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Full-Text Articles in Education
Direct Instruction And Its Extension With A Community Of Inquiry: A Comparison Of Mental Workload, Performance And Efficiency, Giuliano Orru, Luca Longo
Direct Instruction And Its Extension With A Community Of Inquiry: A Comparison Of Mental Workload, Performance And Efficiency, Giuliano Orru, Luca Longo
Articles
This paper investigates the efficiency of two instructional design conditions: a traditional design based on the direct instruction approach to learning and its extension with a collaborative activity based upon the community of inquiry approach to learning. This activity was built upon a set of textual trigger questions to elicit cognitive abilities and support knowledge formation. A total of 115 students participated in the experiments and a number of third-level computer science classes where divided in two groups. A control group of learners received the former instructional design while an experimental group also received the latter design. Subsequently, learners of …
Utilizing Natural Settings To Reinforce Social Skills Instruction In Students With Disabilities, Torrey Pitchford
Utilizing Natural Settings To Reinforce Social Skills Instruction In Students With Disabilities, Torrey Pitchford
Doctoral Dissertations and Projects
A large proportion of students with disabilities (SWD) have social skills deficits that make it difficult for them to succeed in school, work, and life. This quantitative, quasi-experimental, non-equivalent, pretest-posttest, control group study was designed to explore whether SWD can better transfer their learned social skills to natural settings, improving their chances at independence and success, with the use of reinforcement in natural settings. The researcher included 86 students with disabilities from a school district in a predominantly white, middle class, rural Utah town. The researcher and teachers used Social Skills Improvement System (SSIS) in this study to provide instruction …
The Sciences Of Learning, Instruction, And Assessment As Underpinnings Of The Morningside Model Of Generative Instruction, Elizabeth M. Street, Kent Johnson
The Sciences Of Learning, Instruction, And Assessment As Underpinnings Of The Morningside Model Of Generative Instruction, Elizabeth M. Street, Kent Johnson
All Faculty Scholarship for the College of the Sciences
This paper focuses on a subset of the practices that have created the powerful learning technology developed and disseminated by Morningside Academy in Seattle, Washington, U.S.A. We briefly describe this technology, known as the Morningside Model of Generative Instruction, and tell how it builds on the selectionist approach of B. F. Skinner and the pragmatic approach of John Dewey. We also describe the critical role Precision Teaching plays at Morningside Academy and its dependence on findings from the science of learning and the science of instruction, including placement of learners, task analysis, content analysis, instructional protocols, and principles of instructional …
Effect Of Direct Instruction Programs On Teaching Reading Comprehension To Students With Learning Disabilities, Jennifer Parker
Effect Of Direct Instruction Programs On Teaching Reading Comprehension To Students With Learning Disabilities, Jennifer Parker
Doctoral Dissertations and Projects
The purpose of this quasi experimental research study was to examine the effects of two direct instruction programs, SRA Reading Mastery Signature and SRA Reading Success on reading comprehension skill acquisition of middle school students who qualify as a student with a specific learning disability. Furthermore, the study was used to compare the reading comprehension achievement of students who participated in SRA Reading Mastery Signature and students who participated in SRA Reading Success using the reading portion of the Measures of Academic Progress (MAP) assessment. The treatment groups were located in a moderate size school district in the Upstate region …
The Impact Of Selected Initiatives On The Reading Criterion Referenced Competency Test Scores Of African-American And Disadvantaged Students In Grades 3, 5, And 8, Eric Fuller
Doctoral Dissertations and Projects
The purpose of this causal-comparative study was to examine the impact of selected research-based whole-school reading reform programs, Success for All (SFA), Core Knowledge, and Direct Instruction (DI) on the Criterion Referenced Competency Test (CRCT) reading scores of African-American students and students from disadvantaged subgroups in Grades 3, 5, and 8 in a large urban school system. The target sample consisted of 61 elementary schools and 16 middle schools. Student data consisted of 3,533 data points for African-American students and 7,550 data points for disadvantaged students attending reform and non reform schools respectively. A causal-comparative research design was the methodology …