Scardamalia. Renkl Atkinson Bereitert & Maier 2002 Renkl & Atkinson complete. worked-example. incomplete workedexample
|
|
- Clifton Knight
- 7 years ago
- Views:
Transcription
1 G441 A Natalie Olinghouse 2008 Paas 1992 Scardamalia Renkl Atkinson Bereitert 1996 & Maier 2002 Renkl & Atkinson complete JD45. i zq55822@ 163. com worked-example incomplete workedexample 1 495
2 Northwest Regional Educational Laboratory ~ Natalie
3 ~ ~ 3 1 ~ p < F = p > F = p < Dunnett' T3 497
4 ps < F = p > ps > t t 2 F = p < Dunnett'T3 9 ps < t t t 3 n M SD M SD p < p < t 3 3 n t M SD M SD p < p < t n t M SD M SD p < p < F = p > F = p < Dunnett'T3 t
5 ps < single-content ps > Schworm & Renkl 2007 Renkl Hilbert & t t 4 Schworm 2009 learning domain learning domain exemplifying domain 3. 4 Renkl t n M SD M SD F = p > F = p > examples double-content examples
6 / /3 3 2 /3 7 4 Northwest Regional Educational Laboratory Traits of Analytic Writing Assessment Scoring Guide Rubric Http / / educationnorthwest. org / resource /464. Natalie G. & Olinghouse T Student and instruction-level predictors of narrative writing in third-grade students Reading and writing Pass F Training strategies for attaining transfer of problemsolving skill in statistic a cognitive load approach. Journal of Educational Psychology Renkl A. Atkinson R. K. & Maier U. H From example study to problem solving Smooth transitions help learning. The Journal of Experimental Education Renkl A. & Atkinson R. K Structuring the transition from example study to problem solving in cognitive skill acquisition A cognitive load perspective. Educational Psychologist Renkl A. Hilbert T. & Schworm S Example-Based Learning in Heuristic Domains A Cognitive Load Theory Account. Educational Psychological Review Schworm S. & Renkl A Learning argumentation skills through the use of prompts for self-explaining examples. Journal of Educational Psychology
7 Reading Model Essay Influenced Pupils' Composition Achievements WANG Yao ZHANG Qi Psychology Department Liaoning Normal University Dalian Abstract Introduction In composition instruction teachers generally recommended for pupils to read some complete model essays and rarely used incomplete model essays. However the authors were inspired by the incomplete workedexample and believed that the results of reading some types of incomplete model essays as well as or may be better than the results of reading a complete model essay. Method In order to verify the hypothesis the authors established an evaluating indicator of pupils' narrative writing and designed one complete model essay and 8 different types of incomplete model essays. 300 third-grade pupils were randomly divided into 10 groups one group was the control group and other 9 groups were experimental groups. All the pupils were asked to write a narrative with the same subject during the first phase of the experiment in 30 minutes and then tock rest for10 minutes. After10 minutes the pupils of one experimental group read the complete model essay other 8 experimental group separately read one types of incomplete model essays and the control group studied by oneself in scheduled time but did not read anything model essay during the second phase of the experiment in 10 minutes and then tock rest for10 minutes. After10 minutes all the pupils of the 10 groups pupils were asked to rewrite a narrative with the same subject as the same as before during the third phase of the experiment in 30 minutes. Results Each composition of the pre and post was assessed by three graduate students which master the evaluating indicator of pupils' narrative writing and calculated the sub-scores. The results showed that the article content post scores of the experimental groups were all significantly batter than the per scores and the control group The article frame post scores of the complete model essay groups and 4 incomplete model essays groups were remarkable batter than the per scores and the control group and other 4 incomplete model essays groups were not remarkable The post scores of the good words and sentences of the complete model essay groups and 6 incomplete model essays groups were remarkable batter than the per scores and the control group and other 2 incomplete model essays groups were not remarkable But the post scores with the per scores of the writing mistakes scores of the all experimental groups and the control group there were not significantly difference. Conclusions Third-grade pupils which reading some types of incomplete model essays could improve their composition achievements as well as or may be better than the results of reading a complete model essay but some types of incomplete model essays were not. However reading model essays complete or incomplete couldn't improve the writing mistakes. Key words pupils narrative complete model essay incomplete model essay 501
Celebrate Success. NC is a Leader in Educator Evaluation
Celebrate Success NC is a Leader in Educator Evaluation Statewide nline Evaluation Tool for Teachers Aligned Teacher and Principal Process Direct Connection to Professional Development Goals Direct Link
More informationStructuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective
COGNITIVE RENKL LOAD AND PERSPECTIVE ATKINSON EDUCATIONAL PSYCHOLOGIST, 38(1), 15 22 Copyright 2003, Lawrence Erlbaum Associates, Inc. Structuring the Transition From Example Study to Problem Solving in
More informationMany studies out there show that time on task is a very strong predictor of performance gains in reading and writing. Particularly for writing, it s
1 Many studies out there show that time on task is a very strong predictor of performance gains in reading and writing. Particularly for writing, it s not just writing, but it is also getting feedback
More informationComparison of different approaches on example based learning for novice and proficient learners
DOI 10.1186/s13673-015-0048-8 RESEARCH Open Access Comparison of different approaches on example based learning for novice and proficient learners Yi Hung Huang 1, Kuan Cheng Lin *, Xiang Yu 1 and Jason
More informationELL Considerations for Common Core-Aligned Tasks in English Language Arts
ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical
More informationEvaluation Form for Department Assessment Plan Department of Psychology Fall 2009
Evaluation Form for Department Assessment Plan Department of Psychology Fall 2009 Goal #1: Students will demonstrate an understanding of the major historical schools of thought and approaches in psychology.
More informationHelpful Links 8 Helpful Documents 8 Writing History 9 Pending Peer Reviews 9 Navigation Tabs 10 Changing Courses 10
V7.30.15 2014 GETTING STARTED Table of Contents Welcome to WPP Online 3 WPP Online Welcome Page 3 Logging in to WPP Online 4 Changing your Password 5 Accessing your Courses 7 Selecting a Course 7 The Course
More informationED 666 ~ Advanced Educational Psychology ~ Karen L. Macklin
UAS CTE graduates will be informed, reflective, and responsive teachers within diverse classroom, school, and community contexts ED S631 Advanced Educational Psychology - Course Syllabus Karen L. Macklin,
More informationAK + ASD Writing Grade Level Expectations For Grades 3-6
Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.
More informationRhetoric and Critical Thinking
Rhetoric and Critical Thinking Annual Meeting Teagle/Spencer Project Duke University June 10th, 2011 Richard Fliegel and John Holland USC Dornsife College Abstract The USC project for the Spencer/Teagle
More informationWriting Abstracts for MLIS Research Proposals Using Worked Examples: An Innovative Approach to Teaching the Elements of Research Design
Writing Abstracts for MLIS Research Proposals Using Worked Examples: An Innovative Approach to Teaching the Elements of Research Design Anita L. Ondrusek, Harold E. Thiele, and Changwoo Yang The authors
More informationUsing Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students Expertise
Blayney, P., Kalyuga, S., & Sweller, J. (2015). Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students Expertise. Educational Technology & Society, 18 (4), 199 210. Using Cognitive
More informationThe effect of observational learning on students performance, processes, and motivation in two creative domains
1 British Journal of Educational Psychology (2011) C 2011 The British Psychological Society The British Psychological Society www.wileyonlinelibrary.com The effect of observational learning on students
More informationRequired for Review: Ask and answer an assessment-focused question
1. Quality of program outcomes What direct measures of student learning/achievement does the program use: CLA, program assessment (portfolio, common final/question set, licensure exams, exit exam, etc.)
More informationCognitive Load Theory and Instructional Design: Recent Developments
PAAS, RENKL, INTRODUCTION SWELLER EDUCATIONAL PSYCHOLOGIST, 38(1), 1 4 Copyright 2003, Lawrence Erlbaum Associates, Inc. Cognitive Load Theory and Instructional Design: Recent Developments Fred Paas Educational
More information2013 COLLEGE AND WORK READINESS ASSESSMENT RESULTS BACKGROUND
Department of Planning, Innovation, and Accountability Report from the Office of Student Assessment Number 36 September 17, 2013 2013 COLLEGE AND WORK READINESS ASSESSMENT RESULTS AUTHORS: Darra K. Belle,
More informationIf your course is part of a similar assessment effort in your program, you probably need to assess the following outcomes in your course:
ABET GUIDE ASSESSMENT FOR ABET ACCREDITATION In the United States, accreditation is a peer-review process. Educational institutions or programs volunteer to undergo this review periodically to determine
More informationASSESSMENT DIRECTIONS: Please use the data sets provided below to complete Steps 1-3 of the worksheet. Day 3 Assessment
ASSESSMENT DIRECTIONS: Please use the data sets provided below to complete Steps 1-3 of the worksheet Day 3 Assessment Tier 1 Problem Solving Worksheet Review of Universal Screening/Large Group Data School:
More informationWeb: http://www.emporia.edu/psych Visser Hall 327, Campus Box 4031, Phone: (620)341-5317, Fax: (620) 341-5801
PSYCHOLOGY Web: http://www.emporia.edu/psych Visser Hall 327, Campus Box 4031, Phone: (620)341-5317, Fax: (620) 341-5801 Brian W. Schrader, Chair Graduate Faculty Professors: Pamelyn MacDonald, James D.
More informationOutcome: Compare and contrast different research methods used by psychologists including their respective advantages and disadvantages.
BS Psychology FY14 Closing the Loop: Previous FY Assessment Summary Annual Assessment Summary Ongoing Providing Department: BS Psychology Responsible Roles: In the text box below, please complete your
More informationHow to Write A Solid AP Psychology Free Response Question
How to Write A Solid AP Psychology Free Response Question 1. Read before answering. Carefully read both of the questions before you start to write anything. Decide which question you are more comfortable
More informationeclips Design Packet Middle School and High School NASA Real World: Mathematics (Grades 6-8) NASA Launchpad (Grades 9-12) Educational Product
eclips Middle School and High School Design Packet Educational Product Educators & Students Grades 6-12 NP-2009-12-229-LaRC NASA Real World: Mathematics (Grades 6-8) NASA Launchpad (Grades 9-12) www.nasa.gov/education/nasaeclips
More informationAnalyzing Research Articles: A Guide for Readers and Writers 1. Sam Mathews, Ph.D. Department of Psychology The University of West Florida
Analyzing Research Articles: A Guide for Readers and Writers 1 Sam Mathews, Ph.D. Department of Psychology The University of West Florida The critical reader of a research report expects the writer to
More informationCommon Core Writing Rubrics, Grade 3
Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major
More informationSchool for New Learning BA. LL 140: Writing Workshop On-Ground Syllabus
School for New Learning BA LL 140: Writing Workshop On-Ground Syllabus Instructor: Course Dates: Course Location: Course Description The Writing Workshop will help students be more confident, efficient
More informationSubgoal Labeled Worked Examples Improve K-12 Teacher Performance in Computer Programming Training
Subgoal Labeled Worked Examples Improve K-12 Teacher Performance in Computer Programming Training Lauren E. Margulieux (l.marg @gatech.edu) Georgia Institute of Technology, School of Psychology Atlanta,
More informationCelebrate Success. NC is a Leader in Educator Evaluation. Personnel
Celebrate Success NC is a Leader in Educator Evaluation Statewide nline Evaluation Tool for Teachers Aligned Teacher and Principal Process Direct Connection to Professional Development Goals Direct Link
More informationA Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant
Structure of a Workshop: A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant For the last four years, writing and reading workshops have been the foundation of my classroom practice.
More informationA Teacher s Guide: Getting Acquainted with the 2014 GED Test The Eight-Week Program
A Teacher s Guide: Getting Acquainted with the 2014 GED Test The Eight-Week Program How the program is organized For each week, you ll find the following components: Focus: the content area you ll be concentrating
More informationWhen Is It Best to Learn with All Worked Examples?
When Is It Best to Learn with All Worked Examples? Bruce M. McLaren and Seiji Isotani Carnegie Mellon University, Human Computer Interaction Institute, 5000 Forbes Avenue, Pittsburgh, Pennsylvania {bmclaren,sisotani}@cs.cmu.edu
More informationReport of the Accreditation Revisit to National University March 2015
Report of the Accreditation Revisit to National University March 2015 Overview of this Report This item is the accreditation team report for the March 10-12, 2015 revisit to National University. This item
More informationWave 3 Intervention Guide Intervention Briefing Sheets plus Examples of Intervention Monitoring Templates
Wave 3 Guide Briefing Sheets plus Examples of Monitoring Templates Moving On Reading and Writing AcceleRead, AcceleWrite Direct Phonics Speed Challenge Fresh Start Programme Read, Write Inc. Rapid Reading
More informationEmotional Intelligence Why does it matter?
Emotional Intelligence Why does it matter? Created by Nancy M. Campbell nancy@nmcampbell.com 1 Ideal Self Practicing Real Self Trusting Relationships My Strengths Experimenting My Learning Agenda My Gaps
More informationRubrics for AP Histories. + Historical Thinking Skills
Rubrics for AP Histories + Historical Thinking Skills Effective Fall 2015 AP History Document-Based Question and Long Essay Rubrics AP History Document-Based Question and Long Essay Rubrics The rubrics
More informationReturn on Investment: Cost vs. Benefits. James J. Heckman, University of Chicago
Return on Investment: Cost vs. Benefits James J. Heckman, University of Chicago Context Research on early childhood integrates theory and public policy to the mutual benefit of both. Expands the scientific
More informationEnglish 10 2009/10 Released Exam August 2010 Form A Provincial Examination Answer Key
English 10 2009/10 Released Exam August 2010 Form A Provincial Examination Answer Key Cognitive Processes W = Retrieve Information X = Recognize Meaning Y = Interpret Texts Z = Analyze Texts C = Writing
More informationWeb: http://www.emporia.edu/psych Visser Hall 327, Campus Box 4031, Phone: (620)341-5317, Fax: (620) 341-5801
PSYCHOLOGY Web: http://www.emporia.edu/psych Visser Hall 327, Campus Box 4031, Phone: (620)341-5317, Fax: (620) 341-5801 Brian W. Schrader, Chair Graduate Faculty Professors: James D. Persinger, Brian
More informationDESIGNING VIRTUAL EXPERIMENTS IN ELECTRIC CIRCUITS BY HIGH SCHOOL STUDENTS
DESIGNING VIRTUAL EXPERIMENTS IN ELECTRIC CIRCUITS BY HIGH SCHOOL STUDENTS Athanasios Taramopoulos 1, Euripides Hatzikraniotis 2 and Dimitrios Psillos 1 1 Department of Primary Education, Aristotle University
More informationLDC Template Task Collection 2.0
Literacy Design Collaborative LDC Template Task Collection 2.0 December 2013 The Literacy Design Collaborative is committed to equipping middle and high school students with the literacy skills they need
More informationKey Stage 1 Assessment Information Meeting
Key Stage 1 Assessment Information Meeting National Curriculum Primary curriculum applies to children in Years 1-6. Introduced in September 2014. The curriculum is structured into core and foundation subjects.
More informationEducational Psychology and Assessment
Salem Community College Course Syllabus Course Title: Course Code: Educational Psychology and Assessment PSY212 Lecture Hrs: 3 Lab Hrs: 0 Credits: 3 Course Description: PSY212 is concerned with the psychological
More informationDesigning and Using Weighted Rubrics
Designing and Using Weighted Rubrics The following pages demonstrate one effective way for history teachers to integrate the new assessment model required by the Ontario Ministry of Education into their
More informationRESEARCH METHODS IN I/O PSYCHOLOGY
RESEARCH METHODS IN I/O PSYCHOLOGY Objectives Understand Empirical Research Cycle Knowledge of Research Methods Conceptual Understanding of Basic Statistics PSYC 353 11A rsch methods 01/17/11 [Arthur]
More informationEvaluating Students in the Classroom. 2007 Faculty Development Conference February 2007 D. P. Shelton, MSN, RN, CNE, EdD (c)
Evaluating Students in the Classroom 2007 Faculty Development Conference February 2007 D. P. Shelton, MSN, RN, CNE, EdD (c) Objectives Describe assessment strategies for use in the classroom. Explore the
More informationIntroduction to Writing Traits and Writing Strategies
Six Traits Writing Workshop WNY School Support Center UB Buffalo Public Schools Jim Collins Introduction to Writing Traits and Writing Strategies Traits and Strategies 1. The Six Traits approach to writing
More informationPennsylvania Department of Education Teacher and Principal Evaluation Information Individual LEA Data For the 2011-12 Rating Period
Pennsylvania Department of Education Teacher and Principal Evaluation Information Individual LEA Data For the 2011-12 Rating Period GENERAL INFORMATION LEA Name: Bangor Area SD AUN Number: 120480803 Address:
More informationAnalogical Scaffolding in Collaborative Learning
Analogical Scaffolding in Collaborative Learning Soniya Gadgil (smg58@pitt.edu) Timothy Nokes (nokes@pitt.edu) Learning Research and Development Center University of Pittsburgh Pittsburgh, PA 15260 US
More informationHISTORY KEY STAGE THREE
HISTORY KEY STAGE THREE SCHEME OF WORK HISTORY KS3 ASSESSMENT AND HOMEWORK POLICY INTRODUCTION It is the aim of the History Department to develop increasingly independent learners who take responsibility
More informationKnowledge vs. Skills: Finding a Balance in Your Classroom
Knowledge vs. Skills: Finding a Balance in Your Classroom Eric Landrum Department of Psychology elandru@boisestate.edu Boise State University Center for Teaching and Learning Workshop February 17 & 18,
More informationWriting Learning Objectives
The University of Tennessee, Memphis Writing Learning Objectives A Teaching Resource Document from the Office of the Vice Chancellor for Planning and Prepared by Raoul A. Arreola, Ph.D. Portions of this
More informationAP Psychology Summer Assignment 2015 2016 Ms. Hecox ApPsychHecox@gmail.com
AP Psychology Summer Assignment 2015 2016 Ms. Hecox ApPsychHecox@gmail.com Welcome to AP Psychology! This summer assignment serves multiple introductory purposes. You will have the chance to form a background
More information3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationRecording Form. Part One: Oral Reading. Recording Form. The International Space Station Level Y Nonfiction
Student Grade _ Date Teacher School Part One: Oral Reading Place the book in front of the student. Read the title and introduction. Introduction: The International Space Station is a gigantic laboratory
More informationAP Psychology Summer Homework Bennett. Teacher: Bennett Class: AP Psychology Email: cbennett@goldercollegeprep.org. Name: Section:
Teacher: Bennett Class: AP Psychology Email: cbennett@goldercollegeprep.org Name: Section: Directions: 1. Read Read Ch. 1, The Science of Psychology, pages 1-43 2. Answer the questions on the attached
More informationWriting Effective Questions
Writing Effective Questions The most important thing to keep in mind when you develop test questions is that your job as an educator is to teach people so that they can learn and be successful. The idea
More informationThe Six Traits Professional Development Model
The Six Traits Professional Development Model It s not a program or curriculum. The Six Traits become a scoring guide AND a tool for writing and using the writing process. It is a shared vocabulary for
More informationAssessment Plan. UCO Conceptual Framework II.C. Addresses holistic needs of students
Plan Task: Design an assessment plan to monitor student progress toward learning goal(s). Use multiple assessment modes and approaches aligned with learning goals to assess student learning throughout
More informationHigh School Psychology and its Impact on University Psychology Performance: Some Early Data
High School Psychology and its Impact on University Psychology Performance: Some Early Data John Reece Discipline of Psychology School of Health Sciences Impetus for This Research Oh, can you study psychology
More informationNutrition and Culinary Arts I. Example SLO
Nutrition and Culinary Arts Example SLO A Student Learning Objective (SLO) is a detailed process used to organize evidence of student growth over a specified period of time. The SLO process is appropriate
More informationB.A. in Elementary Education
B.A. in Elementary Education APPLICATION Name: City: Zip: NNMC Student Information School (Banner) ID# 0000 Email: @nnmc.edu Home Phone: Cell: Work: Emergency Contact Information Name: Phone: Relationship:
More informationRubrics for Assessing Student Writing, Listening, and Speaking High School
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
More informationImprovement of Visual Attention and Working Memory through a Web-based Cognitive Training Program
. Improvement of Visual Attention and Working Memory through a Web-based Cognitive Training Program Michael Scanlon David Drescher Kunal Sarkar Context: Prior work has revealed that cognitive ability is
More informationObjective 2.4.: Students will demonstrate knowledge of, and the ability to practice, behavioral consultation with teachers and parents.
Goals and Objectives of the School Psychology Program Graduates of the school psychology program are expected to develop a variety of critical, causal, interpretive, and reflective thinking skills during
More informationCENTRAL TEXAS COLLEGE SYLLABUS FOR DIRW 0305 PRINCIPLES OF ACADEMIC LITERACY. Semester Hours Credit: 3 INSTRUCTOR: OFFICE HOURS:
CENTRAL TEXAS COLLEGE SYLLABUS FOR DIRW 0305 PRINCIPLES OF ACADEMIC LITERACY Semester Hours Credit: 3 INSTRUCTOR: OFFICE HOURS: I. INTRODUCTION Principles of Academic Literacy (DIRW 0305) is a Non-Course-Based-Option
More informationPolicy statement: Assessment, recording and reporting achievement.
Policy statement: Assessment, recording and reporting achievement. In partnership with the home and the local community, the school has a responsibility to fulfil the demands of the national curriculum
More informationName: School: School Year: Evaluator: District: Date Completed: Evaluator s Title:
School Social Worker Summary Rating Form (Required) This form is to be jointly reviewed by the schools social worker and evaluator or designee during the Summary Evaluation Conference conducted at the
More informationWriting Effective Learning Objectives
Writing Effective Learning Objectives Elaine Van Melle, PhD and Sheila Pinchin, MEd Office of Health Sciences Education Faculty of Health Sciences Queen s University September 2008 How to Write An Effective
More informationImproving College Readiness through Curricular Innovation
1 Improving College Readiness through Curricular Innovation ISSUE 2 What are the expectations for college readiness? WHAT IS COLLEGE READINESS? 3 What students must know and be able to do to succeed in
More informationCollege of Liberal Arts. Psychology. Clinical Psychology, PhD. 2013-2014 Assessment Report. Expected Outcome 1 -- Assessment and Intervention skills:
2013-2014 Assessment Report Program: Clinical Psychology, PhD College of Liberal Arts Psychology Clinical Psychology, PhD Expected Outcome 1 -- Assessment and Intervention skills: Commensurate with their
More informationNew Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION
Content Area Standard Strand By the end of grade P 2 New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Visual and Performing Arts 1.4 Aesthetic Responses & Critique
More informationSpecific learning outcomes (Course: Introduction to experimental research)
IB Psychology: course 1 (i3psh1, i3pss1) Standard and higher level: Introduction to experimental research The first course focuses on setting the ground for studying IB psychology; we will begin by looking
More informationNASP Program Review and Approval Enedina García Vázquez, PhD
NASP Program Review and Approval Enedina García Vázquez, PhD CAEP Conference Washington, DC September 18, 2015 PROGRAM ACCREDITATION BOARD Agenda Welcome Introductions Processes for completing online submissions
More informationWho is Prize d in Cognitive and Developmental Psychology?
Who is Prize d in Cognitive and Developmental Psychology? Virginia Valian Hunter College & CUNY Grad Ctr Sabrica Barnett CUNY Grad Ctr Shaun Wiley CUNY Grad Ctr Acknowledgments NSF SBE 0123609 Judith Kroll
More informationThe primary goals of the M.A. TESOL Program are to impart in our students:
Quality of Academic Program Goals The primary goals of the M.A. TESOL Program are to impart in our students: (1) knowledge of language, i.e., knowledge of the major elements of language as a system consisting
More informationUnit/Lesson Planning Guide: Key Questions to Consider While Planning
Unit/Lesson Planning Guide: Key Questions to Consider While Planning Following is a guide to unit and lesson planning; it is based on approaches to unit and lesson planning introduced in TE 401 and used
More informationMultimedia for learning: methods and development Review of Educational Research, 66 Educational Psychology Review, 3 University of Hawaii Working Papers in ESL, 8 Instructional message design: Principles
More informationEssay on your family history. Maybe youre wondering what families this history different yours all of the others out there..
Essay on your family history. Maybe youre wondering what families this history different yours all of the others out there.. Essay on your family history >>>CLICK HERE
More informationChapter 8 Hypothesis Testing Chapter 8 Hypothesis Testing 8-1 Overview 8-2 Basics of Hypothesis Testing
Chapter 8 Hypothesis Testing 1 Chapter 8 Hypothesis Testing 8-1 Overview 8-2 Basics of Hypothesis Testing 8-3 Testing a Claim About a Proportion 8-5 Testing a Claim About a Mean: s Not Known 8-6 Testing
More informationSPECIMEN MATERIAL AS PSYCHOLOGY 7181/2. Paper 2. Mark scheme. Specimen Material. Final Version
SPECIMEN MATERIAL AS PSYCHOLOGY 7181/2 Paper 2 Mark scheme Specimen Material Final Version Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions,
More informationDefining and Measuring College Success
1 Defining and Measuring College Success Wayne Camara Krista Mattern Andrew Wiley The College Board Research and Development February 24, 2009 2 Remediation and Post Secondary Success 41.4% of post secondary
More informationThe Great Debate. Handouts: (1) Famous Supreme Court Cases, (2) Persuasive Essay Outline, (3) Persuasive Essay Score Sheet 1 per student
The Great Debate OVERVIEW This lesson introduces students to the judicial branch and the Constitution, and engages students in creating a debate. First, the teacher has students review one of four landmark
More informationAssessment Terminology Accountability Achievement Test Action Research Affective Alternative Assessment Analytic Scoring Aptitude Test
Assessment Terminology The following is a list of terms that are used to describe current educational assessment practices. This guide is intended not to promote the use of jargon, but to establish a clear
More informationMethods for Assessing Student Learning Outcomes
Methods for Assessing Student Learning Outcomes Dr. Jennifer E. Roberts Coordinator of Academic Assessment Office of Institutional Research, Planning, and Assessment Northern Virginia Community College
More informationInstructional Design for Advanced Learners: Establishing Connections Between the Theoretical Frameworks of Cognitive Load and Deliberate Practice
Instructional Design for Advanced Learners: Establishing Connections Between the Theoretical Frameworks of Cognitive Load and Deliberate Practice Tamara van Gog K. Anders Ericsson Remy M. J. P. Rikers
More informationPsyD Psychology (2014 2015)
PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing
More informationUniversity of Southern California Rossier School of Education. School Counseling Fieldwork Evaluation
University of Southern California Rossier School of Education School Counseling Fieldwork Evaluation INSTRUCTIONS Candidate Provide a brief summary of this semester s activities in each of the program
More informationDepartment of Linguistics & TESOL Admissions Criteria - Effective Fall 2009
Department of Linguistics & TESOL Admissions Criteria - Effective Fall 2009 Admission Requirements for Graduate Degree Programs in Linguistics In evaluating candidates for admissions to its graduate degree
More informationRubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist
Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
More informationIEP Coordinator Evaluation Rubric
COLLINSVILLE COMMUNITY UNIT SCHOOL DISTRICT NO. 10 IEP Coordinator Evaluation Rubric Developed Around the Professional Practice Domains Identified by Charlotte Danielson* *Certified Specialist Input from
More informationAnnual Goals for Psychology
Annual Goals for Psychology 2010-2011 Curriculum Assessment Department of Psychology Curriculum Assessment Action Item To develop and implement appropriate assessment means to go with the specific learning
More informationCollege of Arts and Sciences Assessment Inventory (Summer 2014)
College of Arts and Sciences Assessment Inventory (Summer ) BIOLOGY (UG and G) (Program Goals): Biology Encompasses the study of all organisms, and our curriculum provides students a solid foundation in:
More informationFOREIGN LANGUAGE TEACHING AN INTERVIEW WITH NINA SPADA
SPADA, Nina. Foreign Language Teaching: an interview with Nina Spada. ReVEL, vol. 2, n. 2, 2004. ISSN 1678-8931 [www.revel.inf.br/eng]. FOREIGN LANGUAGE TEACHING AN INTERVIEW WITH NINA SPADA Nina Spada
More informationMA in Theory and History of Typography & Graphic Communication For students entering in 2006
MA in Theory and History of Typography & Graphic Communication For students entering in 2006 Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty of Arts
More informationPsychology Professor Joe W. Hatcher; Associate Professor Kristine A. Kovack-Lesh (Chair) Visiting Professor Jason M. Cowell
Psychology Professor Joe W. Hatcher; Associate Professor Kristine A. Kovack-Lesh (Chair) Visiting Professor Jason M. Cowell Departmental Mission Statement: The Department of Psychology seeks for its students
More informationDEPARTMENT OF PSYCHOLOGICAL SCIENCE
DEPARTMENT OF PSYCHOLOGICAL SCIENCE Psychological science provides the tools for a scientific analysis of human development, emotion, cognition, behavior, and psychopathology. The department offers a major
More informationModel for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST. Approved by Board of Education August 28, 2002
Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional
More informationTitle: Promoting Critical Thinking and Analysis in a Graduate-Level Course Author: Meagan Patterson, Psychology and Research in Education
Title: Promoting Critical Thinking and Analysis in a Graduate-Level Course Author: Meagan Patterson, Psychology and Research in Education Summary: A psychology in education professor restructures a graduate
More information