ethanporcaro/eric-fulltext-meta huggingface dataset:
Increasing Students' Attendance at Lecture and Preparation for Lecture by Allowing Students to Use Their Notes during Tests
Author: Messling, Paul A., III
Date: 2009-00-00
Type: Journal Articles
Subjects: Reading Assignments,Laboratories,Lecture Method,College Students,Attendance,Intervention,Experiments,Tests,Behavior

In an upper-division, college course with a lecture component and two laboratory sections, we experimentally evaluated a treatment package that included this contingency: "only if students attended lecture and submitted notes for each day's reading assignment could they use their notes during a later test," and instructions about the contingency. We examined whether the instructed contingency enhanced: (a) students completing notes on reading assignments before lecture and (b) their attending lecture. Although the instructed contingency improved these behaviors, improvement depended on the semester we conducted our experiment and the students' laboratory section. The instructed contingency was, however, most helpful where most needed: for the laboratory whose students had the lowest attendance rates at lecture. For these students the instructed contingency--a non-punitive, inexpensive intervention--enhanced preparation for and attendance at lecture across two experiments and appeared to support such behavior in subsequent offerings of the course. (Contains 2 figures.)
A Computer-Based Laboratory Project for the Study of Stimulus Generalization and Peak Shift
Author: Derenne, Adam
Date: 2009-00-00
Type: Journal Articles
Subjects: Computer Software,Stimulus Generalization,Data Collection,Evaluation Methods,Computer Uses in Education,Laboratories,Student Behavior,Data Analysis

This paper describes materials designed for classroom projects on stimulus generalization and peak shift. A computer program (originally written in QuickBASIC) is used for data collection and a Microsoft Excel file with macros organizes the raw data on a spreadsheet and creates generalization gradients. The program is designed for use with human participants. The stimuli produced by the program are horizontal lines of varying length. It is possible to manipulate the variables examined in some past experiments, such as the effect of S+, S- similarity on the degree of peak shift (cf. Hanson, 1959). The user determines whether simple generalization training or discrimination training will be used, and the specific line lengths appearing in each phase of the procedure. (Contains 2 figures.)
Comparison of the Relative Effectiveness of Different Kinds of Reinforcers: A PEM Approach
Author: Ma, Hsen-Hsing
Date: 2009-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Behavior Modification,Positive Reinforcement,Meta Analysis,Experiments,Statistical Analysis

The purpose of the present study was to apply the percentage of data points exceeding the median of baseline phase (PEM) approach for a meta-analysis of single-case experiments to compare the relative effectiveness of different kinds of reinforcers used in behavior modification. Altogether 153 studies were located, which produced 1091 effect sizes. The grand mean of the 153 PEM scores was 0.92. The main finding was that among the positive reinforcers, "activities" was the most effective (PEM score = 0.95) while "objects" and "edibles" were relatively less effective (PEM score = 0.85 and 0.83, respectively). The results of the present study are of importance in respect to the choice of reinforcer for use in intervention in behavior modification. (Contains 1 figure and 1 table.)
ABA and PBS: The Dangers in Creating Artificial Dichotomies in Behavioral Intervention
Author: Weiss, Mary Jane
Date: 2009-00-00
Type: Journal Articles
Subjects: Intervention,Quality of Life,Functional Behavioral Assessment,Autism,Behavior Problems,Psychology,Student Evaluation

In recent years, there has been a great deal of controversy regarding the definition and independence of Positive Behavioral Supports (PBS) within the context of behavioral intervention. Specifically, behavior analysts have argued over whether PBS is subsumed within Applied Behavior Analysis (ABA) or whether it can be considered a separate discipline. Proponents of separatism have cited PBS's emphasis on quality of life, normalization and consumer choice. Proponents of integration have noted that the science of behavior underlies all of ABA and PBS, that PBS can be considered an evolution of the field of ABA, and that philosophical differences should not obscure science and history. In this article, the dangers of divergence beyond such philosophical debate are discussed. In addition, the ramifications of divergence for consumers and other stakeholders are reviewed. The authors note that goals are less likely to be achieved in the climate of divisiveness, and urge behavior analysts to consider the benefits of an expanded and unified definition of our science.
Efficiency of Forced Choice Preference Assessment: Comparing Multiple Presentation Techniques
Author: Davis, Cheryl J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Reinforcement,Measurement Techniques,Comparative Analysis,Efficiency,Autism,Mental Retardation,Children,Pervasive Developmental Disorders,Stimuli

Determining effective reinforcers for individuals with disabilities is imperative for skill acquisition and behavior reduction. Various methodologies exist to determine reinforcer preference, and past research has shown that results vary across different techniques. The purpose of the current study was to assess which presentation methods were most efficient both in terms of time to complete the assessment and the identification of stimuli that functioned as reinforcers (i.e., strengthened responding). Six participants, aged 8-12 with autism and related disorders, demonstrated preferences of stimuli using different presentation methods. Researchers then made these stimuli contingent upon specific responses to determine which functioned as reinforcers. Presentation methods for four participants had similar results, suggesting that any presentation method can be utilized. Two participants had differing preference hierarchies. The high preference items of four participants were tested to see if highly chosen items functioned as reinforcers. High preference items functioned as a reinforcer for three of the four participants, regardless of presentation method. (Contains 9 figures and 1 table.)
The Clinical Utility of Two Reinforcement Preference Assessment Techniques: A Comparison of Duration of Assessment and Identification of Functional Reinforcers
Author: Lanner, Traci
Date: 2009-00-00
Type: Journal Articles
Subjects: Reinforcement,Comparative Analysis,Evaluation Methods,Identification,Measurement Techniques,Stimuli,Developmental Disabilities,Autism,Mental Retardation,Adolescents,Young Adults

In order to maximize the learning of skills, it is crucial that the most powerful reinforcement be used. Research describes several different methods of reinforcement preference assessments, including forced choice, free-operant, and multiple stimulus array procedures. Researchers have also tested many variables to determine their potential impact on reinforcer identification including setting events, duration of exposure to tested stimuli, and differing schedules of delivery. From a clinical perspective, a major question is, what is the most efficient preference assessment that will produce the most valid identification of potential reinforcers? The purpose of this study was to compare multiple stimulus and forced-choice formats along two dimensions-duration to complete assessment and the identification of stimuli verified to function as reinforcers. Individuals diagnosed with developmental disabilities/autism served as participants. Experimenters conducted two types of preference assessments per participant--multiple stimulus array without replacement, and forced-choice, using the same items. Once the most preferred stimuli were identified in each format, experimenters then tested the reinforcing power by making each contingent upon a task that the participants had not yet learned. The study found that the forced choice method was faster to administer and that all tested items actually functioned as reinforcers. (Contains 5 figures and 2 tables.)
Mathematics "Is" Motivating
Author: Ricks, Thomas E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics,Intellectual Experience,Social Influences,Mathematics Instruction,Attitude Change,Student Motivation

Mathematics is motivating; at least, it should be. I argue that mathematical activity is an inherently attractive enterprise for human beings because as intellectual organisms, we are naturally enticed by the intellectual stimulation of mathematizing, and, as social beings, we are drawn to the socializing aspects of mathematical activity. These two aspects make mathematics a motivating activity. Unfortunately, the subject that students often encounter in school mathematics classes does not resemble authentic mathematical activity. School mathematics is characterized by the memorization and regurgitation of rote procedures in isolation from peers. It comes as no surprise that many students have little motivation to continue mathematics study because it lacks intellectual and social appeal. I suggest several practical changes in school mathematics instruction that are drawn from the literature. These changes will lead to instruction that more readily engages students with the subject because they are rooted in the intellectually and socially appealing aspects of mathematics.
Preservice Teachers' Emerging TPACK in a Technology-Rich Methods Class
Author: Ozgun-Koca, S. Asli
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Methods Courses,Teacher Education Curriculum,Concept Formation,Mathematics Teachers,Pedagogical Content Knowledge,Educational Technology,Graphing Calculators,Secondary School Teachers,Secondary School Mathematics,Electronic Learning,Computer Literacy

There is a dearth of research on the mechanisms for preservice teachers' development of the pedagogical knowledge necessary for effective use of such technologies. We explored the emergent Technological Pedagogical and Content Knowledge (TPACK) (Niess 2005, 2006, 2007) of a group of secondary mathematics preservice teachers in a methods course as they designed and implemented technology-rich teaching materials in field settings. Participant surveys and collected assignments were analyzed through the lens of the TPACK framework. The data were also analyzed to examine the trajectory of the participants' beliefs about the appropriate role of advanced digital technologies in mathematics. The results indicate that the participants' understanding of technology shifted from viewing technology as a tool for reinforcement into viewing technology as a tool for developing student understanding. Collected data supports the notion that preservice teacher TPACK development is closely related to a shift in identity from "learners of mathematics" to "teachers of mathematics". In a class where advanced digital technologies were used extensively as a catalyst for promoting inquiry-based learning, preservice teachers retained a great deal of skepticism about the appropriateness of using technology in concept development roles, despite their confidence that they can incorporate technology into their future teaching. (Contains 5 figures.)
Why Not Philosophy? Problematizing the Philosophy of Mathematics in a Time of Curriculum Reform
Author: White-Fredette, Kimberly
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Mathematics Education,Role of Education,Constructivism (Learning),Curriculum Development,Educational Philosophy,Educational Change,Mathematics Teachers

This article argues that, as teachers struggle to implement curriculum reform in mathematics, an explicit discussion of philosophy of mathematics is missing from the conversation. Building on the work of Ernest (1988, 1991, 1994, 1998, 1999, 2004), Lerman (1990, 1998, 1999), the National Council of Teachers of Mathematics (1989, 1991, 2000), Davis and Hersh (1981), Hersh (1997), Lakatos (1945/1976), Kitcher (1984), and others, the author draws parallels between social constructivism and a humanism philosophy of mathematics. While practicing mathematicians may be entrenched in a traditional, Platonic philosophy of mathematics, and mathematics education researchers have embraced the fallibilist, humanist philosophy of mathematics (Sfard, 1998), the teachers of school mathematics are caught somewhere in the middle. Mathematics teachers too often hold true to the traditional view of mathematics as an absolute truth independent of human subjectivity. At the same time, they are pushed to teach mathematics as a social construction, an activity that makes sense only through its usefulness. Given these dichotomous views of mathematics, without an explicit conversation about and exploration of the philosophy of mathematics, reform in the teaching and learning of mathematics may be certain to fail. (Contains 2 endnotes.)
Measuring Task Posing Cycles: Mathematical Letter Writing between Algebra Students and Preservice Teachers
Author: Norton, Anderson
Date: 2006-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Preservice Teachers,High School Students,Task Analysis,Algebra,Teaching Methods,Writing Assignments,College School Cooperation,Student Participation,Mathematical Concepts,Cognitive Processes

In a secondary school mathematics teaching methods course, a research team engaged 22 preservice secondary teachers (PSTs) in designing and posing tasks to algebra students through weekly letter writing. The goal of the tasks was for PSTs to elicit responses that would indicate student engagement in the mathematical processes described by NCTM (2000) and Bloom's taxonomy (Bloom, Englehart, Furst, Hill, & Krathwohl, 1956), as well as student engagement in the highest levels of cognitive activity described by Stein, Smith, Henningsen, and Silver (2000). This paper describes our efforts to design reliable measures that assess student engagement in those processes as a product of the evolving relationship within letter-writing pairs. Results indicate that some processes are easier to elicit and assess than others, but that the letter-writing pairs demonstrated significant growth in terms of elicited processes. Although it is impossible to disentangle student factors from teacher factors that contributed to that growth, we find value in the authenticity of assessing PSTs' tasks in terms of student engagement rather than student-independent task analysis. (Contains 7 tables and 5 figures.)
Preparing Current and Future Teachers to Teach with Technology: An Examination of School-University Collaborations
Author: Hartshorne, Richard
Date: 2005-00-00
Type: Journal Articles
Subjects: Schools of Education,Elementary Secondary Education,College School Cooperation,Partnerships in Education,Classification,Models,Barriers,Professional Development Schools,Magnet Schools,Preservice Teacher Education,Inservice Teacher Education,Teacher Education Curriculum,Teacher Educators,Professional Development,Educational Technology,Technology Integration,Program Descriptions

Recent research as well as local, state, and national mandates promote an increased role of technology in teaching and learning. In response to this call, K-12 institutions and colleges of education are faced with preparing current and future teachers to teach with technology. The current models of inservice and preservice teacher preparation with technology, although sometimes effective in developing technology skills, often fail to address numerous other issues related to integrating technology into the curriculum. One solution to these issues is for schools and universities to collaborate and improve teacher preparation simultaneously. This paper discusses issues with current technology and teacher preparation models, reasons for school-university collaborations, various models of school-university collaborations, and the positive results of these collaborations. This paper also provides a much needed categorization system that enables teacher educators to explore matters related to various types of school-university collaborations as well as acts as a catalyst for conversation and a tool for developing collaboration models that work in a local context. (Contains 1 table.)
A Preliminary Investigation of the Effectiveness of CaseQuests in Preparing Family-Guided and Technologically-Competent Early Childhood Interventionists
Author: Pretti-Frontczak, Kristie
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Strategies,Preservice Teacher Education,Graduate Students,Intervention,Disabilities,Young Children,Case Method (Teaching Technique),Special Education,Early Childhood Education,Pretests Posttests,Instructional Effectiveness,Educational Technology,Technology Integration,Program Descriptions,Family Involvement,Web Based Instruction,Assistive Technology,Internet,Education Courses

Selecting and using effective instructional strategies is a challenge facing those involved with preservice teacher education. Two instructional strategies with emerging empirical support include WebQuests and Case Method Instruction; however, both have limitations. This study examined the effects of using a CaseQuest--a hybrid of WebQuests and Case Method Instruction--on early childhood intervention students' competence related to working with families of young children with disabilities and utilizing technology to deliver intervention services. Twenty-eight graduate students participated in the CaseQuest project. Findings indicate students' reported family-guided skills and work practices increased following the CaseQuest experience. Students also reported increases in their technology skills and knowledge following the CaseQuest experience. Implications for preservice programs are discussed.
Teachers Learning Technology by Design
Author: Koehler, Matthew J.
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Technology,Pedagogical Content Knowledge,Course Descriptions,Student Projects,Faculty Development,Graduate Students,Group Activities,Inservice Teacher Education,Education Courses,Teaching Methods,Instructional Effectiveness,Technology Integration,Internet,Instructional Design,Online Courses,Web Sites,Video Technology,Problem Based Learning

Although there has been much debate about &quot;what&quot; teachers need to know about technology, less attention has been paid to &quot;how&quot; they are supposed to learn it. Teacher preparation programs need to go beyond merely training teachers in how to use specific software and hardware tools, and instead focus on developing an understanding of the complex set of interrelationships between artifacts, users, tools, and practices. In this paper, we introduce and advocate a &quot;Learning By Design&quot; approach that can help teachers develop a flexible and situated understanding of technology. In this approach, inservice teachers work collaboratively in small groups to develop technological solutions to authentic pedagogical problems. We introduce the Learning by Design strategy and provide examples of its use in three different courses. We summarize what teachers learn in this approach, focusing on learning about technology, learning about design, and learning about learning.
Integrating Service-Learning into Technology Training in Teacher Preparation: A Study of an Educational Technology Course for Preservice Teachers
Author: Voithofer, Rick
Date: 2005-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Urban Schools,Technology Integration,College School Cooperation,Educational Technology,Early Childhood Education,Elementary School Teachers,Secondary School Teachers,National Standards,Student Diversity,Service Learning,Partnerships in Education,Inservice Teacher Education,Education Courses,Teacher Attitudes,Student Attitudes,Instructional Effectiveness,Internet,Web Sites,Program Descriptions,Educational Strategies,Program Effectiveness,Program Evaluation,Questionnaires,Interviews,Computer Uses in Education

Based on a partnership between a teacher preparation program and an urban school district, this study evaluates a project that used a service-learning model to connect preservice teachers to working teachers to help the working teachers integrate technology into their teaching while giving the preservice teachers an authentic context for their assignments. Using multiple data sources including questionnaires, class projects, interviews, and field notes, this study looked at the success of service-learning in technology instruction in terms of student satisfaction and student learning related to technology skills, technology integration strategies, and issues that teachers confront teaching diverse populations. The results of the study provide suggestions for the successful integration of service-learning for technology training in teacher education. (Contains 4 tables and 3 footnotes.)
Workshops that Work!: Building an Effective, Technology-Rich Faculty Development Program
Author: Teclehaimanot, Berhane
Date: 2005-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Technology Integration,Workshops,Educational Technology,Faculty Development,Teacher Educators,Federal Programs,Curriculum Development,Course Evaluation,Teacher Attitudes,Instructional Effectiveness,Program Descriptions,Program Effectiveness,Program Evaluation,Teacher Surveys,Curriculum Implementation

To prepare preservice teachers for the technology-rich environment of today's schools, faculty involved with the preparation of teachers must model technology use in their own instruction. The purpose of this PT[superscript 3]-funded project was to design and implement a faculty development program focusing on the effective integration of technology into courses taken by teacher education students. The three-year project involved a series of workshops and guidance for faculty to assist them in modeling effective technology integration. The evolution of this professional development program incorporated nine elements: popular technology topics, hands-on learning, modeling, individualization, technology infusion, efficiency, mentoring, sharing, and motivation. It was found that well-designed faculty development workshops are effective in training teacher educators to create technology-rich university curriculum. (Contains 1 table, 2 figures, and 1 note.)