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Articles 31 - 37 of 37
Full-Text Articles in Education
Students’ Online Interaction Styles: Can They Change?, Dazhi Yang, Jennifer C. Richardson
Students’ Online Interaction Styles: Can They Change?, Dazhi Yang, Jennifer C. Richardson
Dazhi Yang
Past studies indicate that students demonstrate different online interaction styles, which consist of the ways or habits students acquire knowledge from computer-mediated discussions (Sutton, 2001). Such interaction styles include the active interaction style (Beaudion, 2002), the vicarious interaction style (Sutton, 2001), and the mixed or balanced-interaction style. The purpose of this exploratory study was to further investigate whether students’ online interaction styles changed during a course utilizing asynchronous computer-mediated discussions; and if so how and why they changed. Results indicate that such changes did take place as 44% of participants adjusted to more active learning styles as the courses progressed. …
Preschool Effective Behavior Support (Pebs) Self-Assessment Survey, Deborah R. Carter, Elizabeth Steed, Tina Pomerleau
Preschool Effective Behavior Support (Pebs) Self-Assessment Survey, Deborah R. Carter, Elizabeth Steed, Tina Pomerleau
Deborah Russell Carter
The PEBS Survey is a self-assessment of universal, targeted and individualized program-wide positive behavior supports in early childhood settings. It provides an assessment of staff perception of current implementation and priority for improvement of key features of program-wide positive behavior support.
Promoting Learner-Learner Interactions Through Ecological Assessments Of The Online Environment, Evelyn S. Johnson
Promoting Learner-Learner Interactions Through Ecological Assessments Of The Online Environment, Evelyn S. Johnson
Evelyn S. Johnson
As the number of learners engaging in online education increases, a growing body of literature is developing to recommend best practices for instructors. Typically, these recommendations are oriented to a particular aspect of interaction based on Moore’s (1989) extended framework, to include learner-instructor; learner-learner; learner-content; learner-interface interactions, with a recent emphasis on the importance of learner-learner interactions. However, online instructors and learners operate within a complex environment in which many aspects can have a direct impact on the instructor’s ability to facilitate learner-learner interactions. If online education providers and instructors hope to successfully adopt practices to promote learner-learner interaction, an …
Adding Functional Behavioral Assessment To First Step To Success: A Case Study, Deborah R. Carter, Robert H. Horner
Adding Functional Behavioral Assessment To First Step To Success: A Case Study, Deborah R. Carter, Robert H. Horner
Deborah Russell Carter
First Step to Success is a manualized early intervention program with documented success in reducing the problem behavior of young children. Walker and colleagues are now engaged in analyses of variables that will increase the proportion of children for whom First Step is effective. A possible enhancement to the First Step to Success protocol is the use of functional behavioral assessment, and individualized, function-based behavior support. The present analysis provides a case study with one, six-year old student who received First Step to Success. Following the “coaching phase” of First Step a reversal design was employed in which function-based features …
Early Childhood Functional Assessment Interview Form, Deborah R. Carter, Robert Horner
Early Childhood Functional Assessment Interview Form, Deborah R. Carter, Robert Horner
Deborah Russell Carter
No abstract provided.
Functional Behavioral Assessment And Behavior Support Planning, Deborah Russell Carter, Robert Horner
Functional Behavioral Assessment And Behavior Support Planning, Deborah Russell Carter, Robert Horner
Deborah Russell Carter
No abstract provided.
Early Childhood Behavior Support Planning Form, Deborah R. Carter, Robert Horner
Early Childhood Behavior Support Planning Form, Deborah R. Carter, Robert Horner
Deborah Russell Carter
No abstract provided.