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Learning In Groups by David Jaques
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1Socially Constrained Structural Learning For Groups Detection In Crowd
By Francesco Solera, Simone Calderara and Rita Cucchiara
Modern crowd theories agree that collective behavior is the result of the underlying interactions among small groups of individuals. In this work, we propose a novel algorithm for detecting social groups in crowds by means of a Correlation Clustering procedure on people trajectories. The affinity between crowd members is learned through an online formulation of the Structural SVM framework and a set of specifically designed features characterizing both their physical and social identity, inspired by Proxemic theory, Granger causality, DTW and Heat-maps. To adhere to sociological observations, we introduce a loss function (G-MITRE) able to deal with the complexity of evaluating group detection performances. We show our algorithm achieves state-of-the-art results when relying on both ground truth trajectories and tracklets previously extracted by available detector/tracker systems.
“Socially Constrained Structural Learning For Groups Detection In Crowd” Metadata:
- Title: ➤ Socially Constrained Structural Learning For Groups Detection In Crowd
- Authors: Francesco SoleraSimone CalderaraRita Cucchiara
- Language: English
“Socially Constrained Structural Learning For Groups Detection In Crowd” Subjects and Themes:
Edition Identifiers:
- Internet Archive ID: arxiv-1508.01158
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The book is available for download in "texts" format, the size of the file-s is: 34.59 Mbs, the file-s for this book were downloaded 39 times, the file-s went public at Thu Jun 28 2018.
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2Talking And Learning In Groups
By Dunne, Elisabeth
Modern crowd theories agree that collective behavior is the result of the underlying interactions among small groups of individuals. In this work, we propose a novel algorithm for detecting social groups in crowds by means of a Correlation Clustering procedure on people trajectories. The affinity between crowd members is learned through an online formulation of the Structural SVM framework and a set of specifically designed features characterizing both their physical and social identity, inspired by Proxemic theory, Granger causality, DTW and Heat-maps. To adhere to sociological observations, we introduce a loss function (G-MITRE) able to deal with the complexity of evaluating group detection performances. We show our algorithm achieves state-of-the-art results when relying on both ground truth trajectories and tracklets previously extracted by available detector/tracker systems.
“Talking And Learning In Groups” Metadata:
- Title: Talking And Learning In Groups
- Author: Dunne, Elisabeth
- Language: English
“Talking And Learning In Groups” Subjects and Themes:
- Subjects: ➤ Elementary school teachers -- Training of -- England - Elementary school teachers -- Training of - Education and training - Grundschullehrer - Gruppenarbeit - Gruppenunterricht - Lehrerbildung - England - Primary schools Teachers Training - England Primary schools Teachers Professional education
Edition Identifiers:
- Internet Archive ID: talkinglearningi0000dunn
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The book is available for download in "texts" format, the size of the file-s is: 143.16 Mbs, the file-s for this book were downloaded 18 times, the file-s went public at Mon Sep 07 2020.
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3Flipped Reading Block : Making It Work: How To Flip Lessons, Blend In Technology, And Manage Small Groups To Maximize Student Learning
By Gina Pasisis
Modern crowd theories agree that collective behavior is the result of the underlying interactions among small groups of individuals. In this work, we propose a novel algorithm for detecting social groups in crowds by means of a Correlation Clustering procedure on people trajectories. The affinity between crowd members is learned through an online formulation of the Structural SVM framework and a set of specifically designed features characterizing both their physical and social identity, inspired by Proxemic theory, Granger causality, DTW and Heat-maps. To adhere to sociological observations, we introduce a loss function (G-MITRE) able to deal with the complexity of evaluating group detection performances. We show our algorithm achieves state-of-the-art results when relying on both ground truth trajectories and tracklets previously extracted by available detector/tracker systems.
“Flipped Reading Block : Making It Work: How To Flip Lessons, Blend In Technology, And Manage Small Groups To Maximize Student Learning” Metadata:
- Title: ➤ Flipped Reading Block : Making It Work: How To Flip Lessons, Blend In Technology, And Manage Small Groups To Maximize Student Learning
- Author: Gina Pasisis
- Language: English
Edition Identifiers:
- Internet Archive ID: flippedreadingbl0000gina
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The book is available for download in "texts" format, the size of the file-s is: 376.72 Mbs, the file-s for this book were downloaded 13 times, the file-s went public at Mon Jul 03 2023.
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4DTIC ADA295594: Parallel Processing And Learning: Variability And Chaos In Self-Organization Of Activity In Groups Of Neurons.
By Defense Technical Information Center
GOALS: Motivated partly by our previous work, we have attempted: (1) To determine whether there is a global mechanism that automatically adjusts the strengths of the many connections that take place between neurons. (2) To determine the source of variations in neuronal firing observed during behaviorally meaningful neural activity, whether the variations arise from determmistic processes or nondeterministic ones, and to identify the synaptic or membrane mechanisms that may give rise to them. Because biological systems are difficult to control, we have used computer simulations to examine these problems. The results indicate that the findings may be addressable in biological systems, particularly in cell cultures of two or three selectively connected neurons.
“DTIC ADA295594: Parallel Processing And Learning: Variability And Chaos In Self-Organization Of Activity In Groups Of Neurons.” Metadata:
- Title: ➤ DTIC ADA295594: Parallel Processing And Learning: Variability And Chaos In Self-Organization Of Activity In Groups Of Neurons.
- Author: ➤ Defense Technical Information Center
- Language: English
“DTIC ADA295594: Parallel Processing And Learning: Variability And Chaos In Self-Organization Of Activity In Groups Of Neurons.” Subjects and Themes:
- Subjects: ➤ DTIC Archive - Mpitsos, George J. - OREGON STATE UNIV NEWPORT HATFIELD MARINE SCIENCE CENTER - *NEURAL NETS - *LEARNING - COMPUTERIZED SIMULATION - GLOBAL - BIOLOGY - PARALLEL PROCESSING - NERVE CELLS - MEMBRANES - CELLS(BIOLOGY) - SYNAPSE - CULTURES(BIOLOGY) - SELF ORGANIZING SYSTEMS.
Edition Identifiers:
- Internet Archive ID: DTIC_ADA295594
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The book is available for download in "texts" format, the size of the file-s is: 230.79 Mbs, the file-s for this book were downloaded 93 times, the file-s went public at Fri Mar 23 2018.
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5ERIC EJ1013721: Distribution Of Feedback Among Teacher And Students In Online Collaborative Learning In Small Groups
By ERIC
This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1 = 629 & N2 = 224) involved in the collaborative development of a rubric for evaluating teaching skills using the Knowledge Forum platform. The results show that the feedback is distributed among participants (a teacher and her students), although there are important differences in the way in which this distribution occurs. The results also show that both the teacher and some of the students are able to provide verification and elaboration feedback on the learning content, the academic task at hand, and social participation. This feedback is useful for processes of knowledge construction, though significant differences are observed in the ways in which it is provided. Finally, the results show the importance of the temporal dimension for understanding how, when and for what purpose the teacher and students provide feedback to the other participants. (Contains 9 tables.)
“ERIC EJ1013721: Distribution Of Feedback Among Teacher And Students In Online Collaborative Learning In Small Groups” Metadata:
- Title: ➤ ERIC EJ1013721: Distribution Of Feedback Among Teacher And Students In Online Collaborative Learning In Small Groups
- Author: ERIC
- Language: English
“ERIC EJ1013721: Distribution Of Feedback Among Teacher And Students In Online Collaborative Learning In Small Groups” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Feedback (Response) - Teacher Student Relationship - Online Courses - Cooperative Learning - Graduate Students - College Faculty - Scoring Rubrics - Teacher Evaluation - Teaching Skills - Student Attitudes - Teacher Attitudes - Teacher Education - Teacher Competencies - Content Analysis - Case Studies - Foreign Countries - Measures (Individuals) - Teaching Methods - Knowledge Level - Concept Mapping - Coll, Cesar|Rochera, Maria Jose|de Gispert, Ines|Diaz-Barriga, Frida
Edition Identifiers:
- Internet Archive ID: ERIC_EJ1013721
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The book is available for download in "texts" format, the size of the file-s is: 11.39 Mbs, the file-s for this book were downloaded 53 times, the file-s went public at Mon Oct 01 2018.
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6Working With Excluded Groups : Guidance On Good Practice For Providers And Policy-makers In Working With Groups Under-represented In Adult Learning : Based On The Oxfordshire Widening Participation Project
By McGivney, Veronica
This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1 = 629 & N2 = 224) involved in the collaborative development of a rubric for evaluating teaching skills using the Knowledge Forum platform. The results show that the feedback is distributed among participants (a teacher and her students), although there are important differences in the way in which this distribution occurs. The results also show that both the teacher and some of the students are able to provide verification and elaboration feedback on the learning content, the academic task at hand, and social participation. This feedback is useful for processes of knowledge construction, though significant differences are observed in the ways in which it is provided. Finally, the results show the importance of the temporal dimension for understanding how, when and for what purpose the teacher and students provide feedback to the other participants. (Contains 9 tables.)
“Working With Excluded Groups : Guidance On Good Practice For Providers And Policy-makers In Working With Groups Under-represented In Adult Learning : Based On The Oxfordshire Widening Participation Project” Metadata:
- Title: ➤ Working With Excluded Groups : Guidance On Good Practice For Providers And Policy-makers In Working With Groups Under-represented In Adult Learning : Based On The Oxfordshire Widening Participation Project
- Author: McGivney, Veronica
- Language: English
“Working With Excluded Groups : Guidance On Good Practice For Providers And Policy-makers In Working With Groups Under-represented In Adult Learning : Based On The Oxfordshire Widening Participation Project” Subjects and Themes:
- Subjects: ➤ Adult education -- England - Adult education -- Wales - People with social disabilities -- Education (Continuing education) -- England - People with social disabilities -- Education (Continuing education) -- Wales - Adult learning -- England - Adult learning -- Wales - Handicapés sociaux -- Éducation -- Grande-Bretagne - Apprentissage adulte -- Grande-Bretagne - Éducation des adultes -- Grande-Bretagne - Adult education - Adult learning - Erwachsenenbildung - Unterprivilegierung - Apprentissage chez l'adulte - Éducation des adultes - Éducation permanente - Handicapé social - Management, administration, and business studies - Sociology - Education and training - England - Wales - Royaume-Uni
Edition Identifiers:
- Internet Archive ID: workingwithexclu0000mcgi
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The book is available for download in "texts" format, the size of the file-s is: 71.39 Mbs, the file-s for this book were downloaded 16 times, the file-s went public at Mon Jun 21 2021.
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7DTIC ADA264224: Parallel Processing And Learning: Variability And Chaos In Self- Organization Of Activity In Groups Of Neurons
By Defense Technical Information Center
Computer simulations of catalytic networks. Andrade et al. (1993) have recently published the results of our first simulations, and have addressed the problem of the effect that catalytic error has in controlling system dynamics. Simulations of large networks are being designed in order examine spatio-temporal dynamics in reaction-diffusion systems. The aim is to develop visualization and analysis methods to apply large networks composed of biologically realistic neurons. Immunohistochemical studies have examined mammalian tissues that may be useful as model systems to examine distributed function in neurotransmission and neuromodulation (Soinila and Mpitsos, 1992; Soinila et al., 1992). It is necessary, as these and other publications (e.g., Mpitsos and Soinila, 1993) indicate, not only to understand neural organization in a simple animal, but also to examine the applicability of the findings to higher animals, and, if possible, to humans. Molecular biological studies of muscarinic receptors: In previous AFOSR-published work, Murray et al. (1985) and Murray and Mpitsos (1988) showed further that brief pharmacologic blocking of these receptors enhances 1-Trial associative learning. Over the past year, we have developed cloning vectors for generating fusing proteins to all of the five known muscarinic receptor subtypes in humans. Our next step is to obtaine immunofluorescent antisera to the fusion proteins in order to visually identify cells containing the different muscarinic receptors. The in-between step will be to determine the specificity of the antisera. The findings will be applicable not only to our experimental animal, but also to studies of learning and pathologies in humans.
“DTIC ADA264224: Parallel Processing And Learning: Variability And Chaos In Self- Organization Of Activity In Groups Of Neurons” Metadata:
- Title: ➤ DTIC ADA264224: Parallel Processing And Learning: Variability And Chaos In Self- Organization Of Activity In Groups Of Neurons
- Author: ➤ Defense Technical Information Center
- Language: English
“DTIC ADA264224: Parallel Processing And Learning: Variability And Chaos In Self- Organization Of Activity In Groups Of Neurons” Subjects and Themes:
- Subjects: ➤ DTIC Archive - Mpitsos, George J - OREGON STATE UNIV NEWPORT HATFIELD MARINE SCIENCE CENTER - *PARALLEL PROCESSING - *LEARNING - COMPUTERIZED SIMULATION - NETWORKS - CHAOS - MEMORY(PSYCHOLOGY)
Edition Identifiers:
- Internet Archive ID: DTIC_ADA264224
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The book is available for download in "texts" format, the size of the file-s is: 4.14 Mbs, the file-s for this book were downloaded 46 times, the file-s went public at Sat Mar 10 2018.
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8ERIC ED404569: Adult Learning In Groups. Practice Application Brief.
By ERIC
To develop adult learning groups in formal educational settings, the educator must understand the nature of learning in groups. Three types of group learning are instrumental, communicative, and emancipatory. The type of learning that occurs in groups varies according to the learning tasks and goals. Group learning that has as its goal the acquisition of instrumental knowledge is cooperative. The term collaborative describes group learning based on communicative knowledge. Transformative applies to learning groups that seek emancipatory knowledge. Cooperative learning focuses on the learning of individuals; as groups engage in collaborative or transformative learning, the distinction between individual and group learning becomes more invisible. The facilitator fosters, assists, supports, and helps with accomplishing learning tasks by sharing responsibilities with learners; establishes and maintains the group learning environment; and provides information about the group process. The facilitator's roles and responsibilities change to correspond to the group's purposes and goals. Size is an important characteristic of groups, with smaller groups (six or less) being more cohesive and productive. Facilitator-selected groups tend to perform better. Important considerations when structuring group learning for adults are the experience's purpose, an appropriate role for the facilitator, and group formation. (YLB)
“ERIC ED404569: Adult Learning In Groups. Practice Application Brief.” Metadata:
- Title: ➤ ERIC ED404569: Adult Learning In Groups. Practice Application Brief.
- Author: ERIC
- Language: English
“ERIC ED404569: Adult Learning In Groups. Practice Application Brief.” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Adult Education - Adult Learning - Cooperative Learning - Group Dynamics - Groups - Transformative Learning - Imel, Susan
Edition Identifiers:
- Internet Archive ID: ERIC_ED404569
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The book is available for download in "texts" format, the size of the file-s is: 4.02 Mbs, the file-s for this book were downloaded 202 times, the file-s went public at Sat Dec 19 2015.
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9ERIC EJ847776: Creating Effective Collaborative Learning Groups In An Online Environment
By ERIC
Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts) from the Foundations course in the Master of Distance Education (MDE) program offered jointly by University of Maryland University College (UMUC) and the University of Oldenburg does not support the authors' original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes. (Contains 2 figures and 1 table.)
“ERIC EJ847776: Creating Effective Collaborative Learning Groups In An Online Environment” Metadata:
- Title: ➤ ERIC EJ847776: Creating Effective Collaborative Learning Groups In An Online Environment
- Author: ERIC
- Language: English
“ERIC EJ847776: Creating Effective Collaborative Learning Groups In An Online Environment” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Educational Strategies - Distance Education - Online Courses - Cooperative Learning - Instructional Effectiveness - Instructional Design - Learner Engagement - Grouping (Instructional Purposes) - Performance Factors - Longitudinal Studies - Computer Mediated Communication - Aptitude Treatment Interaction - Cooperative Programs - Curriculum Based Assessment - Brindley, Jane E. - Walti, Christine - Blaschke, Lisa M.
Edition Identifiers:
- Internet Archive ID: ERIC_EJ847776
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The book is available for download in "texts" format, the size of the file-s is: 10.84 Mbs, the file-s for this book were downloaded 47 times, the file-s went public at Thu May 26 2016.
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10ERIC ED479777: Reading Lives: Creating And Sustaining Learning About Culture And Literacy Education In Teacher Study Groups.
By ERIC
Isolated from other professionals, teachers and their practice are embedded within a hierarchical system in which the day-to-day activities are governed by external forces: administrative mandates, parental request, and currently, legislative directives. One issue facing teachers today and about which their voices are infrequently heard is that of culture, and the growing diversity of the pupil population of the United States. This diversity stands in contrast to a notable lack of apparent diversity in the teaching force. This paper is about teacher study groups as activity settings where teachers might break free of that isolation and engage in powerful learning about culture and literacy. The paper reports on research conducted from 1995 through 1997 on two study group contexts for teacher learning--one focused on exploring culture, literacy, and autobiography through a master's course, and a subsequent voluntary book club called the Literary Circle, which continued for two years. The paper states that the study of the activity settings and participants' conversations in the course and the book club led to the theorizing about the meaning of "sustain" and "sustainable" when referring to teacher development in study groups. It first describes the research into the two study groups, as well as the underlying rationale for the thematic focus and value placed on conversations within the study group. It then shifts focus to a discussion of sustainability in light of the groups' described activities and subsequent initiatives. (Contains 27 references.) (NKA)
“ERIC ED479777: Reading Lives: Creating And Sustaining Learning About Culture And Literacy Education In Teacher Study Groups.” Metadata:
- Title: ➤ ERIC ED479777: Reading Lives: Creating And Sustaining Learning About Culture And Literacy Education In Teacher Study Groups.
- Author: ERIC
- Language: English
“ERIC ED479777: Reading Lives: Creating And Sustaining Learning About Culture And Literacy Education In Teacher Study Groups.” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Cultural Awareness - Educational Research - Elementary Secondary Education - Learning Activities - Literacy - Participant Observation - Teacher Participation - Florio-Ruane, Susan - Raphael, Taffy E.
Edition Identifiers:
- Internet Archive ID: ERIC_ED479777
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11ERIC ED370977: When Two Heads Are Worse Than One, Revisited: Confidence Resolutions By Individuals In Structured Learning Groups.
By ERIC
Individual and group assessments of quiz accuracy and students' discrimination of what they know and what they do not know regarding course material were examined using confidence ratings from 22 graduate students, 47 undergraduates, and their 23 heterogeneous learning groups over 6 quizzes. Students first took each multiple choice quiz as individuals and then as a group. Students received instruction regarding metamemory, confidence calibrations, and overconfidence after the first three quizzes. It was hypothesized that individuals and their groups would use this information to adjust their confidence ratings to discriminate appropriately between correct and wrong quiz answers. Within groups, students improved their accuracy, but did not appropriately adjust their confidence judgments. Moreover, the improved accuracy in groups came at a cost of increased confidence for wrong answers. Neither relevant information about metamemory nor assignment to structured learning groups was effective at improving students' assignments of confidence judgments, and may even have made it worse. Factors affecting group decision making appear to be high individual confidence and a majority effect, with educational status a marginally contributing component. There are six figures and two tables. (Contains 19 references.) (Author/SLD)
“ERIC ED370977: When Two Heads Are Worse Than One, Revisited: Confidence Resolutions By Individuals In Structured Learning Groups.” Metadata:
- Title: ➤ ERIC ED370977: When Two Heads Are Worse Than One, Revisited: Confidence Resolutions By Individuals In Structured Learning Groups.
- Author: ERIC
- Language: English
“ERIC ED370977: When Two Heads Are Worse Than One, Revisited: Confidence Resolutions By Individuals In Structured Learning Groups.” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Confidence Testing - Decision Making - Graduate Students - Group Dynamics - Higher Education - Knowledge Level - Metacognition - Multiple Choice Tests - Self Concept - Small Group Instruction - Test Results - Testing Problems - Undergraduate Students
Edition Identifiers:
- Internet Archive ID: ERIC_ED370977
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12ERIC ED406245: Developing And Implementing A Model For Improving Global Awareness In The Secondary School With Collaborative Learning Groups Through The Aid Of A Multimedia Approach.
By ERIC
This practicum aimed to improve global awareness among middle school students. One specific goal was to increase the students' concept of the world and their global perspective. A second goal was to increase the students' geographic knowledge, enabling them to locate sites of current world events and affairs on a map or globe. Students were taught the geographic locational skills needed for learning the global issues and their localities in the world. The students synthesized facts about global interdependence. They wrote essays and reports derived from library research. Each student kept a current events notebook throughout the implementation of the practicum process. They were provided with 32 weeks of lessons, activities, and projects divided into 3 phases. Outcomes from this practicum experience were very positive. All six of the practicum's objectives were achieved and surpassed. The students gained knowledge of global interdependence. Their geographic skills improved. Finally, the students gained an interest in worldwide current events and affairs. The global awareness survey instrument and the geographic locational skills test are appended. (DB)
“ERIC ED406245: Developing And Implementing A Model For Improving Global Awareness In The Secondary School With Collaborative Learning Groups Through The Aid Of A Multimedia Approach.” Metadata:
- Title: ➤ ERIC ED406245: Developing And Implementing A Model For Improving Global Awareness In The Secondary School With Collaborative Learning Groups Through The Aid Of A Multimedia Approach.
- Author: ERIC
- Language: English
“ERIC ED406245: Developing And Implementing A Model For Improving Global Awareness In The Secondary School With Collaborative Learning Groups Through The Aid Of A Multimedia Approach.” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Cooperative Learning - Current Events - Geography Instruction - Global Approach - Global Education - International Relations - Junior High School Students - Junior High Schools - Middle School Students - Middle Schools - Multimedia Instruction - Teaching Methods - World Affairs - Angry, Raymond
Edition Identifiers:
- Internet Archive ID: ERIC_ED406245
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13Learning To Work In Groups; A Program Guide For Educational Leaders
By Miles, Matthew B
This practicum aimed to improve global awareness among middle school students. One specific goal was to increase the students' concept of the world and their global perspective. A second goal was to increase the students' geographic knowledge, enabling them to locate sites of current world events and affairs on a map or globe. Students were taught the geographic locational skills needed for learning the global issues and their localities in the world. The students synthesized facts about global interdependence. They wrote essays and reports derived from library research. Each student kept a current events notebook throughout the implementation of the practicum process. They were provided with 32 weeks of lessons, activities, and projects divided into 3 phases. Outcomes from this practicum experience were very positive. All six of the practicum's objectives were achieved and surpassed. The students gained knowledge of global interdependence. Their geographic skills improved. Finally, the students gained an interest in worldwide current events and affairs. The global awareness survey instrument and the geographic locational skills test are appended. (DB)
“Learning To Work In Groups; A Program Guide For Educational Leaders” Metadata:
- Title: ➤ Learning To Work In Groups; A Program Guide For Educational Leaders
- Author: Miles, Matthew B
- Language: English
“Learning To Work In Groups; A Program Guide For Educational Leaders” Subjects and Themes:
- Subjects: Forums (Discussion and debate) - Forums (Discussions et débats) - Groepsonderwijs - Learning
Edition Identifiers:
- Internet Archive ID: learningtoworkin0000mile_l4n0
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14The Social Lives Of Young Children : Play, Conflict And Moral Learning In Day-care Groups
By Singer, Elly (Elisabeth), 1948-
This practicum aimed to improve global awareness among middle school students. One specific goal was to increase the students' concept of the world and their global perspective. A second goal was to increase the students' geographic knowledge, enabling them to locate sites of current world events and affairs on a map or globe. Students were taught the geographic locational skills needed for learning the global issues and their localities in the world. The students synthesized facts about global interdependence. They wrote essays and reports derived from library research. Each student kept a current events notebook throughout the implementation of the practicum process. They were provided with 32 weeks of lessons, activities, and projects divided into 3 phases. Outcomes from this practicum experience were very positive. All six of the practicum's objectives were achieved and surpassed. The students gained knowledge of global interdependence. Their geographic skills improved. Finally, the students gained an interest in worldwide current events and affairs. The global awareness survey instrument and the geographic locational skills test are appended. (DB)
“The Social Lives Of Young Children : Play, Conflict And Moral Learning In Day-care Groups” Metadata:
- Title: ➤ The Social Lives Of Young Children : Play, Conflict And Moral Learning In Day-care Groups
- Author: ➤ Singer, Elly (Elisabeth), 1948-
- Language: English
Edition Identifiers:
- Internet Archive ID: sociallivesofyou0000sing
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15ERIC EJ1115854: The Self-Formation Of Collaborative Groups In A Problem Based Learning Environment
By ERIC
The aim of this paper is to present "the three steps method" of the self-formation of collaborative groups in a problem-based learning environment. The self-formation of collaborative groups is based on sharing of accountability among students for solving instructional problems. The steps of the method are planning collaborative problem solving, self-evaluation of students, and building collaborative groups. The planning comprises determination of the nomenclature of higher order thinking (HOT) skills, defining the instructional problems and their complexity levels, creating problem groups according to the complexity levels, setting the problem-relevant HOT skills, determining the accountability measure and the assessments of accountability for solving the problems. The self-evaluation includes self-detection of personal HOT skills, measurement of the diversity between the personal HOT skills and the problem-relevant skills based on the proposed diversity measure, and self-evaluation of willingness and desire of a student to take accountability for solving the instructional problems. The personal willingness is evaluated by the diversity measure. The desire is guided by the accountability assessments for problem solving. Coordination of the self-evaluation outcomes allows building collaborative groups. A group's composition is adjusted by the specific requirements of an instructor.
“ERIC EJ1115854: The Self-Formation Of Collaborative Groups In A Problem Based Learning Environment” Metadata:
- Title: ➤ ERIC EJ1115854: The Self-Formation Of Collaborative Groups In A Problem Based Learning Environment
- Author: ERIC
- Language: English
“ERIC EJ1115854: The Self-Formation Of Collaborative Groups In A Problem Based Learning Environment” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Problem Based Learning - Cooperative Learning - Thinking Skills - Problem Solving - Self Evaluation (Individuals) - Accountability - Groups - Students - Raiyn, Jamal|Tilchin, Oleg
Edition Identifiers:
- Internet Archive ID: ERIC_EJ1115854
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16Fostering Learning In Small Groups : A Practical Guide
By Westberg, Jane
The aim of this paper is to present "the three steps method" of the self-formation of collaborative groups in a problem-based learning environment. The self-formation of collaborative groups is based on sharing of accountability among students for solving instructional problems. The steps of the method are planning collaborative problem solving, self-evaluation of students, and building collaborative groups. The planning comprises determination of the nomenclature of higher order thinking (HOT) skills, defining the instructional problems and their complexity levels, creating problem groups according to the complexity levels, setting the problem-relevant HOT skills, determining the accountability measure and the assessments of accountability for solving the problems. The self-evaluation includes self-detection of personal HOT skills, measurement of the diversity between the personal HOT skills and the problem-relevant skills based on the proposed diversity measure, and self-evaluation of willingness and desire of a student to take accountability for solving the instructional problems. The personal willingness is evaluated by the diversity measure. The desire is guided by the accountability assessments for problem solving. Coordination of the self-evaluation outcomes allows building collaborative groups. A group's composition is adjusted by the specific requirements of an instructor.
“Fostering Learning In Small Groups : A Practical Guide” Metadata:
- Title: ➤ Fostering Learning In Small Groups : A Practical Guide
- Author: Westberg, Jane
- Language: English
“Fostering Learning In Small Groups : A Practical Guide” Subjects and Themes:
- Subjects: ➤ Medicine -- Study and teaching - Group work in education - Education, Medical -- methods - Group Structure - MEDICAL -- Education & Training - Groepsonderwijs - Begeleiding
Edition Identifiers:
- Internet Archive ID: fosteringlearnin0000west
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17ERIC ED011463: MULTIPLE CLASSES--LEARNING IN SMALL GROUPS.
By ERIC
MULTIPLE CLASSES ARE DEFINED AS THOSE IN WHICH THE TEACHER GUIDES THE LEARNING ENDEAVORS OF TWO OR MORE GROUPS OF PUPILS IN TWO OR MORE COURSES IN ONE ROOM AND IN THE SAME PERIOD OF THE DAILY SCHEDULE. SOME EXAMPLES ARE DESCRIBED, AND THE ABILITY OF MULTIPLE CLASSES TO MEET CERTAIN NEEDS, SPECIFIC PROCEDURES FOR STARTING MULTIPLE CLASSES, USE OF LEARNING MATERIALS AND EQUIPMENT, AND EFFICIENT USE OF SPACE IN MULTIPLE CLASSES ARE DISCUSSED IN DETAIL. A DISCUSSION OF SMALL GROUP LEARNING IS INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CATSKILL AREA PROJECT IN SMALL SCHOOL DESIGN, STATE UNIVERSITY COLLEGE OF EDUCATION, ONEONTA, NEW YORK, FOR $0.50. (FS)
“ERIC ED011463: MULTIPLE CLASSES--LEARNING IN SMALL GROUPS.” Metadata:
- Title: ➤ ERIC ED011463: MULTIPLE CLASSES--LEARNING IN SMALL GROUPS.
- Author: ERIC
- Language: English
“ERIC ED011463: MULTIPLE CLASSES--LEARNING IN SMALL GROUPS.” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Classroom Design - Conferences - Electronic Equipment - Equipment Utilization - Flexible Scheduling - Grouping (Instructional Purposes) - Improvement Programs - Individual Differences - Individual Instruction - Instructional Materials - Integrated Activities - Interdisciplinary Approach - Learning Theories - Multipurpose Classrooms - Planning - Small Group Instruction - Small Schools - Students - Study Skills - Teacher Aides - Teachers - HODGDON, EVELYN - AND OTHERS
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- Internet Archive ID: ERIC_ED011463
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18Learning Concepts First: A Course Structure With Improved Educational Outcomes In The Short, Medium, And Long Terms (Especially For Minority Groups Underrepresented In Physics)
By David J. Webb
An active learning physics course (treatment) was re-organized in an attempt to increase students' problem solving abilities. This re-organized course covered all of the relevant concepts in the first 6 weeks with the final 4 weeks spent in practice at solving complicated problems (those requiring students to use higher order cognitive abilities). A second active learning course (control) was taught in the same quarter by the same instructor using the same curricular materials but covering material in the standard (chapter-by-chapter) order. After accounting for incoming student characteristics, students from the treatment course scored significantly better than the control for two outcome measures: i) the final exam and ii) their immediately subsequent physics course. More importantly, students from minority groups who are underrepresented in physics had final exam scores as well as class grades that were indistinguishable from the rest of their class if and only if they were in the treatment class. Finally, many of the students in this cohort took a Concepts First course in their third quarter of introductory physics. The students who took at least one Concepts First course are found to have significantly higher rates of graduation with a STEM major than those students from this cohort who did not take a Concepts First course.
“Learning Concepts First: A Course Structure With Improved Educational Outcomes In The Short, Medium, And Long Terms (Especially For Minority Groups Underrepresented In Physics)” Metadata:
- Title: ➤ Learning Concepts First: A Course Structure With Improved Educational Outcomes In The Short, Medium, And Long Terms (Especially For Minority Groups Underrepresented In Physics)
- Author: David J. Webb
“Learning Concepts First: A Course Structure With Improved Educational Outcomes In The Short, Medium, And Long Terms (Especially For Minority Groups Underrepresented In Physics)” Subjects and Themes:
- Subjects: Physics Education - Physics
Edition Identifiers:
- Internet Archive ID: arxiv-1605.02390
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19ERIC ED512114: Strategies To Increase Participation In Cooperative Learning Groups
By ERIC
This action research examines how focused organization, group roles, and gender grouping impact student participation when working in a cooperative group setting. Fifty-two sixth graders were studied for a period of nine weeks. Results show when students are organized in their cooperative groups, there will be an increase in student participation. Participation also increased when students were given assigned roles. Lastly, this research shows that my hypothesis was incorrect by thinking participation would increase when students work in same gender cooperative groups. To come to these results, data was collected using a triangular approach focusing on observations, change in grades, and questionnaires. The following are appended: (1) Data Collection Matrix; (2) Teacher Observation Log: Focused Organization; (3) Focused Organization; (4) Teacher Observation Log: Group Roles; (5) Student Roles; (6) Group Roles; (7) Teacher Observation Log: Gender Grouping; and (8) Gender Grouping. (Contains 5 figures.)
“ERIC ED512114: Strategies To Increase Participation In Cooperative Learning Groups” Metadata:
- Title: ➤ ERIC ED512114: Strategies To Increase Participation In Cooperative Learning Groups
- Author: ERIC
- Language: English
“ERIC ED512114: Strategies To Increase Participation In Cooperative Learning Groups” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Action Research - Student Participation - Cooperative Learning - Grade 6 - Teaching Methods - Group Activities - Gender Differences - Student Role - Observation - Questionnaires - Maher, Laura
Edition Identifiers:
- Internet Archive ID: ERIC_ED512114
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20Learning To Work In Groups
This action research examines how focused organization, group roles, and gender grouping impact student participation when working in a cooperative group setting. Fifty-two sixth graders were studied for a period of nine weeks. Results show when students are organized in their cooperative groups, there will be an increase in student participation. Participation also increased when students were given assigned roles. Lastly, this research shows that my hypothesis was incorrect by thinking participation would increase when students work in same gender cooperative groups. To come to these results, data was collected using a triangular approach focusing on observations, change in grades, and questionnaires. The following are appended: (1) Data Collection Matrix; (2) Teacher Observation Log: Focused Organization; (3) Focused Organization; (4) Teacher Observation Log: Group Roles; (5) Student Roles; (6) Group Roles; (7) Teacher Observation Log: Gender Grouping; and (8) Gender Grouping. (Contains 5 figures.)
“Learning To Work In Groups” Metadata:
- Title: Learning To Work In Groups
- Language: English
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- Internet Archive ID: learningtoworkin0000unse_g7n0
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21Chapter 6 Problem-based Learning In International Online Groups
Open Networked Learning is an open online professional development course for educators in higher education who wish to investigate and discuss the design and teaching of collaborative online courses. The course is organised in a unique partnership between 14 institutions in six countries and is both an institutional professional development course and an arena for virtual exchange between educators from different cultures, institutions and disciplines. This chapter describes how the course successfully implements problem-based learning in facilitated groups in an online environment. The course employs a multi-layered approach to openness and allows learners to participate on three levels: as part of the course community, within the problem-based learning group and with individual reflection in a learning blog. This chapter examines the opportunities and challenges that have arisen and points to possible solutions.
“Chapter 6 Problem-based Learning In International Online Groups” Metadata:
- Title: ➤ Chapter 6 Problem-based Learning In International Online Groups
- Language: English
Edition Identifiers:
- Internet Archive ID: oapen-20.500.12657-50928
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22ERIC EJ1067581: Understanding The Peer Assisted Learning Model: "Student Study Groups In Challenging College Courses"
By ERIC
The Peer Assisted Learning (PAL) program at the University of Minnesota is a primary academic support program for historically difficult, introductory college courses that serve as gatekeepers to academic degree programs. Based upon operating principles of other academic support programs and educational theories, PAL is integrated into the courses it serves. The PAL groups review essential course content, model cognitive learning strategies to deepen understanding, and promote metacognitive awareness so students are autonomous learners in courses without academic support services. The PAL approach operates at the confluence of collaborative learning, cooperative learning groups, and learning communities. This article provides a detailed overview of the PAL model, educational theories upon which it is based, and how variations of it are implemented at the institution. Quantitative and qualitative studies reveal academic and personal benefits for participating students and those serving as PAL facilitators. The studies validate the role of PAL with closing the achievement gap between students of different ethnicities and levels of academic preparedness for rigorous college courses in mathematics and science.
“ERIC EJ1067581: Understanding The Peer Assisted Learning Model: "Student Study Groups In Challenging College Courses"” Metadata:
- Title: ➤ ERIC EJ1067581: Understanding The Peer Assisted Learning Model: "Student Study Groups In Challenging College Courses"
- Author: ERIC
- Language: English
“ERIC EJ1067581: Understanding The Peer Assisted Learning Model: "Student Study Groups In Challenging College Courses"” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Cooperative Learning - Communities of Practice - Self Directed Groups - Study - Group Activities - Peer Teaching - Undergraduate Study - Introductory Courses - Difficulty Level - Learning Strategies - Models - Tutoring - Tutorial Programs - Educational Benefits - Achievement Gap - Program Descriptions - Facilitators (Individuals) - Program Evaluation - Metacognition - Arendale, David R.
Edition Identifiers:
- Internet Archive ID: ERIC_EJ1067581
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23Generations Learning Together : Learning Activities For Intergenerational Groups In The Church
By Griggs, Donald L
The Peer Assisted Learning (PAL) program at the University of Minnesota is a primary academic support program for historically difficult, introductory college courses that serve as gatekeepers to academic degree programs. Based upon operating principles of other academic support programs and educational theories, PAL is integrated into the courses it serves. The PAL groups review essential course content, model cognitive learning strategies to deepen understanding, and promote metacognitive awareness so students are autonomous learners in courses without academic support services. The PAL approach operates at the confluence of collaborative learning, cooperative learning groups, and learning communities. This article provides a detailed overview of the PAL model, educational theories upon which it is based, and how variations of it are implemented at the institution. Quantitative and qualitative studies reveal academic and personal benefits for participating students and those serving as PAL facilitators. The studies validate the role of PAL with closing the achievement gap between students of different ethnicities and levels of academic preparedness for rigorous college courses in mathematics and science.
“Generations Learning Together : Learning Activities For Intergenerational Groups In The Church” Metadata:
- Title: ➤ Generations Learning Together : Learning Activities For Intergenerational Groups In The Church
- Author: Griggs, Donald L
- Language: English
“Generations Learning Together : Learning Activities For Intergenerational Groups In The Church” Subjects and Themes:
Edition Identifiers:
- Internet Archive ID: generationslearn0000grig
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24ERIC ED344898: A Comparison Of Different Instructor Intervention Strategies In Cooperative Learning Groups At The College Level.
By ERIC
The use of cooperative learning at the college level was studied by investigating whether different instructor intervention approaches would affect the achievement of college students using cooperative learning methods. Subjects were 97 undergraduate elementary education majors enrolled in three sections of a curriculum course at the University of South Florida (Tampa) College of Education during the second semester of the 1990-91 academic year. Nineteen learning teams were formed and randomly assigned to treatment conditions as follows: (1) directions and materials provided, but no instructor assistance (control group); (2) instructors provided advance organizers; and (3) instructors met with groups after sessions to answer questions and provide assistance. All treatment groups read the same materials and followed a similar schedule of activities. A pretest was followed by a posttest and an attitude questionnaire after the 2-week period. On the posttest, the control and follow-up discussion groups had nearly identical mean scores, with the mean for the advance organizer group more than two points higher. Students liked the cooperative learning situation, believed they learned the materials well, and preferred instructor assistance to the control condition. Results suggest that advance organizers may yield greater learning than do follow-up discussions. Five tables present study findings, and a 17-item list of references is included. (SLD)
“ERIC ED344898: A Comparison Of Different Instructor Intervention Strategies In Cooperative Learning Groups At The College Level.” Metadata:
- Title: ➤ ERIC ED344898: A Comparison Of Different Instructor Intervention Strategies In Cooperative Learning Groups At The College Level.
- Author: ERIC
- Language: English
“ERIC ED344898: A Comparison Of Different Instructor Intervention Strategies In Cooperative Learning Groups At The College Level.” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Advance Organizers - Attitude Measures - Classroom Techniques - Comparative Analysis - Control Groups - Cooperative Learning - Education Majors - Elementary Education - Experimental Groups - Higher Education - Instructional Effectiveness - Pretests Posttests - Professors - Student Attitudes - Teacher Role - Teaching Methods - Undergraduate Students
Edition Identifiers:
- Internet Archive ID: ERIC_ED344898
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25Associative Learning Of Social Value In Dynamic Groups
By Oriel FeldmanHall
The use of cooperative learning at the college level was studied by investigating whether different instructor intervention approaches would affect the achievement of college students using cooperative learning methods. Subjects were 97 undergraduate elementary education majors enrolled in three sections of a curriculum course at the University of South Florida (Tampa) College of Education during the second semester of the 1990-91 academic year. Nineteen learning teams were formed and randomly assigned to treatment conditions as follows: (1) directions and materials provided, but no instructor assistance (control group); (2) instructors provided advance organizers; and (3) instructors met with groups after sessions to answer questions and provide assistance. All treatment groups read the same materials and followed a similar schedule of activities. A pretest was followed by a posttest and an attitude questionnaire after the 2-week period. On the posttest, the control and follow-up discussion groups had nearly identical mean scores, with the mean for the advance organizer group more than two points higher. Students liked the cooperative learning situation, believed they learned the materials well, and preferred instructor assistance to the control condition. Results suggest that advance organizers may yield greater learning than do follow-up discussions. Five tables present study findings, and a 17-item list of references is included. (SLD)
“Associative Learning Of Social Value In Dynamic Groups” Metadata:
- Title: ➤ Associative Learning Of Social Value In Dynamic Groups
- Author: Oriel FeldmanHall
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26PLAY - Differences In Fear Learning Across Different Age Groups Amongst Individuals With Chronic Pain And Pain Free Peers
By Clara Helena Brinkmann, Emma Biggs and Ann Meulders
When pain persists in the absence of injury or beyond the normal healing time (typically >3 months) it no longer serves a protective role and can lead to disability and reduced quality of life. Previous research has demonstrated that altered learning processes play a crucial role in the development, maintenance, and reduction of chronic pain (Meulders et a., 2020; Gatzounis et al., 2021). Specifically, impaired safety learning (Schlitt et al., 2021: Zaman et al., 2015) excessive fear generalization (Meulders et al., 2014; Meulders et al., 2015) and resistance to extinction learning (Meulders et al., 2015) are typically observed in comparisons of adults with chronic pain compared to pain-free peers. Furthermore, these processes can result in individual engaging in maladaptive behaviors that maintain disability (Meulders et al., 2019; Breivik et al., 2006). While this research has informed contemporary models of pain-related disability and its treatment, investigation in adolescents (12-24 years) is limited, despite an equally high prevalence of chronic pain in this group. Research into learning processes in this population has largely been in the field of anxiety, and has demonstrated less differential learning, greater generalization, and reduced extinction when compared to adults. Therefore, we propose a comprehensive study of pain-related fear acquisition, generalization and extinction across adolescents and adults in both chronic pain and pain-free participants, with the aim of ascertaining the degree of generalizability of findings from adults to adolescents.
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- Title: ➤ PLAY - Differences In Fear Learning Across Different Age Groups Amongst Individuals With Chronic Pain And Pain Free Peers
- Authors: Clara Helena BrinkmannEmma BiggsAnn Meulders
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27ERIC ED371027: The Effects Of Knowledge And Task On Students' Peer-Directed Questions In Modified Cooperative Learning Groups.
By ERIC
The present study attempts to expand current question categorization schemes to identify question types that discriminate good learners from their peers in collaborative problem-solving groups. The study also explores the effects of person and task variables on students' question-asking behaviors in an effort to identify those that facilitate mathematics problem solving. Forty-seven fifth graders from two independent urban schools that use cooperative-learning methods participated in the study. Students were asked to solve fraction problems in one set containing continuous problems and in another set consisting of discrete problems. A question-categorization scheme was devised to code student requests to each other for information or assistance. No significant differences were found in the numbers of questions asked by students of high, low, or average ability. Although this appears contradictory to some previous results, it may be that including question types that were not exclusively help seeking explains the discrepancy. Overall, results indicate that type of task interacts with student characteristics and the setting to affect performance and students' peer-directed questions. Prior experience with cooperative-learning groups appears to have affected problem-solving and questioning performance. Two figures present study findings. (Contains 73 references.) (SLD)
“ERIC ED371027: The Effects Of Knowledge And Task On Students' Peer-Directed Questions In Modified Cooperative Learning Groups.” Metadata:
- Title: ➤ ERIC ED371027: The Effects Of Knowledge And Task On Students' Peer-Directed Questions In Modified Cooperative Learning Groups.
- Author: ERIC
- Language: English
“ERIC ED371027: The Effects Of Knowledge And Task On Students' Peer-Directed Questions In Modified Cooperative Learning Groups.” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Behavior Patterns - Classification - Coding - Cooperative Learning - Elementary School Students - Grade 5 - Grouping (Instructional Purposes) - Help Seeking - Intermediate Grades - Knowledge Level - Mathematics Education - Peer Relationship - Performance - Problem Solving - Questioning Techniques - Student Characteristics - Urban Schools
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- Internet Archive ID: ERIC_ED371027
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28ERIC ED529983: The Effects Of Differentiating Instruction By Learning Styles On Problem Solving In Cooperative Groups
By ERIC
It can be difficult to find adequate strategies when teaching problem solving in a standard based mathematics classroom. The purpose of this study was to improve students' problem solving skills and attitudes through differentiated instruction when working on lengthy performance tasks in cooperative groups. This action research studied for 15 days whether students in a treatment group (n = 28), who were grouped by learning styles (auditory, kinesthetic, and visual), would display greater ability learning the standards or display better attitudes towards problem solving when compared to a control group (n = 28) who were grouped in random cooperative groups. When the qualitative and quantitative data were analyzed, the results demonstrated that the treatment group did not show significant gains when compared to random cooperative groups. The following are appended: (1) Instructional Unit Plan: Quadratic Investigations; (2) Peer-Review Instructional Plan Rubric; (3) Unit 5 Math I Test: Factoring and Solving Quadratics; (4) Student Problem Solving Attitudes Scale; (5) Performance Task Answer Sheet; (6) Product Grading Rubric; (7) Learning Channel Preference; (8) Learning Style Menu; (9) Note Taking for Reflective Journal; (10) Reflective Journal Prompts; and (11) Learning Style Survey. (Contains 12 tables.)
“ERIC ED529983: The Effects Of Differentiating Instruction By Learning Styles On Problem Solving In Cooperative Groups” Metadata:
- Title: ➤ ERIC ED529983: The Effects Of Differentiating Instruction By Learning Styles On Problem Solving In Cooperative Groups
- Author: ERIC
- Language: English
“ERIC ED529983: The Effects Of Differentiating Instruction By Learning Styles On Problem Solving In Cooperative Groups” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Individualized Instruction - Cognitive Style - Homogeneous Grouping - Cooperative Learning - Problem Solving - Mathematics Instruction - Student Attitudes - Action Research - Control Groups - Experimental Groups - Grade 9 - High School Students - Secondary School Mathematics - Scoring Rubrics - Attitude Measures - Answer Sheets - Student Surveys - Westbrook, Amy F.
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29DTIC ADA285668: Parallel Processing And Learning: Variability And Chaos In Self- Organization Of Activity In Groups Of Neurons
By Defense Technical Information Center
I. Progress on the behavioral and the molecular biological goals: (1) We have finished, as originally proposed, the software and first actual physical system for computer-controlled training procedures with which to shape animal behavior and to perform learning-conditioning experiments. (2) We have constructed molecular biological vectors for generating muscarinic cholinergic receptor proteins pertaining specifically to all of the five known muscarinic receptors--this work follows on previous AFOSR-funded work relating to cholinergic enhancement of associative learning 14,15,11-13. II. Progress into the implications of attractors, perturbation analysis of neurons, and the use of language theory: (3) We have developed the conceptual rationale and conducted computer experiments to show that attractor gradients provide an integrative principle that globally acts on all synapses in a network of cooperative neurons. The consequences of this are extensive, and much naturally falls out naturally, e.g: synaptic strengths are optimally set with one another; the size of the Attractors, Dissipative action, learning, Muscarinic receptors, Symbolic dynamics, Finite-state automata, Neural networks, Neuron membrane perturbation analysis.
“DTIC ADA285668: Parallel Processing And Learning: Variability And Chaos In Self- Organization Of Activity In Groups Of Neurons” Metadata:
- Title: ➤ DTIC ADA285668: Parallel Processing And Learning: Variability And Chaos In Self- Organization Of Activity In Groups Of Neurons
- Author: ➤ Defense Technical Information Center
- Language: English
“DTIC ADA285668: Parallel Processing And Learning: Variability And Chaos In Self- Organization Of Activity In Groups Of Neurons” Subjects and Themes:
- Subjects: ➤ DTIC Archive - Mpitsos, George J - OREGON STATE UNIV NEWPORT HATFIELD MARINE SCIENCE CENTER - *PARALLEL PROCESSING - *NERVE CELLS - *COMPUTER AIDED INSTRUCTION - *LEARNING - NEURAL NETS - TRAINING - COMPUTERS - DYNAMICS - PERTURBATIONS - SYNAPSE - MUSCARINE - AUTOMATA - GRADIENTS - BEHAVIOR - ANIMALS - MEMBRANES - CHAOS - PROTEINS - SHAPE - AUGMENTATION
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30Learning In Groups
By Bouton, Clark and Garth, Russell Y
Includes bibliographies and index
“Learning In Groups” Metadata:
- Title: Learning In Groups
- Authors: Bouton, ClarkGarth, Russell Y
- Language: English
“Learning In Groups” Subjects and Themes:
- Subjects: Group work in education - College teaching
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- Internet Archive ID: learningingroups00bout
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31Learning To Work In Groups; A Program Guide For Educational Leaders
By Miles, Matthew B
"A publication of the Horace Mann-Lincoln Institute of School Experimentation, Teachers College, Columbia University."
“Learning To Work In Groups; A Program Guide For Educational Leaders” Metadata:
- Title: ➤ Learning To Work In Groups; A Program Guide For Educational Leaders
- Author: Miles, Matthew B
- Language: English
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32ERIC ED024316: Student Interaction And Learning In Small Self-Directed College Groups.
By ERIC
There is growing evidence of the special benefits to be derived from self-directed learning groups, in which students operate without an instructor, determining for themselves the rate and manner in which to study course material and to evaluate their performance. At Hope College, 54 students enrolled in a social psychology course in Fall 1966 were randomly assigned to groups of 6 after undergoing pre-testing, completing a pre-course questionnaire, and receiving a detailed syllabus, explanation of course requirements and grading procedures and a manual on small group discussion. Groups met once a week and turned in individually completed sheets reporting feelings toward the group and the particular meeting. About 1/3 to 1/2 the meetings were held in an observation room where the students were observed (from behind 1-way mirrors), tape recorded and videotaped. A voluntary meeting of the entire group took place every 2 weeks. Once a week, the professor was available for free discussion. Students took a final exam on course content and evaluated their own as well as individual group member's progress and contribution. Final grades "ere determined by exam performance, a paper or project, group member evaluation, and self-evaluation. Results were generally positive. Students and investigator learned much about group dynamics, critical thinking was better and the students' satisfaction with the course was high. Students having low GPAs reported better study than in other similar courses. There were some negative reactions but evidence indicates that small group interaction combined with established values of traditional teaching techniques produces an educational experience that is total, and not merely academic. (JS)
“ERIC ED024316: Student Interaction And Learning In Small Self-Directed College Groups.” Metadata:
- Title: ➤ ERIC ED024316: Student Interaction And Learning In Small Self-Directed College Groups.
- Author: ERIC
- Language: English
“ERIC ED024316: Student Interaction And Learning In Small Self-Directed College Groups.” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Grade Point Average - Group Dynamics - Higher Education - Innovation - Instruction - Interaction Process Analysis - Learning - Motivation - Performance - Self Directed Groups - Beach, Les
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- Internet Archive ID: ERIC_ED024316
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33Learning In Groups : Exploring Fundamental Principles, New Uses, And Emerging Opportunities
There is growing evidence of the special benefits to be derived from self-directed learning groups, in which students operate without an instructor, determining for themselves the rate and manner in which to study course material and to evaluate their performance. At Hope College, 54 students enrolled in a social psychology course in Fall 1966 were randomly assigned to groups of 6 after undergoing pre-testing, completing a pre-course questionnaire, and receiving a detailed syllabus, explanation of course requirements and grading procedures and a manual on small group discussion. Groups met once a week and turned in individually completed sheets reporting feelings toward the group and the particular meeting. About 1/3 to 1/2 the meetings were held in an observation room where the students were observed (from behind 1-way mirrors), tape recorded and videotaped. A voluntary meeting of the entire group took place every 2 weeks. Once a week, the professor was available for free discussion. Students took a final exam on course content and evaluated their own as well as individual group member's progress and contribution. Final grades "ere determined by exam performance, a paper or project, group member evaluation, and self-evaluation. Results were generally positive. Students and investigator learned much about group dynamics, critical thinking was better and the students' satisfaction with the course was high. Students having low GPAs reported better study than in other similar courses. There were some negative reactions but evidence indicates that small group interaction combined with established values of traditional teaching techniques produces an educational experience that is total, and not merely academic. (JS)
“Learning In Groups : Exploring Fundamental Principles, New Uses, And Emerging Opportunities” Metadata:
- Title: ➤ Learning In Groups : Exploring Fundamental Principles, New Uses, And Emerging Opportunities
- Language: English
“Learning In Groups : Exploring Fundamental Principles, New Uses, And Emerging Opportunities” Subjects and Themes:
- Subjects: ➤ Adult education - Group work in education - Enseignement -- Travail en équipe - Apprentissage -- Travail en équipe - Éducation des adultes - Groepsonderwijs
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- Internet Archive ID: learningingroups0000unse
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34Effects Of Stereotypes For Perceivers And Targets In Multiattributionally Diverse Computer-Supported Collaborative Learning (CSCL) Groups
By Niels Seidel, Jennifer Hochstein, Martin Schulze, Jana Nikitin, Nathalie Bick, Jörg Michael Haake, Sarah E. Martiny, Soeren Michallek, Jan-Bennet Voltmer, Stefan Stuermer and Laura Froehlich
The present research aims at contributing to the understanding of the different consequences of multi-attributional diversity and activation of stereotypes for targets and perceivers in CSCL groups in higher distance education. This is done by analysing self-reported and behavioral data.
“Effects Of Stereotypes For Perceivers And Targets In Multiattributionally Diverse Computer-Supported Collaborative Learning (CSCL) Groups” Metadata:
- Title: ➤ Effects Of Stereotypes For Perceivers And Targets In Multiattributionally Diverse Computer-Supported Collaborative Learning (CSCL) Groups
- Authors: ➤ Niels SeidelJennifer HochsteinMartin SchulzeJana NikitinNathalie BickJörg Michael HaakeSarah E. MartinySoeren MichallekJan-Bennet VoltmerStefan StuermerLaura Froehlich
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- Internet Archive ID: osf-registrations-fr79s-v1
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35ERIC EJ1159921: Beliefs About Learning English As A Second Language Among Native Groups In Rural Sabah, Malaysia
By ERIC
This paper identifies differences between the three ethnic groups, namely, Kadazans/Dusuns, Bajaus, and other minority ethnic groups on the beliefs about learning English as a second language based on the five variables, that is, language aptitude, language learning difficulty, language learning and communicating strategies, nature of language learning as well as learning motivation and expectation. A modified version of Horwitz's (1987) Beliefs about Language Learning Inventory (BALLI) was distributed to all the 254 form four students in Lahat Datu but only 193 students responded. This survey instrument consists of 34 items. Results of a One-way ANOVA test showed a significant difference among ethnic groups on motivation and expectation in learning English. Bajau students showed the highest motivation and expectation in learning English, followed by other ethnic minorities compared to Kadazan/Dusun students. Although participants scored high for motivation and expectation to learn English, they perceived that English is a difficult language to acquire. BALLI is used to identify the misconceptions or beliefs held among learners and find ways to reduce the negative impacts in learning English.
“ERIC EJ1159921: Beliefs About Learning English As A Second Language Among Native Groups In Rural Sabah, Malaysia” Metadata:
- Title: ➤ ERIC EJ1159921: Beliefs About Learning English As A Second Language Among Native Groups In Rural Sabah, Malaysia
- Author: ERIC
- Language: English
“ERIC EJ1159921: Beliefs About Learning English As A Second Language Among Native Groups In Rural Sabah, Malaysia” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Foreign Countries - English (Second Language) - Second Language Learning - Ethnic Groups - Minority Groups - Language Aptitude - Language Skills - Difficulty Level - Communication Skills - Communication Strategies - Learning Motivation - Expectation - Beliefs - Attitude Measures - Student Surveys - Statistical Analysis - Minority Group Students - Secondary School Students - Likert Scales - Krishnasamy, Hariharan N.|Veloo, Arsaythamby|Lu, Ho Fui
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- Internet Archive ID: ERIC_EJ1159921
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36Exploring The Benefit Of Student Choice In Their Learning With Regards To Their Knowledge Groups And Socioeconomic Status
By Christopher Guerrette, Sirut Buasai and Conner McKevitt
This project seeks to find out whether giving students a choice in some aspect of their learning benefits them, to find out whether having a choice benefits certain groups of students, and to find out whether certain choices benefit certain groups of students.
“Exploring The Benefit Of Student Choice In Their Learning With Regards To Their Knowledge Groups And Socioeconomic Status” Metadata:
- Title: ➤ Exploring The Benefit Of Student Choice In Their Learning With Regards To Their Knowledge Groups And Socioeconomic Status
- Authors: Christopher GuerretteSirut BuasaiConner McKevitt
Edition Identifiers:
- Internet Archive ID: osf-registrations-h3pc7-v1
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37A Robust Diarization System For Measuring Dominance In Peer-Led Team Learning Groups
By Harishchandra Dubey, Abhijeet Sangwan and John H. L. Hansen
Peer-Led Team Learning (PLTL) is a structured learning model where a team leader is appointed to facilitate collaborative problem solving among students for Science, Technology, Engineering and Mathematics (STEM) courses. This paper presents an informed HMM-based speaker diarization system. The minimum duration of short conversationalturns and number of participating students were fed as side information to the HMM system. A modified form of Bayesian Information Criterion (BIC) was used for iterative merging and re-segmentation. Finally, we used the diarization output to compute a novel dominance score based on unsupervised acoustic analysis.
“A Robust Diarization System For Measuring Dominance In Peer-Led Team Learning Groups” Metadata:
- Title: ➤ A Robust Diarization System For Measuring Dominance In Peer-Led Team Learning Groups
- Authors: Harishchandra DubeyAbhijeet SangwanJohn H. L. Hansen
“A Robust Diarization System For Measuring Dominance In Peer-Led Team Learning Groups” Subjects and Themes:
- Subjects: Sound - Computing Research Repository
Edition Identifiers:
- Internet Archive ID: arxiv-1609.08211
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38ERIC ED600035: Learning With Interactive Animated Worked-Out Examples In Groups Of Two
By ERIC
This exemplary case study describes the learning process of two sixth-graders that learn from an animated worked-out example and an accompanying self-explanation prompt in the domain of fractions. It is based on a corresponding field study. The analysis focuses on the interaction with the computer, the communication between the students, the metacognitive aspects of the learning process and self-explanations. Supported with quantitative data, the qualitative results show that worked-out examples are proper materials for learning in groups of two. Furthermore, it is shown that self-explanation prompts have positive effects on the learning process and the analysed aspects. With detailed scenes it is elucidated, how the interactive capabilities and the animations are used during the learning process. [For the complete proceedings, see ED597799.]
“ERIC ED600035: Learning With Interactive Animated Worked-Out Examples In Groups Of Two” Metadata:
- Title: ➤ ERIC ED600035: Learning With Interactive Animated Worked-Out Examples In Groups Of Two
- Author: ERIC
- Language: English
“ERIC ED600035: Learning With Interactive Animated Worked-Out Examples In Groups Of Two” Subjects and Themes:
- Subjects: ➤ ERIC Archive - ERIC - Salle, Alexander - Grade 6 - Animation - Instructional Materials - Learning Processes - Fractions - Cues - Computer Uses in Education - Metacognition - Middle School Students - Middle School Mathematics - Foreign Countries
Edition Identifiers:
- Internet Archive ID: ERIC_ED600035
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39ERIC ED336490: Intergroup Relations In Cooperative Learning Groups.
By ERIC
This study investigated the impact of a sequence of social relationship activities on regard for classmates and teammates in middle school (grade 7) mathematics classes using cooperative learning. The sample consisted of 184 students (55% Hispanic American, 27% White, 14% Black, and 3% Asian American) in a city in Los Angeles County (California). Two teachers each taught three classes; each teacher taught two experimental treatment (cooperative learning) classes and one conventional (comparison) class. Activities were sequenced and related to the following stages of group development: (1) class-building; (2) preparation for group work/team-building; (3) communication; and (4) cooperation and helping behaviors. Students in experimental groups also received instruction in effective explaining and problem solving. Overall, the sequence of interventions was effective in increasing students' regard for one another. Class-building increased students' regard for classmates, and team-building and activities to prepare for group work were effective in increasing students' regard for teammates and cross-ethnic and cross-gender regard. The differences between classes demonstrate how cooperative learning can differ in practice even when teachers have the same instructions and students have the same activities. Statistical data are presented in 12 tables. A 33-item list of references is included. (SLD)
“ERIC ED336490: Intergroup Relations In Cooperative Learning Groups.” Metadata:
- Title: ➤ ERIC ED336490: Intergroup Relations In Cooperative Learning Groups.
- Author: ERIC
- Language: English
“ERIC ED336490: Intergroup Relations In Cooperative Learning Groups.” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Asian Americans - Black Students - Classroom Techniques - Comparative Analysis - Cooperative Learning - Cooperative Planning - Ethnic Relations - Grade 7 - Group Activities - Hispanic Americans - Intermediate Grades - Interpersonal Competence - Junior High Schools - Middle Schools - Minority Groups - Secondary School Teachers - Sex Differences - Teamwork - White Students
Edition Identifiers:
- Internet Archive ID: ERIC_ED336490
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40Marriage : Learning From Couples In Scripture : 12 Studies For Individuals Or Groups
By Stevens, R. Paul, 1937-
This study investigated the impact of a sequence of social relationship activities on regard for classmates and teammates in middle school (grade 7) mathematics classes using cooperative learning. The sample consisted of 184 students (55% Hispanic American, 27% White, 14% Black, and 3% Asian American) in a city in Los Angeles County (California). Two teachers each taught three classes; each teacher taught two experimental treatment (cooperative learning) classes and one conventional (comparison) class. Activities were sequenced and related to the following stages of group development: (1) class-building; (2) preparation for group work/team-building; (3) communication; and (4) cooperation and helping behaviors. Students in experimental groups also received instruction in effective explaining and problem solving. Overall, the sequence of interventions was effective in increasing students' regard for one another. Class-building increased students' regard for classmates, and team-building and activities to prepare for group work were effective in increasing students' regard for teammates and cross-ethnic and cross-gender regard. The differences between classes demonstrate how cooperative learning can differ in practice even when teachers have the same instructions and students have the same activities. Statistical data are presented in 12 tables. A 33-item list of references is included. (SLD)
“Marriage : Learning From Couples In Scripture : 12 Studies For Individuals Or Groups” Metadata:
- Title: ➤ Marriage : Learning From Couples In Scripture : 12 Studies For Individuals Or Groups
- Author: Stevens, R. Paul, 1937-
- Language: English
“Marriage : Learning From Couples In Scripture : 12 Studies For Individuals Or Groups” Subjects and Themes:
- Subjects: ➤ Marriage -- Religious aspects -- Christianity - Mariage -- Aspect religieux -- Christianisme - RELIGION -- Christian Life -- General
Edition Identifiers:
- Internet Archive ID: marriagelearning0000stev
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41Discovering Social Groups Via Latent Structure Learning In The Brain Preregistration
By Tatiana Lau
preregistration
“Discovering Social Groups Via Latent Structure Learning In The Brain Preregistration” Metadata:
- Title: ➤ Discovering Social Groups Via Latent Structure Learning In The Brain Preregistration
- Author: Tatiana Lau
Edition Identifiers:
- Internet Archive ID: osf-registrations-wcen9-v1
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42Basic Counseling Responses In Groups : A Multimedia Learning System For The Helping Professions
By Haney, James Hutchinson
preregistration
“Basic Counseling Responses In Groups : A Multimedia Learning System For The Helping Professions” Metadata:
- Title: ➤ Basic Counseling Responses In Groups : A Multimedia Learning System For The Helping Professions
- Author: Haney, James Hutchinson
- Language: English
“Basic Counseling Responses In Groups : A Multimedia Learning System For The Helping Professions” Subjects and Themes:
- Subjects: ➤ Group counseling -- Problems, exercises, etc - Group psychotherapy -- Problems, exercises, etc - Group counseling - Group psychotherapy
Edition Identifiers:
- Internet Archive ID: basiccounselingr0000hane_k1l2
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43ERIC ED367436: Social Interaction Of Children With And Without Learning Disabilities In Dyads And Small Groups.
By ERIC
To investigate differences in social behavior between learning disabled (LD) and non-learning disabled (NLD) children in different size groups and to examine the association between children's social behavior and acceptance by their peers, a study was conducted of 44 LD and 50 NLD boys and 7 LD and 13 NLD girls from fourth, fifth, and sixth grade classrooms in Toronto, Ontario, Canada. The children were videotaped constructing an art project during two sessions: first, in same-sex dyads, one-third of which were both LD, one-third both NLD, and another third mixed; and again in same-sex groups of six containing both LD and NLD children. In general, LD children behaved less competently than NLD children in both dyads and groups, although both LD and NLD behavior was related to gender, group size, and peer acceptance. Specific findings included the following: (1) NLD boys tended to ignore the LD boys in dyads and to engage them in the activity through instructions in groups, while NLD girls tended to positively interact with LD girls in dyads but ignore them in groups; (2) negative remarks by LD boys were less evident in dyads than in groups, while LD girls engaged in high levels of giggling in dyads but were extremely passive in the group situation; and (3) for both boys and girls, more active NLD children were more liked, while more active LD children were less liked. Detailed findings for dyads and groups by sex and an inventory of verbal exchanges are appended. (BYC)
“ERIC ED367436: Social Interaction Of Children With And Without Learning Disabilities In Dyads And Small Groups.” Metadata:
- Title: ➤ ERIC ED367436: Social Interaction Of Children With And Without Learning Disabilities In Dyads And Small Groups.
- Author: ERIC
- Language: English
“ERIC ED367436: Social Interaction Of Children With And Without Learning Disabilities In Dyads And Small Groups.” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Elementary School Students - Females - Foreign Countries - Group Dynamics - Interaction Process Analysis - Intermediate Grades - Learning Disabilities - Males - Peer Relationship - Sex Differences - Student Attitudes - Student Behavior
Edition Identifiers:
- Internet Archive ID: ERIC_ED367436
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44DTIC ADA435247: Aptitude For Destruction. Volume 1: Organizational Learning In Terrorist Groups And Its Implications For Combating Terrorism
By Defense Technical Information Center
Continuing conflicts between violent groups and states generate an ever-present demand for higher quality and more timely information to support operations to combat terrorism. In particular, better ways are needed to understand how terrorist and insurgent groups adapt over time into more-effective organizations and increasingly dangerous threats. To adapt, terrorist organizations must learn. A group's ability to learn determines its chance of success, since learning is the link between what the group wants to do and its ability to gather the needed information and resources to actually do it. Despite the importance of terrorist group learning, comparatively little focused research effort has been directed at understanding this process and identifying the factors that influence group learning ability. While relevant data and insights can be found in the literature on terrorism and terrorist organizations, this information has not been collected and systematically analyzed to assess its importance from the perspective of efforts to combat terrorism. This study addresses that need in an effort to both analyze current understanding and stimulate further study and research in this area. The RAND Corporation conducted an analysis of organizational learning in terrorist groups and assessed its implications for efforts to combat terrorism. The work was performed between November 2003 and November 2004, a period during which the threat of international terrorism was high and concern about the capabilities of terrorist organizations and how they might change over time was a central focus of policy debate and U.S. homeland security planning. The study is described in this report and in Aptitude for Destruction, Volume 1: Organizational Learning in Terrorist Groups and Its Implications for Combating Terrorism, which applies the analytical framework described in the second part of this report to the practical demands of intelligence and law enforcement activities.
“DTIC ADA435247: Aptitude For Destruction. Volume 1: Organizational Learning In Terrorist Groups And Its Implications For Combating Terrorism” Metadata:
- Title: ➤ DTIC ADA435247: Aptitude For Destruction. Volume 1: Organizational Learning In Terrorist Groups And Its Implications For Combating Terrorism
- Author: ➤ Defense Technical Information Center
- Language: English
“DTIC ADA435247: Aptitude For Destruction. Volume 1: Organizational Learning In Terrorist Groups And Its Implications For Combating Terrorism” Subjects and Themes:
- Subjects: ➤ DTIC Archive - Jackson, Brian A - RAND CORP SANTA MONICA CA - *TERRORISTS - *ORGANIZATIONS - *CASE STUDIES - *LEARNING - WEAPONS - INTELLIGENCE - DECISION MAKING - GROUP DYNAMICS - SKILLS - TRAINING - THREATS - DESTRUCTION - OPERATIONAL EFFECTIVENESS - DATA ACQUISITION - LOGISTICS - STRATEGIC WARFARE - RESEARCH MANAGEMENT - ADAPTATION - TACTICAL WARFARE - MENTAL ABILITY - COUNTERTERRORISM - ORGANIZATION THEORY - TERRORISM - INSURGENCY
Edition Identifiers:
- Internet Archive ID: DTIC_ADA435247
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45Interaction In Cooperative Groups : The Theoretical Anatomy Of Group Learning
Continuing conflicts between violent groups and states generate an ever-present demand for higher quality and more timely information to support operations to combat terrorism. In particular, better ways are needed to understand how terrorist and insurgent groups adapt over time into more-effective organizations and increasingly dangerous threats. To adapt, terrorist organizations must learn. A group's ability to learn determines its chance of success, since learning is the link between what the group wants to do and its ability to gather the needed information and resources to actually do it. Despite the importance of terrorist group learning, comparatively little focused research effort has been directed at understanding this process and identifying the factors that influence group learning ability. While relevant data and insights can be found in the literature on terrorism and terrorist organizations, this information has not been collected and systematically analyzed to assess its importance from the perspective of efforts to combat terrorism. This study addresses that need in an effort to both analyze current understanding and stimulate further study and research in this area. The RAND Corporation conducted an analysis of organizational learning in terrorist groups and assessed its implications for efforts to combat terrorism. The work was performed between November 2003 and November 2004, a period during which the threat of international terrorism was high and concern about the capabilities of terrorist organizations and how they might change over time was a central focus of policy debate and U.S. homeland security planning. The study is described in this report and in Aptitude for Destruction, Volume 1: Organizational Learning in Terrorist Groups and Its Implications for Combating Terrorism, which applies the analytical framework described in the second part of this report to the practical demands of intelligence and law enforcement activities.
“Interaction In Cooperative Groups : The Theoretical Anatomy Of Group Learning” Metadata:
- Title: ➤ Interaction In Cooperative Groups : The Theoretical Anatomy Of Group Learning
- Language: English
“Interaction In Cooperative Groups : The Theoretical Anatomy Of Group Learning” Subjects and Themes:
- Subjects: ➤ Group work in education - Interaction analysis in education
Edition Identifiers:
- Internet Archive ID: interactionincoo0000unse
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46DTIC ADA153168: The Impact Of Group Processing On Achievement In Cooperative Learning Groups.
By Defense Technical Information Center
The impact on achievement of (a) cooperative learning in which members discussed how well their group was functioning and how they could improve its effectiveness, (b) cooperative learning without any group processing, and (c) individualistic learning were compared on daily achievement, post-instructional achievement, and retention. Eighty-four third-grade students were randomly assigned to the three conditions stratifying for sex and ability level. The results indicate that the high-, medium-, and low-achieving students in the cooperation with group processing condition achieved higher on all three measures than did the students in the other two conditions. Students in the cooperation without group processing condition, furthermore, achieved higher on all three measures than did the students in the individualistic condition. Keywords include: Cooperation; Achievement; and Group Processing.
“DTIC ADA153168: The Impact Of Group Processing On Achievement In Cooperative Learning Groups.” Metadata:
- Title: ➤ DTIC ADA153168: The Impact Of Group Processing On Achievement In Cooperative Learning Groups.
- Author: ➤ Defense Technical Information Center
- Language: English
“DTIC ADA153168: The Impact Of Group Processing On Achievement In Cooperative Learning Groups.” Subjects and Themes:
- Subjects: ➤ DTIC Archive - Yager,S - MINNESOTA UNIV MINNEAPOLIS COOPERATIVE LEARNING CENTER - *GROUP DYNAMICS - *LEARNING - STUDENTS - RETENTION(PSYCHOLOGY) - COOPERATION
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- Internet Archive ID: DTIC_ADA153168
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47ERIC ED456683: Collaborative Inquiry Of Learning Groups In College Settings.
By ERIC
Collaboration in the classroom was studied using the Web of Intersubjectivity (L. Albert and others, 1999), a model of collaboration, and the concept of intersubjective inquiry was developed and explored. This study represents the third phase of an ongoing research project. In the first phase, researchers identified the Web of Intersubjectivity and intersubjective inquiry. In the second phase, researchers applied the Web of Intersubjectivity in their professional practices, and phase 3 concerned the use of intersubjective inquiry as research tool to assess the Web of Intersubjectivity as a model to guide the development and support of collaborative groups in individual classrooms. Intersubjective inquiry is a combination of the components of a bootstrap group, as identified by Heron (1996) and the tenets of educational action research. Data sources for this study included recorded conversations, e-mail discussions, field notes, readings, and samples of student work. Pedagogical practices were studied with 84 college algebra students and reflections were studied with 7 graduate students in a Master's program in occupational therapy. Study findings support the use of the Web of Intersubjectivity as a metaphor for planning and modifying collaborative learning experiences at graduate and undergraduate levels. They also show the fluid nature of the Web construct and the usefulness of intersubjective inquiry. (Contains 41 references.) (SLD)
“ERIC ED456683: Collaborative Inquiry Of Learning Groups In College Settings.” Metadata:
- Title: ➤ ERIC ED456683: Collaborative Inquiry Of Learning Groups In College Settings.
- Author: ERIC
- Language: English
“ERIC ED456683: Collaborative Inquiry Of Learning Groups In College Settings.” Subjects and Themes:
- Subjects: ➤ ERIC Archive - College Faculty - College Students - Cooperative Learning - Group Instruction - Higher Education - Researchers - Teaching Methods - Bilics, Andrea R. - Lerch, Carol M.
Edition Identifiers:
- Internet Archive ID: ERIC_ED456683
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48ERIC ED501751: Using Internet Groups In The Learning Of Literature
By ERIC
In this paper, an application of one aspect of the Internet technology, namely Internet groups, into the teaching of American and British literatures is evaluated by means of a content analysis of the Internet group which was used as the course component. The aim of this paper was to see how students used the Internet group in the learning of literature so that the effect of the use of an Internet group on learning literature can be discussed. In this study, content analysis was used to understand the nature of the activity situated in the Internet group. The results of the analysis of the Internet group suggest that the Internet group was mainly used by the course takers for formal interaction. It is seen that very little collaboration or real interaction took place amongst the course takers towards creating meaning together. The results support the view that using technology in literature learning has advantages mainly because the students were interested in working in this group although they were neither graded in the activity nor were mandated to take part in it. (Contains 1 figure.) [Abstract and Extended Summary also in Turkish.]
“ERIC ED501751: Using Internet Groups In The Learning Of Literature” Metadata:
- Title: ➤ ERIC ED501751: Using Internet Groups In The Learning Of Literature
- Author: ERIC
- Language: English
“ERIC ED501751: Using Internet Groups In The Learning Of Literature” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Interaction - Content Analysis - Internet - English (Second Language) - Computer Mediated Communication - Literature - Group Activities - Educational Technology - Discussion Groups - Foreign Countries - Language Teachers - Arikan, Arda
Edition Identifiers:
- Internet Archive ID: ERIC_ED501751
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49ERIC ED591953: Engaging All Readers Through Explorations Of Literacy, Language, And Culture. The Fortieth Yearbook: A Double Peer-Reviewed Publication Of The Association Of Literacy Educators And Researchers For Their 61st Annual Conference, The Association Of Literacy Educators And Researchers (ALER) Met In St. Petersburg, Florida. This Year's Conference Theme Was "Engaging All Readers Through Explorations Of Literacy, Language, And Culture," Which Was Also Used As The Title For This Year's "Yearbook." This "Yearbook" Contains Articles About Innovative Strategies For Teachers And Teacher Leaders, Research Trends Within Teacher Education Programs, And Innovative And Seminal Strategies For Preservice Teachers. Included Are Double-peer Reviewed Papers, The Presidential Address, And The Keynote Address: (1) Systems Without A Process: Know What To Do And Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning And Academic Language In Economics (Chang Yuan); (4) "There Might Be Words On The Screen, But It's Not The Same": Engaging Tweens In Literacy Through Minecraft Book Groups (Carolyn Stufft); (5) Stranger Than Nonfiction: Identifying And Modeling Text Structures In Fiction Picturebooks (Tracey S. Hodges And Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging To Make Meaning During Read Alouds (Erin Greeter); (7) Research On Reader's Theater (Faida Stokes And Chase Young); (8) What DO They Do All Day?: Field Experiences In Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, And Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact Of Digital Literacy And Problem-Based Learning On Fourth Graders' Vocabulary And General Reading Outcomes (James E. Gentry, Chris Sloan, And Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path To Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, And Angela Curfman); (11) High Stakes Testing In Teacher Education: Responses And Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, And Jean Vintinner); (12) The Lasting Impact Of A University Common Reading Program (Kristen Ferguson, Natalya Brown, And Linda Piper); (13) Honoring All Of The Language Arts: A Constructivist Approach To Preservice Teachers' Classroom Observations (Delane Bender-Slack And Teresa Young); (14) Preservice Teachers' Sense Of Efficacy For Literacy Instruction: Examination Of An Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, And Maureen Sullivan); (15) Cohort Participation: Impact On Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, And Stephanie Bernander); (16) Disrupting The University Curriculum: Engaging Preservice Teachers In A Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, And Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring The Reading Habits Of Preservice Teachers In A Children's Literature Course (Bethanie Pletcher And Tomas Espinosa); (18) Shaping And Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson And Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics And Phonemic Awareness In A Teacher Preparation Program: An Analysis Of The Achievement And Perceptions Of Pre-Service Teachers (Stacey Bose); (21) The Power Of Family Involvement: Preparing Preservice Teachers To Understand More About The Out Of School Literacy Lives And Cultures Of Children (Kathryn V. Dixon, Martha M. Foote, And Juan J. Araujo With Rhonda Clark, Carol Revelle, And Tami Morton); (22) Supporting The Literacy Development Of At-Risk First Time College Students Through The Exploration Of Language And Culture (Connie Briggs, Patricia A. Watson, And Ivan Dole); And (23) Exploring The Reading Strategy Use Of EFL College Students: Tri-lingual Chinese Students Attending A University In Korea (Kay Hong-Nam And Susan Szabo). [For The Thirty-Ninth Yearbook, See ED594524.]
By ERIC
For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]
“ERIC ED591953: Engaging All Readers Through Explorations Of Literacy, Language, And Culture. The Fortieth Yearbook: A Double Peer-Reviewed Publication Of The Association Of Literacy Educators And Researchers For Their 61st Annual Conference, The Association Of Literacy Educators And Researchers (ALER) Met In St. Petersburg, Florida. This Year's Conference Theme Was "Engaging All Readers Through Explorations Of Literacy, Language, And Culture," Which Was Also Used As The Title For This Year's "Yearbook." This "Yearbook" Contains Articles About Innovative Strategies For Teachers And Teacher Leaders, Research Trends Within Teacher Education Programs, And Innovative And Seminal Strategies For Preservice Teachers. Included Are Double-peer Reviewed Papers, The Presidential Address, And The Keynote Address: (1) Systems Without A Process: Know What To Do And Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning And Academic Language In Economics (Chang Yuan); (4) "There Might Be Words On The Screen, But It's Not The Same": Engaging Tweens In Literacy Through Minecraft Book Groups (Carolyn Stufft); (5) Stranger Than Nonfiction: Identifying And Modeling Text Structures In Fiction Picturebooks (Tracey S. Hodges And Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging To Make Meaning During Read Alouds (Erin Greeter); (7) Research On Reader's Theater (Faida Stokes And Chase Young); (8) What DO They Do All Day?: Field Experiences In Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, And Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact Of Digital Literacy And Problem-Based Learning On Fourth Graders' Vocabulary And General Reading Outcomes (James E. Gentry, Chris Sloan, And Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path To Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, And Angela Curfman); (11) High Stakes Testing In Teacher Education: Responses And Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, And Jean Vintinner); (12) The Lasting Impact Of A University Common Reading Program (Kristen Ferguson, Natalya Brown, And Linda Piper); (13) Honoring All Of The Language Arts: A Constructivist Approach To Preservice Teachers' Classroom Observations (Delane Bender-Slack And Teresa Young); (14) Preservice Teachers' Sense Of Efficacy For Literacy Instruction: Examination Of An Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, And Maureen Sullivan); (15) Cohort Participation: Impact On Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, And Stephanie Bernander); (16) Disrupting The University Curriculum: Engaging Preservice Teachers In A Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, And Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring The Reading Habits Of Preservice Teachers In A Children's Literature Course (Bethanie Pletcher And Tomas Espinosa); (18) Shaping And Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson And Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics And Phonemic Awareness In A Teacher Preparation Program: An Analysis Of The Achievement And Perceptions Of Pre-Service Teachers (Stacey Bose); (21) The Power Of Family Involvement: Preparing Preservice Teachers To Understand More About The Out Of School Literacy Lives And Cultures Of Children (Kathryn V. Dixon, Martha M. Foote, And Juan J. Araujo With Rhonda Clark, Carol Revelle, And Tami Morton); (22) Supporting The Literacy Development Of At-Risk First Time College Students Through The Exploration Of Language And Culture (Connie Briggs, Patricia A. Watson, And Ivan Dole); And (23) Exploring The Reading Strategy Use Of EFL College Students: Tri-lingual Chinese Students Attending A University In Korea (Kay Hong-Nam And Susan Szabo). [For The Thirty-Ninth Yearbook, See ED594524.]” Metadata:
- Title: ➤ ERIC ED591953: Engaging All Readers Through Explorations Of Literacy, Language, And Culture. The Fortieth Yearbook: A Double Peer-Reviewed Publication Of The Association Of Literacy Educators And Researchers For Their 61st Annual Conference, The Association Of Literacy Educators And Researchers (ALER) Met In St. Petersburg, Florida. This Year's Conference Theme Was "Engaging All Readers Through Explorations Of Literacy, Language, And Culture," Which Was Also Used As The Title For This Year's "Yearbook." This "Yearbook" Contains Articles About Innovative Strategies For Teachers And Teacher Leaders, Research Trends Within Teacher Education Programs, And Innovative And Seminal Strategies For Preservice Teachers. Included Are Double-peer Reviewed Papers, The Presidential Address, And The Keynote Address: (1) Systems Without A Process: Know What To Do And Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning And Academic Language In Economics (Chang Yuan); (4) "There Might Be Words On The Screen, But It's Not The Same": Engaging Tweens In Literacy Through Minecraft Book Groups (Carolyn Stufft); (5) Stranger Than Nonfiction: Identifying And Modeling Text Structures In Fiction Picturebooks (Tracey S. Hodges And Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging To Make Meaning During Read Alouds (Erin Greeter); (7) Research On Reader's Theater (Faida Stokes And Chase Young); (8) What DO They Do All Day?: Field Experiences In Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, And Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact Of Digital Literacy And Problem-Based Learning On Fourth Graders' Vocabulary And General Reading Outcomes (James E. Gentry, Chris Sloan, And Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path To Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, And Angela Curfman); (11) High Stakes Testing In Teacher Education: Responses And Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, And Jean Vintinner); (12) The Lasting Impact Of A University Common Reading Program (Kristen Ferguson, Natalya Brown, And Linda Piper); (13) Honoring All Of The Language Arts: A Constructivist Approach To Preservice Teachers' Classroom Observations (Delane Bender-Slack And Teresa Young); (14) Preservice Teachers' Sense Of Efficacy For Literacy Instruction: Examination Of An Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, And Maureen Sullivan); (15) Cohort Participation: Impact On Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, And Stephanie Bernander); (16) Disrupting The University Curriculum: Engaging Preservice Teachers In A Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, And Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring The Reading Habits Of Preservice Teachers In A Children's Literature Course (Bethanie Pletcher And Tomas Espinosa); (18) Shaping And Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson And Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics And Phonemic Awareness In A Teacher Preparation Program: An Analysis Of The Achievement And Perceptions Of Pre-Service Teachers (Stacey Bose); (21) The Power Of Family Involvement: Preparing Preservice Teachers To Understand More About The Out Of School Literacy Lives And Cultures Of Children (Kathryn V. Dixon, Martha M. Foote, And Juan J. Araujo With Rhonda Clark, Carol Revelle, And Tami Morton); (22) Supporting The Literacy Development Of At-Risk First Time College Students Through The Exploration Of Language And Culture (Connie Briggs, Patricia A. Watson, And Ivan Dole); And (23) Exploring The Reading Strategy Use Of EFL College Students: Tri-lingual Chinese Students Attending A University In Korea (Kay Hong-Nam And Susan Szabo). [For The Thirty-Ninth Yearbook, See ED594524.]
- Author: ERIC
- Language: English
“ERIC ED591953: Engaging All Readers Through Explorations Of Literacy, Language, And Culture. The Fortieth Yearbook: A Double Peer-Reviewed Publication Of The Association Of Literacy Educators And Researchers For Their 61st Annual Conference, The Association Of Literacy Educators And Researchers (ALER) Met In St. Petersburg, Florida. This Year's Conference Theme Was "Engaging All Readers Through Explorations Of Literacy, Language, And Culture," Which Was Also Used As The Title For This Year's "Yearbook." This "Yearbook" Contains Articles About Innovative Strategies For Teachers And Teacher Leaders, Research Trends Within Teacher Education Programs, And Innovative And Seminal Strategies For Preservice Teachers. Included Are Double-peer Reviewed Papers, The Presidential Address, And The Keynote Address: (1) Systems Without A Process: Know What To Do And Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning And Academic Language In Economics (Chang Yuan); (4) "There Might Be Words On The Screen, But It's Not The Same": Engaging Tweens In Literacy Through Minecraft Book Groups (Carolyn Stufft); (5) Stranger Than Nonfiction: Identifying And Modeling Text Structures In Fiction Picturebooks (Tracey S. Hodges And Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging To Make Meaning During Read Alouds (Erin Greeter); (7) Research On Reader's Theater (Faida Stokes And Chase Young); (8) What DO They Do All Day?: Field Experiences In Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, And Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact Of Digital Literacy And Problem-Based Learning On Fourth Graders' Vocabulary And General Reading Outcomes (James E. Gentry, Chris Sloan, And Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path To Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, And Angela Curfman); (11) High Stakes Testing In Teacher Education: Responses And Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, And Jean Vintinner); (12) The Lasting Impact Of A University Common Reading Program (Kristen Ferguson, Natalya Brown, And Linda Piper); (13) Honoring All Of The Language Arts: A Constructivist Approach To Preservice Teachers' Classroom Observations (Delane Bender-Slack And Teresa Young); (14) Preservice Teachers' Sense Of Efficacy For Literacy Instruction: Examination Of An Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, And Maureen Sullivan); (15) Cohort Participation: Impact On Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, And Stephanie Bernander); (16) Disrupting The University Curriculum: Engaging Preservice Teachers In A Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, And Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring The Reading Habits Of Preservice Teachers In A Children's Literature Course (Bethanie Pletcher And Tomas Espinosa); (18) Shaping And Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson And Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics And Phonemic Awareness In A Teacher Preparation Program: An Analysis Of The Achievement And Perceptions Of Pre-Service Teachers (Stacey Bose); (21) The Power Of Family Involvement: Preparing Preservice Teachers To Understand More About The Out Of School Literacy Lives And Cultures Of Children (Kathryn V. Dixon, Martha M. Foote, And Juan J. Araujo With Rhonda Clark, Carol Revelle, And Tami Morton); (22) Supporting The Literacy Development Of At-Risk First Time College Students Through The Exploration Of Language And Culture (Connie Briggs, Patricia A. Watson, And Ivan Dole); And (23) Exploring The Reading Strategy Use Of EFL College Students: Tri-lingual Chinese Students Attending A University In Korea (Kay Hong-Nam And Susan Szabo). [For The Thirty-Ninth Yearbook, See ED594524.]” Subjects and Themes:
- Subjects: ➤ ERIC Archive - ERIC - Araujo, Juan J., Ed. Babino, Alexandra, Ed. Cossa, Nedra, Ed. Johnson, Robin D., Ed. Literacy Education - Teaching Methods - Creative Teaching - Economics - Language Usage - Preadolescents - Electronic Publishing - Fiction - Picture Books - Oral Reading - Code Switching (Language) - Translation - Theater Arts - Field Experience Programs - Coaching (Performance) - Technological Literacy - Problem Based Learning - Grade 4 - Vocabulary - Reading Instruction - Leadership - High Stakes Tests - Teacher Education Programs - Reading Programs - Language Arts - Preservice Teachers - Self Efficacy - Constructivism (Learning) - Networks - Study Abroad - Reading Habits - Childrens Literature - Autobiographies - Phonics - Phonemic Awareness - Cultural Influences - Family Involvement - At Risk Students - College Students - English (Second Language) - Multilingualism - Foreign Countries
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- Internet Archive ID: ERIC_ED591953
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Find ERIC ED591953: Engaging All Readers Through Explorations Of Literacy, Language, And Culture. The Fortieth Yearbook: A Double Peer-Reviewed Publication Of The Association Of Literacy Educators And Researchers For Their 61st Annual Conference, The Association Of Literacy Educators And Researchers (ALER) Met In St. Petersburg, Florida. This Year's Conference Theme Was "Engaging All Readers Through Explorations Of Literacy, Language, And Culture," Which Was Also Used As The Title For This Year's "Yearbook." This "Yearbook" Contains Articles About Innovative Strategies For Teachers And Teacher Leaders, Research Trends Within Teacher Education Programs, And Innovative And Seminal Strategies For Preservice Teachers. Included Are Double-peer Reviewed Papers, The Presidential Address, And The Keynote Address: (1) Systems Without A Process: Know What To Do And Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning And Academic Language In Economics (Chang Yuan); (4) "There Might Be Words On The Screen, But It's Not The Same": Engaging Tweens In Literacy Through Minecraft Book Groups (Carolyn Stufft); (5) Stranger Than Nonfiction: Identifying And Modeling Text Structures In Fiction Picturebooks (Tracey S. Hodges And Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging To Make Meaning During Read Alouds (Erin Greeter); (7) Research On Reader's Theater (Faida Stokes And Chase Young); (8) What DO They Do All Day?: Field Experiences In Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, And Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact Of Digital Literacy And Problem-Based Learning On Fourth Graders' Vocabulary And General Reading Outcomes (James E. Gentry, Chris Sloan, And Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path To Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, And Angela Curfman); (11) High Stakes Testing In Teacher Education: Responses And Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, And Jean Vintinner); (12) The Lasting Impact Of A University Common Reading Program (Kristen Ferguson, Natalya Brown, And Linda Piper); (13) Honoring All Of The Language Arts: A Constructivist Approach To Preservice Teachers' Classroom Observations (Delane Bender-Slack And Teresa Young); (14) Preservice Teachers' Sense Of Efficacy For Literacy Instruction: Examination Of An Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, And Maureen Sullivan); (15) Cohort Participation: Impact On Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, And Stephanie Bernander); (16) Disrupting The University Curriculum: Engaging Preservice Teachers In A Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, And Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring The Reading Habits Of Preservice Teachers In A Children's Literature Course (Bethanie Pletcher And Tomas Espinosa); (18) Shaping And Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson And Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics And Phonemic Awareness In A Teacher Preparation Program: An Analysis Of The Achievement And Perceptions Of Pre-Service Teachers (Stacey Bose); (21) The Power Of Family Involvement: Preparing Preservice Teachers To Understand More About The Out Of School Literacy Lives And Cultures Of Children (Kathryn V. Dixon, Martha M. Foote, And Juan J. Araujo With Rhonda Clark, Carol Revelle, And Tami Morton); (22) Supporting The Literacy Development Of At-Risk First Time College Students Through The Exploration Of Language And Culture (Connie Briggs, Patricia A. Watson, And Ivan Dole); And (23) Exploring The Reading Strategy Use Of EFL College Students: Tri-lingual Chinese Students Attending A University In Korea (Kay Hong-Nam And Susan Szabo). [For The Thirty-Ninth Yearbook, See ED594524.] at online marketplaces:
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50ERIC EJ964944: Students' Decision Steps In Meta-Cognitive Learning In Free Online Groups (MetaL-FrOG): A Case Study
By ERIC
What prompts the students to respond in online dialogic discussion? Why some students chose to fall out? This case study through the lens of phenomenography observation attempts to explain the five decision steps of students to respond in Meta-cognitive Learning in Free Online Groups (MetaL-FrOG) discussion. It presents a part of a research project by the name of Triarchy Perspective on Meta-cognitive Learning in Free Online Groups. The research setting was online learner community on the platform of Free Online Group web intended for post-graduate students enrolled for the paper Psychology of Learning in Faculty of Education, University Malaya, Malaysia. Preliminary study revealed three factors contributed to MetaL-FrOG success: Motivation, Cognitive Resources and Pro-learning Behaviors. This paper only presents a part of the findings under the Pro-Learning Behaviors Sub-theory. We found striking similarities between the model proposed by Latane & Darley (1971), Five Essential Steps to a Pro-social Response in an Emergency, and our research subject. The model which explains the course of a pro-social decision was borrowed and modified as surrogate theory to explain the online discussion response of the students. The insights help educators to better understand what holds students back from fruitful online peer diologic discussion. (Contains 3 figures.)
“ERIC EJ964944: Students' Decision Steps In Meta-Cognitive Learning In Free Online Groups (MetaL-FrOG): A Case Study” Metadata:
- Title: ➤ ERIC EJ964944: Students' Decision Steps In Meta-Cognitive Learning In Free Online Groups (MetaL-FrOG): A Case Study
- Author: ERIC
- Language: English
“ERIC EJ964944: Students' Decision Steps In Meta-Cognitive Learning In Free Online Groups (MetaL-FrOG): A Case Study” Subjects and Themes:
- Subjects: ➤ ERIC Archive - Graduate Students - Computer Mediated Communication - Foreign Countries - Metacognition - Phenomenology - Educational Psychology - Performance Factors - Motivation - Cognitive Processes - Achievement Need - Discussion - Social Networks - Models - Cognitive Style - Group Dynamics - Sen Fa, Kinsley Ng|Hussin, Firuz Hussin
Edition Identifiers:
- Internet Archive ID: ERIC_EJ964944
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The book is available for download in "texts" format, the size of the file-s is: 8.90 Mbs, the file-s for this book were downloaded 44 times, the file-s went public at Sun Sep 30 2018.
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