HISTORY OF THE LABOR MOVEMENT IN NORRISTOWN, PENNSYLVANIA, 1900-1950

Abstract not availabl

HISTORY OF THE LABOR MOVEMENT IN NORRISTOWN, PENNSYLVANIA, 1900-1950

Abstract not availabl

An Investigation of Incremental Effects of Interspersed Math Items on Task-Related Behavior

The purpose of this study was to replicate and extend research on task interspersal. The authors investigated whether changes in on-task behavior of two middle school students were functionally related to changes in the relative percentages of easy and difficult items on math worksheets. They found that the participants remained on task longer while completing worksheets with 33 and 67% interspersed easy problems than while completing worksheets without the interspersed easy problems. Participants’ accuracy in answering the target problems was not affected, however, by the interspersal procedure. The authors concluded that interspersing easy items on independent math seatwork assignments can increase on-task behavior

Very Long-term Retention of the Control of Variables Strategy Following a Brief Intervention

Middle school students (n = 354) were tested for their understanding of the control of variables strategy (CVS) 2.5 years after participating in a study comparing three different interventions for teaching CVS. The key finding was that the pattern of effects observed in the 4th grade continued to be observed in the 6th grade. This was because (a) students who had mastered CVS in the 4th grade were likely to continue to perform at mastery levels in the 6th grade whereas (b) the learning of students who had not mastered CVS in 4th grade was independent of the teaching intervention they had received in the 4th-grade study. These findings demonstrate that a brief intervention of direct instruction in CVS can produce long-lasting learning of the principle of controlling variables

Psicología educativa : revista de los psicólogos de la educación

Resumen tomado de la publicaciónTítulo, resumen y palabras clave en inglés y españolMediante dos experimentos se compararon intervenciones estrechamente relacionadas con el objetivo de enseñar el control de estrategia de variables (CVS) a estudiantes de cuarto grado. Durante los dos experimentos, una intervención desarrollada primero por Chen y Klahr (1999) fue más eficaz para ayudar a los estudiantes a aprender a diseñar y evaluar experimentos de un solo factor. En el experimento 1, los intentos de reducir la carga cognitiva impuesta por la intervención básica de enseñanza de Chen y Klahr produjeron un aprendizaje y transferencia de CVS peores. En el experimento 2, los intentos de simplificar el algoritmo de Chen y Klahr para enseñar a los estudiantes cómo establecer un diseño experimental válido también produjeron un aprendizaje y transferencia de CVS peores. Ambos experimentos ilustran que simplificar excesivamente un dominio o la lógica que subyace en el control de variables puede socavar la eficacia de una intervención diseñada para enseñar CVS.ES