Technology's Edge: The Educational Benefits of Computer-Aided Instruction

We present results from a randomized study of a well-defined use of computers in schools: a popular instructional computer program for pre-algebra and algebra. We assess the program using a test designed to target pre-algebra and algebra skills. Students randomly assigned to computer-aided instruction score 0.17 of a standard deviation higher on pre-algebra/algebra tests than students randomly assigned to traditional instruction. We hypothesize that the effectiveness arises from increased individualized instruction as the effects appear larger for students in larger classes and in classes with high student absentee rates.

Early mortality and overall survival in oncology phase I trial participants: can we improve patient selection?

<p>Abstract</p> <p>Background</p> <p>Patient selection for phase I trials (PIT) in oncology is challenging. A typical inclusion criterion for PIT is 'life expectancy > 3 months', however the 90 day mortality (90DM) and overall survival (OS) of patients with advanced solid malignancies are difficult to predict.</p> <p>Methods</p> <p>We analyzed 233 patients who were enrolled in PIT at Princess Margaret Hospital. We assessed the relationship between 17 clinical characteristics and 90DM using univariate and multivariate logistic regression analyses to create a risk score (PMHI). We also applied the Royal Marsden Hospital risk score (RMI), which consists of 3 markers (albumin < 35g/L, > 2 metastatic sites, LDH > ULN).</p> <p>Results</p> <p>Median age was 57 years (range 21-88). The 90DM rate was 14%; median OS was 320 days. Predictors of 90DM were albumin < 35g/L (OR = 8.2, p = 0.01), > 2 metastatic sites (OR = 2.6, p = 0.02), and ECOG > 0 (OR = 6.3, p = 0.001); all 3 factors constitute the PMHI. To predict 90DM, the PMHI performed better than the RMI (AUC = 0.78 vs 0.69). To predict OS, the RMI performed slightly better (RMI ≥ 2, HR = 2.2, p = 0.002 vs PMHI ≥ 2, HR = 1.6, p = 0.05).</p> <p>Conclusions</p> <p>To predict 90DM, the PMHI is helpful. To predict OS, risk models should include ECOG > 0, > 2 metastatic sites, and LDH > ULN. Prospective validation of the PMHI is warranted.</p

The impact of school culture on adolescents\u27 prosocial motivation

The purposes of this study were to increase understanding of adolescent prosocial behaviors and moral motivations and to examine the contextual (school) and individual (person and demographic) factors that influence their expression. Turiel\u27s (1983) model of social development was used because it recognizes moral justifications and states that individuals typically classify situations into one of three domains (moral, conventional, or personal). Results of this study indicate that adolescents engage in prosocial behavior both in school and with their peers. Students who attended the Just Community School used significantly more moral motivations in describing their reasons for engaging in academic activities than did comparable students in the traditional high school in the same community. In addition, students from the Just Community School rated all aspects of their school culture as significantly more moral than students from the traditional high school. In terms of helping, students who engaged in a helping task rated their own school culture as more moral and self-esteem was the sole variable to predict helping. Results showed that adolescents typically classify their behaviors as having personal reasoning. However, students also showed that they were capable of utilizing moral motivations to justify, their positive behaviors. Therefore, society, and particularly education systems need to focus on stimulating these moral capabilities, so that we can work on increasing their prosocial behaviors as they move from adolescence into and through adulthood

"Technology¿s Edge: The Educational Benefits of Computer-Aided Instruction"

We present results from a randomized study of a well-defined use of computers in schools: a popular instructional computer program for pre-algebra and algebra. We assess the program using a test designed to target pre-algebra and algebra skills. Students randomly assigned to computer-aided instruction score 0.17 of a standard deviation higher on pre-algebra/algebra tests than students randomly assigned to traditional instruction. We hypothesize that the effectiveness arises from increased individualized instruction as the effects appear larger for students in larger classes and in classes with high student absentee rates

Technology's Edge: The Educational Benefits of Computer-Aided Instruction

We present results from a randomized study of a well-defined use of computers in schools, a popular instructional computer program for pre-algebra and algebra. We primarily assess the program using a test designed to target pre-algebra and algebra skills. Students randomly assigned to computer-aided instruction score significantly higher on a pre-algebra and algebra test than students randomly assigned to traditional instruction. We hypothesize that this effectiveness arises from increased individualized instruction as the effects appear larger for students in larger classes and in classes with high student absentee rates. (JEL H75, I21)

"Putting Computerized Instruction to the Test: A Randomized Evaluation of a "Scientifically-based" Reading Program"

Although schools across the country are investing heavily in computers in the classroom, there is surprisingly little evidence that they actually improve student achievement. In this paper we present results from a randomized study of a well-defined use of computers in schools: a popular instructional computer program, known as Fast For Word, which is designed to improve language and reading skills. We assess the impact of the program using four different measures of language and reading ability. Our estimates suggest that while use of the computer program may improve some aspects of students¿ language skills, it does not appear that these gains translate into a broader measure of language acquisition or into actual reading skills

Categories among relations

Much research has been devoted to the way that categories are represented. Two of the most influential theories argue that concepts are represented by prototypes (e.g., Rosch &amp; Mervis, 1975) or exemplars (e.g., Medin &amp; Schaffer, 1978)