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Evaluating students' learning gains and experiences from using ***

CHEMISTRY EDUCATION RESEARCH AND PRACTICE 2016年第4期17卷 1156-1173页

作者： Bode, Nicholas E. Caron, Jeanette Flynn, Alison B. Univ Ottawa Dept Chem & Biomol Sci 10 Marie Curie Private Ottawa ON K1N 6N5 Canada Univ Ottawa Ctr E Learning Teaching & Learning Support Serv 136 Jean Jacques Lussier Ottawa ON K1N 6N5 Canada

Skill in organic chemistry nomenclature is fundamental for communicating more complex concepts. Interpreting and using functional group names is particularly important. With ***, students can create tailored interactive quizzes according to their learning needs;the tool is free and available in English and French. The present study investigated students' nomenclature learning in three different learning environments to determine (1) what learning gains participants make when using *** independently, when guided, or taught nomenclature through a traditional classroom tutorial and (2) students' perceptions of the usefulness, ease of use, and overall learning experience in each of the settings. We invited students from first and second semester organic chemistry courses at a large, research-intensive Canadian university to participate in a nomenclature workshop. When participants arrived, they were randomly sorted into one of three treatment groups: classroom tutorial, independent use of nomenclature101, or guided use of nomenclature101. Before the session, participants completed a pre-test;at the end, they completed a post-test and a questionnaire related to affective aspects of their experience. We analyzed participants' scores and questionnaire responses, and qualitatively analyzed their test answers, including errors. Learning gains were significant with large effect sizes for all three groups although there were no significant differences in learning gains between groups. The largest gains were observed in the ability to correctly identify and draw functional groups. Exploratory factor analysis showed that the post-workshop questionnaire about *** reliably measured participants' perceptions about two latent factors: usefulness and ease of use. Based on questionnaire results, most participants liked the learning tool and found it useful and easy to use. Participants in all groups reported enjoying their learning exper

关键词： Student Evaluation Achievement Gains Organic Chemistry Intermode Differences tutorial programs Conventional Instruction Learning Experience Usability Workshops Control Groups Experimental Groups Questionnaires Pretests Posttests Instructional Effectiveness College Students Error Correction Molecular Structure Factor Analysis Foreign Countries Statistical Analysis Nonparametric StatisticsCanadaCanada Kolmogorov Smirnov Two Sample Test Mann Whitney U Test

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Exploring the Effectiveness of a Measurement Error tutorial in Helping Teachers Understand Score Report Results

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EDUCATIONAL ASSESSMENT 2016年第3期21卷 215-229页

作者： Zapata-Rivera, Diego Zwick, Rebecca Vezzu, Margaret Educ Testing Serv Princeton NJ 08541 USA

The goal of this study was to explore the effectiveness of a short web-based tutorial in helping teachers to better understand the portrayal of measurement error in test score reports. The short video tutorial included both verbal and graphical representations of measurement error. Results showed a significant difference in comprehension scores between each of two tutorial groups (basic and enhanced) and the control group (no tutorial) but not between the two tutorial groups. Results also provided evidence of teachers' misconceptions about the meaning of measurement error and confidence bands.

关键词： Error of Measurement tutorial programs Instructional Effectiveness Web Based Instruction Scores Control Groups Experimental Groups Matched Groups Misconceptions Teacher Education Teacher Competency Testing Elementary Secondary Education Questionnaires Usability Pedagogical Content Knowledge Statistical AnalysisUnited States

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A Comparison of Text, Voice, and Screencasting Feedback to Online Students

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AMERICAN JOURNAL OF DISTANCE EDUCATION 2016年第3期30卷 156-166页

作者： Orlando, John Northcent Univ San Diego CA 92106 USA

The emergence of simple video and voice recording software has allowed faculty to deliver online course content in a variety of rich formats. But most faculty are still using traditional text comments for feedback to students. The author launched a study comparing student and faculty perceptions of text, voice, and screencasting feedback. The results provide some interesting insights into the advantages and disadvantages of different forms of feedback. The author finishes with best practices for providing screencasting feedback to students.

关键词： Comparative Analysis Feedback (Response) Online Courses Electronic Learning tutorial programs Computer Mediated Communication Video Technology Distance Education College Students College Faculty Teaching Methods Teacher Surveys Student SurveysArizonaArizona

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A multidimensional approach to overcoming challenges in leading community college math tutoring success

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COMMUNITY COLLEGE JOURNAL OF RESEARCH AND PRACTICE 2016年第6期40卷 534-549页

作者： Jaafar, Reem Toce, Andi Polnariev, Bernard A. CUNY LaGuardia Community Coll Dept Math Engn & Comp Sci 31-10 Thomson AveRoom E-223H Long Isl City NY 11101 USA CUNY LaGuardia Community Coll Acad Affairs Long Isl City NY 11101 USA

The United States lags behind many countries in mathematics proficiency. Quite often, students after graduating from high school are not prepared to enter college and are required to take remedial courses before taking credit- bearing math courses. This is particularly true at two-year institutions such as LaGuardia Community College, which provides the opportunity for students from a diverse background to attend college and earn a degree. Our college has created numerous initiatives to support the least prepared students. Our Mathematics Learning Center offers support for courses ranging from remedial mathematics through calculus and differential equations. In recent semesters, the mathematics department decided to dedicate a select group of faculty members to identify new ways of improving services at the center. In this paper, we argue for the need to give faculty a central role in assessing and devising appropriate policies for running a tutoring center. We discuss several challenges and solutions that would provide a multidimensional approach to students' educational experience at a public two-year urban college.

关键词： Community Colleges College Mathematics tutorial programs Remedial Mathematics College Faculty Teacher Role Mathematics Teachers Urban Schools Academic Support Services Outcomes of Education Statistical Analysis SchedulingNew YorkNew York

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Getting to Scale: Evidence, Professionalism, and Community

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JOURNAL OF EDUCATION FOR STUDENTS PLACED AT RISK 2016年第1期21卷 60-63页

作者： Slavin, Robert E. Johns Hopkins Univ Ctr Res & Reform Educ 300 E Joppa RdSuite 500 Baltimore MD 21286 USA

Evidence-based reform, in which proven programs are scaled up to reach many students, is playing an increasing role in American education. This article summarizes articles in this issue to explain how Reading Recovery has managed to sustain itself and go to scale over more than 30 years. It argues that Reading Recovery has succeeded due to a focus on evidence, professionalism, and community. Implications of the experience of Reading Recovery for policy and practice are discussed.

关键词： Reading programs Educational Change Educational Policy Professional Personnel Evidence tutorial programs Reading Reading Achievement Community Involvement

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Eric Ed388648: Assessing Early Field Experiences: Do We Really Want to Know?

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2016年

Eric Ed388648: Assessing Early Field Experiences: Do We Really Want to Know? by Eric; published by

关键词： assessing early ed388648: elementary secondary education eric archive experiences: field field experience programs higher education instructional effectiveness observation practicums preservice teacher education student educational objectives teaching experience tutorial programs tutoring

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Eric Ed348593: Enhancing Self-Esteem of at-Risk High School Students

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2016年

Eric Ed348593: Enhancing Self-Esteem of at-Risk High School Students. by Eric; published by

关键词： at-risk college students cross age teaching ed348593: enhancing eric archive grade 9 high risk students high school students high schools higher education interpersonal relationship peer teaching school self esteem self-esteem tutorial programs tutoring

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Eric Ed301418: Mathematics for Vocational Nursing tutorial Modules. Adult Literacy Project

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2016年

Eric Ed301418: Mathematics for Vocational Nursing tutorial Modules. Adult Literacy Project. by Eric; published by

关键词： adult adult education adult literacy ed301418: eric archive instructional materials literacy mathematics mathematics education mathematics instruction modules. nursing nursing education postsecondary education remedial instruction remedial mathematics remedial programs secondary school mathematics tutorial programs vocational education

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Eric Ed084100: the Relationship Between Concept Attainment and Verbal Predictive Ability for Primary Grade Children

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2016年

Eric Ed084100: the Relationship Between Concept Attainment and Verbal Predictive Ability for Primary Grade Children. by Eric; published by

关键词： ability academic ability academic achievement attainment audiovisual instruction between children. cloze procedure concept concept formation educational research elementary school science eric archive hibbard, mike instruction science education student characteristics tutorial programs

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Eric Ed342835: Partners for Valued Youth: Dropout Prevention Strategies for at-Risk Language Minority Students. a Handbook for Teachers and Planners

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2016年

Eric Ed342835: Partners for Valued Youth: Dropout Prevention Strategies for at-Risk Language Minority Students. a Handbook for Teachers and Planners. by Eric; published by

关键词： academic achievement at-risk cross age teaching dropout dropout prevention ed342835: elementary education elementary school students eric archive handbook high risk students hispanic americans language limited english speaking middle school students middle schools minority group children program descriptions program implementation teaching guides tutorial programs urban schools

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