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Annual Meeting of the American Educational Research

01 Jan 2001-
About: The article was published on 2001-01-01 and is currently open access. It has received 793 citations till now. The article focuses on the topics: Educational research.
Citations
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Journal ArticleDOI
TL;DR: In this paper, the authors position mixed methods research (mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, and present pragmatism as offering an attractive philosophical partner for mixed method research.
Abstract: The purposes of this article are to position mixed methods research (mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, to present pragmatism as offering an attractive philosophical partner for mixed methods research, and to provide a framework for designing and conducting mixed methods research. In doing this, we briefly review the paradigm “wars” and incompatibility thesis, we show some commonalities between quantitative and qualitative research, we explain the tenets of pragmatism, we explain the fundamental principle of mixed research and how to apply it, we provide specific sets of designs for the two major types of mixed methods research (mixed-model designs and mixed-method designs), and, finally, we explain mixed methods research as following (recursively) an eight-step process. A key feature of mixed methods research is its methodological pluralism or eclecticism, which frequently results in superior research (compared to monomethod resear...

11,330 citations

Book
19 Nov 2008
TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.
Abstract: 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

6,776 citations

Journal ArticleDOI
TL;DR: The authors argue that self-efficacy acts as an active precursor of self-concept development and suggest that selfconcept research separate out its multiple components and subprocesses and invest more effort toward making students less preoccupied with normative ability comparisons in school.
Abstract: Academic motivation researchers sometimes struggle to decipher the distinctive characteristics of what appear to be highly analogous constructs. In this article, we discuss important similarities between self-concept and self-efficacy as well as some notable differences. Both constructs share many similarities such as centrality of perceived competence in construct definition; use of mastery experience, social comparison, and reflected appraisals as major information sources; and a domain-specific and multidimensional nature. Both predict motivation, emotion, and performance to varying degrees. However, there are also important differences. These differences include integration vs. separation of cognition and affect, heavily normative vs. goal-referenced evaluation of competence, aggregated vs. context-specific judgment, hierarchical vs. loosely hierarchical structure, past vs. future orientation, and relative temporal stability vs. malleability. We argue that self-efficacy acts as an active precursor of self-concept development and suggest that self-concept research separate out its multiple components and subprocesses and invest more effort toward making students less preoccupied with normative ability comparisons in school.

1,796 citations


Additional excerpts

  • ...For example, Skaalvik (1997b, 1998) demonstrated that self-concept related positively to student goal setting....

    [...]

  • ...…and Yeung, 1997b), intrinsic moti vation (Gottfried, 1990; Harter, 1982; Mac Iver, Stipek, and Daniels, 1991; Meece, Blumenfeld, and Hoyle, 1988; Skaalvik, 1997b, 1998; Skaalvik and Rankin, 1996b), and achievement (Marsh, 1992; Marsh et al., 1988; Marsh and Yeung, 1997a; Shavelson and Bolus,…...

    [...]

Journal ArticleDOI
TL;DR: A framework is provided that describes 9 relevant dimensions and shows that the literature can productively be classified along these dimensions, with each study situated at the intersection of various dimensions.
Abstract: Despite a century's worth of research, arguments surrounding the question of whether far transfer occurs have made little progress toward resolution. The authors argue the reason for this confusion is a failure to specify various dimensions along which transfer can occur, resulting in comparisons of "apples and oranges." They provide a framework that describes 9 relevant dimensions and show that the literature can productively be classified along these dimensions, with each study situated at the intersection of various dimensions. Estimation of a single effect size for far transfer is misguided in view of this complexity. The past 100 years of research shows that evidence for transfer under some conditions is substantial, but critical conditions for many key questions are untested.

1,577 citations

Journal ArticleDOI
TL;DR: This paper reviews the corpus of research on feedback, with a particular focus on formative feedback—defined as information communicated to the learner that is intended to modify the learners' thinking or behavior for the purpose of improving learning, and concludes with a set of guidelines for generatingformative feedback.
Abstract: This paper reviews the corpus of research on feedback, with a particular focus on formative feedback—defined as information communicated to the learner that is intended to modify the learner's thinking or behavior for the purpose of improving learning. According to researchers in the area, formative feedback should be multidimensional, nonevaluative, supportive, timely, specific, credible, infrequent, and genuine (e.g., Brophy, 1981; Schwartz & White, 2000). Formative feedback is usually presented as information to a learner in response to some action on the learner's part. It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some period of time has elapsed). Finally, there are a number of variables that have been shown to interact with formative feedback's success at promoting learning (e.g., individual characteristics of the learner and aspects of the task). All of these issues will be discussed in this paper. This review concludes with a set of guidelines for generating formative feedback.

1,221 citations

References
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Book
01 Jan 1998
TL;DR: In this paper, the authors present the six Facets of understanding, and how to assess understanding in light of these Facets, and what the Facets imply for unit design.
Abstract: Introduction. 1. What Is Backward Design? 2. What Is a Matter of Understanding? 3. Understanding Understanding. 4. The Six Facets of Understanding. 5. Thinking Like an Assessor. 6. How Is Understanding Assessed in Light of the Six Facets? 7. What Is Uncoverage? 8. What the Facets Imply for Unit Design. 9. Implications for Organizing Curriculum. 10. Implications for Teaching. 11. Putting It All Together: A Design Template. Afterword. Bibliography.

2,898 citations

Book
01 Jan 2010
TL;DR: In this paper, the ABC's of Assigning Grades are used to describe the process of meeting a class for the first time, as well as the steps to facilitate active learning.
Abstract: Part I: GETTING STARTED. 1. Introduction. 2. Countdown for Course Preparation. 3. Meeting a Class for the First Time. Part II: BASIC SKILLS FOR FACILITATING STUDENT LEARNING. 4. Reading as Active Learning. 5. Facilitating Discussion: Posing Problems, Listening, Questioning. 6. How to Make Lectures More Effective. 7. Assessing, Testing, and Evaluating: Grading Is Not the Most Important Function. 8. Testing: The Details. 9. Good Designs for Written Feedback for Students. 10. The ABC's of Assigning Grades. Part III: UNDERSTANDING STUDENTS. 11. Motivation in the College Classroom. 12. Teaching Culturally Diverse Students. 13. Dealing with Student Problems and Problem Students (There's Almost Always at Least One!). Part IV: Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning. 14. Active Learning: Group-based Learning. 15. Experiential Learning: Case-based, Problem-based, and Reality-based. 16. Using High-Stakes and Low-Stakes Writing to Enhance Learning. 17. Technology and Teaching. Part V: SKILLS FOR USE IN OTHER TEACHING SITUATIONS. 18. Teaching Large Classes (You Can Still Get Active Learning!). 19. Laboratory Instruction: Ensuring an Active Learning Experience. Part VI: Teaching for Higher-Level Goals. 20. Teaching Students How to Become More Strategic and Self-Regulated Learners. 21. Teaching Thinking. 22. The Ethics of Teaching and the Teaching of Ethics. Part VII: LIFELONG LEARNING FOR THE TEACHER. 23. Vitality and Growth Throughout Your Teaching Career.

1,993 citations

Book
15 Oct 1993
TL;DR: In this paper, the authors discuss the importance of diverse student bodies in the context of teaching outside the classroom, and propose collaborative and experiential strategies to enhance students' learning and motivation.
Abstract: Section One: Getting Under Way. Section Two: Responding to a Diverse Student Body. Section Three: Discussion Strategies. Section Four: Lecture Strategies. Section Five: Collaborative and Experiential Strategies. Section Six: Enhancing Students' Learning and Motivation. Section Seven: Writing Skills and Homework Assignments. Section Eight: Testing and Grading. Section Nine: Instructional Media and Technology. Section Ten: Evaluation to Improve Teaching. Section Eleven: Teaching Outside the Classroom. Section Twelve: Finishing Up.

1,364 citations

Journal ArticleDOI
TL;DR: In this article, it was found that, though ability in both syllable and phoneme segmentation increased with grade level, analysis into phonemes was significantly harder and perfected later than analysis into syllables.

1,304 citations

Journal ArticleDOI
TL;DR: In this paper, ten different phonological awareness tasks were administered to a group of kindergarten children whose reading ability was assessed 1 year later, and the relative predictive accuracy of the phonological tasks was equal to or better than more global measures of cognitive skills such as an intelligence test and a reading readiness test.

842 citations