This paper describes an effort to model students' changing knowledge state during skill acquisition. Students in this research are learning to write short programs with the ACT Programming Tutor (APT). APT is constructed around a production rule cognitive model of programming knowledge, called theideal student model. This model allows the tutor to solve exercises along with the student and provide assistance as necessary. As the student works, the tutor also maintains an estimate of the probability that the student has learned each of the rules in the ideal model, in a process calledknowledge tracing. The tutor presents an individualized sequence of exercises to the student based on these probability estimates until the student has ‘mastered’ each rule. The programming tutor, cognitive model and learning and performance assumptions are described. A series of studies is reviewed that examine the empirical validity of knowledge tracing and has led to modifications in the process. Currently the model is quite successful in predicting test performance. Further modifications in the modeling process are discussed that may improve performance levels.

Knowledge Tracing: Modeling the Acquisition of Procedural Knowledge

This paper provides a review of the claims of situated learning that are having an increasing influence on education generally and mathematics education particularly. We review the four central claims of situated learning with respect to education: (1) action is grounded in the concrete situation in which it occurs; (2) knowledge does not transfer between tasks; (3) training by abstraction is of little use; and (4) instruction must be done in complex, social environments. In each case, we cite empirical literature to show that the claims are overstated and that some of the educational implications that have been taken from these claims are misguided.

https://www.jstor.org/stable/pdfplus/1176775.pdf

Situated Learning and Education

http://www.jasonhuangatwork.com/papers/Blume_Ford_Baldwin_Huang_2010_JOM-Training_Transfer_Meta.pdf

Transfer of Training: A Meta-Analytic Review:

The lack of research to develop further a theory of evaluation is aglaring shortcoming for human resource development (HRD). In this paper, 1 argue that the four-level system of training evaluation is really a taxonomy of outcomes and is flawed as an evaluation model Research is needed to develop a fully specified and researchable evaluation model. Such a model needs to specify outcomes correctly, account for the effects of intervening variables that affect outcomes, and indicate causal relationships. I propose a new model based on existing research and accounts for the impact of the primary intervening variables such as motivation to learn, trainability, job attitudes, personal characteristics, and transfer of training conditions. A new role for participant reactions is specified. Key studies supporting the model are reviewed and a research agenda proposed.

The flawed four-level evaluation model

Praise for The Handbook of Conflict Resolution

	"This handbook is a classic. It helps connect the research of academia to the practical realities of peacemaking and peacebuilding like no other. It is both comprehensive and deeply informed on topics vital to the field like power, gender, cooperation, emotion, and trust. It now sits prominently on my bookshelf."
	—Leymah Gbowee, Nobel Peace Prize Laureate

	"The Handbook of Conflict Resolution offers an astonishing array of insightful articles on theory and practice by leading scholars and practitioners. Students, professors, and professionals alike can learn a great deal from studying this Handbook."
	—William Ury, Director, Global Negotiation Project, Harvard University; coauthor, Getting to Yes and author, The Third Side

	"Morton Deutsch, Peter Coleman, and Eric Marcus put together a handbook that will be helpful to many. I hope the book will reach well beyond North America to contribute to the growing worldwide interest in the constructive resolution of conflict. This book offers instructive ways to make this commitment a reality."
	—George J. Mitchell, Former majority leader of the United States Senate; former chairman of the Peace Negotiations in Northern Ireland and the International Fact-Finding Committee on Violence in the Middle East; chairman of the board, Walt Disney Company; senior fellow at the School of International and Public Affairs, Columbia University

	"Let's be honest. This book is just too big to carry around in your hand. But that's because it is loaded with the most critical essays linking the theory and practice of conflict resolution. The Handbook of Conflict Resolution is heavy on content and should be a well-referenced resource on the desk of every mediator—as it is on mine."
	—Johnston Barkat, Assistant Secretary-General, Ombudsman and Mediation Services, United Nations

The Handbook of Conflict Resolution: Theory and Practice

This article describes an evaluative study focused on the transfer of trained knowledge and skills back to the practice setting A model of transfer was developed based on factors identified in the literature Survey methodology was used to obtain data from training participants at the completion of training and again six months later They assessed attainment of learning outcome and its other model components The regression model that resulted accounted for 52% of the variance in participants' perceptions of their learning Training participants having an opportunity to perform new tasks on the job, support of peers for using new skills and familiarity with the content prior to training were the variables in the model Recommendations for training and evaluation of training efforts are also presented

Transfer of Training

Studies conducted over the past 20 years have found both knowledge models and affective models of drug prevention programs to be ineffective in changing adolescents' drug use. Social-Influence models have dominated school-based drug-prevention programs. This article reviews evaluation studies of programs published in the 1990s to identify significant program features that may influence the success of drug prevention education. Programs employing a social-influence model have not always been found to be effective. The results indicate that such models vary in their effectiveness depending on the substance. Reasons for limited program effectiveness are discussed along with recommendations for future programming and research.

Hyucksun S. Shin Msw

Papers

Transfer of Training

A Review of School-Based Drug Prevention Program Evaluations in the 1990s