Author: Leola Rice Hudnell
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 274

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Author: Marguerite Mary Thomas Mason
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 560

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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 704

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 380

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Author: Kenneth A. Kavale
Publisher: Routledge
ISBN: 1135586470
Category : Education
Languages : en
Pages : 70

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First published in 2001. The purpose of this issue is to demonstrate the advantages of meta-analysis in summarizing research in special education. Toward this end, five articles are included in this issue that deal with methodology, interpretation, and application of meta-analyses. The first article is a brief primer on meta-analysis that compares and contrasts it with more traditional review methods and describes the methodological procedures for conducting a quantitative research synthesis. The second article, summarizes findings from 24 meta-analytic efforts. The third article explores the important issue of face validity: Can we be confident about the findings from meta-analyses? The fourth article examines the controversy surrounding the meta-analysis of single-participant research: What is the best metric? The final paper reviews the process of decision making in special education by showing how meta-analytic findings can provide a comprehensive knowledge base that, combined with wisdom and experience, can be used to decide whether to include particular interventions.

Author: Alanna Wynne Jones Trexler
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 92

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The primary instrument was the Measured Academic Performance (MAP) Test. Independent samples t tests were conducted in order to compare the means of the pre-test to post-test gains of the groups involved.

Author:
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 0

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This study investigated the processes by which variation in format for presenting multiplication problems influenced children's motivation and achievement. The three multiplication drill and practice instructional methods were: (1) computer-assisted instruction (cai) with a reward game, (2) computer-assisted instruction without a reward game, and (3) paper-and-pencil. A sample of 69 fourth-grade students was classified into one of two groups, labelled achiever or underachiever, and the students were randomly assigned to one of the three instructional methods. Results indicated that both achievement and motivation were related to instructional method. When motivation was defined as amount of time the student participated in the study, the two cai groups were more motivated than the paper-and-pencil students. When achievement was defined as the number of multiplication problems completed correctly, the group of students using cai without a reward game achieved more than the group using cai with a reward game. When achievement was measured by pre- and post-achievement test comparison, there were no significant effects. There were no significant interactions between method of instruction and type of achiever. (Jdd).

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 450

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Author: Douglas Carnine
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 0

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This report summarizes a series of eight research studies related to the use of computer-assisted instruction (cai) with mildly handicapped students at the junior high or high school level. Through videodisc and cai the studies isolated the effects of the following design variables: (1) review cycles; (2) size of teaching sets; (3) explicit strategies; and (4) correction procedures. Studies involved three different kinds of CAI--drill and practice, tutorials, and simulations. Results indicated that properly designed cai can be effective as an instructional medium if attention is paid to the academic task, the stage of instruction, and the role of the teacher. Detailed reports are presented in the form of preprints or reprints of journal articles with the following titles:"Applying Instructional Design Principles to cai for Mildly Handicapped Students: Four Recently Conducted Studies" (John Woodward et al.); "Effects of Instructional Design Variables on Vocabulary Acquisition of ld Students: a Study of Computer-Assisted Instruction" (Gary Johnson et al.); "Elaborated Corrective Feedback and the Acquisition of Reasoning Skills: a Study of Computer-Assisted Instruction" (Maria Collins et al.); "Teaching Problem Solving through Computer Simulations" (John Woodward et al.); "The Effectiveness of Videodisc Instruction in Teaching Fractions to Learning-Disabled and Remedial High School Students" (Bernadette Kelly et al.); and "Closing the Performance Gap in Secondary Education" (John Woodward et al.). References accompany each paper. (Db)

Author: Mary Elizabeth Bellotti
Publisher:
ISBN:
Category :
Languages : en
Pages : 86

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