Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis

Research Methods in Education

Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Cognitive psychology, artificial intelligence, and computer technology have advanced to the point where it is feasible to build computer systems that are as effective as intelligent human tutors Computer tutors based on a set of pedagogical principles derived from the ACT theory of cognition have been developed for teaching students to do proofs in geometry and to write computer programs in the language LISP

https://science.sciencemag.org/content/sci/228/4698/456.full.pdf

Intelligent tutoring systems

T w o University of Chicago doctoral students in education, Anania (1982, 1983) and Burke (1984), completed dissertations in which they compared student learning under the following three conditions of instruction: 1. Conventional. Students learn the subject matter in a class with about 30 students per teacher. Tests are given periodically for marking the students. 2. Mastery Learning. Students learn the subject matter in a class with about 30 students per teacher. The instruction is the same as in the conventional class (usually with the same teacher). Formative tests (the same tests used with the conventional group) are given for feedback followed by corrective procedures and parallel formative tests to determine the extent to which the students have mastered the subject matter. 3. Tutoring. Students learn the subject matter with a good tutor for each student (or for two or three students simultaneously). This tutoring instruction is followed periodically by formative tests, feedback-corrective procedures, and parallel formative tests as in the mastery learning classes. It should be pointed out that the need for corrective work under tutoring is very small.

The Search for Methods of Group Instruction as Effective as One-to-One Tutoring.

To be successful takes creativity, flexibility, self-control, and discipline. Central to all those are ‘executive functions,’ including mentally playing with ideas, giving a considered rather than an impulsive response, and staying focused. Diverse activities have been shown to improve children’s executive functions – computerized training, non-computerized games, aerobics, martial arts, yoga, mindfulness, and school curricula. Central to all these is repeated practice and constantly challenging executive functions. Children with worse executive functions initially, benefit most; thus early executive-function training may avert widening achievement gaps later. To improve executive functions, focusing narrowly on them may not be as effective as also addressing emotional and social development (as do curricula that improve executive functions) and physical development (shown by positive effects of aerobics, martial arts, and yoga).

https://www.doctorbrunner.com/wp-content/uploads/2011/12/Science-2011-science_interventions_-shown_to_aid.pdf

James A. Kilik

Papers

Educational Outcomes of Tutoring: A Meta-analysis of Findings ผลลัพธ์ทางการศึกษาของการติว : การวิเคราะห์อภิมานจากผลการวิจัย