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

The power of feedback.

Building on and extending existing research, this article proposes a 4-phase model of interest development. The model describes 4 phases in the development and deepening of learner interest: triggered situational interest, maintained situational interest, emerging (less-developed) individual interest, and well-developed individual interest. Affective as well as cognitive factors are considered. Educational implications of the proposed model are identified.

The Four-Phase Model of Interest Development.

Mind, Self and Society from the Standpoint of a Social Behaviorist

A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

http://acmd615.pbworks.com/f/MotivatedTerminology.pdf

A Motivated Exploration of Motivation Terminology.

The role of classroom discussions in comprehension and learning has been the focus of investigations since the early 1960s. Despite this long history, no syntheses have quantitatively reviewed the vast body of literature on classroom discussions for their effects on students’ comprehension and learning. This comprehensive meta-analysis of empirical studies was conducted to examine evidence of the effects of classroom discussion on measures of teacher and student talk and on individual student comprehension and critical-thinking and reasoning outcomes. Results revealed that several discussion approaches produced strong increases in the amount of student talk and concomitant reductions in teacher talk, as well as substantial improvements in text comprehension. Few approaches to discussion were effective at increasing students’ literal or inferential comprehension and critical thinking and reasoning. Effects were moderated by study design, the nature of the outcome measure, and student academic ability. While the range of ages of participants in the reviewed studies was large, a majority of studies were conducted with students in 4th through 6th grades. Implications for research and practice are discussed.

/pdf/examining-the-effects-of-classroom-discussion-on-students-fscydd5a5d.pdf

Examining the Effects of Classroom Discussion on Students' Comprehension of Text: A Meta-Analysis

Beliefs about schooled knowledge: Domain specific or domain general?

http://quality-talk.org/pdf/Soter_et_al_2008.pdf

P. Karen Murphy

Papers

A Motivated Exploration of Motivation Terminology.

Examining the Effects of Classroom Discussion on Students' Comprehension of Text: A Meta-Analysis

Beliefs about schooled knowledge: Domain specific or domain general?

What the Discourse Tells Us: Talk and Indicators of High-Level Comprehension.

The research base for APA's learner-centered psychological principles.