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Eric Ed123974: tutorial programs. Oasis Evaluation Report No. 3

2016年

Eric Ed123974: tutorial programs. Oasis Evaluation Report No. 3. by Eric; published by

关键词： biology chemistry ed123974: eric archive evaluation grades (scholastic) higher education mathematics oasis physics program descriptions program evaluation programs. report sciences student characteristics teacher evaluation teacher workshops tutorial programs tutoring

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Eric Ed381660: Participant Perspectives: a View from Three Adult tutorial programs in New Hampshire

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2016年

[Auto Generated] Executive Summary 1 Introduction 5 Methodology 7 Student Perspectives 12 Tutor Perspectives 18 Coordinator Perspectives 25 The Role of the Libraries 29 Conclusions & Future Considerations 30 Appendix Aggregate Data Survey & Interview Instrumentation Informed Consent IExecutive Summary This Executive Summary has been prepared to present a concise, comprehensive synopsis of the following study, Participant Perspectives: A View From Three Adult tutorial programs in New Hampshire. T

关键词： administrator attitudes adult adult basic education adult literacy ed381660: eric archive hampshire. library role library services literacy education participant perspectives: program attitudes program implementation program improvement student attitudes teacher attitudes tutorial programs tutors

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A framework for understanding student nurses' experience of chemistry as part of a health science course

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CHEMISTRY EDUCATION RESEARCH AND PRACTICE 2018年第2期19卷 597-616页

作者： Boddey, Kerrie de Berg, Kevin Avondale Coll Higher Educ Cooranbong NSW Australia

Twenty-seven first-year nursing students, divided across six focus groups formed on the basis of their past chemistry experience, were interviewed about their chemistry experience as a component of a Health Science unit. Information related to learning and academic performance was able to be established from student conversations resulting in three themes (and associated categories): Connectivity (curriculum, application, and social interaction);Reductivity (nature of chemistry, exposition, and control of learning);and Reflexivity (confidence, anxiety, and goal orientation). The framework proved useful in portraying relationships between themes for conversations related to tutorial sessions, prior knowledge, and chemistry in nursing. The focus groups were representative of the total cohort of students in terms of gender, age, working hours, academic performance, enjoyment level of chemistry, and the extent of the relevance of chemistry to nursing. Implications for chemistry educators, especially those supporting novices, are considered.

关键词： Chemistry Health Sciences Nursing Students College Freshmen Focus Groups Student Experience Prior Learning Interviews Mixed Methods Research tutorial programs Student Attitudes Grounded Theory Foreign CountriesAustralia

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"Are chemistry educational apps useful?" - a quantitative study with three in-house apps

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CHEMISTRY EDUCATION RESEARCH AND PRACTICE 2018年第1期19卷 15-23页

作者： Ping, Grace Lee Yuan Lok, Chang Yeat, Tan Wei Cherynn, Tan Jie Ying Tan, Emelyn Sue Qing Natl Univ Singapore Dept Chem 3 Sci Dr 3 Singapore 117543 Singapore

Three internally developed mobile apps, "3D Sym Op", "SM2 Chem" and "ARMolVis", available for free on both the Apple App Store and Google Play Store were evaluated in seven studies. Each study was a systematic process of Pre-Test, In-lecture App Demo, App Assisted Interactive tutorials (AAITs) and/or Independent App Usage (IAU), followed by a Survey and Post-Test. Overall, the mobile apps were effective evident by the higher Post-Test vs. Pre-Test % increase for those who used the app more frequently compared to those who used the app rarely. Apps were most effective when used in AAITs with the Blended Learning approach. This approach requires the physical presence of both teacher and student, but with some element of student free play such as using the app to complete worksheets in pairs or groups.

关键词： Chemistry Science Instruction Computer Oriented programs Statistical Analysis Pretests Posttests Blended Learning tutorial programs Surveys Teacher Student Relationship Technology Uses in Education Educational Technology College Science

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Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study

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AUSTRALIAN JOURNAL OF LEARNING DIFFICULTIES 2018年第1期23卷 31-51页

作者： Lim, Lisa Arciuli, Joanne Munro, Natalie Univ Sydney Fac Hlth Sci Sydney NSW Australia

This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week period. Analysis of the average performance across the group revealed that the proportion of reading errors relative to the number of words read from preintervention to postintervention were significantly reduced. Significant improvement was also seen in shared book reading fluency following intervention. Individual case study data is also presented. Postintervention, reading errors per minute were reduced for two participants (P4 and P5). Reading dysfluencies per minute decreased for two participants (P1 and P5) while all participants improved in shared book reading fluency. Preliminary results suggest that children with DS can generalise skills taught in the MultiLit Reading Tutor Program to shared book reading, although variability regarding changes in literacy abilities postintervention was observed.

关键词： Reading Comprehension Down Syndrome Reading programs Tutoring tutorial programs Foreign Countries Comparative Analysis Early Adolescents Early Intervention Student Participation Case Studies Reading Fluency Story Reading Adjustment (to Environment) Behavior Rating Scales Achievement Tests Reading Skills Literacy Education Intelligence Tests Reading Ability Reading Habits Statistical AnalysisAustralia

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Bella Here and There: Forming and Re-Forming Identities Across School Contexts

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READING & WRITING QUARTERLY 2018年第4期34卷 306-321页

作者： Jaeger, Elizabeth L. Univ Arizona Tucson AZ USA

The study described here is a case analysis of an emergent bilingual and her English literacy development. Mobilizing identity theory, the study explores ways in which the young girl's language and literacy identities played out across the large group, small group, and tutorial settings for instruction. The study took place over one school year. Analysis of observation and interview data produced two key findings. First, Bella's identities, and the extent to which she focused on her expressed goal of becoming a better reader, differed across the school contexts of which she was a member. Second, Bella's affective response to all three environments ranged from calm certainty to anxious uncertainty, although the ways these responses played out differed from context to context. I argue here that, if educators are to meet the needs of all readers, it is necessary to conduct detailed analyses of the contexts they populate.

关键词： Context Effect Case Studies Bilingual Students English (Second Language) English Language Learners Literacy Interviews Observation Identification (Psychology) Intervention Classroom Techniques tutorial programs Elementary School Students Emergent Literacy Group Dynamics Grade 4 Qualitative Research

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Fashion students choose how to learn by constructing videos of pattern making

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2017年第6期48卷 1502-1511页

作者： Cavanagh, Michaella Pete, Mari Univ Technol Pattern Technol Durban South Africa Ctr Excellence Learning & Teaching Durban South Africa

This paper analyses new learning experiences of first year pattern technology students at a university of technology, in the context of selected characteristics of authentic learning theories. The paper contributes to existing knowledge by proposing a method that could be followed for design-based subjects in a vocational education setting. Students were competent when replicating demonstrated pattern making procedures, but struggled to transfer knowledge to different situations. Therefore, a project asked students to create their own pattern-making video tutorials in an effort to deepen authentic learning. Examining the learning activity and its results through action research reflection, the lecturer recognised authentic learning characteristics. For example, students grasped the work, displaying a range of original responses that presented more than one correct answer. By creating their own practice-based content, students were able to learn more in the same period, compared to other cohorts in past years. Students were better equipped to utilise this knowledge in later projects and tests, demonstrating deeper understanding and knowledge transfer to other environments. Ultimately active knowledge production deepened learners' motivation, engagement in the learning process, and increased performance.

关键词： Clothing Patternmaking Student Developed Materials Video Technology Technology Uses in Education Undergraduate Students Vocational Education Transfer of Training tutorial programs Learning Activities Action Research Outcomes of Education Learning Motivation Learner Engagement

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Further evidence for the efficacy of an evidence-based, small group, literacy intervention program for young struggling readers

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AUSTRALIAN JOURNAL OF LEARNING DIFFICULTIES 2017年第1期22卷 3-13页

作者： Wheldall, Kevin Wheldall, Robyn Madelaine, Alison Reynolds, Meree Arakelian, Sarah Macquarie Univ Special Educ Ctr MultiLit Res Unit Macquarie Pk Australia

An earlier series of pilot studies and small-scale experimental studies had previously provided some evidence for the efficacy of a small group early literacy intervention program for young struggling readers. The present paper provides further evidence for efficacy based on a much larger sample of young, socially disadvantaged, at-risk readers. The participants comprised 14 successive intakes of Year 1 and Year 2 students into small group remedial literacy intervention programs hosted by two charitably run tutorial centres. In each semester, over the years 2005-2011, eight students (on average) attended each centre for one hour, for four days per week, for 15 weeks. Pre- and post-test assessment data on eight measures of early literacy performance were available on up to 194 students who completed the program. Substantial and statistically significant gains were evident on all literacy measures with large effect sizes. These results provide further evidence for the efficacy of the small group literacy intervention program.

关键词： Evidence Based Practice Intervention Literacy Education Reading Difficulties Statistical Analysis tutorial programs Pretests Posttests Disadvantaged At Risk Persons Program Effectiveness Remedial Instruction Reading Tests Spelling Tests Foreign Countries Small Group InstructionAustralia

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Why Students Learn More From Dialogue- Than Monologue-Videos: Analyses of Peer Interactions

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JOURNAL OF THE LEARNING SCIENCES 2017年第1期26卷 10-50页

作者： Chi, Michelene T. H. Kang, Seokmin Yaghmourian, David L. Arizona State Univ Mary Lou Fulton Teachers Coll Tempe AZ 85287 USA Univ Wisconsin Sch Educ Madison WI USA Arizona State Univ Inst Sci Teaching & Learning POB 872111 Tempe AZ 85287 USA

In 2 separate studies, we found that college-age students learned more when they collaboratively watched tutorial dialogue-videos than lecture-style monologue-videos. In fact, they can learn as well as the tutees in the dialogue-videos. These results replicate similar findings in the literature showing the advantage of dialogue-videos even when observers watched them individually. However, having the observing students watch collaboratively as dyads provided data to carry out in-depth analyses of their conversations and activities in order to understand why dialogue-videos are superior to monologue-videos. Toward that goal, transcripts of video dialogues and monologues, as well as peer-to-peer conversations of the observing students collected in a prior study, were analyzed using the ICAP (interactive, constructive, active, passive) framework as a lens. Three sets of analyses were carried out. The 1st set focused on the content of the videos in terms of the tutors' and the tutees' moves. The 2nd set focused on the activities and behaviors of the collaboratively observing dyads. The 3rd set focused on the role of the tutees in the dialogue-videos in eliciting constructive and interactive engagement from the observing students. Our analyses suggest that dialogue-videos naturally elicited more constructive and interactive engagement behaviors from the observers than the monologue-videos, which in turn mediated the observers' own learning.

关键词： Learning Processes Outcomes of Education Teaching Methods Dialogs (Language) Video Technology tutorial programs Lecture Method Comparative Analysis Cooperative Learning Observation Interaction Interpersonal Communication Discourse Analysis Educational Benefits Peer Relationship Learner Engagement College Students Pretests Posttests Achievement Gains Content Analysis Tutors Instructional Materials Correlation Hypothesis Testing

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The revitalized tutoring center

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PHI DELTA KAPPAN 2017年第5期98卷 61-66页

作者： Koselak, Jeremy Colorado Springs Sch Dist 11 Colorado Springs CO 80903 USA

One high-leverage strategy rooted in a strong research base — the revitalized tutoring center — provides a wealth of opportunity to students who may be otherwise underserved. This embedded, open-all-day tutoring center supports collaborative teacher teams by using peer tutors and community volunteers. By centralizing resources and providing supports during the school day, free to all students and targeted to some, the center helps schools close the opportunity gap without overburdening teachers, schedules, or budgets. One high school in Colorado that implemented the approach experienced a dramatic improvement in on-time graduation rates.

关键词： High School Students tutorial programs Tutors Peer Teaching Achievement Gap Graduation Rate Program Effectiveness Teacher Collaboration Volunteers Educational Benefits Outcomes of Education Cost EffectivenessColorado

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