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Marks, Melissa J. – Online Submission, 2007
This qualitative two-year study traces the changes in beliefs and actions of four preservice teachers through the final two years of their university education program. Dialectical Theory of Socialization and Cognitive Dissonance Theory provide the theoretical framework. The findings show that three main factors affect the transfer of learning…
Descriptors: Psychological Patterns, Transfer of Training, Socialization, Self Efficacy
Halverson, Richard; Prichett, Reid B.; Watson, Jeffrey G. – Wisconsin Center for Education Research (NJ1), 2007
Formative feedback systems live at the heart of systemic school improvement efforts. Without accurate and timely information on the results of intended interventions, school leaders and teachers fly blind in their efforts to link what they expect to what actually happens in their schools. This paper draws on the results of a 5-year National…
Descriptors: Teachers, Instructional Leadership, Educational Change, Feedback
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Suzuki, Wataru; Itagaki, Nobuya – Language Awareness, 2007
Several researchers have found that the type of task and learners' level of L2 proficiency are major determinants of the type and amount of metatalk. This paper is the first attempt to investigate potential interactions among the type of metatalk, the type of task and learners' level of L2 proficiency. Intermediate and advanced Japanese learners…
Descriptors: Cognitive Processes, Feedback, English (Second Language), Metalinguistics
Alber-Morgan, Sheila R.; Ramp, Ellen Matheson; Anderson, Lara L.; Martin, Christa M. – Journal of Special Education, 2007
This study used a multiple-baseline-across-students design to examine the effects of repeated readings combined with systematic error correction and performance feedback on the reading fluency and comprehension of 4 middle school students attending an outpatient day treatment program for their behavior problems. Additionally, a brief prediction…
Descriptors: Instructional Effectiveness, Middle School Students, Prediction, Behavior Problems
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Jaehnig, Wendy; Miller, Matthew L. – Psychological Record, 2007
Research about the effectiveness of different types of feedback in programmed instruction was investigated. Knowledge of results had the least data to support its efficacy. Knowledge of correct responding (KCR) has been shown to be effective in several studies. Elaboration feedback is more effective than KCR, but may require more time of the…
Descriptors: Teaching Methods, Instructional Design, Feedback, Instructional Effectiveness
Trotter, Andrew – Education Week, 2007
This article discusses how math teachers at San Marcos High School turned to an online curriculum and in-class assessments to increase student achievement. Setting aside their 7-year-old textbooks, teachers filled the void largely with an online math curriculum, called Agile Mind, that comes equipped with an array of assessment tools. The idea was…
Descriptors: Mathematics Teachers, Formative Evaluation, Student Evaluation, High School Students
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Van Leijenhorst, Linda; Crone, Eveline A.; Van der Molen, Maurits W. – Child Development, 2007
This study examined developmental trends in object and spatial working memory (WM) using heart rate (HR) to provide an index of covert cognitive processes. Participants in 4 age groups (6-7, 9-10, 11-12, 18-26, n=20 each) performed object and spatial WM tasks, in which each trial was followed by feedback. Spatial WM task performance reached adult…
Descriptors: Memory, Feedback, Children, Spatial Ability
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Thompson, Ted; Parker, Cathryn – Educational Psychology, 2007
Self-worth protective students characteristically perform well on some occasions yet on other occasions they perform poorly. In this study, two accounts of the poor performance of self-worth protective students are assessed. The first is that their poor performance is an outcome of evaluative threat. The second is that their poor performance is an…
Descriptors: Self Concept, Self Esteem, Academic Achievement, Anxiety
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Dysthe, Olga – Studies in Higher Education, 2007
This article deals with how a major top-down reform in Norwegian higher education has affected student writing, and teachers' and students' roles. The Quality Reform was strongly influenced by the Bologna Declaration and was implemented from 2002. One of the outcomes was that, while Norwegian universities previously demanded very little…
Descriptors: Higher Education, Educational Change, Influences, Writing (Composition)
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Bloxham, Sue; West, Amanda – Teaching in Higher Education, 2007
This paper reports on the second phase of a project designed to improve students' understanding of assessment demands. In Stage 1, Level 1 students were involved in a range of activities culminating in peer marking. This peer assessment was, itself, marked by the tutors to encourage students to engage positively with the process. Stage 2 of the…
Descriptors: Program Effectiveness, Intervention, Writing Assignments, Student Attitudes
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Cameron, Lois; Murphy, Joan – British Journal of Learning Disabilities, 2007
Research in the field of learning disability presents particular ethical challenges when obtaining consent from participants. This is further exacerbated when the nature of the research requires participation at all ability levels and involves people with communication impairments. The process of obtaining consent in a research study with 48…
Descriptors: Research Methodology, Learning Disabilities, Ability, Ethics
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Duncan, Neil – Assessment & Evaluation in Higher Education, 2007
A small-scale action research project was carried out on students' feedback histories on one undergraduate module. Old grades and comment sheets were collected and analysed by staff for recurring advice to individual students on the target module. This advice was then synthesized to create simple individual learning plans for the students'…
Descriptors: Feedback, Action Research, Formative Evaluation, Portfolio Assessment
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Price, Margaret; O'Donovan, Berry; Rust, Chris – Innovations in Education and Teaching International, 2007
This paper reports the latest stage of a research project focused on developing students' understanding of assessment criteria, the assessment process and assessment standards. It explains the theory of a social-constructivist assessment process model and details one particular module where the authors have tried to put it into practice. In…
Descriptors: Research Projects, Evaluation Criteria, Focus Groups, Student Evaluation
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Palmer, Rebecca; Enderby, Pam; Hawley, Mark – International Journal of Language & Communication Disorders, 2007
Background: In clinical practice, it is common for speech and language therapists to discontinue dysarthria treatment when a plateau in spontaneous recovery is reached. However, there is some evidence from single-case research studies that people with chronic dysarthria can improve their speech with intervention several years after the onset of…
Descriptors: Computer Software, Speech Therapy, Feedback, Etiology
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Nicol, David – Journal of Further and Higher Education, 2007
Over the last decade, larger student numbers, reduced resources and increasing use of new technologies have led to the increased use of multiple-choice questions (MCQs) as a method of assessment in higher education courses. This paper identifies some limitations associated with MCQs from a pedagogical standpoint. It then provides an assessment…
Descriptors: Multiple Choice Tests, Student Evaluation, Higher Education, Formative Evaluation
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