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Green, Rosemary; Macauley, Peter – portal: Libraries and the Academy, 2007
This paper centers on doctoral-level education candidates in the United States and Australia and their realms of engagement with information. On the basis of in-depth interviews with American and Australian doctoral students and academic librarians, we pose a critical reflection upon the two doctoral pedagogies as they relate to experiences of…
Descriptors: Doctoral Programs, Educational Environment, Foreign Countries, Information Literacy
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Apthorp, Helen; Clark, Tedra – Regional Educational Laboratory Central, 2007
The evidence indicates that peer-assisted learning can have a substantively important positive effect on struggling high school students' reading comprehension. Reservations remain about attributing improved comprehension to peer-assisted learning because the students were not randomly assigned to the intervention in the one study that met…
Descriptors: Reading Comprehension, Disabilities, Intentional Learning, Secondary School Teachers
Klein, Lisa; Knitzer, Jane – National Center for Children in Poverty, 2006
This issue brief, based on a meeting of a group of distinguished researchers, educators, and policymakers convened by the National Center for Children in Poverty (NCCP) explores lessons from research and practice about the role of an intentional curriculum and professional development and supports for teachers in closing the achievement gap for…
Descriptors: Achievement Gap, Poverty, Emergent Literacy, Classroom Environment
Klein, Lisa; Knitzer, Jane – National Center for Children in Poverty, 2006
This issue brief, based on a meeting of a group of distinguished researchers, educators, and policymakers convened by the National Center for Children in Poverty (NCCP) explores lessons from research and practice about the role of an intentional curriculum and professional development and supports for teachers in closing the achievement gap for…
Descriptors: Achievement Gap, Poverty, Preschool Education, Emergent Literacy
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Folkestad, Göran – British Journal of Music Education, 2006
During the last decade there has been an awakening interest in considering not only formalised learning situations within institutional settings, but also all the various forms of informal musical learning practices outside schools. Informal musical learning outside institutional settings has been shown to contribute to important knowledge and…
Descriptors: Music Education, Informal Education, Praxis, Cognitive Style
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Trundle, Kathy Cabe; Atwood, Ronald K.; Christopher, John E. – Journal of Science Teacher Education, 2006
The purpose of this study was to describe selected content knowledge held by 52 preservice elementary teachers about the observable phases of the moon and the monthly pattern of change in observable phases. Data were obtained from participants in a physics course before and after they received inquiry-based instruction designed to promote…
Descriptors: Preservice Teachers, Elementary School Science, Astronomy, Pedagogical Content Knowledge
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Badets, Arnaud; Blandin, Yannick; Bouquet, Cedric A.; Shea, Charles H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2006
Three experiments were conducted to determine if the intention to perform motor sequences in the future results in similar patterns of activation and inhibition as observed for verbal scripts. In Experiments 1 and 2, intention was induced by informing one group that they would be tested on the tasks following acquisition; the other group was not…
Descriptors: Psychomotor Skills, Experimental Psychology, Inhibition, Recognition (Psychology)
Laff, Ned Scott – Liberal Education, 2006
Many faculty members generally assume that their students understand the purposes of college learning and that they are aware of the assumptions about liberal education embedded in the program configurations designed to advance it. In fact, it may very well be that, as Jerry Graff (2003) has suggested, our students are "clueless" about how to…
Descriptors: Student Surveys, Student Attitudes, Relevance (Education), Outcomes of Education
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Black, Paul; McCormick, Robert; James, Mary; Pedder, David – Research Papers in Education, 2006
This paper stems from the ESRC TLRP Learning How to Learn--in Classrooms, Schools and Networks Project, and explores how Assessment for Learning (AfL) relates, conceptually, to learning how to learn (LHTL). The term LHTL was intended to draw attention to a primary focus on learning practices, and we have related the processes of AfL to LHTL. A…
Descriptors: Learning Strategies, Problem Solving, Intentional Learning, Learning Theories
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Orsmond, Paul; Merry, Stephen; Sheffield, David – Studies in Educational Evaluation, 2006
Learning outcomes are statements of intended learning within a module. In practice, students may consider various options when undertaking assessments. They may feel they can meet the stated learning outcomes by demonstrating other aspects of study which are termed "distractions." Thirty-three undergraduate students' constructed scientific posters…
Descriptors: Qualitative Research, Tutors, Biology, Undergraduate Students
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Dutke, Stephan; Rinck, Mike – Learning and Instruction, 2006
From the cognitive model of multimedia learning proposed by [Schnotz, W., & Barnett, M. (2003). Construction and interference in learning from multiple representation. "Learning and Instruction, 13", 141-156], two hypotheses regarding the learning of spatial arrangements of objects were derived: the integration hypothesis and the multiple source…
Descriptors: Multimedia Instruction, Memory, Spatial Ability, Experiments
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Oda, Yutaka; Mari, Mori – Childhood Education, 2006
Many education critics, teachers, and parents have lamented the recent poor achievement scores of Japanese school-age children, and have sought the reasons for the decline. Some critics, including the Minister of Education, Culture, Sports, and Science and Technology, blame the practice known as yutori-kyoiku (literally translated as…
Descriptors: Foreign Countries, Kindergarten, Curriculum Evaluation, Educational History
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Knight, Peter; Tait, Jo; Yorke, Mantz – Studies in Higher Education, 2006
Educational professional development is a global concern. It is often characterised by event-delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non-formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher…
Descriptors: Foreign Countries, Professional Education, Higher Education, Faculty Development
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Halan, Deepak – Journal of Educational Technology, 2005
Blended learning basically refers to using several methods for teaching. It can be thought to be a learning program where more than one delivery mode is being used with the ultimate goal of optimizing the learning result and cost of program delivery. Examples of blended learning could be the combination of technology-based resources and…
Descriptors: Blended Learning, Delivery Systems, Teaching Methods, Multimedia Instruction
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Sahakyan, Lili; Delaney, Peter F. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
Instructing people to forget a list of items often leads to better recall of subsequently studied lists (known as the benefits of directed forgetting). The authors have proposed that changes in study strategy are a central cause of the benefits (L. Sahakyan & P. F. Delaney, 2003). The authors address 2 results from the literature that are…
Descriptors: Memory, Learning Strategies, Recognition (Psychology), Testing
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