student understanding and achievement, as compared to traditional expository instruction. Twenty third-grade students from central Virginia were divided into two heterogeneous groups and taught a single lesson on air using identical content objectives. The control group was taught through expository instruction while the experimental group learned using constructivist, experiential techniques. The expository lesson consisted of lecture, note-taking, reading, viewing diagrams, answering and asking questions, filling out worksheets, and memorizing facts and vocabulary. The experimental lesson comprised 10 hands-on experiments that the students carried out alone, in small groups, and as a class, with each student recording hypotheses and results and with discussion of the experiments taking place. Each group was given the same assessment tool, which tested both lower order and higher order learning outcomes. Results indicated that experiential learning produced higher achievement at all levels of thought for learners of all ability levels. The paper recommends that the entire educational system recognize and make use of children's natural cognitive processes through system-wide experiential education. The lesson plan and assessment instrument are appended. (Contains approximately 60 references.) (JDD)

A study of the kinds of educational services provided to limited English speaking students, how schools provide these services, factors shaping and guiding the programs, and instructional practices fostering the development of school-related language of bilingual students is summarized. The report is divided into two parts: (1) a descriptive study of the services offered to three bilingual groups (Asian, Spanish-speaking, and Navajo) in three regions of the country, and (2) a study of the language characteristics, educational histories, and educational achievement of a selected group of 150 native Cantonese-speaking elementary school students at the Asian site. The overall study's major conclusions are that: (1) English instruction is critical for the development of reading and writing skills in English, but those students coming to school with a greater command of natural language in English maintain an advantage in the long-term development of those skills; (2) To the extent that native-language instruction is effective in developing native language literacy skills, transfer of the underlying academic proficiency occurs with mastery of the second language; and (3) English oral grammar skill is advanced through exposure to both natural and formal language in English, but oral discourse skill, a formal language factor, will most likely be developed through formal rather than natural language exposure. (MSE)

A study of the kinds of educational services provided to limited English speaking students, how schools provide these services, factors shaping and guiding the programs, and instructional practices fostering the development of school-related language of bilingual students is summarized. The report is divided into two parts: (1) a descriptive study of the services offered to three bilingual groups (Asian, Spanish-speaking, and Navajo) in three regions of the country, and (2) a study of the language characteristics, educational histories, and educational achievement of a selected group of 150 native Cantonese-speaking elementary school students at the Asian site. The overall study's major conclusions are that: (1) English instruction is critical for the development of reading and writing skills in English, but those students coming to school with a greater command of natural language in English maintain an advantage in the long-term development of those skills; (2) To the extent that native-language instruction is effective in developing native language literacy skills, transfer of the underlying academic proficiency occurs with mastery of the second language; and (3) English oral grammar skill is advanced through exposure to both natural and formal language in English, but oral discourse skill, a formal language factor, will most likely be developed through formal rather than natural language exposure. (MSE)

A study of the kinds of educational services provided to limited English speaking students, how schools provide these services, factors shaping and guiding the programs, and instructional practices fostering the development of school-related language of bilingual students is summarized. The report is divided into two parts: (1) a descriptive study of the services offered to three bilingual groups (Asian, Spanish-speaking, and Navajo) in three regions of the country, and (2) a study of the language characteristics, educational histories, and educational achievement of a selected group of 150 native Cantonese-speaking elementary school students at the Asian site. The overall study's major conclusions are that: (1) English instruction is critical for the development of reading and writing skills in English, but those students coming to school with a greater command of natural language in English maintain an advantage in the long-term development of those skills; (2) To the extent that native-language instruction is effective in developing native language literacy skills, transfer of the underlying academic proficiency occurs with mastery of the second language; and (3) English oral grammar skill is advanced through exposure to both natural and formal language in English, but oral discourse skill, a formal language factor, will most likely be developed through formal rather than natural language exposure. (MSE)

This study investigates to what extent student attitudes toward acceptance of online instruction and Distance Learning are affected by determinants such as demographics, learning environment, learning domains, delivery methods, and web-based instructional technology. Logistic Regression and Discriminant Analysis use statistically significant determinants to predict student preference on future online classes. Factor Analysis provides an exploratory model of online learning acceptance having three factors; namely, Communication/Feedback, Course Outcome, and Effort Required. Practical implications of findings and insights on field observations are offered. Overall, students agreed that they had learned sufficient knowledge from an online course. Students satisfied with their recent learning outcome tend to take more online courses in the future.

This paper explains what drama-based instruction is and offers insights into the phases in drama-based instruction. Further, examples of drama-based lessons in geometry related to ring and circle, and altitude of a triangle together with the teacher and students perceptions related to the strengths and limitations of drama based instruction in geometry were presented.

In spite of evidence against learning style theories, educators feel the need for individualized instruction. Complex concepts may require a robust instructional design, learner feedback, and sound understanding of the learning process. This suggests the need to rethink the potential of learning styles in academic success. This paper hypothesizes that inherent traits of learners predisposes them to processing information in a certain way, requiring differentiated instruction for complex concepts. A proof of concept of clarifying the hundredths place for the learner with kinesthetic perception is presented. It is argued that differentiated thematic instruction with movement is ideal to enforce this learning. Success of this methodology suggests its applicability to next-generation classrooms for better comprehension and retention of the subject matter.

In spite of evidence against learning style theories, educators feel the need for individualized instruction. Complex concepts may require a robust instructional design, learner feedback, and sound understanding of the learning process. This suggests the need to rethink the potential of learning styles in academic success. This paper hypothesizes that inherent traits of learners predisposes them to processing information in a certain way, requiring differentiated instruction for complex concepts. A proof of concept of clarifying the hundredths place for the learner with kinesthetic perception is presented. It is argued that differentiated thematic instruction with movement is ideal to enforce this learning. Success of this methodology suggests its applicability to next-generation classrooms for better comprehension and retention of the subject matter.

Nowadays, the implementation of e-learning, blended learning and distance learning in foreign language instruction has become widespread all over the world, including Turkey. With the generation of Digital Natives learning at schools, instructors face the challenge of providing distance learning courses and materials that would meet necessary standards. The re-evaluation of curriculum models and evaluation criteria is thus needed to ensure high quality of distance instruction. The present paper will report on different models of distance learning courses, reflecting on their applicability for English language teaching in Turkey. Moreover, course design guidelines will be provided to facilitate effective authoring of online programs. [This article is the revised and edited version of the chapter published under the same title in "Innovations in English Language Teaching and Learning: The Turkish Perspective" by Crowd Source ELT.]

A PROGRAM IS A SET OF ITEMS OR STIMULUS UNITS ORGANIZED TO GUIDE OBJECTIVES. LIFE ANY OTHER TEACHING, IT SHOULD BE CHARACTERIZED BY OBJECTIVES STATED IN BEHAVIORAL TERMS, APPROPRIATELY PRESENTED CONTENT, AND CRITERION TESTS OF ATTAINMENT. IT DIFFERS FROM TRADITIONAL TEACHING BY BEING LESS FLEXIBLE BUT MORE PRECISE, ORIENTED TO CONTENT RATHER THAN PROCESS, MORE DEMANDING OF THE STUDENTS' INTERACTION, AND SUBJECT TO MORE RIGOROUS EVALUATION. SUGGESTED STAGES IN PROGRAM PREPARATION ARE (1) FORMULATION OF EDUCATIONAL OBJECTIVES IN TERMS OF OBSERVABLE STUDENT PERFORMANCE, (2) PROVISION OF MEANS FOR ASSESSING PROGRESS TOWARD THE OBJECTIVES, (3) SELECTING CONTENT AND CONSTRUCTING ITEMS APPROPRIATE TO THE OBJECTIVES, (4) ARRANGEMENT OF ITEMS IN A PSYCHOLOGICAL SEQUENCE, (5) TESTING OF THE EMERGING PROGRAM, AND (6) FURTHER TRYOUT, EVALUATION, REVISION, AND FIELD TESTING. A STUDY SPONSORED BY THE GREAT LAKES COLLEGE ASSOCIATION RESULTED IN DEVELOPMENT OF SEVERAL PROGRAMS BY COLLEGE TEACHERS, WHO FELT THAT THE PROCESS HAD BEEN HELPFUL IN IMPROVING THEIR TEACHING. TESTS IN FIVE SUBJECTS FIELDS SHOWED THE PROGRAM TO BE AT LEAST AS EFFECTIVE AS TRADITIONAL METHODS. (WO)

The purpose of this study was to investigate the effects of CBI lesson sequence type and cognitive style of field dependence on learning from Computer-Based Cooperative Instruction (CBCI) in WEB on the dependent measures, achievement, reading comprehension and reading rate. Eighty-seven college undergraduate students were randomly assigned to lesson sequence type levels, after assigning into three cognitive style group: field dependent (FD), field neutral (FN) and field independent (FI), based on the Group Embedded Figure Test (GEFT) scores. Instruction was delivered by means of two types of sequence of lessons for CBCI in WEB, linear lesson (LL) and branching lesson (BL). A two-way analysis of covariance was used to investigate whether there are main effects and interactions between cognitive style of field dependence and lesson sequence types. In order to control statistical power and to equate the treatment groups, Nelson-Denny Reading Comprehension Test scores were used as a covariate. The analysis of regression coefficients between lesson sequence type and dependent variables and between field dependence and dependent variables was shown in tables. Although the findings show non-significance in formal tests of hypotheses, the interaction effects between field dependence and lesson sequence types on dependent measures were clarified. Four research questions converted to statistical hypotheses were tested according to the factorial design model. Specifically, the tests of hypotheses generated discussion and conclusions were given at the end of the study. (Contains 5 tables and 1 figure.)

This annotated bibliography and resource guide lists 29 references concerning reading instruction of young children with learning disabilities. Items include articles, books, and research reports, dating from 1988 through 1994. Items are listed alphabetically by author. Each listing includes bibliographic information and a brief abstract describing the item's contents or reporting major findings. Also included are a list of four relevant journals; five organizational resources; and several Internet resources including listservs, an electronic newsletter, newsgroups, and sites on the World Wide Web. (DB)

This four-volume reference guide includes descriptions of various sources of information as well as selected products and methods used to improve curriculum and instruction. The sources are arranged according to type (bibliography, journal, or organization) and each is assigned a separate entry number. The entries are listed in numerical order in the table of contents and alphabetically by title in the index located at the end of each volume. Each entry contains a title, rationale for selection, description, recommended usage, quality, cost, and contact person. The first volume contains descriptions of sources of information on student learning materials. The second volume contains descriptions of sources of information on new programs and approaches for administrative and staff development and describes specific training products. The third volume contains descriptions of sources of information on new materials and approaches to resource allocation and describes specific methods of resource allocation. The fourth volume, a master index, lists entries from all three volumes alphabetically by title; and lists all organizations cited as sponsors, producers, or suppliers in the guide. (Author/MLF)

Both the current school reform and standards movements call for enhanced quality of instruction for all learners. Recent emphases on heterogeneity, special education inclusion, and reduction in out-of-class services for gifted learners, combined with escalations in cultural diversity in classrooms, make the challenge of serving academically diverse learners in regular classrooms seem an inevitable part of a teacher's role. Nonetheless, indications are that most teachers make few proactive modifications based on learner variance. This review of literature examines a need for "differentiated" or academically responsive instruction. It provides support in theory and research for differentiating instruction based on a model of addressing student readiness, interest, and learning profile for a broad range of learners in mixed-ability classroom settings.

The authors investigated the association between participation in Nations in Neighborhoods (NiN), a program of folk and traditional arts instruction, and achievement in English language arts in a sample of low-income elementary school students, many of whom were recent immigrants and English language learners. The program drew on the core practices of traditional and folk arts--sociocritical literacies that bridge home and school, multi-modal instruction, apprenticeship learning, and communal effort--to provide students with the confidence and strategies of accomplished learners. English language arts achievement was assessed using a standardized state proficiency exam. Students who participated in the program received significantly higher overall scores on the exam after controlling for gender, ethnicity, English language learner and special education classifications. These findings suggest that an arts education program featuring folk and traditional arts engages students in practices that have measurable effects on their literacy development. [Nations in Neighborhoods was funded by the US Department of Education through an AEMDD grant.]

Results are reported of three years of research and development, piloting, and extended field testing of a classroom-based assessment and professional consultation system used to assess important teaching and learning variables in higher education contexts. Of particular interest is the focus of the total system on enhancing learning and newer assessment concerns such as teaching for development of higher-order thinking skills. In phase 1, the consultation/feedback model and the assessment instrument, the Student Assessment of Teaching and Learning (SATL), were developed. In phase 2 the SATL and the model were pilot tested with the inclusion of student and faculty perceptions of the instrument. Phase 3 studies of the validity and reliability of the SATL were conducted with 28 continuing-education classes. The majority of student participants were female (67.2%) most of whom were older than traditional college students. Data from 448 students were the basis for additional trials in phase 4 with nearly 1,000 students and 80 faculty members from a larger sample of evening-school classes. Results provide empirical support for the validity and reliability of the instrument and suggest that the instrument and the model provide valuable information on teaching and learning in higher education. Four tables present study data. Appendix A contains the course evaluation report profiles, and Appendix B contains the course evaluation report histograms. (Contains 32 references.) (SLD)

TO COMPARE PROGRAMED SELF-INSTRUCTION WITH THE WORKSHOP METHOD THE FOLLOWING HYPOTHESES WERE TESTED--(1) PROGRAMED SELF-INSTRUCTION IS AS EFFECTIVE AS THE WORKSHOP IN INCREASING THE EXTENSION AGENTS' KNOWLEDGE OF RADIO AS AN EXTENSION TEACHING METHOD, (2) PROGRAMED SELF-INSTRUCTION IS AS EFFECTIVE AS THE WORKSHOP METHOD IN DEVELOPING MORE POSITIVE ATTITUDES TOWARD THE USE OF RADIO, (3) PROGRAMED SELF-INSTRUCTION CHANGES EXTENSION AGENTS' SELF CONCEPT OF THEIR ABILITY TO DO RADIO TEACHING AS MUCH AS THE WORKSHOP METHOD, AND (4) AGENTS PARTICIPATING IN PROGRAMED SELF-INSTRUCTION IN RADIO WILL FEEL THAT SUCH SELF-INSTRUCTION SHOULD BE WIDELY USED IN INSERVICE TRAINING IN OTHER SUBJECT AREAS. PARTICIPATING AGENTS, A RANDOM SAMPLING FROM NAMES CHOSEN ON THE BASIS OF QUESTIONNAIRE RESPONSES FROM COUNTY CHAIRMEN, WERE DIVIDED INTO SELF-INSTRUCTION AND WORKSHOP GROUP, EACH COMPOSED OF EQUAL NUMBERS OF EACH SEX AND OF NEW AND EXPERIENCED AGENTS. BOTH GROUPS WERE PRE- AND POSTTESTED. FINDINGS SHOWED THAT PROGRAMED SELF-INSTRUCTION WAS AS EFFECTIVE AS WORKSHOP INSTRUCTION IN (1) INCREASING EXTENSION AGENTS' KNOWLEDGE OF RADIO, (2) DEVELOPING MORE POSITIVE ATTITUDES TOWARD THE USE OF RADIO IN EXTENSION TEACHING AND (3) CHANGING THE AGENTS' CONCEPT OF THEIR ABILITY TO DO RADIO TEACHING. PROGRAMED INSTRUCTION SEEMS TO OFFER POSSIBILITIES IN INSERVICE TRAINING BY ELIMINATING DIFFICULTIES CAUSED BY DISTANCE, VARYING EXPERIENCE AND LEVELS OF KNOWLEDGE, AND DELAY IN GETTING NEW AGENTS INTO GROUP TRAINING. (WB)