Dorm Room Labs for Introductory Large-Lecture Science Classes for Nonscience Majors

ERIC Educational Resources Information Center

Moldwin, Mark B.

2018-01-01

Many large-lecture introductory science courses for nonscience majors do not have a lab component and hence do not provide much opportunity for students to engage in the practice of science. I have developed a new instructional activity called Dorm Room Labs that enables students to conduct hands-on activities as homework (or dorm room work) to…

APTI (Air Pollution Training Institute) Course 427: combustion evaluation, student manual

DOE Office of Scientific and Technical Information (OSTI.GOV)

Beard, J.T.; Iachetta, F.A.; Lilleleht, L.U.

1980-02-01

This Student Manual is used in conjunction with Course No. 427, 'Combustion Evaluation' as applied to air pollution control situations. This manual was prepared by the EPA Air Pollution Training Institute (APTI) to supplement the course lecture materials and to present detailed reference information on the following topics: combustion fundamentals, fuel properties, combustion system design, pollutant emission evaluations, combustion control, gas, oil, and coal burning, solid waste and wood burning, incineration of wastes, sewage sludge incineration, waste gas flares, hazardous waste combustion, NOx control, and improved combustion systems. Note: There is also an Instructor's Guide to be used in conductingmore » the training course - (EPA-450/2-80-065) and a Student Workbook to be used for homework and in-class problem solving - (EPA-450/2-80-64).« less

A 'bootstrapped' Teaching/Learning Procedure

NASA Astrophysics Data System (ADS)

Odusina Odusote, Olusogo

1998-04-01

Erasing preconceived antiphysics ideas by nonscience/nonmajor physics students have elicited diverse teaching methods. Introductory general physics courses at college level have been taught by a 'bootstrap' approach. A concise treatment of the syllabus by the teacher in about 1/2 of the course duration, with brief exercises and examples. Students are then introduced to real life situations - toys, home appliances, sports, disasters, etc, and the embedded physics concepts discussed. Usually this generates a feeling of deja vu, which elicits desire for more. Each application usually encompasses topics in a broad range of the syllabus. The other half of the course is used by students to work individually/groups on assigned and graded home-works and essays, with guidance from the lecture notes and the teacher/supervisor. An end of course examination shows increase in the success rate.

How Does the "Digital Generation" Get Help on Their Mathematics Homework?

ERIC Educational Resources Information Center

van de Sande, Carla; Boggess, May; Hart-Weber, Catherine

2013-01-01

Homework is a daily activity for at least twelve years of most students' school experience, and every assignment requires the time, energy, and emotional engagement of all those involved. Traditionally, students seeking homework help could refer to their class notes and textbooks, or ask their friends, tutors, and, perhaps, as last resort, their…

Work Habits of Students in Traditional and Online Sections of an Introductory Physics Course: A Case Study

NASA Astrophysics Data System (ADS)

Kortemeyer, Gerd

2016-10-01

The study compares the work habits of two student groups in an introductory physics course, one in traditional and one in online sections. Both groups shared the same online materials and online homework, as well as the same discussion boards and examinations, but one group in addition had traditional lectures. The groups were compared with respect to amount and frequency of access to different online course resources. It was found that with few exceptions, both groups exhibited very similar work habits. Students in the online sections more frequently accessed content pages and more frequently contributed to course discussions. It was also found that regular access of the materials throughout the week, rather than only on homework deadline nights, is a predictor of success on examinations, and that this indicator is more reliable for students in the online sections. Overall, though, the effect of traditional lectures is minimal.

Collaborative Calculus.

ERIC Educational Resources Information Center

Kast, David

1993-01-01

The crisis confronting calculus and mathematics education generally results from a number of failed assumptions implicit in the dominant lecture-homework-exam methodology used in teaching mathematics. Positive resolution of this crisis can be found in adopting a noncompetitive, collaborative approach to mathematics education. (Author)

Teaching science through video games

NASA Astrophysics Data System (ADS)

Smaldone, Ronald A.; Thompson, Christina M.; Evans, Monica; Voit, Walter

2017-02-01

Imagine a class without lessons, tests and homework, but with missions, quests and teamwork. Video games offer an attractive educational platform because they are designed to be fun and engaging, as opposed to traditional approaches to teaching through lectures and assignments.

The Impact of Adding Online Homework Assignments to an Introduction to Physical Geology Class

NASA Astrophysics Data System (ADS)

Brevik, Eric C.

2017-04-01

As instructors we are constantly looking for ways to improve student performance in the classroom. In an attempt to improve student performance in my GEOL 105 - Introduction to Physical Geology class, I added online homework assignments from the Pearson Mastering Geology program beginning in the Fall semester of 2014. There were several anticipated advantages to the online homework approach. If a student is struggling with a question they can get hints that don't tell them the answer, but are designed to stimulate their thinking and lead them towards the correct answer. The students also know immediately after submitting their answers which questions they got right and which were wrong, and they can go back to the wrong answers and try to determine the correct answer so they know what it is. This gives them much more rapid feedback than traditional paper homework, all of which makes this a more student-centered approach to learning. It is also my hope that the students find the online homework more interesting and interactive than paper-based homework, which I hope in turn will stimulate the students to be more likely to do the homework and take it seriously while also having some fun while doing it. As of the end of Fall semester 2016, I had been using the online homework assignments in my classes for three years. Therefore, I analyzed student performance in the three years prior to adopting the online homework and compared it to performance over the three years since adopting online homework. In the three years prior to adopting the online homework, the average grade in my classes was 73.8%; afterwards the average grade was 81.3%, for an improvement of 7.5% on average. Most of that improvement was in average test scores, which increased by 6.3% (67.4% prior to 73.6% after). The online homework did not improve the performance of the top students, but it did improve the performance of the other students. Prior to adopting the online homework, grade distribution in the class was 15% A (90-100% scores), 32% B (80-90%), 19% C (70-80%), 19% D (60-79%), and 15% F (<60%). After adopting the online homework, the grade distribution was 13% A, 48% B, 24% C, 13% D, and 2% F. Therefore, students who either passed the class but didn't excel or who struggled with the class prior to online homework adoption saw improvements in their performance, while students who showed truly outstanding performance remained constant. Test grades showed a similar trend. The average test scores for those who received an A in the class were 88.0% prior to and 88.6% after adopting the online homework, while test averages for students who received less than an A were 63.9% prior to and 71.4% (7.5% improvement) after adopting the online homework. I am always making small changes to my classes in an effort to improve them, but the only major change made to the class over the time period covered in this study was replacing paper homework assignments (which were not graded) with the online homework assignments. In addition, there was no statistical difference in scores in the Introduction to Physical Geology Laboratory over the same period (87.8% average before adoption, 85.7% after adoption). Students are required to take the lecture and laboratory at the same time, so the student populations were identical. The online homework applied to the lecture, where grades improved, but not to the laboratory, where grades remained consistent. Therefore, it was concluded that the addition of online homework to the Introduction to Physical Geology class had a strong positive effect on student scores. While students who would excel regardless of the format (those who received A grades) showed the same performance under both class formats, those who fell farther down the grade scale showed significant improvement with the use of the online homework assignments. Acknowledgement The integration of online homework assignments into the Introduction to Physical Geology class was funded by a Summer Faculty Fellowship from the North Dakota Space Grant Consortium.

Using Laboratory Homework to Facilitate Skill Integration and Assess Understanding in Intermediate Physics Courses

NASA Astrophysics Data System (ADS)

Johnston, Marty; Jalkio, Jeffrey

2013-04-01

By the time students have reached the intermediate level physics courses they have been exposed to a broad set of analytical, experimental, and computational skills. However, their ability to independently integrate these skills into the study of a physical system is often weak. To address this weakness and assess their understanding of the underlying physical concepts we have introduced laboratory homework into lecture based, junior level theoretical mechanics and electromagnetics courses. A laboratory homework set replaces a traditional one and emphasizes the analysis of a single system. In an exercise, students use analytical and computational tools to predict the behavior of a system and design a simple measurement to test their model. The laboratory portion of the exercises is straight forward and the emphasis is on concept integration and application. The short student reports we collect have revealed misconceptions that were not apparent in reviewing the traditional homework and test problems. Work continues on refining the current problems and expanding the problem sets.

Key Aspects of a Computerized Statistics Course.

ERIC Educational Resources Information Center

Wells, Karin L.; Marsh, Lawrence C.

1997-01-01

Looks at ways in which computer-assisted instruction transforms three traditional aspects of college teaching: lectures are replaced with multimedia presentations; homework becomes electronic, with instant grading and detailed explanations; and traditional office hours are replaced with electronic mail, list-serv, and live screen interaction…

Simulation Exercises for an Undergraduate Digital Process Control Course.

ERIC Educational Resources Information Center

Reeves, Deborah E.; Schork, F. Joseph

1988-01-01

Presents six problems from an alternative approach to homework traditionally given to follow-up lectures. Stresses the advantage of longer term exercises which allow for creativity and independence on the part of the student. Problems include: "System Model,""Open-Loop Simulation,""PID Control,""Dahlin…

Individualized Additional Instruction for Calculus

ERIC Educational Resources Information Center

Takata, Ken

2010-01-01

College students enrolling in the calculus sequence have a wide variance in their preparation and abilities, yet they are usually taught from the same lecture. We describe another pedagogical model of Individualized Additional Instruction (IAI) that assesses each student frequently and prescribes further instruction and homework based on the…

Flipping the Foreign Language Classroom and Critical Pedagogies: A (New) Old Trend

ERIC Educational Resources Information Center

Correa, Maite

2015-01-01

Since the foundation of the Khan Academy (2006), a great deal of attention has been generated to the term "flipped classrooms" (also known as "reverse" or "backwards" classrooms), which is a (new) pedagogical movement that reverses the traditional paradigm of class lecture and homework. This approach subordinates…

Commentary: You're Not Studying, You're Just...

ERIC Educational Resources Information Center

Purushotma, Ravi

2005-01-01

As often as language teachers lecture about the importance of continual practice to adolescent learners, the dullness of homework exercises designed primarily to be educational has difficulty competing with popular media designed solely to be entertaining. Recently, numerous attempts have been made to develop "edutainment" titles that seek to…

Medical students' note-taking in a medical biochemistry course: an initial exploration.

PubMed

Morrison, Elizabeth H; McLaughlin, Calvin; Rucker, Lloyd

2002-04-01

Beginning medical students spend numerous hours every week attending basic science lectures and taking notes. Medical faculty often wonder whether they should give students pre-printed instructors' notes before lectures. Proponents of this strategy argue that provided notes enhance learning by facilitating the accurate transmission of information, while opponents counter that provided notes inhibit students' cognitive processing or even discourage students from attending lectures. Little if any research has directly addressed medical students' note-taking or the value of providing instructors' notes. The educational literature does suggest that taking lecture notes enhances university students' learning. University students perform best on post-lecture testing if they review a combination of provided notes and their own personal notes, particularly if the provided notes follow a 'skeletal' format that encourages active note-taking.

Are We Wasting Our Children's Time by Giving Them More Homework?

ERIC Educational Resources Information Center

Eren, Ozkan; Henderson, Daniel J.

2011-01-01

Following an identification strategy that allows us to largely eliminate unobserved student and teacher traits, we examine the effect of homework on math, science, English and history test scores for eighth grade students in the United States. Noting that failure to control for these effects yields selection biases on the estimated effect of…

Do You Always Need a Textbook to Teach Astro 101?

ERIC Educational Resources Information Center

Rudolph, Alexander L.

2013-01-01

The increasing use of interactive learning [IL] strategies in Astro 101 classrooms has led some instructors to consider the usefulness of a textbook in such classes. These strategies provide students a learning modality very different from the traditional lecture supplemented by reading a textbook and homework and raise the question of whether the…

A Flipped Writing Classroom: Effects on EFL Learners' Argumentative Essays

ERIC Educational Resources Information Center

Soltanpour, Fatemeh; Valizadeh, Mohammadreza

2018-01-01

According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files.…

Flipped Learning for ESL Writing in a Sudanese School

ERIC Educational Resources Information Center

Abdelrahman, Limia Ali Mohamed; DeWitt, Dorothy; Alias, Norlidah; Rahman, Mohd Nazri Abdul

2017-01-01

Sudanese students seem to lack proficiency in writing English. In addition, teachers continue to use traditional, teacher-centered methods in teaching English as a second language (ESL). The flipped learning (FL) approach where video lectures are assigned as online homework before class, followed by learning activities during class, might be able…

Teaching Physics Using PhET Simulations

ERIC Educational Resources Information Center

Wieman, C. E.; Adams, W. K.; Loeblein, P.; Perkins, K. K.

2010-01-01

PhET Interactive Simulations (sims) are now being widely used in teaching physics and chemistry. Sims can be used in many different educational settings, including lecture, individual or small group inquiry activities, homework, and lab. Here we will highlight a few ways to use them in teaching, based on our research and experiences using them in…

Research on Flipping College Algebra: Lessons Learned and Practical Advice for Flipping Multiple Sections

ERIC Educational Resources Information Center

Overmyer, Jerry

2015-01-01

This quantitative research compares five sections of College Algebra using flipped classroom methods with six sections using the traditional lecture/homework structure and its effect on student achievement as measured through a common final exam. Common final exam scores were the dependent variables. Instructors of flipped sections who had…

Innovative Teaching: An Empirical Study of Computer-Aided Instruction in Quantitative Business Courses

ERIC Educational Resources Information Center

Gonul, Fusun F.; Solano, Roger A.

2013-01-01

We investigate business undergraduate mathematics-based courses in a blended environment of online assignments and exams and offline lectures, and report the impact on academic performance of factors such as classroom attendance, web-based course supplements, and homework. We present results from both ordinary least squares and fixed effects,…

METEO in the TALNET project after 5 years - meteorology for talented high schools students

NASA Astrophysics Data System (ADS)

Pisoft, P.; Miksovsky, J.

2010-09-01

TALNET is a project aiming to systematically identify and work with gifted youth (13-19 years). Specifically, it applies online educational activities combined with face to face activities. It has been organised by the Faculty of Maths and Physics (MFF) of Charles University in Prague (UK) and National Institute for Youth (NIDM) since 2003, later in cooperation with other faculties, e.g. Natural Sciences (PrF UK), universities and science and research institutes in the Czech Republic and abroad, e.g. DLR, Germany. Topics of the educational activities come from natural sciences (such as physics, astronomy, biology, chemistry, meteorology etc.) and mathematics. The presented project's part METEO embraces lessons primarily focused on basics of meteorology and atmospheric physics in general and it has been part of the Talnet project for 5 years. The meteorological lectures consist of description of, e.g., climate system, meteorological quantities, weather forecasting, ozone and the stratosphere, climate change or atmospheric optics. On top of the lectures, the students are encouraged to work on enclosed homework such as meteorological time series analysis, clouds observation and classification, halo simulation and so on. The METEO course lasts one semester and the students make their seminar thesis at the end. The presented materials will consist of examples of the contemporary lectures and their organization, homeworks or seminar theses.

Formative assessment in physiology teaching using a wireless classroom communication system.

PubMed

Paschal, Cynthia B

2002-12-01

Systems physiology, studied by biomedical engineers, is an analytical way to approach the homeostatic foundations of basic physiology. In many systems physiology courses, students attend lectures and are given homework and reading assignments to complete outside of class. The effectiveness of this traditional approach was compared with an approach in which a wireless classroom communication system was used to provide instant feedback on in-class learning activities and reading assignment quizzes. Homework was eliminated in this approach. The feedback system used stimulated 100% participation in class and facilitated rapid formative assessment. The results of this study indicate that learning of systems physiology concepts including physiology is at least, as if not more, effective when in-class quizzes and activities with instant feedback are used in place of traditional learning activities including homework. When results of this study are interpreted in light of possible effects of the September 11, 2001 terrorist attacks on student learning in the test group, it appears that the modified instruction may be more effective than the traditional instruction.

The Effects of Guided Notes on Pre-Lecture Quiz Scores in Introductory Psychology

ERIC Educational Resources Information Center

Glodowski, Kathryn; Thompson, Rachel

2018-01-01

Guided notes covering lectures have been shown to improve note quality and increase scores on quizzes covering lecture material. We sought to determine whether guided notes would also be beneficial in helping students prepare for quizzes covering assigned readings. We evaluated the efficacy of guided notes for reading assignments on…

Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

ERIC Educational Resources Information Center

Danker, Brenda

2015-01-01

This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module as part of a Diploma in Performing Arts course at Sunway University, Malaysia. The flipped classes utilized either a blended learning approach where students first watched online lectures as homework, and then…

The Flipped Writing Classroom in Turkish EFL Context: A Comparative Study on a New Model

ERIC Educational Resources Information Center

Ekmekci, Emrah

2017-01-01

Flipped learning, one of the most popular and conspicuous instructional models of recent time, can be considered as a pedagogical approach in which the typical lecture and homework elements of a course are reversed. Flipped learning transforms classrooms into interactive and dynamic places where the teacher guides the students and facilitates…

Student Views about a Flipped Physics Course: A Tool for Program Evaluation and Improvement

ERIC Educational Resources Information Center

Ramlo, Susan

2015-01-01

Flipped classrooms are a relatively new teaching strategy where the typical lecture and homework elements of a course are reversed. Although flipped classrooms are gaining popularity, evaluations of this type of pedagogical model are limited. The purpose of this study was to investigate student views related to the effectiveness of a flipped…

Inverted Teaching: Applying a New Pedagogy to a University Organic Chemistry Class

ERIC Educational Resources Information Center

Christiansen, Michael A.

2014-01-01

Inverted teaching, not to be confused with hybrid learning, is a relatively new pedagogy in which lecture is shifted outside of class and traditional homework is done in class. Though some inverted teaching (IT) designs have been published in different fields, peer-reviewed reports in university chemistry remain quite rare. To that end, herein is…

The Influence of Learning Management Technology to Student's Learning Outcome

ERIC Educational Resources Information Center

Adi Sucipto, Taufiq Lilo; Efendi, Agus; Hanif, Husni Nadya; Budiyanto, Cucuk

2017-01-01

The study examines the influence of learning management systems to the implementation of flipped classroom model in a vocational school in Indonesia. The flipped classroom is a relatively new educational model that inverts students' time to study on lectures and time spent on homework. Despite studies have been conducted on the model, few…

Using Online Lectures to Make Time for Active Learning

PubMed Central

Prunuske, Amy J.; Batzli, Janet; Howell, Evelyn; Miller, Sarah

2012-01-01

To make time in class for group activities devoted to critical thinking, we integrated a series of short online lectures into the homework assignments of a large, introductory biology course at a research university. The majority of students viewed the online lectures before coming to class and reported that the online lectures helped them to complete the in-class activity and did not increase the amount of time they devoted to the course. In addition, students who viewed the online lecture performed better on clicker questions designed to test lower-order cognitive skills. The in-class activities then gave the students practice analyzing the information in groups and provided the instructor with feedback about the students’ understanding of the material. On the basis of the results of this study, we support creating hybrid course models that allow students to learn the fundamental information outside of class time, thereby creating time during the class period to be dedicated toward the conceptual understanding of the material. PMID:22714412

What Predicts Skill in Lecture Note Taking?

ERIC Educational Resources Information Center

Peverly, Stephen T.; Ramaswamy, Vivek; Brown, Cindy; Sumowski, James; Alidoost, Moona; Garner, Joanna

2007-01-01

Despite the importance of good lecture notes to test performance, very little is known about the cognitive processes that underlie effective lecture note taking. The primary purpose of the 2 studies reported (a pilot study and Study 1) was to investigate 3 processes hypothesized to be significantly related to quality of notes: transcription…

A Comparison of Grade Achievement of Students Using a Programmed Mathematics Text Versus Students Using a Traditional Mathematics Text.

ERIC Educational Resources Information Center

Raines, Roy H.

The effectiveness of a basic college mathematics course consisting of lecture-discussion classroom procedures and homework assignments from a traditional text was compared to the effectiveness of a course designed to combat low grade achievement and a high dropout rate by allowing for individual differences. The revised course consisted of…

Strategies for teaching pathology to graduate students and allied health professionals.

PubMed

Fenderson, Bruce A

2005-02-01

Pathology is an essential course for many students in the biomedical sciences and allied health professions. These students learn the language of pathology and medicine, develop an appreciation for mechanisms of disease, and understand the close relationship between basic research and clinical medicine. We have developed 3 pathology courses to meet the needs of our undergraduates, graduate students, and allied health professionals. Through experience, we have settled on an approach to teaching pathology that takes into account the diverse educational backgrounds of these students. Educational resources such as assigned reading, online homework, lectures, and review sessions are carefully balanced to adjust course difficulty. Common features of our pathology curricula include a web-based computer laboratory and review sessions on the basis of selected pathology images and open-ended study questions. Lectures, computer-guided homework, and review sessions provide the core educational content for undergraduates. Graduate students, using the same computer program and review material, rely more heavily on assigned reading for core educational content. Our experience adapting a pathology curriculum to the needs of divergent groups of students suggests a general strategy for monitoring course difficulty. We hypothesize that course difficulty is proportional to the information density of specific learning resources (eg, lecture or textbook) multiplied by the weight of those learning resources placed on examinations. This formula allows educators to match the difficulty of a course with the educational needs of students, and provides a useful tool for longitudinal studies of curriculum reform.

CMSC-130 Introductory Computer Science, Lecture Notes

DTIC Science & Technology

1993-07-01

Introductory Computer Science lecture notes are used in the classroom for teaching CMSC 130, an introductory computer science course , using the ...Unit Testing 2. The Syntax Of Subunits Will Be Studied In The Subsequent Course CMSC130 -5- Lecture 11 TOP-DOWN TESTING Data Processor Procedure...used in the preparation of these lecture notes: Reference Manual For The Ada Prosramming Language, ANSI/MIL-STD

Increasing Students' Attendance at Lecture and Preparation for Lecture by Allowing Students to Use Their Notes during Tests

ERIC Educational Resources Information Center

Messling, Paul A., III; Dermer, Marshall L.

2009-01-01

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.…

The Process of Note Taking: Implications for Students with Mild Disabilities

ERIC Educational Resources Information Center

Boyle, Joseph R.

2007-01-01

Students with mild disabilities have a difficult time recording notes from lectures. Accurate note taking is important because it helps students understand the content from lectures and notes serve as a document for later review. In this article, the author describes what teachers can do before, during, and after the lecture to help students…

Note-Taking with Computers: Exploring Alternative Strategies for Improved Recall

ERIC Educational Resources Information Center

Bui, Dung C.; Myerson, Joel; Hale, Sandra

2013-01-01

Three experiments examined note-taking strategies and their relation to recall. In Experiment 1, participants were instructed either to take organized lecture notes or to try and transcribe the lecture, and they either took their notes by hand or typed them into a computer. Those instructed to transcribe the lecture using a computer showed the…

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

PubMed Central

Lin, Ying; Zhu, Yi; Chen, Chuan; Wang, Wei; Chen, Tingting; Li, Tao; Li, Yonghao; Liu, Bingqian; Lian, Yu; Lu, Lin; Zou, Yuxian

2017-01-01

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning. PMID:28384167

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

PubMed

Lin, Ying; Zhu, Yi; Chen, Chuan; Wang, Wei; Chen, Tingting; Li, Tao; Li, Yonghao; Liu, Bingqian; Lian, Yu; Lu, Lin; Zou, Yuxian; Liu, Yizhi

2017-01-01

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning.

Work Habits of Students in Traditional and Online Sections of an Introductory Physics Course: A Case Study

ERIC Educational Resources Information Center

Kortemeyer, Gerd

2016-01-01

The study compares the work habits of two student groups in an introductory physics course, one in traditional and one in online sections. Both groups shared the same online materials and online homework, as well as the same discussion boards and examinations, but one group in addition had traditional lectures. The groups were compared with…

Redesigning a Course to Help Students Achieve Higher-Order Cognitive Thinking Skills: From Goals and Mechanics to Student Outcomes

ERIC Educational Resources Information Center

Casagrand, Janet; Semsar, Katharine

2017-01-01

Here we describe a 4-yr course reform and its outcomes. The upper-division neurophysiology course gradually transformed from a traditional lecture in 2004 to a more student-centered course in 2008, through the addition of evidence-based active learning practices, such as deliberate problem-solving practice on homework and peer learning structures,…

A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class

ERIC Educational Resources Information Center

Gundlach, Ellen; Richards, K. Andrew R.; Nelson, David; Levesque-Bristol, Chantal

2015-01-01

Web-augmented traditional lecture, fully online, and flipped sections, all taught by the same instructor with the same course schedule, assignments, and exams in the same semester, were compared with regards to student attitudes; statistical reasoning; performance on common exams, homework, and projects; and perceptions of the course and…

Revising Lecture Notes: How Revision, Pauses, and Partners Affect Note Taking and Achievement

ERIC Educational Resources Information Center

Luo, Linlin; Kiewra, Kenneth A.; Samuelson, Lydia

2016-01-01

Note taking has been categorized as a two-stage process: the recording of notes and the review of notes. We contend that note taking might best involve a three-stage process where the missing stage is revision. This study investigated the benefits of revising lecture notes and addressed two questions: First, is revision more effective than…

Thinking Strategically to Record Notes in Content Classes

ERIC Educational Resources Information Center

Boyle, Joseph R.

2011-01-01

Although teachers today use a variety of teaching methods in content-area classrooms, lecture learning and note-taking still comprise a considerable portion of time in these classes. Unfortunately, most students are poor note-takers, typically recording only about one quarter of lecture notes. Strategic note-taking was developed to assist students…

Splitting in large dimension and infrared estimates. II. Moment inequalities

NASA Astrophysics Data System (ADS)

Helffer, B.

1998-02-01

This is the continuation of notes written for the NATO-ASI conference in Il Ciocco (September 96) consisting of the analysis of the links between estimating the splitting between the two first eigenvalues for the Schrödinger operator H and the proof of infrared estimates for quantities attached to Gaussian-type measures. These notes were mainly reporting on the "old" contributions of Dyson, Fröhlich, Glimm, Jaffe, Lieb, Simon, and Spencer (in the 1970s) in connection with more recent contributions of Pastur, Khoruzhenko, Barbulyak, and Kondrat'ev which treat in general more sophisticated models. Here we concentrate on the simplest model related to field theory and extend the results of Barbulyak and Kondrat'ev by mixing ideas coming from Pastur and Khozurenko related to the use of Bogolyubov's inequality with classical inequalities due to Ginibre, Lebowitz, Sokal, and others, or, in the case when the temperature T is zero, by applying rather elementary estimates on Schrödinger operators, in order to find lower bounds for second-order moments attached to the measure φ⟼Trφ exp-βH/Tr exp-βH with β=1/T. This question was "left to the reader" in lectures given by J. Fröhlich in 1976 [Acta Phys. Austriaca, Suppl. XV, 133-269 (1976)], but we think that it is worthwhile to do this "homework" carefully.

Taxonomy of Lecture Note-Taking Skills and Subskills

ERIC Educational Resources Information Center

Al-Musalli, Alaa M.

2015-01-01

Note taking (NT) in lectures is as active a skill as listening, which stimulates it, and as challenging as writing, which is the end product. Literature on lecture NT misses an integration of the processes involved in listening with those in NT. In this article, a taxonomy is proposed of lecture NT skills and subskills based on a similar list…

Effects of three types of lecture notes on medical student achievement.

PubMed

Russell, I J; Caris, T N; Harris, G D; Hendricson, W D

1983-08-01

Two parallel studies were conducted with junior medical students to determine what influence the forms of lecture notes would have on learning. The three types of notes given to the students were: a comprehensive manuscript of the lecture containing text, tables, and figures; a partial handout which included some illustrations but required substantial annotation by the students; and a skeleton outline containing no data from the lecture. The students' knowledge about the subject was measured before the lecture, immediately after the lecture, two to four weeks later, and approximately three months later. The students' responses to questionnaires indicated a strong preference for very detained handouts as essential to preparation for examinations. By contract, the students' performances on tests generally were better for those who had received the partial or skeleton handout formats. This was particularly true for information presented during the last quarter of each lecture, when learning efficiency of the skeleton handout group increased while the other two handout groups exhibited learning fatigue. It was concluded that learning by medical students was improved when they recorded notes in class.

Generative Effects of Note-Taking during Science Lectures.

ERIC Educational Resources Information Center

Peper, Richard J.; Mayer, Richard E.

1986-01-01

In two experiments subjects were required to either take notes or not take notes while viewing a videotaped lecture on automobile engines. Results produced a pattern of interaction in which note-takers performed better on far-transfer tasks such as problem solving but worse on near-transfer tasks. (Author/LMO)

The role of handouts, note-taking and overhead transparencies in veterinary science lectures.

PubMed

McLennan, M W; Isaacs, G

2002-10-01

To study student and staff views of the role and use of handouts, note-taking and overhead transparencies in veterinary science lectures at the University of Queensland The Nominal Group Technique was used to help develop a questionnaire, which was completed by 351 students (a response rate of 84%) and 35 staff (76%) from the 5 years of the veterinary course. The data were analysed using the SAS statistical computer package. Staff and students held different views as to the frequency with which handouts should be used, their educational value, and whether they should be complete or partial. Fewer students than staff agreed that handouts discourage further reading in a subject. Almost all staff and students saw the central functions of note-taking to be provision of notes for subsequent revision and encoding information given by the lecturer. More students than staff however, considered that note-taking in lectures interferes with understanding. Staff and students held similar views as to the uses of overheads in lectures. Interestingly however, more staff than students agreed that overheads often contain too much information. Both students and staff saw the central role of note-taking as providing a set of good notes for revision. Generally students preferred that this information be provided in the form of partial or complete handouts, while staff preferred students to take notes and to read outside lectures. Surprisingly, more staff than students felt that overhead transparencies often contained too much information. Note-taking, handouts and overhead transparencies need to be linked in a coherent educational strategy to promote effective learning.

Cooperative learning of neutron diffusion and transport theories

DOE Office of Scientific and Technical Information (OSTI.GOV)

Robinson, Michael A.

1999-04-30

A cooperative group instructional strategy is being used to teach a unit on neutron transport and diffusion theory in a first-year-graduate level, Reactor Theory course that was formerly presented in the traditional lecture/discussion style. Students are divided into groups of two or three for the duration of the unit. Class meetings are divided into traditional lecture/discussion segments punctuated by cooperative group exercises. The group exercises were designed to require the students to elaborate, summarize, or practice the material presented in the lecture/discussion segments. Both positive interdependence and individual accountability are fostered by adjusting individual grades on the unit exam bymore » a factor dependent upon group achievement. Group collaboration was also encouraged on homework assignments by assigning each group a single grade on each assignment. The results of the unit exam have been above average in the two classes in which the cooperative group method was employed. In particular, the problem solving ability of the students has shown particular improvement. Further,the students felt that the cooperative group format was both more educationally effective and more enjoyable than the lecture/discussion format.« less

Lecture Comprehension and Note-Taking for L2 Students.

ERIC Educational Resources Information Center

Fahmy, Jane Jackson; Bilton, Linda

Most information is still conveyed to university students through lectures. This necessitates that students have sophisticated listening and note-taking skills, and poses additional difficulties for non-native students. To identify areas for improvement, science lectures in English in the Sultanate of Oman were analyzed. The relationship between…

An Exploration of Note-Taking in an Online Calculus Course

ERIC Educational Resources Information Center

van de Sande, Carla; Abramson, Jay; Judson-Garcia, Julia

2017-01-01

Taking notes is a popular activity for students attending instructional lectures and has been linked to achievement. Research on note-taking has shown that the contents and usefulness of student notes depends on several factors, including the pace of the lecture and the presence of organizational and selection cues. However, this research has…

Note-Taking Skills of Middle School Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Boyle, Joseph R.

2010-01-01

For middle school students with learning disabilities (LD), one major component of learning in content area classes, such as science, involves listening to lectures and recording notes. Lecture learning and note-taking are critical skills for students to succeed in these classes. Despite the importance of note-taking skills, no research has been…

Learning from Lectures: The Implications of Note-Taking for Students with Learning Disabilities

ERIC Educational Resources Information Center

Boyle, Joseph R.

2006-01-01

Students with learning disabilities lack effective note-taking skills for a variety of reasons. Despite the important role that notes play in helping students to understand lecture content information and serving as documents for later review, many students with learning disabilities are simply not effective note-takers. Many of these students…

Note-taking skills of middle school students with and without learning disabilities.

PubMed

Boyle, Joseph R

2010-01-01

For middle school students with learning disabilities (LD), one major component of learning in content area classes, such as science, involves listening to lectures and recording notes. Lecture learning and note-taking are critical skills for students to succeed in these classes. Despite the importance of note-taking skills, no research has been reported on the problems that school-age students with LD encounter when recording notes during science lectures. Using a sample size of 90 middle school students, the performance of students with LD was compared to students with no learning disabilities (NLD). Results found that students with LD performed significantly worse than students with NLD in terms of the type and amount of notes recorded and test performance.

Passive Endwall Treatments for Enhancing Stability

NASA Technical Reports Server (NTRS)

Hathaway, Michael D.

2007-01-01

These lecture notes were presented at the von Karman Institutes lecture series on Advances in Axial Compressor Aerodynamics, May 2006. They provide a fairly extensive overview of what's been learned from numerous investigations of various passive casing endwall technologies that have been proposed for alleviating the stall limiting physics associated with the compressor endwall flow field. The lecture notes are organized to give an appreciation for the inventiveness and understanding of the earliest compressor technologists and to provide a coherent thread of understanding that has arisen out of the early investigations. As such the lecture notes begin with a historical overview of casing treatments from their infancy through the earliest proposed concepts involving blowing, suction and flow recirculation. A summary of lessons learned from these early investigations is provided at the end of this section. The lecture notes then provide a somewhat more in-depth overview of recent advancements in the development of passive casing treatments from the late 1990's through 2006, including advancements in understanding the flow mechanism of circumferential groove casing treatments, and the development of discrete tip injection and self-recirculating casing treatments. At the conclusion of the lecture notes a final summary of lessons learned throughout the history of the development of passive casing treatments is provided. Finally, a list of future needs is given. It is hoped that these lecture notes will be a useful reference for future research endeavors to improve our understanding of the fluid physics of passive casing treatments and how they act to enhance compressor stability, and that they will perhaps provide a springboard for future research activities in this area of interest

Evaluating the Advantages and Disadvantages of Providing Lecture Notes: The Role of Internet Technology as a Delivery System and Research Tool

ERIC Educational Resources Information Center

Grabe, Mark; Christopherson, Kimberly

2005-01-01

Relationships among patterns of access to online notes, examination performance, and student absenteeism were examined. Students who made more frequent use of online notes performed at a higher level on course examinations. Students most frequently accessed online notes while corresponding lecture content was being presented in class, but this…

Facilitating Collaboration in Lecture-Based Learning through Shared Notes Using Wireless Technologies

ERIC Educational Resources Information Center

Valtonen, T.; Havu-Nuutinen, S.; Dillon, P.; Vesisenaho, M.

2011-01-01

This paper reports a case study for developing lecture teaching in higher education by connecting simultaneously the benefits of face-to-face teaching and social software for capturing and sharing students' lecture notes. The study was conducted with 12 university students taking a degree course on pre-primary education. Data were collected on (1)…

Twelve tips for "flipping" the classroom.

PubMed

Moffett, Jennifer

2015-04-01

The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. The following tips outline the steps involved in making a successful transition to a flipped classroom approach. The tips are based on the available literature alongside the author's experience of using the approach in a medical education setting. Flipping a classroom has a number of potential benefits, for example increased educator-student interaction, but must be planned and implemented carefully to support effective learning.

Effects of an Inverted Instructional Delivery Model on Achievement of Ninth-Grade Physical Science Honors Students

NASA Astrophysics Data System (ADS)

Howell, Donna

This mixed-methods action research study was designed to assess the achievement of ninth-grade Physical Science Honors students by analysis of pre and posttest data. In addition, perceptual data from students, parents, and the researcher were collected to form a complete picture of the flipped lecture format versus the traditional lecture format. The researcher utilized a 4MAT learning cycle in two Physical Science Honors classes. One of these classes was traditionally delivered with lecture-type activities taking place inside the classroom and homework-type activities taking place at home; the other inverted, or flipped, delivered with lecture-type activities taking place outside the classroom and homework-type activities taking place inside the classroom. Existing unit pre and posttests for both classes were analyzed for differences in academic achievement. At the completion of the units, the flipped class students and parents were surveyed, and student focus groups were convened to ascertain their perceptions of the flipped classroom delivery model. Statistical analysis of posttest data revealed that there is no significant difference between the traditional lecture delivery format and the flipped delivery format. Analysis of perceptual data revealed six themes that must be considered when deciding to flip the classroom: how to hold students accountable for viewing the at-home videos, accessibility of students to the required technology, technical considerations relating to the video production, comprehension of the material both during and after viewing the videos, pedagogy of the overall flipped method, and preference for the flipped method overall. Findings revealed that students, parents, and the researcher all had a preference for the flipped class format, provided the above issues are addressed. The flipped class format encourages students to become more responsible for their learning, and, in addition, students reported that the hands-on inquiry activities done in class aided them in learning the subject matter. It is recommended, however, that before instructors decide to flip the classroom, they ensure that all students have access to needed technology, that there is a plan in place for ensuring that the students actually view the assigned videos, that they have a way to create the videos and ensure adequate quality, and that some discussion is held in class after each assigned video to ensure comprehension of the material.

Notes from the Margins: Integrating Lesbian Experience into the Vocational Psychology of Women.

ERIC Educational Resources Information Center

Fassinger, Ruth E.

1996-01-01

Explores internal and external barriers to women's career choice, implementation, and adjustment, especially how such barriers function for lesbians. Examines issues related to coming out, workplace discrimination, and the home-work interface. (SK)

Extensions of the standard model

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ramond, P.

1983-01-01

In these lectures we focus on several issues that arise in theoretical extensions of the standard model. First we describe the kinds of fermions that can be added to the standard model without affecting known phenomenology. We focus in particular on three types: the vector-like completion of the existing fermions as would be predicted by a Kaluza-Klein type theory, which we find cannot be realistically achieved without some chiral symmetry; fermions which are vector-like by themselves, such as do appear in supersymmetric extensions, and finally anomaly-free chiral sets of fermions. We note that a chiral symmetry, such as the Peccei-Quinnmore » symmetry can be used to produce a vector-like theory which, at scales less than M/sub W/, appears to be chiral. Next, we turn to the analysis of the second hierarchy problem which arises in Grand Unified extensions of the standard model, and plays a crucial role in proton decay of supersymmetric extensions. We review the known mechanisms for avoiding this problem and present a new one which seems to lead to the (family) triplication of the gauge group. Finally, this being a summer school, we present a list of homework problems. 44 references.« less

Note-Taking Habits of Online Students: Value, Quality, and Support

ERIC Educational Resources Information Center

Watkins, Ryan; Corry, Michael; Dardick, William; Stella, Julie

2015-01-01

Do online students take notes when reading lecture content or watching video lectures? Can they benefit from note-taking supports, such as graphic organizers, to improve their study skills? These are among the questions explored in a pilot study with student participants enrolled in a 100% online graduate program. Students were provided academic…

The Effect of Guided Note Taking during Lectures on Thai University Students' Understanding of Electromagnetism

ERIC Educational Resources Information Center

Narjaikaew, Pattawan; Emarat, Narumon; Cowie, Bronwen

2009-01-01

This paper reports on the implementation of a guided note taking strategy to promote Thai students' understanding of electromagnetism during a lecture course. The aim of the study was to enhance student learning of electromagnetism concepts. The developed guided notes contain quotations, diagrams, pictures, problems, and blank spaces to encourage…

Classical Electrodynamics: Lecture notes

NASA Astrophysics Data System (ADS)

Likharev, Konstantin K.

2018-06-01

Essential Advanced Physics is a series comprising four parts: Classical Mechanics, Classical Electrodynamics, Quantum Mechanics and Statistical Mechanics. Each part consists of two volumes, Lecture notes and Problems with solutions, further supplemented by an additional collection of test problems and solutions available to qualifying university instructors. This volume, Classical Electrodynamics: Lecture notes is intended to be the basis for a two-semester graduate-level course on electricity and magnetism, including not only the interaction and dynamics charged point particles, but also properties of dielectric, conducting, and magnetic media. The course also covers special relativity, including its kinematics and particle-dynamics aspects, and electromagnetic radiation by relativistic particles.

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

PubMed

Kane, Michael J; Smeekens, Bridget A; von Bastian, Claudia C; Lurquin, John H; Carruth, Nicholas P; Miyake, Akira

2017-11-01

A combined experimental-correlational study with a diverse sample (N = 182) from 2 research sites tested a set of 5 a priori hypotheses about mind wandering and learning, using a realistic video lecture on introductory statistics. Specifically, the study examined whether students' vulnerability to mind wandering during the lecture would predict learning from, and situational interest in, the video and also whether longhand note-taking would help reduce mind wandering, at least for some students. One half of the participants took notes during the video, and all were subsequently tested on lecture content without notes. Regression and mediation analyses indicated that (a) several individual-differences variables (e.g., pretest score, prior math interest, classroom media multitasking habits) uniquely predicted in-lecture mind wandering frequency; (b) although the note-taking manipulation did not reduce mind wandering at the group level, note-taking still reduced mind wandering for some individuals (i.e., those with lower prior knowledge and those who took notes of high quality and quantity); (c) mind wandering uniquely predicted both learning (posttest) and situational interest outcomes above and beyond all other individual-differences variables; (d) moreover, mind wandering significantly mediated the effects of several individual differences; and, finally, (e) not all types of mind wandering were problematic-in fact, off-task reflections about lecture-related topics positively predicted learning. These results, which were generally robust across the 2 sites, suggest that educationally focused cognitive research may benefit from considering attentional processes during learning as well as cognitive and noncognitive individual differences that affect attention and learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Large-scale visualization projects for teaching software engineering.

PubMed

Müller, Christoph; Reina, Guido; Burch, Michael; Weiskopf, Daniel

2012-01-01

The University of Stuttgart's software engineering major complements the traditional computer science major with more practice-oriented education. Two-semester software projects in various application areas offered by the university's different computer science institutes are a successful building block in the curriculum. With this realistic, complex project setting, students experience the practice of software engineering, including software development processes, technologies, and soft skills. In particular, visualization-based projects are popular with students. Such projects offer them the opportunity to gain profound knowledge that would hardly be possible with only regular lectures and homework assignments.

Angular Speed of a Compact Disc

NASA Astrophysics Data System (ADS)

Sawicki, Mikolaj ``Mik''

2006-09-01

A spinning motion of a compact disc in a CD player offers an interesting and challenging problem in rotational kinematics with a nonconstant angular acceleration that can be incorporated into a typical introductory physics class for engineers and scientists. It can be used either as an example presented during the lecture, emphasizing application of calculus, or as a homework assignment that could be handled easily with the help of a spreadsheet, thus eliminating the calculus aspect altogether. I tried both approaches, and the spreadsheet study was favored by my students.

Landing on the Wrong Note: The Price We Paid for "Brown." 2004 DeWitt Wallace-"Reader's Digest" Distinguished Lecture

ERIC Educational Resources Information Center

Ladson-Billings, Gloria

2004-01-01

The first part of the title of this lecture is taken from Ajay Heble's (2000) book "Landing on the Wrong Note: Jazz, Dissonance, and Critical Practice." The author chose this musical image to convey the problem of good intentions gone awry. No musician plans to play the wrong note. The plaintiffs, litigators, Supreme Court Justices, and civil…

More Ammunition for the Note-Taking Feud: The "Spaced Lecture."

ERIC Educational Resources Information Center

Bentley, Donna Anderson

1981-01-01

An experiment is discussed that tested a 1975 hypothesis of Aiken, Thomas, and Shennum that a "spaced lecture" might help solve the problem of the negative of concurrently listening and writing. Results indicated that the "spaced lecture" was no better than the traditional lecture. (MLW)

Investigating Flipped Learning: Student Self-Regulated Learning, Perceptions, and Achievement in an Introductory Biology Course

NASA Astrophysics Data System (ADS)

Sletten, Sarah Rae

2017-06-01

In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student's desire and ability to adopt a self-directed learning style. The purpose of this study was twofold; it aimed at examining the relationship between two variables—students' perceptions of the flipped model and their self-regulated learning (SRL) behaviors—and the impact that these variables have on achievement in a flipped class. For the study, 76 participants from a flipped introductory biology course were asked about their SRL strategy use and perceptions of the flipped model. SRL strategy use was measured using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al. 2005), while the flipped perceptions survey was newly derived. Student letter grades were collected as a measure of achievement. Through regression analysis, it was found that students' perceptions of the flipped model positively predict students' use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions through constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them.

Afterschool Education: Approaches to an Emerging Field.

ERIC Educational Resources Information Center

Noam, Gil G.; Biancarosa, Gina; Dechausay, Nadine

Noting that there exists little systematic and conclusive research on after-school education to guide the development of practices in this emerging field, this book contributes to the definition of after-school education by focusing on three essential aspects of such programming: (1) bridging school to after-school (2) homework, or extended…

Medical Education in Infectious Diseases. Using Smartphone Apps for Active Learning

PubMed Central

Valdez, Luis; Gray, Andrea; Ramos, Gaston; Siu, Hugo

2017-01-01

Abstract Background Active Learning using smartphone technology can be implemented as a tool for teaching medical students (MS) and residents (Rs). The use of technology would increase participation and enhance student learning by engaging them in solving ID clinical case scenarios. Our objective was to describe the methods used and to share the opinions of the users of such active learning methods. Methods The smartphone applications used were Socrative and WhatsApp. We used Socrative during the Universidad Peruana de Ciencias Aplicadas (UPC) ID course for MS in two different ways. In selected lectures (4 of 32), teacher paced questions were asked based on clinical scenarios related to the topic reviewed, and by voluntary homework questionnaires (student paced). At the British American Hospital (BAH) Medicine Department (MS and Rs) Socrative was used similarly: during some noon lectures (teacher paced questions) and during the baseline MS exam and Rs mid-year exam and voluntary homework questions (student paced). WhatsApp is currently used at the BAH with questions send from Monday to Friday. MS /Rs answer individually via WhatsApp to the mentor in charge. The right answer is given the next day. Questions using WhatsApp deal with recent cases seen at the Wards or in the outpatient clinic, and are designed so that the MS/Rs must do quick literature searches in order to provide the right answer. Results Forty-one MS/Rs answered the survey on Socrative use, 25 of 48 (52%) of UPC MS and 16 (89%) MS/Rs from the BAH. Forty (97%) believed using Socrative had influenced their learning and all but 2 believed it promoted participation from the class. 36 (87.8%) would like to have Socrative used in other lectures and 35 (85%) in other courses. Only one person voted against Socrative use in courses or lectures. With regards to WhatsApp use 16 MS/Rs from BAH answered the survey. Six had used before WhatsApp as a teaching tool. All felt the methodology was useful for learning and promoting reading and would recommend this methodology to promote learning on a student paced way. Conclusion Socrative and WhatsApp can be used for teaching ID through MS/Rs smartphones. Most MS/Rs who were surveyed recommended the use of such methods in their education. Disclosures All authors: No reported disclosures.

Applied Fluid Mechanics. Lecture Notes.

ERIC Educational Resources Information Center

Gregg, Newton D.

This set of lecture notes is used as a supplemental text for the teaching of fluid dynamics, as one component of a thermodynamics course for engineering technologists. The major text for the course covered basic fluids concepts such as pressure, mass flow, and specific weight. The objective of this document was to present additional fluids…

Taking It Down: Notetaking Practices of L1 and L2 Students.

ERIC Educational Resources Information Center

Clerehan, Rosemary

1995-01-01

This study examined notes taken by 29 undergraduate native and non-native speakers of English during a lecture on commercial law. It found that native speakers took more detailed notes and more accurately recorded the hierarchical structure and principal elements of the lecture than non-native speakers. (48 references) (MDM)

Teaching Energy to a General Audience

NASA Astrophysics Data System (ADS)

Baski, Alison; Hunnicutt, Sally

2010-02-01

A new, interdisciplinary course entitled ``Energy!'' has been developed by faculty in the physics and chemistry departments to meet the university's science and technology general education requirement. This course now enrolls over 400 students each semester in a single lecture where faculty from both departments co-teach throughout the term. Topics include the fundamentals of energy, fossil fuels, global climate change, nuclear energy, and renewable energy sources. The students represent an impressive range of majors (science, engineering, business, humanities, etc.) and comprise freshmen to seniors. To effectively teach this diverse audience and increase classroom engagement, in-class ``clickers'' are used with guided questions to teach concepts, which are then explicitly reinforced with online LON-CAPAfootnotetextFree open-source distributed learning content management and assessment system (www.lon-capa.org) homework. This online system enables immediate feedback in a structured manner, where students can practice randomized versions of problems for homework, quizzes, and exams. The course is already in high demand after only two semesters, in part because it is particularly relevant to students given the challenging energy and climate issues facing the nation and world. )

Digital assist: A comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders

NASA Astrophysics Data System (ADS)

Rody, Carlotta A.

High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. The study's data indicated that two students were inclined to take more lecture notes when using the digital pen. Two students took more notes with the regular pen. One student demonstrated no difference in her performance with either pen type. Both female students took more notes per minute, on average, than the three males regardless of pen type. During the review pause, three of the five students only added notes or notations to their notes when using the regular pen. The remaining two students did not add to their notes. Quiz scores differed in favor of the regular pen. All five participants earned higher scores on quizzes given during regular pen sessions. However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.

Astrophysical Computation in Research, the Classroom and Beyond

NASA Astrophysics Data System (ADS)

Frank, Adam

2009-03-01

In this talk I review progress in the use of simulations as a tool for astronomical research, for education and public outreach. The talk will include the basic elements of numerical simulations as well as advances in algorithms which have led to recent dramatic progress such as the use of Adaptive Mesh Refinement methods. The scientific focus of the talk will be star formation jets and outflows while the educational emphasis will be on the use of advanced platforms for simulation based learning in lecture and integrated homework. Learning modules for science outreach websites such as DISCOVER magazine will also be highlighted.

Effects of rational-emotive therapy on psychophysiological and reported measures of test anxiety arousal.

PubMed

Barabasz, A F; Barabasz, M

1981-07-01

Developed audio taped lectures, taped therapy session models, and homework assignments designed to reduce irrational beliefs associated with test anxiety within Ellis' rational-emotive therapy (RET) approach. The initial sample consisted of 148 university students. Comparisons with an attention placebo counseling program, which was established to be equally credible by a post-experiment inquiry and a no-treatment group found the RET Ss to show significantly lower skin conductance responses to a test anxiety visualization and lower reported anxiety on a questionnaire. However, skin conductance responses to an alternative test anxiety visualization did not show treatment effects.

Neutron Physics. A Revision of I. Halpern's notes on E. Fermi's lectures in 1945

DOE R&D Accomplishments Database

Beckerley, J.G.

1951-10-16

In the Fall of 1945 a course in Neutron Physics was given by Professor Fermi as part of the program of the Los Alamos University. The course consisted of thirty lectures most of which were given by Fermi. In his absence R.F. Christy and E. Segre gave several lectures. The present revision is based upon class notes prepared by I. Halpern with some assistance by B.T. Feld and issued first as document LADC 255 and later with wider circulation as MDDC 320.

TASI Lectures on Flavor Physics

NASA Astrophysics Data System (ADS)

Ligeti, Zoltan

These notes overlap with lectures given at the TASI summer schools in 2014 and 2011, as well as at the European School of High Energy Physics in 2013. This is primarily an attempt at transcribing my handwritten notes, with emphasis on topics and ideas discussed in the lectures. It is not a comprehensive introduction or review of the field, nor does it include a complete list of references. I hope, however, that some may find it useful to better understand the reasons for excitement about recent progress and future opportunities in flavor physics.

Compendium of Lecture Notes for Training Class III Meteorological Personnel.

ERIC Educational Resources Information Center

Retallack, B. J.

This compendium of lecture notes provides a course of study for persons who may be involved in a variety of specialized meteorological tasks. The course is considered to be advanced and assumes students have had introductory experiences in meteorology and earth science (covered in a similar compendium). The material is presented in seven units…

The Effect of Note-Taking on University Students' Listening Comprehension of Lectures

ERIC Educational Resources Information Center

Kiliçkaya, Ferit; Çokal Karadas, Derya

2009-01-01

The study investigated the effect of note-taking on comprehension of lectures by 44 undergraduate EFL students who are in the first year of their undergraduate level in the Department of Foreign Language Education in Middle East Technical University. The participants were divided into two groups, namely experimental and control groups. The…

Using Digital Photography and Image Processing for the Creation of Notes from the Blackboard

ERIC Educational Resources Information Center

Bruun, Erik

2009-01-01

This paper describes a teaching experiment involving the use of a combination of traditional chalkboard and digital photography in order to produce lecture notes from the blackboard. During lecturing the blackboard is used instead of transparencies or PowerPoint presentations. This reduces the speed of presentation and leaves room for…

Lecture Notes on Human Anatomy. Part Two, Fourth Edition.

ERIC Educational Resources Information Center

Conrey, Kathleen

During the process of studying the specific course content of human anatomy, students are being educated to expand their vocabulary, deal successfully with complex tasks, and learn a specific way of thinking. This is the second volume in a set of notes which are designed to accompany a lecture series in human anatomy. This volume includes…

Lecture Notes on Human Anatomy. Part One, Fourth Edition.

ERIC Educational Resources Information Center

Conrey, Kathleen

During the process of studying the specific course content of human anatomy, students are being educated to expand their vocabulary, deal successfully with complex tasks, and use a specific way of thinking. This is the first volume in a set of notes which are designed to accompany a lecture series in human anatomy. This volume includes discussions…

Information Comprehension from Longhand Notes and Slides in the Language Classroom

ERIC Educational Resources Information Center

Kiliçkaya, Ferit

2016-01-01

The aim of the study presented in this paper was to compare undergraduate students' information comprehension under conditions where they took notes in longhand during traditional lectures and lectures given through slides. A quasi-experimental approach was adopted to collect the data from 42 participants enrolled in a compulsory course at a state…

Deaf/hard-of-hearing and other postsecondary learners' retention of STEM content with tablet computer-based notes.

PubMed

Stinson, Michael S; Elliot, Lisa B; Easton, Donna

2014-04-01

Four groups of postsecondary students, 25 who were deaf/hard of hearing (D/HH), 25 with a learning disability, 25 who were English language learners (ELLs), and 25 without an identified disability studied notes that included text and graphical information based on a physics or a marine biology lecture. The latter 3 groups were normally hearing. All groups had higher scores on post- than on pretests for each lecture, with each group showing generally similar gains in amount of material learned from the pretest to the posttest. For each lecture, the D/HH students scored lower on the pre- and posttests than the other 3 groups of participants. Results indicated that students acquired measurable amounts of information from studying these types of notes for relatively short periods and that the notes have equal potential to support the acquisition of information by each of these groups of students.

Using Guided Notes to Increase the Understanding of Anatomy and Physiology in 11th Grade Science Students

NASA Astrophysics Data System (ADS)

Mariano, Jay

A survey of over 500 science teachers reported that two thirds of their science classes were lecture based lessons where students were required to listen and take notes (Boyle, 2010). In addition to taking notes from lectures, note taking is a necessary skill to possess to record scientific observations and procedures and record information during class. Guided notes is a pedagogical method in which the instructor prepares and provides students with a modified form of lecture information to guide students (Neef, McCord, & Ferreri, 2006). This study examined the extent to which the use of guided notes in a unit of study of the muscular system of anatomy and physiology positively affected the mastery on content-based assessments for 11 th grade students. The data collection methods included quiz and test scores, a 4-point Likert scale survey, and an open-ended questionnaire. Results of the data revealed that guided notes was one factor that led to mastery in learning content. Additionally, students in this study preferred this method as it helped them to distinguish relevant information allowing more time to listen and focus on the teacher.

Forum: The Lecture and Student Learning. The Lost Art of Lecturing: Cultivating Student Listening and Notetaking

ERIC Educational Resources Information Center

Meyer, Kevin R.; Hunt, Stephen K.

2017-01-01

As this forum's call for papers notes, lecture represents one of the more "controversial forms of instructional communication," yet remains a predominant instructional method in academia. Ironically, instructors face increasing pressure to abandon lecture at a time when these classes are popular and students readily enroll in lecture…

Testing The Scale-up Approach To Introductory Astronomy

NASA Astrophysics Data System (ADS)

Kregenow, Julia M.; Keller, L.; Rogers, M.; Romero, D.

2008-09-01

Ithaca College physics department has begun transforming our general education astronomy courses into hands-on, active-learning courses from the previous lecture-based format. We are using the SCALE-UP model (Student Centered Activities for Large Enrollment University Programs) pioneered at North Carolina State University. Expanding on the successes of Studio Physics (developed at RPI), which exchanges traditionally separate lecture/recitation/ laboratory sessions for one dynamic, active-learning environment for approximately 40 students, SCALE-UP extends this model to accommodate 100+ students by using large round tables creating naturally smaller groups of students. Classes meet three times per week with each class blending lecture, hands-on activities, group problem solving, and the use of student polling devices. We are testing whether this mode of teaching astronomy will lead to a better understanding of astronomy and the nature of science. Applying this approach in both the SCALE-UP classroom (90 students) and a traditional lecture classroom (45 students) in spring 2008, we report on our early results and lessons learned after one semester. We also discuss some of our lingering implementation questions and issues, such as: whether to use the same or different instructor in two parallel sections, requiring textbook reading, reading quizzes, on-line homework and activities, how much math to include, development of hands-on activities, and culling the typically overpacked intro astronomy syllabus.

How University Students Use Online Lecture Notes in a First-Year Introduction Course

ERIC Educational Resources Information Center

Soiferman, L. Karen; O'Brien Moran, Michael; Podolsky, Tim

2012-01-01

The purpose of this study was to investigate the efficacy of providing students with access to formatted copies of lecture notes based on the PowerPoint slides used by the instructor. The research question was as follows: "Can first-year students taking the ARTS 1110 Introduction to University course be taught how to make better use of online…

Students' Performance and Satisfaction with Web vs. Paper-Based Practice Quizzes and Lecture Notes

ERIC Educational Resources Information Center

Macedo-Rouet, Monica; Ney, Muriel; Charles, Sandrine; Lallich-Boidin, Genevieve

2009-01-01

The use of computers to deliver course-related materials is rapidly expanding in most universities. Yet the effects of computer vs. printed delivery modes on students' performance and motivation are not yet fully known. We compared the impacts of Web vs. paper to deliver practice quizzes that require information search in lecture notes. Hundred…

A Parent-Implemented, Technology-Mediated Approach to Increasing Self-Management Homework Skills in Middle School Students with Autism

ERIC Educational Resources Information Center

Hampshire, Patricia K.; Allred, Keith W.

2018-01-01

Students with Autism Spectrum Disorder (ASD) in secondary school settings (i.e., grades 6-12) typically struggle with multiple academic challenges. Critics have noted that secondary schools traditionally have not been particularly effective in helping students with ASD develop self-determination (e.g., self-management) skills, which are considered…

Making Science Homework Work: The Perspectives of Exemplary African American Science Teachers

ERIC Educational Resources Information Center

Xu, Jianzhong; Coats, Linda T.; Davidson, Mary L.

2012-01-01

Background/Context: Despite the best intentions to close the achievement gap, the underachievement of African American students in science is a persistent problem. It is surprising to note, however, that research on science education has often failed to consider students' cultural diversity as it relates to science education. On the few occasions…

"A combined experimental and individual-differences investigation into mind wandering during a video lecture": Correction to Kane et al. (2017).

PubMed

2018-04-01

Reports an error in "A combined experimental and individual-differences investigation into mind wandering during a video lecture" by Michael J. Kane, Bridget A. Smeekens, Claudia C. von Bastian, John H. Lurquin, Nicholas P. Carruth and Akira Miyake ( Journal of Experimental Psychology: General , 2017[Nov], Vol 146[11], 1649-1674). In the article, the legends for Figure 2 and Figure 4 were erroneous. The correct figures are included in the errata. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2017-48585-001.) A combined experimental-correlational study with a diverse sample (N = 182) from 2 research sites tested a set of 5 a priori hypotheses about mind wandering and learning, using a realistic video lecture on introductory statistics. Specifically, the study examined whether students' vulnerability to mind wandering during the lecture would predict learning from, and situational interest in, the video and also whether longhand note-taking would help reduce mind wandering, at least for some students. One half of the participants took notes during the video, and all were subsequently tested on lecture content without notes. Regression and mediation analyses indicated that (a) several individual-differences variables (e.g., pretest score, prior math interest, classroom media multitasking habits) uniquely predicted in-lecture mind wandering frequency; (b) although the note-taking manipulation did not reduce mind wandering at the group level, note-taking still reduced mind wandering for some individuals (i.e., those with lower prior knowledge and those who took notes of high quality and quantity); (c) mind wandering uniquely predicted both learning (posttest) and situational interest outcomes above and beyond all other individual-differences variables; (d) moreover, mind wandering significantly mediated the effects of several individual differences; and, finally, (e) not all types of mind wandering were problematic-in fact, off-task reflections about lecture-related topics positively predicted learning. These results, which were generally robust across the 2 sites, suggest that educationally focused cognitive research may benefit from considering attentional processes during learning as well as cognitive and noncognitive individual differences that affect attention and learning. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Student Performances in Various Learning Protocols

ERIC Educational Resources Information Center

Gregorius, Roberto

2011-01-01

A comparison was made between students' overall performance, as measured by overall grade, in different teaching and learning protocols: (1) traditional textbook and lecture along with standard examinations; (2) lectures with online augmentation and PowerPoint lecture notes along with standard examinations; (3) similar to "(2)" but with…

"Just Remember This": Lexicogrammatical Relevance Markers in Lectures

ERIC Educational Resources Information Center

Deroey, Katrien L. B.; Taverniers, Miriam

2012-01-01

This paper presents a comprehensive overview of lexicogrammatical devices which highlight important or relevant points in lectures. Despite the established usefulness of discourse organizational cues for lecture comprehension and note-taking, very little is known about the marking of relevance in this genre. The current overview of…

A guided note taking strategy supports student learning in the large lecture classes

NASA Astrophysics Data System (ADS)

Tanamatayarat, J.; Sujarittham, T.; Wuttiprom, S.; Hefer, E.

2017-09-01

In higher education, lecturing has been found to be the most prevalent teaching format for large classes. Generally, this format tends not to result in effective learning outcomes. Therefore, to support student learning in these large lecture classes, we developed guided notes containing quotations, blank spaces, pictures, and problems. A guided note taking strategy was selected and has been used in our introductory physics course for many years. In this study, we investigated the results of implementing the guided note taking strategy to promote student learning on electrostatics. The samples were three groups of first-year students from two universities: 163 and 224 science students and 147 engineering students. All of the students were enrolled in the introductory physics course in the second semester. To assess the students’ understanding, we administered pre- and post-tests to the students by using the electrostatics test. The questions were selected from the conceptual survey of electricity and magnetism (CSEM) and some leading physics textbooks. The results of the students’ understanding were analyzed by the average normalized gains (). The value of each group was 0.61, 0.55, and 0.54, respectively. Furthermore, the students’ views on learning with the guided note taking strategy were explored by using the five-point rating scale survey. Most students perceived that the strategy helped support their active learning and engagement in the lectures.

Cooperative learning combined with short periods of lecturing: A good alternative in teaching biochemistry.

PubMed

Fernández-Santander, Ana

2008-01-01

The informal activities of cooperative learning and short periods of lecturing has been combined and used in the university teaching of biochemistry as part of the first year course of Optics and Optometry in the academic years 2004-2005 and 2005-2006. The lessons were previously elaborated by the teacher and included all that is necessary to understand the topic (text, figures, graphics, diagrams, pictures, etc.). Additionally, a questionnaire was prepared for every chapter. All lessons contained three parts: objectives, approach and development, and the assessment of the topic. Team work, responsibility, and communication skills were some of the abilities developed with this new methodology. Students worked collaboratively in small groups of two or three following the teacher's instructions with short periods of lecturing that clarified misunderstood concepts. Homework was minimized. On comparing this combined methodology with the traditional one (only lecture), students were found to exhibit a higher satisfaction with the new method. They were more involved in the learning process and had a better attitude toward the subject. The use of this new methodology showed a significant increase in the mean score of the students' academic results. The rate of students who failed the subject was significantly inferior in comparison with those who failed in the previous years when only lecturing was applied. This combined methodology helped the teacher to observe the apprenticeship process of students better and to act as a facilitator in the process of building students' knowledge. Copyright © 2008 International Union of Biochemistry and Molecular Biology, Inc.

Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics

NASA Astrophysics Data System (ADS)

McDaniel, Mark A.; Stoen, Siera M.; Frey, Regina F.; Markow, Zachary E.; Hynes, K. Mairin; Zhao, Jiuqing; Cahill, Michael J.

2016-12-01

The existing literature indicates that interactive-engagement (IE) based general physics classes improve conceptual learning relative to more traditional lecture-oriented classrooms. Very little research, however, has examined quantitative problem-solving outcomes from IE based relative to traditional lecture-based physics classes. The present study included both pre- and post-course conceptual-learning assessments and a new quantitative physics problem-solving assessment that included three representative conservation of energy problems from a first-semester calculus-based college physics course. Scores for problem translation, plan coherence, solution execution, and evaluation of solution plausibility were extracted for each problem. Over 450 students in three IE-based sections and two traditional lecture sections taught at the same university during the same semester participated. As expected, the IE-based course produced more robust gains on a Force Concept Inventory than did the lecture course. By contrast, when the full sample was considered, gains in quantitative problem solving were significantly greater for lecture than IE-based physics; when students were matched on pre-test scores, there was still no advantage for IE-based physics on gains in quantitative problem solving. Further, the association between performance on the concept inventory and quantitative problem solving was minimal. These results highlight that improved conceptual understanding does not necessarily support improved quantitative physics problem solving, and that the instructional method appears to have less bearing on gains in quantitative problem solving than does the kinds of problems emphasized in the courses and homework and the overlap of these problems to those on the assessment.

Alpha Particle Induced X-ray Emission in the Classroom

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lopez, Jorge A.; Borunda, Mario F.; Morales, Jaime

2003-08-26

We report on an experimental demonstration in an introductory modern physics course to elucidate the X-ray line spectra, and how they arise from transitions of electrons to inner shells. We seek to determine the effect of limited use of an interactive component as a supplement to a traditional lecture, and how it would improve the student achievement. In this preliminary study the students were exposed to traditional lectures on X-ray production and Bohr's model, they then were given a homework on the abc of X-ray spectra, after which they were given a pre-test on the materials, followed by an in-classmore » demonstration, and a final post-exam. The gain, as measured from pre- to post-exams appears to remark the differences in how students approached the subject before and after the use of the demonstration. This initial study shows the validity of in-class demonstrations as teaching tools and opens a wide new area of research in modern physics teaching.« less

Lecture Alternatives in Teaching English.

ERIC Educational Resources Information Center

Judy, Stephen, Ed.

The five sections of the document are: General Discussion; Classroom Experiences; Evaluation and Non-Lecture Teaching; A Closing Note; and Appendix. The ten papers presented are as follows: "Lecture Alternatives and the English Class" by Stephen Judy; "Let's See How it Goes: A View of the Teacher as Manager of Student-Initiated Activities" by…

Take-Home Experiments in Undergraduate Fluid Mechanics Education

NASA Astrophysics Data System (ADS)

Cimbala, John

2007-11-01

Hands-on take-home experiments, assigned as homework, are useful as supplements to traditional in-class demonstrations and laboratories. Students borrow the equipment from the department's equipment room, and perform the experiment either at home or in the student lounge or student shop work area. Advantages include: (1) easy implementation, especially for large classes, (2) low cost and easy duplication of multiple units, (3) no loss of lecture time since the take-home experiment is self-contained with all necessary instructions, and (4) negligible increase in student or teaching assistant work load since the experiment is assigned as a homework problem in place of a traditional pen and paper problem. As an example, a pump flow take-home experiment was developed, implemented, and assessed in our introductory junior-level fluid mechanics course at Penn State. The experimental apparatus consists of a bucket, tape measure, submersible aquarium pump, tubing, measuring cup, and extension cord. We put together twenty sets at a total cost of less than 20 dollars per set. Students connect the tube to the pump outlet, submerge the pump in water, and measure the volume flow rate produced at various outflow elevations. They record and plot volume flow rate as a function of outlet elevation, and compare with predictions based on the manufacturer's pump performance curve (head versus volume flow rate) and flow losses. The homework assignment includes an online pre-test and post-test to assess the change in students' understanding of the principles of pump performance. The results of the assessment support a significant learning gain following the completion of the take-home experiment.

Predicting approach to homework in Primary school students.

PubMed

Valle, Antonio; Pan, Irene; Regueiro, Bibiana; Suárez, Natalia; Tuero, Ellián; Nunes, Ana R

2015-01-01

The goal of this research was to study the weight of student variables related to homework (intrinsic homework motivation, perceived homework instrumentality, homework attitude, time spent on homework, and homework time management) and context (teacher feedback on homework and parental homework support) in the prediction of approaches to homework. 535 students of the last three courses of primary education participated in the study. Data were analyzed with hierarchical regression models and path analysis. The results obtained suggest that students’ homework engagement (high or low) is related to students´ level of intrinsic motivation and positive attitude towards homework. Furthermore, it was also observed that students who manage their homework time well (and not necessarily those who spend more time) are more likely to show the deepest approach to homework. Parental support and teacher feedback on homework affect student homework engagement through their effect on the levels of intrinsic homework motivation (directly), and on homework attitude, homework time management, and perceived homework instrumentality (indirectly). Data also indicated a strong and significant relationship between parental and teacher involvement.

Distance Learning Courses and Master of Arts in Physics Education

NASA Astrophysics Data System (ADS)

Lindgren, Richard; Thornton, Stephen

2006-11-01

More than twenty distance learning courses in physics have been taken by hundreds of High School Physics Teachers over the past 7 years. The success of these courses helped initiate our 30 credit Master of Arts in Physics Education degree program. We have graduated 28 teachers over the last 6 years and expect 13 more to graduate in 2006. The candidates earn 14 credits in residence at the University of Virginia and 16 credits online. This allows teachers to matriculate, while earning more than half the credits at home. Presently, there are over 50 Master degree candidates. Three of the five online courses utilize CD-ROMS with edited lectures of live Physics courses taught at the University of Virginia by Physics Professors recognized for their teaching. Homework and examinations are submitted using WebAssign. Local high school teachers and administrators proctor the examinations. General communication and pedagogical feedback on homework assignments and exams are submitted through Blackboard as well as email. Screen captured video shots of physics demonstrations are widely used in the audio chat room to facilitate discussion and also used on examinations. We will discuss the changes of our distance-learning model based on what has worked (or not) and new technology.

Learner-Centered Teaching and Improving Learning by Writing Down the Statement of Problems in an Introductory Physics Course

NASA Astrophysics Data System (ADS)

Aurora, Tarlok

2005-04-01

In a calculus-based introductory physics course, students were assigned to write the statements of word problems (along with the accompanying diagrams if any), analyze these, identify important concepts/equations and try to solve these end-of- chapter homework problems. They were required to bring to class their written assignment until the chapter was completed in lecture. These were quickly checked at the beginning of the class. In addition, re-doing selected solved examples in the textbook were assigned as homework. Where possible, students were asked to look for similarities between the solved-examples and the end-of-the-chapter problems, or occasionally these were brought to the students' attention. It was observed that many students were able to solve several of the solved-examples on the test even though the instructor had not solved these in class. This was seen as an improvement over the previous years. It made the students more responsible for their learning. Another benefit was that it alleviated the problems previously created by many students not bringing the textbooks to class. It allowed more time for problem solving/discussions in class.

"But What Do You Want Us To Do?": The Internet as Scaffolding.

ERIC Educational Resources Information Center

Gorelik, Kimberley

A middle school language arts teacher relates how she used the Internet to "scaffold" students' learning. She notes teachers have begun the shift from assigning rote homework to assigning independent work that gives the student the opportunity to test the information on his or her own, and that children need time to make the shift from…

Flipping the Classroom: Homework in Class, Lessons at Home

ERIC Educational Resources Information Center

Alvarez, Brenda

2012-01-01

One way to create more class time and not lose education time is to have students take notes at home and do the work in class. This article describes "flipping the classroom," a new instructional model that allows an educator to record a lesson plan on video in the same fashion it would be presented to students. The structure of the…

Topical Articles: Attention during Lectures--Beyond Ten Minutes

ERIC Educational Resources Information Center

Wilson, Karen; Korn, James H.

2007-01-01

Many authors claim that students' attention declines approximately 10 to 15 min into lectures. To evaluate this claim, we reviewed several types of studies including studies of student note taking, observations of students during lectures, and self-reports of student attention, as well as studies using physiological measures of attention. We found…

Lecture Notes and Essays in Astrophysics I. I Astrophysics Symposium of the GEA-RSEF.

NASA Astrophysics Data System (ADS)

Ulla, Ana; Manteiga, Minia

2004-12-01

This volume entittled "Lecture Notes and Essays in Astrophysics" is the first of a series containing the invited reviews and lectures presented during the biannual meetings of the Astrophysics Group of the spanish RSEF ("Real Sociedad Española de Física"). In particular, it includes the conferences and reviews presented during the meeting held at Madrid (Spain) on July 2003 during the First Centennial of the Spanish RSEF. The book is aimed to offer the specialized public, and particularly the astrophysics postgraduate students, selected comprehensive reviews on hot topics lectured by relevant speakers on the subject ("Lecture Notes"). The issue is complemented by a set of chapters on more specific topics ("Essays"). The turn of century has been rich with new discoveries, from the detections of extrasolar planets to the discovery of the the farthest galaxies ever seen or the detection of acceleration in the expansion of the Universe. Spain is leaving her imprint in the telescope making revolution and is promoting the construction of a 10.4 metre telescope in the ``Roque de Los Muchachos" observatory, in the Island of La Palma, Spain. This book provides an interesting insight on selected topics of modern Astrophysics as developped by Spanish astronomers.

Effects of Homework Motivation and Worry Anxiety on Homework Achievement in Mathematics and English

ERIC Educational Resources Information Center

Hong, Eunsook; Mason, Elsa; Peng, Yun; Lee, Nancy

2015-01-01

Direct and mediating effects of homework worry anxiety on homework effort and homework achievement and the differences in the structural relations among homework motivation constructs and homework achievement across mathematics and English homework were examined in 268 tenth graders in China. Homework motivation included task value, homework…

The use of active learning strategies in the instruction of Reactor Physics concepts

DOE Office of Scientific and Technical Information (OSTI.GOV)

Robinson, Michael A.

2000-01-01

Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time requiredmore » for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.« less

"Pulse pair technique in high resolution NMR" a reprint of the historical 1971 lecture notes on two-dimensional spectroscopy.

PubMed

Jeener, Jean; Alewaeters, Gerrit

2016-05-01

The review articles published in "Progress in NMR Spectroscopy" are usually invited treatments of topics of current interest, but occasionally the Editorial Board may take an initiative to publish important historical material that is not widely available. The present article represents just such a case. Jean Jeener gave a lecture in 1971 at a summer school in Basko Polje, in what was then called Yugoslavia. As is now widely known, Jean Jeener laid down the foundations in that lecture of two - and higher - dimensional NMR spectroscopy by proposing the homonuclear COSY experiment. Jeener realized that the new proposal would open the door towards protein NMR and molecular structure determinations, but he felt that useful versions of such experiments could not be achieved with the NMR, computer and electronics technology available at that time, so that copies of the lecture notes were circulated (the Basko Polje lecture notes by J. Jeener and G. Alewaeters), but no formal publication followed. Fortunately, Ernst, Freeman, Griffin, and many others were more far-sighted and optimistic. An early useful extension was Ernst's proposal to replace the original projection/reconstruction technique of MRI by the widely adopted Fourier transform method inspired by the Basko Polje lecture. Later, the pulse method spread over many fields of spectroscopy as soon as the required technology became available. Jean Jeener, Emeritus professor, Université Libre de Bruxelles. Geoffrey Bodenhausen, Ecole Normale Supérieure, Paris. Copyright © 2016 Elsevier B.V. All rights reserved.

Man: Planetary Disease. The 1971 B. Y. Morrison Memorial Lecture.

ERIC Educational Resources Information Center

McHarg, Ian L.

The 1971 B.Y. Morrison Memorial Lecture by Ian L. McHarg, noted landscape architect, planner, and lecturer, is presented in this pamphlet. His expose is two-fold. "Man is an epidemic, multiplying at a superexponential rate, destroying the environment upon which he depends, and threatening his own extinction. He treats the world as a storehouse…

The (Embodied) Performance of Physics Concepts in Lectures

ERIC Educational Resources Information Center

Hwang, SungWon; Roth, Wolff-Michael

2011-01-01

Lectures are often thought of in terms of information transfer: students (do not) "get" or "construct meaning of" what physics professors (lecturers) say and the notes they put on the chalkboard (overhead). But this information transfer view does not explain, for example, why students have a clear sense of understanding while they sit in a lecture…

Effects of Primer Podcasts on Stimulating Learning from Lectures: How Do Students Engage?

ERIC Educational Resources Information Center

Popova, Anguelina; Kirschner, Paul A.; Joiner, Richard

2014-01-01

A number of factors can influence learning from lectures such as students' prior knowledge, their motivation, the instructional design, the lecturer and so forth. Instructional aid techniques such as preparing class notes, giving quizzes (either planned or spot quizzes) and the like can be used to maximize learning. This study uses two…

Therapist Behaviors as Predictors of Immediate Homework Engagement in Cognitive Therapy for Depression.

PubMed

Conklin, Laren R; Strunk, Daniel R; Cooper, Andrew A

2018-02-01

Homework assignments are an integral part of cognitive therapy (CT) for depression, though facilitating homework engagement in patients with depression can be a challenge. We sought to examine three classes of therapist behaviors as predictors of homework engagement in early sessions of CT: therapist behaviors related to the review of homework, the assignment of homework, and efforts to help patients overcome obstacles to completing homework. In a sample of 66 depressed outpatients participating in CT, therapist behaviors involved in assigning homework predicted both CT-specific homework engagement and more general homework engagement. Therapist behaviors involved in homework review were not predictive of homework engagement. Our findings are consistent with the possibility that therapists' emphasis of key elements of the homework assignment process enhances patients' engagement in homework in early sessions of CT.

Lecture Notes on Multigrid Methods

DOE Office of Scientific and Technical Information (OSTI.GOV)

Vassilevski, P S

The Lecture Notes are primarily based on a sequence of lectures given by the author while been a Fulbright scholar at 'St. Kliment Ohridski' University of Sofia, Sofia, Bulgaria during the winter semester of 2009-2010 academic year. The notes are somewhat expanded version of the actual one semester class he taught there. The material covered is slightly modified and adapted version of similar topics covered in the author's monograph 'Multilevel Block-Factorization Preconditioners' published in 2008 by Springer. The author tried to keep the notes as self-contained as possible. That is why the lecture notes begin with some basic introductory matrix-vectormore » linear algebra, numerical PDEs (finite element) facts emphasizing the relations between functions in finite dimensional spaces and their coefficient vectors and respective norms. Then, some additional facts on the implementation of finite elements based on relation tables using the popular compressed sparse row (CSR) format are given. Also, typical condition number estimates of stiffness and mass matrices, the global matrix assembly from local element matrices are given as well. Finally, some basic introductory facts about stationary iterative methods, such as Gauss-Seidel and its symmetrized version are presented. The introductory material ends up with the smoothing property of the classical iterative methods and the main definition of two-grid iterative methods. From here on, the second part of the notes begins which deals with the various aspects of the principal TG and the numerous versions of the MG cycles. At the end, in part III, we briefly introduce algebraic versions of MG referred to as AMG, focusing on classes of AMG specialized for finite element matrices.« less

The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design

PubMed Central

Rosário, Pedro; Núñez, José C.; Vallejo, Guillermo; Cunha, Jennifer; Nunes, Tânia; Suárez, Natalia; Fuentes, Sonia; Moreira, Tânia

2015-01-01

This study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a particular type of homework follow-up practice they had previously been assigned to. At the end of the 6 weeks students completed an EFL exam as an outcome measure. The results showed that three types of homework follow-up practices (i.e., checking homework orally; checking homework on the board; and collecting and grading homework) had a positive impact on students' performance, thus highlighting the role of EFL teachers in the homework process. The effect of EFL teachers' homework follow-up practices on students' performance was affected by students' prior knowledge, but not by the number of homework follow-up sessions. PMID:26528204

The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design.

PubMed

Rosário, Pedro; Núñez, José C; Vallejo, Guillermo; Cunha, Jennifer; Nunes, Tânia; Suárez, Natalia; Fuentes, Sonia; Moreira, Tânia

2015-01-01

This study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a particular type of homework follow-up practice they had previously been assigned to. At the end of the 6 weeks students completed an EFL exam as an outcome measure. The results showed that three types of homework follow-up practices (i.e., checking homework orally; checking homework on the board; and collecting and grading homework) had a positive impact on students' performance, thus highlighting the role of EFL teachers in the homework process. The effect of EFL teachers' homework follow-up practices on students' performance was affected by students' prior knowledge, but not by the number of homework follow-up sessions.

Using Guided Notes to Enhance Instruction for All Students

ERIC Educational Resources Information Center

Konrad, Moira; Joseph, Laurice M.; Itoi, Madoka

2011-01-01

Taking notes from lectures or reading material can be challenging, especially for those who have learning disabilities. An alternative to traditional note-taking is a method called "guided notes," which has been found to improve the accuracy of students' notes, increase the frequency of student responses, and improve students' quiz and test…

Use of Information--LMC Connection

ERIC Educational Resources Information Center

Darrow, Rob

2005-01-01

Note taking plays an important part in the correct extracting of information from reference sources. The "Cornell Note Taking Method" initially developed as a method of taking notes during a lecture is well suited for taking notes from print sources and is one of the best "Use of Information" methods.

Homework Works If Homework Quality Is High: Using Multilevel Modeling to Predict the Development of Achievement in Mathematics

ERIC Educational Resources Information Center

Dettmers, Swantje; Trautwein, Ulrich; Ludtke, Oliver; Kunter, Mareike; Baumert, Jurgen

2010-01-01

The present study examined the associations of 2 indicators of homework quality (homework selection and homework challenge) with homework motivation, homework behavior, and mathematics achievement. Multilevel modeling was used to analyze longitudinal data from a representative national sample of 3,483 students in Grades 9 and 10; homework effects…

Using flashcards to support your learning.

PubMed

Bryson, David

2012-03-01

The idea that if you listen to a lecture and make notes you will, by some mysterious process, have learnt all that the lecturer has covered, is a myth. Unfortunately, the lecture is just the start. The best way to learn is by doing. This can be achieved by completing set practical tasks by reading and creating your own notes, listening again to parts or the whole of a lecture via a screencast or using diagrams and illustrations that you annotate. Similarly creating your own learning materials can be useful as actually putting questions and answers together helps you to learn. One of the many ways to support your learning, especially in difficult topics like anatomy and physiology, learning about bones, medical terminology or indeed any subject where there are a lot of new words and terms to learn, is making use of an old technique brought up to date with new technologies called "flashcards".

On that Note...

ERIC Educational Resources Information Center

Stein, Harry

1988-01-01

Provides suggestions for note-taking from books, lectures, visual presentations, and laboratory experiments to enhance student knowledge, memory, and length of attention span during instruction. Describes topical and structural outlines, visual mapping, charting, three-column note-taking, and concept mapping. Benefits and application of…

Relationships between Perceived Parental Involvement in Homework, Student Homework Behaviors, and Academic Achievement: Differences among Elementary, Junior High, and High School Students

ERIC Educational Resources Information Center

Núñez, J. C.; Suárez, N.; Rosário, P.; Vallejo, G.; Valle, A.; Epstein, J. L.

2015-01-01

This study aims to produce a deeper understanding of the relationship between perceived parental homework involvement (i.e., parental homework control and parental homework support), student homework behaviors (i.e., time spend on homework completion, time management, and amount of homework completed), and student academic achievement. Using…

Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School.

PubMed

Valle, Antonio; Regueiro, Bibiana; Núñez, José C; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro

2016-01-01

There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals).

Improving therapeutic use of homework: suggestions from mental health clinicians.

PubMed

Kelly, Peter J; Deane, Frank P

2011-10-01

The majority of mental health clinicians report the use of homework to support their case management, but practitioner surveys indicate that homework is not routinely used. To examine barriers that mental health case managers experience in implementing homework and to identify strategies to promote successful homework administration. One hundred thirty-four surveys were completed by mental health case managers. The survey examined their use of homework for individuals diagnosed with a severe mental health problem. It also asked them to identify barriers to regularly implement homework and describe strategies to promote more regular use of homework. On average, homework was used at 50% of clinical contacts. The primary reasons for not using homework included allocating insufficient time at appointments, perceived client resistance for using homework and concerns that the client was too unwell. Strategies used to overcome these difficulties included prioritising the use of homework and ensuring that homework assignments were achievable. Clinicians are able to identify a range of practical strategies to promote the use of homework. Discussion focuses on the application of the suggested strategies to promote regular use of homework. This includes discussion of possible training approaches to enhance systematic homework administration.

Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School

PubMed Central

Valle, Antonio; Regueiro, Bibiana; Núñez, José C.; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro

2016-01-01

There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals). PMID:27065928

Insights regarding the Usefulness of Partial Notes in Mathematics Courses

ERIC Educational Resources Information Center

Cardetti, Fabiana; Khamsemanan, Nirattaya; Orgnero, M. Carolina

2010-01-01

Note-taking is a widespread practice used by college students to record information from lectures. Unfortunately, even successful students' notes are incomplete and, therefore, may lack the potential to positively impact their academic performance. Research suggests that instructors can help students improve their note-taking skills by using…

Parallel Note-Taking: A Strategy for Effective Use of Webnotes

ERIC Educational Resources Information Center

Pardini, Eleanor A.; Domizi, Denise P.; Forbes, Daniel A.; Pettis, Gretchen V.

2005-01-01

Many instructors supply online lecture notes but little attention has been given to how students can make the best use of this resource. Based on observations of student difficulties with these notes, a strategy called parallel note-taking was developed for using online notes. The strategy is a hybrid of research-proven strategies for effective…

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship.

PubMed

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students' perspectives on the teaching approach they experienced and to evaluate students' self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented. Abbreviations FG: Flipped classroom group; TG: Traditional lecture-based classroom group; TBL: Team-based learning; PBL: Problem-based learning; ZOC: Zhongshan Ophthalmic Center.

LECTURES ON GAME THEORY, MARKOV CHAINS, AND RELATED TOPICS

DOE Office of Scientific and Technical Information (OSTI.GOV)

Thompson, G L

1958-03-01

Notes on nine lectures delivered at Sandin Corporation in August 1957 are given. Part one contains the manuscript of a paper concerning a judging problem. Part two is concerned with finite Markov-chain theory amd discusses regular Markov chains, absorbing Markov chains, the classification of states, application to the Leontief input-output model, and semimartingales. Part three contains notes on game theory and covers matrix games, the effect of psychological attitudes on the outcomes of games, extensive games, amd matrix theory applied to mathematical economics. (auth)

Development and Validation of Science Homework Scale for Middle-School Students

ERIC Educational Resources Information Center

Tas, Yasemin; Sungur, Semra; Oztekin, Ceren

2016-01-01

The aim of this study was to develop and validate Science Homework Scale (SHS) which assesses middle-school (grades 6-8) students' perceptions of teachers' homework practices and homework self-regulation in science. Students' perceptions of teachers' homework practices included homework quality and feedback on homework while students' homework…

Creating a contemporary clerkship curriculum: the flipped classroom model in emergency medicine.

PubMed

Lew, Edward K

2016-12-01

The teaching modality of "flipping the classroom" has garnered recent attention in medical education. In this model, the lecture and homework components are reversed. The flipped classroom lends itself to more interaction in "class" and theoretically improved clinical decision-making. Data is lacking for this model for students in emergency medicine clerkships. We trialed the flipped classroom in our fourth-year student clerkship. Our aim was to learn student and faculty facilitator perceptions of the experience, as it has not been done previously in this setting. We evaluated this in two ways: (1) participant perception of the experience and (2) facilitator (EM physician educator) perception of student preparation, participation, and knowledge synthesis. With permission from its creators, we utilized an online video series derived from the Clerkship Directors in Emergency Medicine. Students were provided the link to these 1 week prior to the classroom experience as the "homework." We developed patient cases generated from the videos that we discussed during class in small-group format. Afterward, students were surveyed about the experience using four-point Likert items and free-text comments and also were evaluated by the facilitator on a nine-point scale. Forty-six clerkship students participated. Students deemed the online modules useful at 2.9 (95 % CI 2.7-3.2). Further, they reported the in-class discussion to be of high value at 3.9 (95 % CI 3.8-4.0), much preferred the flipped classroom to traditional lecturing at 3.8 (95 % CI 3.6-3.9), and rated the overall experience highly at 3.8 (95 % CI 3.7-3.9). Based on preparation, participation, and knowledge synthesis, the facilitator judged participants favorably at 7.4 (95 % CI 7.0-7.8). Students commented that the interactivity, discussion, and medical decision-making were advantages of this format. Students found high value in the flipped classroom and prefer it to traditional lecturing, citing interactivity and discussion as the main reasons. The facilitator also viewed that the students were not only well prepared for the flipped classroom but that they also actively participated in and synthesized knowledge adequately during this experience. This study supports the use of the flipped classroom for EM clerkship students as a valuable, preferable teaching technique.

Effective geoscience pedagogy at the undergraduate level

NASA Astrophysics Data System (ADS)

Warden, Kelsey

This investigation used constructivist pedagogical methods within the framework of an introductory level undergraduate geoscience course to gauge both the changes in attitude and cognition of students. Pedagogy was modified in the laboratory setting, but maintained in the lecture setting and homework. Curriculum was also maintained in the lecture, but was changed in the laboratory to emphasize the large concepts and systems stressed in Earth Science Literacy Principles. Student understanding of these concepts and systems was strengthened by factual knowledge, but recall and memorization were not the goal of the laboratory instruction. The overall goal of the study was to build student understanding more effectively than in previous semesters such that the students would become Earth Science literate adults. We hypothesized that a healthy comprehension of the connections between the human population and Earth's systems would lead to improved cognition and attitude toward Earth Science. This was tested using pre- and post-testing of attitudes via an anonymous survey on the first and last days of the laboratory, student responses to the end-of-course evaluations, and student performance on early-semester and late-semester content testing. The results support the hypotheses.

Jonathan F. Reichert and Barbara Wolff-Reichert Award for Excellence in Advanced Laboratory Instruction: Advanced Instructional Labs: Why Bother?

NASA Astrophysics Data System (ADS)

Bistrow, Van

What aren't we teaching about physics in the traditional lecture course? Plenty! By offering the Advanced Laboratory Course, we hope to shed light on the following questions: How do we develop a systematic process of doing experiments? How do we record procedures and results? How should we interpret theoretical concepts in the real world? What experimental and computational techniques are available for producing and analyzing data? With what degree of confidence can we trust our measurements and interpretations? How well does a theory represent physical reality? How do we collaborate with experimental partners? How do we best communicate our findings to others?These questions are of fundamental importance to experimental physics, yet are not generally addressed by reading textbooks, attending lectures or doing homework problems. Thus, to provide a more complete understanding of physics, we offer laboratory exercises as a supplement to the other modes of learning. The speaker will describe some examples of experiments, and outline the history, structure and student impressions of the Advanced Lab course at the University of Chicago Department of Physics.

Definitions of homework, types of homework, and ratings of the importance of homework among psychologists with cognitive behavior therapy and psychoanalytic theoretical orientations.

PubMed

Kazantzis, Nikolaos; Dattilio, Frank M

2010-07-01

A random sample of 827 psychologists were surveyed to assess their definitions of homework, use of homework tasks, and perceived importance of homework. Theoretical orientation distinguished practitioners' responses. Cognitive-behavioral therapists defined homework as being closer to empirically supported therapy, whereas psychodynamic therapists rated homework as less characteristic of a process that embraces client responsibility and adaptive skills. Cognitive-behavior therapists did not limit their choices to activity-based tasks, and psychodynamic therapists reported using behavioral tasks "sometimes." Monitoring dreams and conscious thought were also used among the entire sample surveyed. Psychodynamic therapists rated homework as "somewhat" or "moderately" important, whereas cognitive-behavior therapists more often rated homework as "very important." Data suggest some homework may be common to different psychotherapeutic approaches. Findings are discussed in the context of recent theoretical work on homework in psychotherapy and recommendations for future research.

Developing Online Oceanography at UCSB

NASA Astrophysics Data System (ADS)

Prothero, W. A.; Dodson, H.

2001-12-01

Oceanography at UCSB is an introductory general education science course taken by up to 200 students per quarter. The emphasis is on learning science process by engaging in authentic science activities that use real earth data. Recently, to increase student motivation, the course has been modified to include an Earth Summit framework. The online support being developed for this course is the first step in the creation of a completely online oceanography class. Foundation software was first tested in the class during Spring 2001. Online activities that are supported are writing and instructor feedback, online threaded discussion with live chat and graphics, automatically graded homeworks and games, auto graded quizzes with questions randomly selected from a database, and thought problems graded by the instructor(s). Future plans include integration with commercial course management software. To allow choice of assignments, all course activities totaled110%. Since grades were based on A=90-100, B=80-90, C= 70-80, etc, it was possible to get a better than A grade. Students see the effect (on their grade) of each assignment by calculating their current course grade. Course activities included (most of which are automatically graded): weekly lab homeworks, weekly mini-quizzes (10 multiple choice questions selected at random from a topic database), weekly thought questions (graded by the TA), 3 written assignments, and "Question of the Day" from lecture (credit given for handing it in), The online writing software allowed students to enter their writing, edit and link to graphic images, print the paper, and electronically hand it in. This has the enormous advantage of allowing the instructor and TA's convenient access to all student papers. At the end of the course, students were asked how effective each of the course activities were in learning the course material. On a five point scale, ranging from highest contribution to lowest, the percentage of students giving ratings of 4 or 5 (highest) were: lectures: 27%, labs: 70%, earth summit activities: 57%, weekly thought questions: 36%, Questions of the day: 34%, weekly quizzes: 51%, weekly homeworks: 48%, writing assignments: 68%. Course difficulty responses were symmetrically peaked at a rating of 3, indicating that the course was taught at the right level. 64% of the students responded with 4 or 5 level to "I worked very hard in this class." Join the DLESE "Oceanography" interest group (www.dlese.org) to discuss and help develop oceanography course materials. >http://oceanography.geol.ucsb.edu/Support/CourseWare/Index.html

A Pedagogic Cycle for EFL Note-Taking

ERIC Educational Resources Information Center

Siegel, Joseph

2016-01-01

More attention has been given to note-taking in EFL classrooms in recent years, probably due to growing numbers of EFL students who attend lectures given in English and the importance of note-taking during language proficiency tests. While textbooks and materials for note-taking practice are readily available, classroom techniques for teaching EFL…

Impact of utilisation of uncompleted handouts on power point presentations (PPT) in rural Indian medical institute.

PubMed

Bhaisare, Roshan; Kamble, Bhavna

2016-07-01

Note taking while attending a PPT requires high activity of memory and writing process which ultimately leads to what is called "death by power point" referring to boredom and fatigue.  To overcome this we planned to evaluate the impact of utilisation of uncompleted handouts given prior to PPT presentations. Final year MBBS students were divided in 2 batches, batch A and batch B.  For a set of lectures one batch was provided with handouts before lecture while the other batch was given lectures only. Crossover was done to avoid bias, all the lectures being given by the same presenter.  At the end of each lecture, a short questionnaire of 10 Multiple Choice Question (MCQ) was provided to the students. Mean scores were calculated for lectures with handouts and without handouts. For a set of lectures, when batch A was provided with handouts, the mean score was 28.2; for batch B to which no handouts were given the mean score was 23.4. Similarly, for batch B when provided with handouts the mean score was 29.1, for batch A which was not provided with handouts the mean score was 24. There was an average increase of 4.2 marks. Actual gain when handouts were provided was 1.2 marks per lecture.  It was more for the batch comprising of repeater students as compared to the batch of fresher students. Increase in attendance was also noted. Providing uncompleted handouts before a didactic lecture definitely results in increase in knowledge gain; repeater students benefit more with uncompleted handouts.

A flexible, multi-faceted, multi-media approach to teaching climate change to non-STEM majors

NASA Astrophysics Data System (ADS)

De Roo, R. D.; Liemohn, M. W.

2011-12-01

The University of Michigan offers a 100-level course entitled, "Our Changing Atmosphere," often taken to fulfill the natural science distribution credit requirement by up to 200 students in non-technical majors per term. This course covers the properties and structure of the atmosphere and how they are changing, emphasizing the global climate and climate change. After a brief introduction to atmospheric basics, highlights from Earth's climate history are presented, followed by modern-day changes to climate, such as air pollution, stratospheric ozone depletion, and global warming. The current format of the course relies heavily on Lecturebook, Lecturetools, and C-tools as online electronic resources for the class. The textbook for the course is managed through Lecturebook, which also provides hyperlinked text and hundreds of built-in questions for homework sets and student review. The recitation lessons are uploaded to Lecturebook, which allows for interactive question-and-answer sessions during class in multiple formats. The University of Michigan's C-tools environment is also used for email distribution and archiving, additional resource postings, and as a backup to these other two websites. The structure of the class permits different instructors to emphasize different facets of climate, and to employ different instructional techniques. For example, the textbook differs depending on the term the course is offered. One of us emphasizes good-vs-bad science usage via video, sound clip, or PDF posting on a weather or climate related topic in every lecture. Good-v-bad science usage of climate topics in research, media reporting, and casual conversation are all discussed by the students and included in the examinations. The other instructor emphasizes the findings of the IPCC, employs hands-on activities in lecture and eschews exams in favor of collaborative homework assignments. The assignments include qualitative and quantitative analyses of climate topics and the exploration of model predictions under differing assumptions.

Introducing chemical biology applications to introductory organic chemistry students using series of weekly assignments.

PubMed

Kanin, Maralee R; Pontrello, Jason K

2016-01-01

Calls to bring interdisciplinary content and examples into introductory science courses have increased, yet strategies that involve course restructuring often suffer from the need for a significant faculty commitment to motivate change. Minimizing the need for dramatic course reorganization, the structure, reactivity, and chemical biology applications of classes of biological monomers and polymers have been integrated into introductory organic chemistry courses through three series of semester-long weekly assignments that explored (a) Carbohydrates and Oligosaccharides, (b) Amino Acids, Peptides, and Proteins, and (c) Nucleosides, Nucleotides, and Nucleic Acids. Comparisons of unannounced pre- and post tests revealed improved understanding of a reaction introduced in the assignments, and course examinations evaluated cumulative assignment topics. Course surveys revealed that demonstrating biologically relevant applications consistently throughout the semesters enhanced student interest in the connection between basic organic chemistry content and its application to new and unfamiliar bio-related examples. Covering basic material related to these classes of molecules outside of the classroom opened lecture time to allow the instructor to further build on information developed through the weekly assignments, teaching advanced topics and applications typically not covered in an introductory organic chemistry lecture course. Assignments were implemented as homework, either with or without accompanying discussion, in both laboratory and lecture organic courses within the context of the existing course structures. © 2015 The International Union of Biochemistry and Molecular Biology.

29 CFR 516.31 - Industrial homeworkers.

Code of Federal Regulations, 2013 CFR

2013-07-01

... perform industrial homework for an employer. (2) Industrial homework, as used in this section, means the... contractor through whom homework is distributed or collected and the name and address of each homeworker to whom homework is distributed or from whom it is collected by each such agent, distributor, or...

29 CFR 516.31 - Industrial homeworkers.

Code of Federal Regulations, 2012 CFR

2012-07-01

... perform industrial homework for an employer. (2) Industrial homework, as used in this section, means the... contractor through whom homework is distributed or collected and the name and address of each homeworker to whom homework is distributed or from whom it is collected by each such agent, distributor, or...

29 CFR 516.31 - Industrial homeworkers.

Code of Federal Regulations, 2014 CFR

2014-07-01

... perform industrial homework for an employer. (2) Industrial homework, as used in this section, means the... contractor through whom homework is distributed or collected and the name and address of each homeworker to whom homework is distributed or from whom it is collected by each such agent, distributor, or...

Students' Perception of Homework Assignments and What Influences Their Ideas

ERIC Educational Resources Information Center

Letterman, Denise

2013-01-01

Authors have researched the effects of homework, but few studies have delved into the idea of students' attitude towards homework. Consequently, students' perception of homework, the principal participants, remains largely unknown. Students' experience in homework that started as early as elementary school has influenced their ideas of homework.…

Relationships of Homework Motivation and Preferences to Homework Achievement and Attitudes in Turkish Students

ERIC Educational Resources Information Center

Iflazoglu, Ayten; Hong, Eunsook

2012-01-01

Whether students' motivation, organizational approaches, physical needs, and environmental and interpersonal preferences during the homework process predict homework achievement and attitudes toward homework was examined in 1,776 Turkish students in Grades 5 through 8. The Homework Motivation and Preference Questionnaire was utilized to assess…

Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model

ERIC Educational Resources Information Center

Trautwein, Ulrich; Ludtke, Oliver; Schnyder, Inge; Niggli, Alois

2006-01-01

According to the domain-specific, multilevel homework model proposed in the present study, students' homework effort is influenced by expectancy and value beliefs, homework characteristics, parental homework behavior, and conscientiousness. The authors used structural equation modeling and hierarchical linear modeling analyses to test the model in…

Specificity of homework compliance effects on treatment outcome in CBT: evidence from a controlled trial on panic disorder and agoraphobia.

PubMed

Cammin-Nowak, Sandra; Helbig-Lang, Sylvia; Lang, Thomas; Gloster, Andrew T; Fehm, Lydia; Gerlach, Alexander L; Ströhle, Andreas; Deckert, Jürgen; Kircher, Tilo; Hamm, Alfons O; Alpers, Georg W; Arolt, Volker; Wittchen, H-U

2013-06-01

Although homework assignments are an integral component of cognitive-behavioral therapy (CBT) and relate to positive therapy outcomes, it is unclear whether specific homework types and their completion have specific effects on outcome. Data from N = 292 patients (75% female, mean age 36 years) with panic disorder and agoraphobia and treated with standardized CBT were analyzed with homework compliance quality and quantity for different types of homework serving as predictors for different outcome variables. Quality ratings of homework completion were stronger outcome predictors than quantitative compliance ratings. Exposure homework was a better outcome predictor than homework relating to psychoeducation and self-monitoring. Different aspects of homework compliance and specific homework types might differentially relate to CBT outcome. © 2013 Wiley Periodicals, Inc.

Coping in the Lecture Hall: Improving the Odds.

ERIC Educational Resources Information Center

Fahmny, Jane Jackson; Bilton, Linda

1992-01-01

The linguistic features of 40 science lectures were examined at Sultan Qaboos University. Results are reported and suggestions are offered for helping English for Academic Purposes instructors and materials writers improve the listening and note-taking skills of nonnative students. (Contains eight references.) (LB)

Lecture Notes on Topics in Accelerator Physics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chao, Alex W.

These are lecture notes that cover a selection of topics, some of them under current research, in accelerator physics. I try to derive the results from first principles, although the students are assumed to have an introductory knowledge of the basics. The topics covered are: (1) Panofsky-Wenzel and Planar Wake Theorems; (2) Echo Effect; (3) Crystalline Beam; (4) Fast Ion Instability; (5) Lawson-Woodward Theorem and Laser Acceleration in Free Space; (6) Spin Dynamics and Siberian Snakes; (7) Symplectic Approximation of Maps; (8) Truncated Power Series Algebra; and (9) Lie Algebra Technique for nonlinear Dynamics. The purpose of these lectures ismore » not to elaborate, but to prepare the students so that they can do their own research. Each topic can be read independently of the others.« less

Active Galactic Nuclei

NASA Astrophysics Data System (ADS)

Blandford, R. D.; Netzer, H.; Woltjer, L.; Courvoisier, T. J.-L.; Mayor, M.

Starting with this volume, the Lecture Notes of the renowned Advanced Courses of the Swiss Society for Astrophysics and Astronomy will be published annually. In each course, three extensive lectures given by leading experts in their respective fields cover different and essential aspects of the subject. The 20th course, held at Les Diablerets in April 1990, dealt with current research on active galactic nuclei; it represents the most up-to-date views on the subject, presented with particular regard for clarity. The previous courses considered a wide variety of subjects, beginning with "Theory of Stellar Athmospheres" in 1971 and ending with "The Milky Way as a Galaxy" in 1989. The Lecture Notes of these Saas-Fee Courses appeared as publications of the Geneva Observatory, from which they can still be ordered (chemin des Maillettes 51, CH-1290 Sauverny, Switzerland).

Strategic Note-Taking for Middle-School Students with Learning Disabilities in Science Classes

ERIC Educational Resources Information Center

Boyle, Joseph R.

2010-01-01

While today's teachers use a variety of teaching methods in middle-school science classes, lectures and note-taking still comprise a major portion of students' class time. To be successful in these classes, middle-school students need effective listening and note-taking skills. Students with learning disabilities (LD) are poor note-takers, which…

Listen to Me! An Exploration of the Students' Voices Regarding Homework

ERIC Educational Resources Information Center

Landing-Corretjer, Gladys

2009-01-01

Research on students' voices and perspectives regarding homework is absent from the literature. This qualitative case study explored the perspectives of 5th and 6th grade students and ten teachers' perceptions regarding homework completion. The literature review revealed 3 trends in homework, including support homework, support against homework,…

How Do Student Prior Achievement and Homework Behaviors Relate to Perceived Parental Involvement in Homework?

PubMed

Núñez, José C; Epstein, Joyce L; Suárez, Natalia; Rosário, Pedro; Vallejo, Guillermo; Valle, Antonio

2017-01-01

This study investigated how students' prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework), and to their perceptions of parental involvement in homework (i.e., parental control and parental support). A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students' prior academic performance was significantly associated with both of the students' homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Low-achieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students' achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed.

How Do Student Prior Achievement and Homework Behaviors Relate to Perceived Parental Involvement in Homework?

PubMed Central

Núñez, José C.; Epstein, Joyce L.; Suárez, Natalia; Rosário, Pedro; Vallejo, Guillermo; Valle, Antonio

2017-01-01

This study investigated how students’ prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework), and to their perceptions of parental involvement in homework (i.e., parental control and parental support). A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students’ prior academic performance was significantly associated with both of the students’ homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Low-achieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students’ achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed. PMID:28798702

Active Learning Techniques Applied to an Interdisciplinary Mineral Resources Course.

NASA Astrophysics Data System (ADS)

Aird, H. M.

2015-12-01

An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.

Mixed Methods: Incorporating multiple learning styles into a measurements course

NASA Astrophysics Data System (ADS)

Pallone, Arthur

2010-03-01

The best scientists and engineers regularly combine creative and critical skill sets. As faculty, we are responsible to provide future scientists and engineers with those skills sets. EGR 390: Engineering Measurements at Murray State University is structured to actively engage students in the processes that develop and enhance those skills. Students learn through a mix of traditional lecture and homework, active discussion of open-ended questions, small group activities, structured laboratory exercises, oral and written communications exercises, student chosen team projects, and peer evaluations. Examples of each of these activities, the skill set addressed by each activity, outcomes from and effectiveness of each activity and recommendations for future directions in the EGR 390 course as designed will be presented.

Nanotechnology Aerospace Applications (Applications aerospatiales de la nanotechnologie) (CD-ROM)

DTIC Science & Technology

ABSTRACT: The Educational Notes contain the abstracts and the lecture material of ten presentations, which provide a general introduction into... commercialisation . The lectures were held in October and November 2006 in four cities, namely Seattle, USA, Montreal, CAN, Ljubljana, SVN, and Bordeaux, FRA. The

Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course

NASA Astrophysics Data System (ADS)

Kontur, F. J.; de La Harpe, K.; Terry, N. B.

2015-06-01

We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam scores for students with different physics aptitudes. On average, successfully completing many homework problems correlated to better exam scores only for students with high physics aptitude. On the other hand, all other students showed zero or even a negative correlation between successful homework completion and exam performance. Low- and medium-aptitude students who did more homework did no better and sometimes scored lower on exams than their low- and medium-aptitude peers who did less homework. Our work also shows that long-term changes in homework completion correlated to long-term changes in exam scores only for students with high physics aptitude, but not for students with medium or low aptitude. We offer several explanations for the disparity in homework learning gains, including cognitive load theory, ineffective homework strategies, and various mismatches between homework and exams. Several solutions are proposed to address these possible deficiencies in graded online and written homework.

Impact of utilisation of uncompleted handouts on power point presentations (PPT) in rural Indian medical institute

PubMed Central

BHAISARE, ROSHAN; KAMBLE, BHAVNA

2016-01-01

Introduction Note taking while attending a PPT requires high activity of memory and writing process which ultimately leads to what is called “death by power point” referring to boredom and fatigue.  To overcome this we planned to evaluate the impact of utilisation of uncompleted handouts given prior to PPT presentations. Methods Final year MBBS students were divided in 2 batches, batch A and batch B.  For a set of lectures one batch was provided with handouts before lecture while the other batch was given lectures only. Crossover was done to avoid bias, all the lectures being given by the same presenter.  At the end of each lecture, a short questionnaire of 10 Multiple Choice Question (MCQ) was provided to the students. Mean scores were calculated for lectures with handouts and without handouts. Results For a set of lectures, when batch A was provided with handouts, the mean score was 28.2; for batch B to which no handouts were given the mean score was 23.4. Similarly, for batch B when provided with handouts the mean score was 29.1, for batch A which was not provided with handouts the mean score was 24. There was an average increase of 4.2 marks. Actual gain when handouts were provided was 1.2 marks per lecture.  It was more for the batch comprising of repeater students as compared to the batch of fresher students. Increase in attendance was also noted. Conclusion Providing uncompleted handouts before a didactic lecture definitely results in increase in knowledge gain; repeater students benefit more with uncompleted handouts, PMID:27382583

Social media interruption affects the acquisition of visually, not aurally, acquired information during a pathophysiology lecture.

PubMed

Marone, Jane R; Thakkar, Shivam C; Suliman, Neveen; O'Neill, Shannon I; Doubleday, Alison F

2018-06-01

Poor academic performance from extensive social media usage appears to be due to students' inability to multitask between distractions and academic work. However, the degree to which visually distracted students can acquire lecture information presented aurally is unknown. This study examined the ability of students visually distracted by social media to acquire information presented during a voice-over PowerPoint lecture, and to compare performance on examination questions derived from information presented aurally vs. that presented visually. Students ( n = 20) listened to a 42-min cardiovascular pathophysiology lecture containing embedded cartoons while taking notes. The experimental group ( n = 10) was visually, but not aurally, distracted by social media during times when cartoon information was presented, ~40% of total lecture time. Overall performance among distracted students on a follow-up, open-note quiz was 30% poorer than that for controls ( P < 0.001). When the modality of presentation (visual vs. aural) was compared, performance decreased on examination questions from information presented visually. However, performance on questions from information presented aurally was similar to that of controls. Our findings suggest the ability to acquire information during lecture may vary, depending on the degree of competition between the modalities of the distraction and the lecture presentation. Within the context of current literature, our findings also suggest that timing of the distraction relative to delivery of material examined affects performance more than total distraction time. Therefore, when delivering lectures, instructors should incorporate organizational cues and active learning strategies that assist students in maintaining focus and acquiring relevant information.

Effective use of pause procedure to enhance student engagement and learning.

PubMed

Bachhel, Rachna; Thaman, Richa Ghay

2014-08-01

Active learning strategies have been documented to enhance learning. We created an active learning environment in neuromuscular physiology lectures for first year medical students by using 'Pause Procedure'. One hundred and fifty medical students class is divided into two Groups (Group A and Group B) and taught in different classes. Each lecture of group A (experimental Group) undergraduate first year medical students was divided into short presentations of 12-15 min each. Each presentation was followed by a pause of 2-3min, three times in a 50 min lecture. During the pauses students worked in pairs to discuss and rework their notes. Any queries were directed towards the teacher and discussed forthwith. At the end of each lecture students were given 2-3 minutes to write down the key points they remembered about the lecture (free-recall). Fifteen days after completion of the lectures a 30 item MCQ test was administered to measure long term recall. Group B (control Group) received the same lectures without the use of pause procedure and was similarly tested. Experimental Group students did significantly better on the MCQ test (p-value<0.05) in comparison to the control Group. Most of the students (83.6%) agreed that the 'pause procedure' helped them to enhance lecture recall. Pause procedure is a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners. Moreover, it requires only 6-7 min of the classroom time and can significantly enhance student learning.

Effective Use of Pause Procedure to Enhance Student Engagement and Learning

PubMed Central

Thaman, Richa Ghay

2014-01-01

Introduction: Active learning strategies have been documented to enhance learning. We created an active learning environment in neuromuscular physiology lectures for first year medical students by using ‘Pause Procedure’. Materials and Methods: One hundred and fifty medical students class is divided into two Groups (Group A and Group B) and taught in different classes. Each lecture of group A (experimental Group) undergraduate first year medical students was divided into short presentations of 12-15 min each. Each presentation was followed by a pause of 2-3min, three times in a 50 min lecture. During the pauses students worked in pairs to discuss and rework their notes. Any queries were directed towards the teacher and discussed forthwith. At the end of each lecture students were given 2-3 minutes to write down the key points they remembered about the lecture (free-recall). Fifteen days after completion of the lectures a 30 item MCQ test was administered to measure long term recall. Group B (control Group) received the same lectures without the use of pause procedure and was similarly tested. Results: Experimental Group students did significantly better on the MCQ test (p-value<0.05) in comparison to the control Group. Most of the students (83.6%) agreed that the ‘pause procedure’ helped them to enhance lecture recall. Conclusion: Pause procedure is a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners. Moreover, it requires only 6-7 min of the classroom time and can significantly enhance student learning. PMID:25302251

Effects of random study checks and guided notes study cards on middle school special education students' notetaking accuracy and science vocabulary quiz scores

NASA Astrophysics Data System (ADS)

Wood, Charles L.

Federal legislation mandates that all students with disabilities have meaningful access to the general education curriculum and that students with and without disabilities be held equally accountable to the same academic standards (IDEIA, 2004; NCLB, 2001). Many students with disabilities, however, perform poorly in academic content courses, especially at the middle and secondary school levels. Previous research has reported increased notetaking accuracy and quiz scores over lecture content when students completed guided notes compared to taking their own notes. This study evaluated the effects of a pre-quiz review procedure and specially formatted guided notes on middle school special education students' learning of science vocabulary. This study compared the effects of three experimental conditions. (a) Own Notes (ON), (b) Own Notes+Random Study Checks (ON+RSC), and (c) Guided Notes Study Cards+Random Study Checks (GNSC+RSC) on each student's accuracy of notes, next-day quiz scores, and review quiz scores. Each session, the teacher presented 12 science vocabulary terms and definitions during a lecture and students took notes. The students were given 5 minutes to study their notes at the end of each session and were reminded to study their notes at home and in study hall period. In the ON condition students took notes on a sheet of paper with numbered lines from 1 to 12. Just before each next-day quiz in the ON+RSC condition students used write-on response cards to answer two teacher-posed questions over randomly selected vocabulary terms from the previous day's lecture. If the answer on a randomly selected student's response card was correct, that student earned a lottery ticket for inexpensive prizes and a quiz bonus point for herself and each classmate. In the GNSC+RSC condition students took notes on specially formatted guided notes that after the lecture they cut into a set of flashcards that could used for study. The students' mean notetaking accuracy was 75% during ON, 89% during ON+RSC, and 99.5% during GNSC+RSC. The class mean scores on next-day quizzes during ON, ON+RSC, and GNSC+RSC was 39%, 68%, and 90%, respectively. The class mean score on review quizzes following ON, ON+RSC, and GNSC+RSC was 2.1, 5.3, and 7.8 (maximum score, 10), respectively. Results for five of the seven students provide convincing evidence of functional relationships between ON+RSC and higher quiz scores compared to ON and between GNSC+RSC and higher quiz scores compared to ON+RSC. Students', teachers', and parents' opinions regarding the RSC and GNSC procedures were highly favorable.

Between-Teacher Differences in Homework Assignments and the Development of Students' Homework Effort, Homework Emotions, and Achievement

ERIC Educational Resources Information Center

Trautwein, Ulrich; Niggli, Alois; Schnyder, Inge; Ludtke, Oliver

2009-01-01

The study examines whether teachers' homework objectives, implementation practices, and attitudes toward parental involvement are associated with the development of students' homework effort, homework emotions, and achievement during Grade 8. A total of 63 teachers (40 male, 23 female; mean teaching experience: M = 17.5 years) of French as a 2nd…

Factors Associated with Assignment of Therapeutic Homework in a Large Public Children's Mental Health System.

PubMed

Trask, Emily Velazquez; Barounis, Kya; Carlisle, Brandon L; Garland, Ann F; Aarons, Gregory A

2018-03-24

Therapeutic homework is a fundamental skill-building component of the majority of evidence-based therapies and is associated with better treatment outcomes. However, it is rarely utilized in public mental health settings. To determine barriers to homework use and identify predictors of clinicians' assignment of homework, an online survey was administered to 267 clinicians in a large diverse public mental health system. Clinicians who were younger, licensed, whose supervisors asked about homework and whose clients completed their homework more frequently were predictors of greater homework utilization. The survey results are discussed and a novel idea to increase the use of homework is introduced.

The Relationship Between Homework Compliance and Therapy Outcomes: An Updated Meta-Analysis.

PubMed

Mausbach, Brent T; Moore, Raeanne; Roesch, Scott; Cardenas, Veronica; Patterson, Thomas L

2010-10-01

The current study was an updated meta-analysis of manuscripts since the year 2000 examining the effects of homework compliance on treatment outcome. A total of 23 studies encompassing 2,183 subjects were included. Results indicated a significant relationship between homework compliance and treatment outcome suggesting a small to medium effect (r = .26; 95% CI = .19-.33). Moderator analyses were conducted to determine the differential effect size of homework on treatment outcome by target symptoms (e.g., depression; anxiety), source of homework rating (e.g., client; therapist), timing of homework rating (e.g., retroactive vs. contemporaneous), and type of homework rating (e.g., Likert; total homeworks completed). Results indicated that effect sizes were robust across target symptoms, but differed by source of homework rating, timing of homework rating, and type of homework rating. Specifically, studies utilizing combined client and therapist ratings of compliance had significantly higher mean effect size relative to those using therapist only assessments and those using objective assessments. Further, studies that rated the percentage of homeworks completed had a significantly lower mean effect size compared to studies using Likert ratings, and retroactive assessments had higher effect size than contemporaneous assessments.

The Relationship Between Homework Compliance and Therapy Outcomes: An Updated Meta-Analysis

PubMed Central

Moore, Raeanne; Roesch, Scott; Cardenas, Veronica; Patterson, Thomas L.

2010-01-01

The current study was an updated meta-analysis of manuscripts since the year 2000 examining the effects of homework compliance on treatment outcome. A total of 23 studies encompassing 2,183 subjects were included. Results indicated a significant relationship between homework compliance and treatment outcome suggesting a small to medium effect (r = .26; 95% CI = .19–.33). Moderator analyses were conducted to determine the differential effect size of homework on treatment outcome by target symptoms (e.g., depression; anxiety), source of homework rating (e.g., client; therapist), timing of homework rating (e.g., retroactive vs. contemporaneous), and type of homework rating (e.g., Likert; total homeworks completed). Results indicated that effect sizes were robust across target symptoms, but differed by source of homework rating, timing of homework rating, and type of homework rating. Specifically, studies utilizing combined client and therapist ratings of compliance had significantly higher mean effect size relative to those using therapist only assessments and those using objective assessments. Further, studies that rated the percentage of homeworks completed had a significantly lower mean effect size compared to studies using Likert ratings, and retroactive assessments had higher effect size than contemporaneous assessments. PMID:20930925

Technology in Note Taking and Assessment: The Effects of Congruence on Student Performance

ERIC Educational Resources Information Center

Barrett, Matthew E.; Swan, Alexander B.; Mamikonian, Ani; Ghajoyan, Inna; Kramarova, Olga; Youmans, Robert J.

2014-01-01

This study examined the encoding specificity principle in relation to traditional and computer-based note taking and assessment formats in higher education. Students (N = 79) took lecture notes either by hand (n = 40) or by computer (n = 39) and then completed either a computer or a paper-based assessment. When note taking and assessment formats…

Listening and Note-Taking in Higher Education.

ERIC Educational Resources Information Center

Fahmy, Jane Jackson; Bilton, Linda

A study at Sultan Qaboos University in Oman investigated the listening comprehension problems of students who were non-native speakers of English (NNS), in lectures by native English-speaking professors. Two professors with no previous experience in teaching non-native speakers introduced geology in 4 weeks of lectures. Instances of vocabulary…

Application of Tablet PCs to Lecture Demonstrations on Optical Mineralogy

ERIC Educational Resources Information Center

Hoisch, Thomas D.; Austin, Barbara A.; Newell, Shawn L.; Manone, Mark F.

2010-01-01

Learning optical mineralogy requires students to integrate a complex theory with microscope manipulations and image interpretation. To assist student learning, we performed lecture demonstrations during which digital photomicrographs were taken and delivered to students using Tablet PCs, whereupon they were imported into note-taking software and…

Problem-Based Learning in a General Psychology Course.

ERIC Educational Resources Information Center

Willis, Sandra A.

2002-01-01

Describes the adoption of problem-based learning (PBL) techniques in a general psychology course. States that the instructor used a combination of techniques, including think-pair-share, lecture/discussion, and PBL. Notes means and standard deviations for graded components of PBL format versus lecture/discussion format. (Contains 18 references.)…

A survey of homework use, experience of barriers to homework, and attitudes about the barriers to homework among couples and family therapists.

PubMed

Dattilio, Frank M; Kazantzis, Nikolaos; Shinkfield, Gregg; Carr, Amanda G

2011-04-01

Homework is a therapeutic process that has strong theoretical and empirical basis, but existing research has focused on "compliance" rather than considering the broader and more clinically meaningful construct of "engagement." Absent in the literature is empirical study of the barriers to engagement or study of homework use among couple and family therapists (CFTs). The current study investigates the frequency and type of homework, as well as the influence of homework compliance, quality of compliance, and experience of barriers to compliance on CFTs' attitudes and beliefs toward barriers to homework completion for couples and families. Results indicated CFTs (N=226 AAMFT Clinical members) use homework more often with couples than with families, and CFTs report greater homework compliance and quality of compliance for couples when compared to families. A path analysis examining compliance, quality of compliance, and barriers to compliance as predictors of attitudes/beliefs toward barriers revealed no significant findings. A discussion presents implications for future research and practice for homework in couple and family therapy. © 2011 American Association for Marriage and Family Therapy.

Lecturing with a Virtual Whiteboard

NASA Astrophysics Data System (ADS)

Milanovic, Zoran

2006-09-01

Recent advances in computer technology, word processing software, and projection systems have made traditional whiteboard lecturing obsolete. Tablet personal computers connected to display projectors and running handwriting software have replaced the marker-on-whiteboard method of delivering a lecture. Since the notes can be saved into an electronic file, they can be uploaded to a class website to be perused by the students later. This paper will describe the author's experiences in using this new technology to deliver physics lectures at an engineering school. The benefits and problems discovered will be reviewed and results from a survey of student opinions will be discussed.

Making Homework More Meaningful

ERIC Educational Resources Information Center

Wieman, Rob; Arbaugh, Fran

2014-01-01

Parents in the United States expect their students to have homework; and students, especially in middle school and high school, expect daily homework assignments from their teachers. However, it is difficult to create effective homework assignments. Despite the challenges involved, the authors believe that homework "can" be an important…

Homework and Science Learning in Secondary Schools.

ERIC Educational Resources Information Center

Tamir, Pinchas

1985-01-01

Offers a conceptual framework for studying and analyzing potential benefits/disadvantages of homework. Also describes studies (measurement of conditions, practices, and attitudes toward homework). Findings show that students value homework, that few teachers regularly check homework, and that there are sex differences between Arab and Jewish…

A session-to-session examination of homework engagement in cognitive therapy for depression: Do patients experience immediate benefits?

PubMed

Conklin, Laren R; Strunk, Daniel R

2015-09-01

Homework is a key component of Cognitive Therapy (CT) for depression. Although previous research has found evidence for a positive relationship between homework compliance and treatment outcome, the methods used in previous studies have often not been optimal. In this study, we examine the relation of specific aspects of homework engagement and symptom change over successive session-to-session intervals. In a sample of 53 depressed adults participating in CT, we examined the relation of observer-rated homework engagement and session-to-session symptom change across the first five sessions. Within patient (and not between patient) variability in homework engagement was significantly related to greater session-to-session symptom improvements. These findings were similar when homework engagement was assessed through a measure of general engagement with homework assignments and a measure assessing engagement in specific assignments often used in CT. Secondary analyses suggested that observer ratings of the effort patients made on homework and the completion of cognitive homework were the numerically strongest predictors of depressive symptom improvements. Patient engagement with homework assignments appears to be an important predictor of early session-to-session symptom improvements. Future research is needed to identify what therapist behaviors promote homework engagement. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Session-to-Session Examination of Homework Engagement in Cognitive Therapy for Depression: Do patients experience immediate benefits?

PubMed Central

Conklin, Laren R.; Strunk, Daniel R.

2015-01-01

Homework is a key component of Cognitive Therapy (CT) for depression. Although previous research has found evidence for a positive relationship between homework compliance and treatment outcome, the methods used in previous studies have often not been optimal. In this study, we examine the relation of specific aspects of homework engagement and symptom change over successive session-to-session intervals. In a sample of 53 depressed adults participating in CT, we examined the relation of observer-rated homework engagement and session-to-session symptom change across the first five sessions. Within patient (and not between patient) variability in homework engagement was significantly related to session-to-session symptom improvements. These findings were similar when homework engagement was assessed through a measure of general engagement with homework assignments and a measure assessing engagement in specific assignments often used in CT. Secondary analyses suggested that observer ratings of the effort patients made on homework and the completion of cognitive homework were the numerically strongest predictors of depressive symptom improvements. Patient engagement with homework assignments appears to be an important predictor of early session-to-session symptom improvements. Future research is needed to identify what therapist behaviors promote homework engagement. PMID:26183022

The Use of Enhanced Guided Notes in an Electric Circuit Class: An Exploratory Study

ERIC Educational Resources Information Center

Lawanto, O.

2012-01-01

This study was conducted to evaluate students' (n=70) learning performance after their participation in lectures using enhanced guided notes (EGN) in an electric circuits course for non-electrical engineering students. Unlike traditional guided notes, EGN include questions that prompt students to evaluate their metacognitive knowledge. The results…

Note-Taking Instruction for College Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Reed, Deborah K.; Hallett, Abigail; Rimel, Hillary

2016-01-01

Using a multiple baseline across participants design, this study examines the functional relationship between instruction in note-taking skills and the ability of young adults with autism spectrum disorder to take notes on college lectures. The three participants were enrolled in a program aligned with the Higher Education Opportunity Act (Public…

Implementation of Peer-Reviewed Homework Assignments

ERIC Educational Resources Information Center

Zare, Richard N.; Cox, Charles T., Jr.; Murphy, Katherine; Bayas, Camille

2017-01-01

In large, introductory courses, instructors and teaching assistants often struggle to provide detailed feedback on student homework in a timely manner. Here we describe a peer-reviewed homework system that provides quick turnaround while offering flexibility in the construction of homework problems. Homework is administered through a cycle, which…

Homework. Literature Review

ERIC Educational Resources Information Center

Blazer, Christie

2009-01-01

Although homework is assigned for a variety of academic and non-academic purposes, there is disagreement within the educational community about the value of homework and the amount of homework students should be assigned. This Literature Review summarizes the benefits and drawbacks of homework and examines how much time students should and…

Homework. Focus On

ERIC Educational Resources Information Center

Rahal, Michelle Layer

2010-01-01

Homework has been an integral part of the educational system for over 100 years. What likely began as simple memorization tasks has evolved into complex projects and sparked an increasingly heated debate over the purpose and value of homework assignments. This "Focus On" examines the purpose of homework, how to create homework that has value,…

29 CFR 530.2 - Restriction of homework.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 29 Labor 3 2013-07-01 2013-07-01 false Restriction of homework. 530.2 Section 530.2 Labor... OF HOMEWORKERS IN CERTAIN INDUSTRIES General § 530.2 Restriction of homework. Except as provided in... special homework certificate issued and in effect pursuant to this part has been obtained for each...

29 CFR 530.2 - Restriction of homework.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 29 Labor 3 2012-07-01 2012-07-01 false Restriction of homework. 530.2 Section 530.2 Labor... OF HOMEWORKERS IN CERTAIN INDUSTRIES General § 530.2 Restriction of homework. Except as provided in... special homework certificate issued and in effect pursuant to this part has been obtained for each...

29 CFR 530.2 - Restriction of homework.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 29 Labor 3 2014-07-01 2014-07-01 false Restriction of homework. 530.2 Section 530.2 Labor... OF HOMEWORKERS IN CERTAIN INDUSTRIES General § 530.2 Restriction of homework. Except as provided in... special homework certificate issued and in effect pursuant to this part has been obtained for each...

Discrepancies between Students' and Teachers' Perceptions of Homework

ERIC Educational Resources Information Center

Hong, Eunsook; Wan, Min; Peng, Yun

2011-01-01

For homework to help students improve school achievement and develop responsibility and autonomy in academic endeavors in and out of school, the development of teachers' understanding of students' views about homework and their homework behaviors is critical. Whether the subject of the homework is mathematics, reading, or a second language,…

29 CFR 530.2 - Restriction of homework.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 3 2010-07-01 2010-07-01 false Restriction of homework. 530.2 Section 530.2 Labor... OF HOMEWORKERS IN CERTAIN INDUSTRIES General § 530.2 Restriction of homework. Except as provided in... special homework certificate issued and in effect pursuant to this part has been obtained for each...

A Study of Science Teachers' Homework Practices

ERIC Educational Resources Information Center

Tas, Yasemin; Sungur-Vural, Semra; Öztekin, Ceren

2014-01-01

This study investigates Turkish middle school science teachers' homework practices, the value teachers attach to homework and teachers' communication with parents about homework. One hundred and sixty-eight teachers completed surveys. Teachers reported to assign homework frequently: 93.4 per cent of the teachers reported that they assign homework…

29 CFR 530.2 - Restriction of homework.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 29 Labor 3 2011-07-01 2011-07-01 false Restriction of homework. 530.2 Section 530.2 Labor... OF HOMEWORKERS IN CERTAIN INDUSTRIES General § 530.2 Restriction of homework. Except as provided in... special homework certificate issued and in effect pursuant to this part has been obtained for each...

Student Perceptions of Online Homework in Introductory Finance Courses

ERIC Educational Resources Information Center

Smolira, Joseph C.

2008-01-01

The author examined student perceptions concerning online homework assignments in an introductory finance class. In general, students felt that online homework was preferable to traditional homework assignments that are turned in to the instructor. In addition, students reported that the homework assignments increased their understanding of the…

The role of homework in cognitive-behavioral therapy for cocaine dependence.

PubMed

Gonzalez, Vivian M; Schmitz, Joy M; DeLaune, Katherine A

2006-06-01

This study examines the effect of homework compliance on treatment outcome in 123 participants receiving cognitive-behavioral therapy (CBT) for cocaine dependence. Regression analyses revealed a significant relationship between homework compliance and cocaine use that was moderated by readiness to change. Homework compliance predicted less cocaine use during treatment but only for participants higher in readiness to change. For those lower in readiness to change, homework compliance was not associated with cocaine use during treatment. Homework compliance early in therapy was associated with better retention in treatment. Homework compliance was not predicted by participants' level of education or readiness to change. These findings support the use of homework during CBT for substance use disorders. Copyright 2006 APA, all rights reserved.

“Homework Feedback Is…”: Elementary and Middle School Teachers’ Conceptions of Homework Feedback

PubMed Central

Cunha, Jennifer; Rosário, Pedro; Núñez, José Carlos; Nunes, Ana Rita; Moreira, Tânia; Nunes, Tânia

2018-01-01

This study explored mathematics teachers’ conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers’ feedback provided to students, students’ feedback provided to teachers, and homework self-feedback), being teachers’ monitoring of students’ learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research. PMID:29467687

"Homework Feedback Is…": Elementary and Middle School Teachers' Conceptions of Homework Feedback.

PubMed

Cunha, Jennifer; Rosário, Pedro; Núñez, José Carlos; Nunes, Ana Rita; Moreira, Tânia; Nunes, Tânia

2018-01-01

This study explored mathematics teachers' conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers' feedback provided to students, students' feedback provided to teachers, and homework self-feedback), being teachers' monitoring of students' learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research.

Assessing Homework Problems in Children with ADHD: Validation of a Parent-Report Measure and Evaluation of Homework Performance Patterns.

PubMed

Langberg, Joshua M; Arnold, L Eugene; Flowers, Amanda M; Altaye, Mekibib; Epstein, Jeff N; Molina, Brooke S G

2010-03-01

The factor structure of a parent-report measure of child homework problems, the Homework Problems Checklist, was examined in a geographically and ethnically diverse sample of children with Attention-Deficit/Hyperactivity Disorder (ADHD). This measure was completed by the parents of 579 children ages 7.0-9.9 diagnosed with ADHD Combined Type as part of the Multimodal Treatment Study of Children with ADHD (MTA). Results replicated previous work showing two salient factors that measure homework completion behaviors (Factor I) and homework management behaviors (Factor II). This two-factor solution remained consistent when examined across child sex and ethnicity subgroups. Analysis of patterns revealed that homework problems are greater for children in higher grades and that children with ADHD and comorbid Learning Disabilities experience significantly more homework problems than children with ADHD alone. This study also replicated previous work showing that homework problems and ADHD inattentive symptoms are highly correlated whereas correlations between homework problems and hyperactivity and impulsivity are low to moderate. Implications of the findings for the assessment of homework problems in children with ADHD and for intervention are discussed.

Assessing Homework Problems in Children with ADHD: Validation of a Parent-Report Measure and Evaluation of Homework Performance Patterns

PubMed Central

Langberg, Joshua M.; Arnold, L. Eugene; Flowers, Amanda M.; Altaye, Mekibib; Epstein, Jeff N.; Molina, Brooke S.G.

2011-01-01

The factor structure of a parent-report measure of child homework problems, the Homework Problems Checklist, was examined in a geographically and ethnically diverse sample of children with Attention-Deficit/Hyperactivity Disorder (ADHD). This measure was completed by the parents of 579 children ages 7.0-9.9 diagnosed with ADHD Combined Type as part of the Multimodal Treatment Study of Children with ADHD (MTA). Results replicated previous work showing two salient factors that measure homework completion behaviors (Factor I) and homework management behaviors (Factor II). This two-factor solution remained consistent when examined across child sex and ethnicity subgroups. Analysis of patterns revealed that homework problems are greater for children in higher grades and that children with ADHD and comorbid Learning Disabilities experience significantly more homework problems than children with ADHD alone. This study also replicated previous work showing that homework problems and ADHD inattentive symptoms are highly correlated whereas correlations between homework problems and hyperactivity and impulsivity are low to moderate. Implications of the findings for the assessment of homework problems in children with ADHD and for intervention are discussed. PMID:21544228

Homework completion via telephone and in-person Cognitive Behavioral Therapy among Latinos.

PubMed

Aguilera, Adrian; Ramos, Zorangeli; Sistiva, Diana; Wang, Ye; Alegria, Margarita

2018-06-01

Homework completion in cognitive behavioral therapy (CBT) for depression is an integral ingredient in treatment that often goes unreported. Furthermore, many studies of homework completion focus on patient adherence without considering the therapists' role in reviewing and reinforcing this behavior. No studies to date have assessed the relationship between homework variables and outcomes among Latinos receiving CBT for depression. Since this population has often been difficult to engage in CBT, this study aims to assess whether homework completion and therapist review of homework are related to improved outcomes in a CBT intervention (telephone or in person) for Latinos with depression. We found that higher homework completion was significantly related to lower depression scores at the end of final treatment (as measured by PHQ-9) ( B = -1.38, p < 0.01). However, the significant association of homework with depression went away when clinician review of homework was included in a subsequent step of the model ( B = -0.42, p = 0.45). The number of times a clinician actively reviewed homework was still significantly related to a decrease in PHQ-9 when controlling for demographic factors ( B = -1.23, p < 0.01). This study found that homework is a predictor of improved outcomes in CBT for depression but highlights the role of therapists reviewing homework as a predictor of lower depression symptoms among Spanish speaking Latinos from low socioeconomic backgrounds.

Podcasting Lectures

ERIC Educational Resources Information Center

Brittain, Sarah; Glowacki, Pietrek; Van Ittersum, Jared; Johnson, Lynn

2006-01-01

At some point in their educations, students must learn copious amounts of information. To do this, they use a variety of well-known strategies such as study groups, note-taking services, and videotapes of lectures. In fall 2004, a group of first-year dental students at the University of Michigan (U-M) School of Dentistry asked to have all dental…

Flipped Classroom Model Improves Graduate Student Performance in Cardiovascular, Respiratory, and Renal Physiology

ERIC Educational Resources Information Center

Tune, Johnathan D.; Sturek, Michael; Basile, David P.

2013-01-01

The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified "flipped classroom" curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the…

Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

NASA Astrophysics Data System (ADS)

Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert

2015-02-01

Ever since the first generalized computer-assisted instruction system (PLATO1) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online homework and course management systems, both as blended learning and online courses. Meanwhile, introductory physics instructors have been implementing new approaches to teaching based on the outcomes of Physics Education Research (PER). A common theme of PER-based instruction has been the use of active-learning strategies designed to help students overcome alternative conceptions that they often bring to the study of physics.2 Unfortunately, while classrooms have become more active, online learning typically relies on passive lecture videos or Kahn-style3 tablet drawings. To bring active learning online, the LivePhoto Physics Group has been developing Interactive Video Vignettes (IVVs) that add interactivity and PER-based elements to short presentations. These vignettes incorporate web-based video activities that contain interactive elements and typically require students to make predictions and analyze real-world phenomena.

Comparing large lecture mechanics curricula using the Force Concept Inventory: A five thousand student study

NASA Astrophysics Data System (ADS)

Caballero, Marcos D.; Greco, Edwin F.; Murray, Eric R.; Bujak, Keith R.; Jackson Marr, M.; Catrambone, Richard; Kohlmyer, Matthew A.; Schatz, Michael F.

2012-07-01

The performance of over 5000 students in introductory calculus-based mechanics courses at the Georgia Institute of Technology was assessed using the Force Concept Inventory (FCI). Results from two different curricula were compared: a traditional mechanics curriculum and the Matter & Interactions (M&I) curriculum. Both were taught with similar interactive pedagogy. Post-instruction FCI averages were significantly higher for the traditional curriculum than for the M&I curriculum; the differences between curricula persist after accounting for factors such as pre-instruction FCI scores, grade point averages, and SAT scores. FCI performance on categories of items organized by concepts was also compared; traditional averages were significantly higher in each concept. We examined differences in student preparation between the curricula and found that the relative fraction of homework and lecture topics devoted to FCI force and motion concepts correlated with the observed performance differences. Concept inventories, as instruments for evaluating curricular reforms, are generally limited to the particular choice of content and goals of the instrument. Moreover, concept inventories fail to measure what are perhaps the most interesting aspects of reform: the non-overlapping content and goals that are not present in courses without reform.

Homework Helps, but Not Always. Lessons in Learning

ERIC Educational Resources Information Center

Canadian Council on Learning, 2009

2009-01-01

Few issues in education affect as many families as homework. Its near-universal place in formal schooling leaves few students and parents untouched. Yet the history of homework is characterized by debate about both its effectiveness and legitimacy. Attitudes toward homework move through cycles of enthusiasm and opposition. Homework is popular in…

Structural and Convergent Validity of the Homework Performance Questionnaire

ERIC Educational Resources Information Center

Pendergast, Laura L.; Watkins, Marley W.; Canivez, Gary L.

2014-01-01

Homework is a requirement for most school-age children, but research on the benefits and drawbacks of homework is limited by lack of psychometrically sound measurement of homework performance. This study examined the structural and convergent validity of scores from the newly developed Homework Performance Questionnaire -- Teacher Scale (HPQ-T).…

Increasing the Effectiveness of Homework for All Learners in the Inclusive Classroom

ERIC Educational Resources Information Center

Carr, Nicole Schrat

2013-01-01

This article discusses how teachers can increase the effectiveness of homework assignments for all learners. Homework, when designed and implemented properly, is a valuable tool for reinforcing learning. This essay provides a summary of educational research on homework, discusses the elements of effective homework, and suggests practical classroom…

Why Do Students Have Difficulties Completing Homework? The Need for Homework Management

ERIC Educational Resources Information Center

Xu, Jianzhong

2013-01-01

Homework is a common and widespread educational activity. Yet, as homework often takes place amidst the pull of more attractive and competing after-school activities, doing homework presents multiple challenges for many students, even for those students who find their assignments meaningful and interesting. In this article, I first examine five…

A Comparison of Traditional Homework to Computer-Supported Homework

ERIC Educational Resources Information Center

Mendicino, Michael; Razzaq, Leena; Heffernan, Neil T.

2009-01-01

This study compared learning for fifth grade students in two math homework conditions. The paper-and-pencil condition represented traditional homework, with review of problems in class the following day. The Web-based homework condition provided immediate feedback in the form of hints on demand and step-by-step scaffolding. We analyzed the results…

The effect of physical activity homework on physical activity among college students.

PubMed

Claxton, David; Wells, Gayle M

2009-03-01

This study examined the effect of using physical activity homework on physical activity levels of college students. Students in randomly assigned sections of a university health course were assigned 30 minutes of physical activity homework 3 days a week or no homework for 12 weeks. Participants completed self-reports of physical activity before the homework intervention and again at the conclusion of the 12 weeks of physical activity homework. Participants in all course sections reported significant increases in the number of days per week of moderate and vigorous physical activity. Participants in homework sections additionally showed significant increases in the days they engaged in muscular strength/endurance training and activities to manage weight. Participants in sections without homework showed a significant increase in the number of days engaged in flexibility training. Comparison of gain scores showed statistically significant increases by the homework group in the days they participated in activities designed to manage weight. Physical activity homework was deemed to be an effective method of increasing college students' levels of physical activity.

Lecture Notes on a Machine Independent Compiler for ATLAS (MICA).

DTIC Science & Technology

1980-10-01

1 w E-- - --SUMARY.. The memorandum is in essence the text of a lecture given to the Industrial Liaison Group of the Defence Automatic Test Equipment...Steering Committee, on 10 September 1980 at RSRE Malvern. The purpose of the lecture was to convey to industry the results of research work performed...TO INDUSTRY 2.1 overview of ATLAS 2.2 What is MICA 2.3 What can be made available to industry 2.4 What can not be made available to industry 3 TALK 2

Flippin' Fluid Mechanics - Using Online Technology to Enhance the In-Class Learning Experience

NASA Astrophysics Data System (ADS)

Webster, D. R.; Majerich, D. M.

2013-11-01

This study provides an empirical analysis of using online technologies and team problem solving sessions to shift an undergraduate fluid mechanics course from a traditional lecture format to a collaborative learning environment. Students were from two consecutive semesters of the same course taught by the same professor. One group used online technologies and solved problems in class and the other did not. Out of class, the treatment group watched 72 short (11 minutes, average) video lectures covering course topics and example problems being solved. Three times a week students worked in teams of two to solve problems on desktop whiteboard tablets while the instructor and graduate assistants provided ``just-in-time'' tutoring. The number of team problems assigned during the semester exceeded 100. Weekly online homework was assigned to reinforce topics. The WileyPlus online system generated unique problem parameters for each student. The control group received three-50 minute weekly lectures. Data include three midterms and a final exam. Regression results indicate that controlling for all of the entered variables, for every one more problem solving session the student attended, the final grade was raised by 0.327 points. Thus, if a student participated in all 25 of the team problem solving sessions, the final grade would have been 8.2 points higher, a difference of nearly a grade. Using online technologies and teamwork appeared to result in improved achievement, but more research is needed to support these findings.

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

PubMed Central

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

ABSTRACT Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented. Abbreviations FG: Flipped classroom group; TG: Traditional lecture-based classroom group; TBL: Team-based learning; PBL: Problem-based learning; ZOC: Zhongshan Ophthalmic Center PMID:29096591

The Geological Grading Scale: Every million Points Counts!

NASA Astrophysics Data System (ADS)

Stegman, D. R.; Cooper, C. M.

2006-12-01

The concept of geological time, ranging from thousands to billions of years, is naturally quite difficult for students to grasp initially, as it is much longer than the timescales over which they experience everyday life. Moreover, universities operate on a few key timescales (hourly lectures, weekly assignments, mid-term examinations) to which students' maximum attention is focused, largely driven by graded assessment. The geological grading scale exploits the overwhelming interest students have in grades as an opportunity to instill familiarity with geological time. With the geological grading scale, the number of possible points/marks/grades available in the course is scaled to 4.5 billion points --- collapsing the entirety of Earth history into one semester. Alternatively, geological time can be compressed into each assignment, with scores for weekly homeworks not worth 100 points each, but 4.5 billion! Homeworks left incomplete with questions unanswered lose 100's of millions of points - equivalent to missing the Paleozoic era. The expected quality of presentation for problem sets can be established with great impact in the first week by docking assignments an insignificant amount points for handing in messy work; though likely more points than they've lost in their entire schooling history combined. Use this grading scale and your students will gradually begin to appreciate exactly how much time represents a geological blink of the eye.

The Effects of Clickers and Online Homework on Students' Achievement in General Chemistry

NASA Astrophysics Data System (ADS)

Gebru, Misganaw T.

Retention of an introductory general chemistry course material is vital for student success in future chemistry and chemistry-related courses. This study investigated the effects of clickers versus online homework on students' long-term content retention, examined the effectiveness of online homework versus no graded homework on students' achievement in a first-semester general chemistry course, and assessed students' attitudes toward the use of online homework. Students' data from the yearlong American Chemical Society General Chemistry (ACS GC97) exam, teacher-prepared final exams, and online surveys were analyzed to measure the effects of clickers and online homework on students' long-term content retention and performance, and to capture students' attitudes. A variety of methods including Welch ANOVA, independent samples t -test (Welch), Pearson's correlation, test of proportions, and Pearson's Chi-square test were used to analyze the data. The analyses indicated that the use of clickers or online homework did not significantly improve students' long-term content retention of general chemistry course material, that the use of online homework was more beneficial than, or at least as effective as no graded homework in improving students' performance, and students valued the fact that online homework provided immediate feedback. Additionally, results of this study revealed that greater numbers of students were retained in clicker and online homework classes than non-clicker, non-online homework classes and that various types of online homework systems used in general chemistry could impact student performance differently. Implications of the findings and future research directions were presented.

The relationship between therapist competence and homework compliance in maintenance cognitive therapy for recurrent depression: secondary analysis of a randomized trial.

PubMed

Weck, Florian; Richtberg, Samantha; Esch, Sebastian; Höfling, Volkmar; Stangier, Ulrich

2013-03-01

Meta-analyses reveal that homework compliance is associated with a better treatment outcome. However, little is known about the processes that could be responsible for patient compliance with homework. It has been proposed that therapist competence, in particular with respect to reviewing homework, is highly relevant for homework compliance. The present study is a secondary analysis of a randomized controlled trial. Altogether, 54 patients with recurrent depressive disorder (currently in remission) who were treated with maintenance cognitive therapy (MCT), were considered. One videotaped treatment session of each patient was randomly selected and therapist competence (general competence and specific competence in setting and reviewing homework) was assessed by 2 independent raters. Furthermore, both patient and therapist views of the therapeutic alliance were evaluated by questionnaire in this therapy session. Homework compliance (considering quantitative as well as qualitative aspects) in the following session was evaluated by 2 additional raters. These 2 raters were blinded regarding the ratings of the therapeutic competence. In a multilevel path analysis model, a significant association between the therapeutic competence in reviewing homework and homework compliance was detected, while the therapeutic alliance and several patient characteristics were not associated with homework compliance. We found no relationship between homework compliance and treatment outcome. Our results demonstrate that a specific therapeutic competence (i.e., competence in reviewing homework) is associated with patient compliance with homework, and therefore, provides further empirical evidence of the importance of therapist competence in the psychotherapeutic process. Copyright © 2012. Published by Elsevier Ltd.

Motivational profiles in high school students: Differences in behavioural and emotional homework engagement and academic achievement.

PubMed

Regueiro, Bibiana; Núñez, José C; Valle, Antonio; Piñeiro, Isabel; Rodríguez, Susana; Rosário, Pedro

2016-12-12

This work examined whether combinations of academic and non-academic goals generated different motivational profiles in high school students. Besides, differences in homework behavioural engagement (i.e. amount of homework, time spent in homework, homework time management), homework emotional engagement (i.e. homework anxiety) and academic achievement were analysed. Participants were 714 high school students (43.4% boys and 56.6% girls). The study of potential motivational profiles was conducted by latent profile analysis, and the differences between the motivational profiles regarding homework variables and academic achievement were analysed using multivariate analysis. The results indicate the existence of five groups of motivational profiles: a group of students with multiple goals, a group of unmotivated students, two groups of students with a predominance of learning goals and, finally, a group comprising students with a high fear of failure. Both the group with multiple goals and the learning goals-oriented groups reported to do more homework, spending more time on homework, making better use of that time and having a higher academic achievement than counterparts. The avoidance-failure group and the group with multiple goals showed higher levels of homework anxiety. Globally, these results provide support for a person-centred approach. © 2016 International Union of Psychological Science.

The effect of homework choices on achievement and intrinsic motivation

NASA Astrophysics Data System (ADS)

Christensen, Emily Fast

The purpose of this research was to test an intervention of choices in homework on the achievement and intrinsic motivation of seventh-grade science students at a middle school. The intervention was based on concepts from the cognitive evaluation theory of Edward L. Deci and Richard M. Ryan (1985). The subjects were sixteen heterogeneous classes of seventh-grade students, who were divided among four teachers. Two randomly chosen classes from each teacher received choices in their homework and the remaining two classes of each teacher received similar homework assignments without choices. Two hypotheses were developed for this study: (1) Seventh-grade science students given choices in their homework would show an increase in intrinsic motivation as measured on a motivation orientation measure, compared to students not given choices in their homework, and (2) Seventh-grade science students given choices in their homework would show an increase in achievement on an achievement measure, compared to students not given choices in their homework. Having choices in homework did not increase intrinsic motivation or achievement. However, students who did their homework did significantly better on the posttest, and students who were more intrinsically motivated did significantly better on the posttest. Just doing the homework was important for achievement, and intrinsic motivation was linked to achievement.

How is that done? Student views on resources used outside the engineering classroom

NASA Astrophysics Data System (ADS)

Maclaren, Peter

2018-07-01

While the traditional lecture remains a key feature in the teaching of mathematically intensive disciplines at a tertiary level, what students do outside class, the resources they use, and how they use them are critical factors in their success. This study reports on a survey of students studying a range of engineering subjects, giving their views on the effectiveness of resources that they use outside the classroom. Resource types examined included textbooks, lecturer course notes, in-class developed notes, and other online material, including multimedia. While lecturer-generated material was generally seen as more effective than formal textbooks and social media, external screencasts were rated as most effective where material appropriate to their class was available. It is suggested that student use of screencast resources has the potential to facilitate improved learning outcomes, and with accompanying changes in assessment focus, may enable more substantive pedagogical changes.

The Effect of Randomized Homework Contingencies on College Students' Daily Homework and Unit Exam Performance

ERIC Educational Resources Information Center

Galyon, Charles E.; Voils, Kyle L.; Blondin, Carolyn A.; Williams, Robert L.

2015-01-01

Students in an introductory educational psychology course submitted answers to daily homework questions for which they received credit either for percentage of questions answered in every homework assignment or for the accuracy of their answers to 10% of randomly selected questions. Potential credit was the same under both homework contingencies,…

Homework in Physical Education? A Review of Physical Education Homework Literature

ERIC Educational Resources Information Center

Hill, Kory

2018-01-01

The use of homework in physical education has not historically been a topic of intense study. Relatively few studies have been devoted to the topic, particularly when compared to the use of homework in classroom settings. Nonetheless, some physical educators have suggested the assignment of homework as a way to meet important objectives and…

Improving Homework Completion of Students through Tutored Study Hall

ERIC Educational Resources Information Center

Dicken, Kori S.; Foreman, Carol D.; Jensen, Robin L.; Sherwood, Justin A.

2008-01-01

The purpose of this study was to examine the effects of a guided study hall on homework completion. Two groups of students were analyzed in their homework completion rates. Homework completion rates of the students that participated in Site A were reviewed in their five core subjects, while the homework completion rates of the students at Site B…

Homework and Homework Hotlines: Views of Junior High School Students, Teachers, and Parents.

ERIC Educational Resources Information Center

Singh, Balwant

1987-01-01

Many telephone and video homework hotlines have sprung up during the 1980s, partly due to the educational reform movement. This study, which examined junior high student and teacher attitudes toward homework and an experimental homework hotline in Iowa, provides empirical data for other interested school districts. Includes four tables. (MLH)

Classwork and homework in early adolescence: The ecology of achievement.

PubMed

Leone, C M; Richards, H

1989-12-01

Recent studies have questioned whether the nation's educational system is adequately preparing children to function productively in today's society. To examine this issue, the present study utilized the Experience Sampling Method to investigate the amount of time young adolescents spent doing classwork and homework, their inner subjective experience while doing so, and their companions while doing homework. The relationship between these variables and students' academic performance was also examined. Results revealed that students spent only 15.5 hours per week engaged in school work and only 6 hours per week doing homework, with increased homework time associated with better academic achievement. In addition, students were found to complete homework primarily alone or in classes, although doing homework with their parents was associated with better academic performance. Lastly, students' affect was found to be relatively neutral when doing classwork, but comparatively more negative while doing homework, particularly when doing homework alone. The implications of these findings for understanding the socializing influence of school are discussed.

Group cognitive behavioural therapy for depression outcomes predicted by willingness to engage in homework, compliance with homework, and cognitive restructuring skill acquisition.

PubMed

Neimeyer, Robert A; Kazantzis, Nikolaos; Kassler, Dina M; Baker, Kurt D; Fletcher, Richard

2008-01-01

There is a need to understand the mechanism through which homework contributes to clinically meaningful change in therapy. Theoretically meaningful factors such as willingness to complete therapeutic assignments and cognitive skill acquisition have not been carefully studied in prior research. Depressed outpatients (N = 46) received cognitive behavioural group therapy for a 10-week period and were assigned relevant homework activities. Patient self-report and independent ratings of homework compliance were obtained on a session-by-session basis. Using path analysis, the authors found evidence that willingness to complete homework assignments and mastery of skill in cognitive restructuring helped account for the relationship between homework compliance and reduced symptom severity (R2 = .40). However, paths were only significant when patient self-report of homework compliance was used in the model. The present study highlights the problems in assessing homework compliance and in assuming that independent assessment of compliance is more accurate than patient self-report.

Measuring homework compliance in cognitive-behavioral therapy for adolescent depression: review, preliminary findings, and implications for theory and practice.

PubMed

Gaynor, Scott T; Lawrence, P Scott; Nelson-Gray, Rosemery O

2006-09-01

Despite the importance placed on completion of extra-session homework in cognitive-behavioral therapy (CBT), a review of the available literature suggests there is much about the nature of homework compliance that remains to be empirically evaluated. This is especially true among youth receiving CBT. The present study begins to address how best to measure homework compliance and offers a fine-grained, single-case analysis of homework compliance during acute treatment with depressed adolescents. The results demonstrate that 56% of homework assignments were completed. Also observed was substantial within-subject temporal variability in homework compliance and a tendency for compliance to decrease during the course of treatment. These data call into question the adequacy of any static aggregate measure of homework compliance and have implications for both researchers and clinicians.

Notes on the 1978 summer study program on dynamo models of geomagnetism in geophysical fluid dynamics at the Woods Hole Oceanographic Institution. Technical report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Malkus, W.V.R.; Thayer, M.

1978-11-01

This volume contains the manuscripts of research lectures by the eleven fellows of the summer program. Five of the lectures overlap significantly with the central summer theme of geomagnetism. The other six lectures cover a broad range of current G.F.D. topics from collective instability to strange attractors. Several of these research efforts are quite polished and probably will appear in journals soon. The middle half represent reports of sound progress on studies of thesis calibre. A few of the lectures report on only the very first consequences of a novel idea.

Relationships between Executive Functioning and Homework Difficulties in Students with and without Autism Spectrum Disorder: An Analysis of Student- and Parent-Reports

ERIC Educational Resources Information Center

Endedijk, Hinke; Denessen, Eddie; Hendriks, Angelique W.

2011-01-01

Despite the fact that homework forms an important cornerstone of student development, many students fail to capitalize on the long-term benefits of doing homework. Several executive skills, including cognitive flexibility, monitoring and planning are suggested as prerequisites for the completion of homework. It follows that homework difficulties…

Improved Student Achievement Using Personalized Online Homework for a Course in Material and Energy Balances

ERIC Educational Resources Information Center

Liberatore, Matthew W.

2011-01-01

Personalized, online homework was used to supplement textbook homework, quizzes, and exams for one section of a course in material and energy balances. The objective of this study was to test the hypothesis that students using personalized, online homework earned better grades in the course. The online homework system asks the same questions of…

Investigating the Use of Mastery-Style Online Homework Exercises in Introductory Algebra-Based Mechanics in a Controlled Clinical Study

ERIC Educational Resources Information Center

Evans, William R.; Selen, Mats A.

2017-01-01

Homework in introductory physics represents an important part of a student's learning experience; therefore, choosing the manner in which homework is presented merits investigation. We performed three rounds of clinical trials comparing the effects of mastery-style homework vs. traditional-style homework with students in both algebra-based and…

Relationships of Attitudes toward Homework and Time Spent on Homework to Course Outcomes: The Case of Foreign Language Learning

ERIC Educational Resources Information Center

Chang, Charles B.; Wall, Daniel; Tare, Medha; Golonka, Ewa; Vatz, Karen

2014-01-01

In previous studies of homework in core academic subjects, positive student attitudes toward homework were linked to higher achievement, whereas time spent on homework showed an inconsistent relationship with achievement. This study examined the generalizability of these findings to foreign language learning by analyzing 2,342 adult students'…

The Effect of a Homework Grade Cap in an Introductory Finance Class

ERIC Educational Resources Information Center

Cannonier, Colin; Chen, Dennis; Smolira, Joe

2016-01-01

The authors used data collected from various sections of principles of finance classes at a private university to examine the effect of utilizing a homework grade cap policy. The results indicate that the homework grade cap policy increased the homework scores and that an increase in homework scores improved performance of the students on exams.…

Examining the Validity of the Homework Performance Questionnaire: Multi-Informant Assessment in Elementary and Middle School

ERIC Educational Resources Information Center

Power, Thomas J.; Watkins, Marley W.; Mautone, Jennifer A.; Walcott, Christy M.; Coutts, Michael J.; Sheridan, Susan M.

2015-01-01

Methods for measuring homework performance have been limited primarily to parent reports of homework deficits. The Homework Performance Questionnaire (HPQ) was developed to assess the homework functioning of students in Grades 1 to 8 from the perspective of both teachers and parents. The purpose of this study was to examine the factorial validity…

What Students Say about Homework--Views from a Secondary School Science Classroom in Trinidad and Tobago

ERIC Educational Resources Information Center

Maharaj-Sharma, Rawatee; Sharma, Amrit

2016-01-01

Students' experiences with homework started the moment they enter the schooling system, yet very little is known about how students view homework. In this work, science students' views of homework, and the factors or experiences that have influenced their views of homework are explored. The participants for this work were 34 secondary school…

Cognitive-behavioural therapy for heroin and cocaine use: Ecological momentary assessment of homework simplification and compliance.

PubMed

Willner-Reid, Jessica; Whitaker, Damiya; Epstein, David H; Phillips, Karran A; Pulaski, Amber R; Preston, Kenzie L; Willner, Paul

2016-09-01

The purpose of this study was to evaluate the effects of homework-task difficulty and electronic-diary reminders on written homework completion during cognitive-behavioural therapy (CBT) for addiction. Completion of homework is an important element in CBT that may affect outcome. All participants received all combinations of our two interventions in a factorial 2 × 2 counterbalanced Latin-square design. Methadone-maintained cocaine and heroin users were given homework between each of 12 weekly CBT sessions and carried electronic diaries that collected ecological momentary assessment (EMA) data on craving and exposure to drug-use triggers in four 3-week blocks assessing two levels of homework difficulty and prompted and unprompted homework. Neither simplified (picture-based) homework nor electronic reminders increased homework completion. In EMA reports, standard but not simplified homework seemed to buffer the craving that followed environmental exposure to drug cues. EMA recordings before and after the CBT intervention confirmed a decrease over time in craving for cocaine and heroin. These findings demonstrate the utility of EMA to assess treatment effects. However, the hypothesis that simplified homework would increase compliance was not supported. Our simplifications of homework assignments for cognitive-behavioural therapy were mostly ineffective, or even counterproductive, perhaps because they did not engage sufficient depth of processing or because they were perceived as too simplistic. Our reminder beeps for homework were mostly ineffective, or even counterproductive, suggesting that mobile electronic interventions for substance-use disorders may need to be more interactive. Published 2015. This article is a U.S. Government work and is in the public domain in the USA.

Lecture-Capture Software and the Teaching of Soils

NASA Astrophysics Data System (ADS)

Brevik, Eric C.

2014-05-01

Several companies now offer software that can record academic lectures and place them on password-protected course websites for future review by students. Using lecture-capture software offers several advantages for the instructor and the students, including: 1) The ability for students who miss class for legitimate reasons (e.g., participation in school-sanctioned extra-curricular activities, illness or family emergencies) to get lecture materials by logging into the class website. This provides these students with a more complete exposure to the material than simply copying a classmate's notes. 2) The instructor is able to direct students who miss class for legitimate reasons to the recorded lecture rather than needing to spend time going over the material with those students and that recap does not end up being rushed. 3) The ability to address course conflicts for graduating seniors by allowing them to take the lecture portion of the class via recorded lecture. 4) Students who desire more in-depth learning are able to go back to selected portions of previous lectures to review and reconsider a topic of discussion or to fill in vague sections of their notes. There are also potential disadvantages to the use of lecture-capture software, including: 1) decreased student attendance in class because they feel they can watch class later at a time of their own choosing, 2) additional time spent by the instructor dealing with the technology, and 3) problems with hardware or software during class time that prevents recording a given day's lecture. These problems can often be addressed or justified relatively easily. If problem 1 is of concern to an instructor it can be addressed by blocking online access to individual students who have a poor record of class attendance. In the case of problem 2, the extra time spent with the technology is often offset by a reduction in time answering questions from students who have missed class. Problem 3 does happen, but in the author's experience it is fairly rare, representing less than 5% of class sessions per semester. Student comments have been overwhelmingly favorable towards the use of captured lectures since the technology was first adopted in the author's classes in 2009.

Social and Psychological Factors in Innovation and Educational Planning. The Funadmentals of Educational Planning: Lecture-Discussion Series No. 50.

ERIC Educational Resources Information Center

Razik, T. A.

In a controlled experiment, the IIEP attempted to develop efficient teaching materials in the field of educational planning. Informal instructional materials were compiled from the tape recordings, transcriptions, and summary notes of seminars, lectures, and discussions conducted by the IIEP in its training and research programs. This…

The Tradition of Mentoring Part I: Mentoring the Researcher

ERIC Educational Resources Information Center

Cheatham, Wayman Wendell

2010-01-01

This text is a summary of reflection points and notes from Part I of a two-part lecture on the Tradition of Mentoring. In this lecture, basic historical concepts on the origins of mentoring were reviewed. Of particular importance were several reflections concerning how effective mentoring differs from other forms of leadership and training in the…

Promoting Homework Adherence in Cognitive-Behavioral Therapy for Adolescent Depression

PubMed Central

Jungbluth, Nathaniel J.; Shirk, Stephen R.

2012-01-01

Objective This study used prospective, observational methods to evaluate six features of therapist behavior as predictors of homework adherence in cognitive-behavioral therapy (CBT) for adolescent depression, with the goal of identifying therapist strategies with the potential to improve adolescent adherence. Therapist behaviors were expected to interact with initial levels of client resistance or adherence to predict subsequent homework completion. Method Participants were 50 referred adolescents (33 females, 54% ethnic minority) ages 14–18 (M=15.9) meeting diagnostic criteria for a depressive disorder, and without co-morbid psychotic disorder, bipolar disorder, autism spectrum disorder, intellectual disability, or concurrent treatments. Therapist homework-related behaviors were coded from audiotapes of Sessions 1 and 2 and used to predict adolescents’ homework adherence, coded from audiotapes of Sessions 2 and 3. Results Several therapist behaviors were predictive of subsequent homework adherence, particularly for initially resistant or non-adherent adolescents. Stronger homework rationale and greater time allocated to explaining homework in Session 1 predicted greater adherence at Session 2, particularly for initially resistant adolescents. Stronger rationale and eliciting reactions/troubleshooting obstacles in Session 2 predicted greater adherence at Session 3, particularly for adolescents who were less adherent to prior homework. Conclusions Strategies such as providing a strong rationale, allocating more time to assigning homework, and eliciting reactions/troubleshooting obstacles may be effective ways to bolster homework adherence among initially less engaged, depressed teens. PMID:23237021

Promoting homework adherence in cognitive-behavioral therapy for adolescent depression.

PubMed

Jungbluth, Nathaniel J; Shirk, Stephen R

2013-01-01

This study used prospective, observational methods to evaluate six features of therapist behavior as predictors of homework adherence in cognitive-behavioral therapy for adolescent depression, with the goal of identifying therapist strategies with the potential to improve adolescent adherence. Therapist behaviors were expected to interact with initial levels of client resistance or adherence to predict subsequent homework completion. Participants were 50 referred adolescents (33 female, 54% ethnic minority) ages 14 to 18 (M = 15.9) meeting diagnostic criteria for a depressive disorder, and without comorbid psychotic disorder, bipolar disorder, autism spectrum disorder, intellectual disability, or concurrent treatments. Therapist homework-related behaviors were coded from audiotapes of Sessions 1 and 2 and used to predict adolescents' homework adherence, coded from audiotapes of Sessions 2 and 3. Several therapist behaviors were predictive of subsequent homework adherence, particularly for initially resistant or nonadherent adolescents. Stronger homework rationale and greater time allocated to explaining homework in Session 1 predicted greater adherence at Session 2, particularly for initially resistant adolescents. Stronger rationale and eliciting reactions/troubleshooting obstacles in Session 2 predicted greater adherence at Session 3, particularly for adolescents who were less adherent to prior homework. Strategies such as providing a strong rationale, allocating more time to assigning homework, and eliciting reactions/troubleshooting obstacles may be effective ways to bolster homework adherence among initially less engaged, depressed teens.

Parents' conceptions of their homework involvement in elementary school.

PubMed

Cunha, Jennifer; Rosário, Pedro; Macedo, Lúcia; Nunes, Ana Rita; Fuentes, Sonia; Pinto, Ricardo; Suárez, Natalia

2015-01-01

Homework is a universal practice used in schools, and is commonly related to academic achievement. According to literature, parental homework involvement has positive and negative aspects, depending on parents’ behaviors. Assuming a phenomenographic perspective, this study examined 4th graders’ parents’ conceptions of their involvement in homework. With the purpose of mapping the parents’ various conceptions of homework involvement, 32 semi-structured interviews were conducted and analyzed. The results show that parents’ conceptions of homework involvement have a positive meaning, and focus primarily on the role played in the promotion of academic learning by (a) fostering their children’s autonomy, (b) exerting control over their learning, and (c) providing them with emotional encouragement (when children struggle with difficulties). Given that parents perceive their involvement in their children’s homework as important, it is necessary to promote parent-teacher collaboration and parent-training workshops to improve the quality of parental homework involvement.

Classical Electrodynamics: Problems with solutions; Problems with solutions

NASA Astrophysics Data System (ADS)

Likharev, Konstantin K.

2018-06-01

l Advanced Physics is a series comprising four parts: Classical Mechanics, Classical Electrodynamics, Quantum Mechanics and Statistical Mechanics. Each part consists of two volumes, Lecture notes and Problems with solutions, further supplemented by an additional collection of test problems and solutions available to qualifying university instructors. This volume, Classical Electrodynamics: Lecture notes is intended to be the basis for a two-semester graduate-level course on electricity and magnetism, including not only the interaction and dynamics charged point particles, but also properties of dielectric, conducting, and magnetic media. The course also covers special relativity, including its kinematics and particle-dynamics aspects, and electromagnetic radiation by relativistic particles.

Chameleon Effects in Homework Research: The Homework-Achievement Association Depends on the Measures Used and the Level of Analysis Chosen

ERIC Educational Resources Information Center

Trautwein, Ulrich; Schnyder, Inge; Niggli, Alois; Neumann, Marko; Ludtke, Oliver

2009-01-01

Using a data set specifically tailored to homework research, with a sample of 1275 students from 70 classes in Switzerland, the association between homework and achievement in French as a second language was tested at three levels (class level, between-student level, and within-student level). The strength and direction of the homework-achievement…

Towards Uncovering the Mysterious World of Math Homework

ERIC Educational Resources Information Center

Feng, Mingyu

2014-01-01

Homework has been a mysterious world to educators due to the fact that it is hard to collect data with regard to homework behaviors. Little is known about when a student works on homework, how long it takes him to complete the homework, how much time he spends on a problem and whether and where he has struggled, etc. Such information not only have…

Difference in Learning among Students Doing Pen-and-Paper Homework Compared to Web-Based Homework in an Introductory Statistics Course

ERIC Educational Resources Information Center

Jonsdottir, Anna Helga; Bjornsdottir, Audbjorg; Stefansson, Gunnar

2017-01-01

A repeated crossover experiment comparing learning among students handing in pen-and-paper homework (PPH) with students handing in web-based homework (WBH) has been conducted. The system used in the experiments, the tutor-web, has been used to deliver homework problems to thousands of students in mathematics and statistics over several years.…

A Survey of Homework Use, Experience of Barriers to Homework, and Attitudes about the Barriers to Homework among Couples and Family Therapists

ERIC Educational Resources Information Center

Dattilio, Frank M.; Kazantzis, Nikolaos; Shinkfield, Gregg; Carr, Amanda G.

2011-01-01

Homework is a therapeutic process that has strong theoretical and empirical basis, but existing research has focused on "compliance" rather than considering the broader and more clinically meaningful construct of "engagement." Absent in the literature is empirical study of the barriers to engagement or study of homework use among couple and family…

Just showing up is not enough: Homework adherence and outcome in cognitive-behavioral therapy for cocaine dependence

PubMed Central

Decker, Suzanne E.; Kiluk, Brian. D.; Frankforter, Tami; Babuscio, Theresa; Nich, Charla; Carroll, Kathleen M.

2017-01-01

Objective Homework in cognitive behavioral therapy (CBT) provides opportunities to practice skills. In prior studies, homework adherence was associated with improved outcome across a variety of disorders. Few studies have examined whether the relationship between homework adherence and outcome is maintained after treatment end or is independent of treatment attendance. Method This study combined data from four randomized clinical trials of CBT for cocaine dependence to examine relationships among homework adherence, participant variables, and cocaine use outcomes during treatment and at follow-up. The dataset included only participants who attended at least two CBT sessions to allow for assignment and return of homework (N = 158). Results Participants returned slightly less than half (41.1%) of assigned homework. Longitudinal random effects regression suggested a greater reduction in cocaine use during treatment and through 12 month follow-up for participants who completed half or more of assigned homework (3 way interaction F(2, 910.69) = 4.28, p = .01). In multiple linear regression, the percentage of homework adherence was associated with greater number of cocaine-negative urine toxicology screens during treatment, even when accounting for baseline cocaine use frequency and treatment attendance; at three-months follow-up, multiple logistic regression indicated homework adherence was associated with cocaine-negative urine toxicology screen, controlling for baseline cocaine use and treatment attendance. Conclusions These results extend findings from prior studies regarding the importance of homework adherence by demonstrating associations among homework and cocaine use outcomes during treatment and up to 12 months after, independent of treatment attendance and baseline cocaine use severity. PMID:27454780

Students' Achievement and Homework Assignment Strategies.

PubMed

Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Suárez-Álvarez, Javier; Muñiz, José

2017-01-01

The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents ( N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall.

Students' Achievement and Homework Assignment Strategies

PubMed Central

Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Suárez-Álvarez, Javier; Muñiz, José

2017-01-01

The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents (N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall. PMID:28326046

Homework Adherence and Cognitive Behaviour Treatment Outcome for Children and Adolescents with Anxiety Disorders.

PubMed

Arendt, Kristian; Thastum, Mikael; Hougaard, Esben

2016-03-01

Homework assignments are considered an essential component for a successful outcome of cognitive behavioural therapy for youths with anxiety disorders. However, only two studies have examined the association between homework adherence and outcome of cognitive behavioural therapy for youths with anxiety disorders. The study examined the association between homework adherence and treatment outcome following a generic group cognitive behaviour treatment program (Cool Kids) for anxiety disordered youths and their parents. The treatment program was completed by 98 children and adolescents (ages 7-16). Homework adherence was measured as time spent doing homework assignments between each session, reported by youths as well as parents. Outcome criteria consisted of youth-reported anxiety symptoms and clinician rated severity of primary anxiety diagnosis at posttreatment and 3-month follow-up. Results did not support an association between homework adherence and treatment outcome when controlling for pretreatment severity. The study found no convincing evidence that homework adherence predicted outcome of cognitive behavioural therapy for youths with anxiety disorders. Reasons for divergent findings on homework adherence in cognitive behavioural therapy for youths compared to adults are discussed.

Note-Taking Evaluation Using Network Illustrations Based on Term Co-Occurrence in a Blended Learning Environment

ERIC Educational Resources Information Center

Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

2016-01-01

Note contents taken by students during a blended learning course were evaluated, to improve the quality of university instruction. To conduct a quantitative comparison of the contents of all notes for effective instruction from lecturer to students to occur, the contents were mathematically compared and evaluated using two ways of summarizing the…

Investigating the use of mastery-style online homework exercises in introductory algebra-based mechanics in a controlled clinical study

NASA Astrophysics Data System (ADS)

Evans, William R.; Selen, Mats A.

2017-12-01

Homework in introductory physics represents an important part of a student's learning experience; therefore, choosing the manner in which homework is presented merits investigation. We performed three rounds of clinical trials comparing the effects of mastery-style homework vs traditional-style homework with students in both algebra-based and calculus-based introductory mechanics. Results indicate a benefit from mastery-style over traditional-style homework, principally for weaker students who are less familiar with the material being covered and on questions that are nearer transfer to the study materials.

Improving homework performance among children with ADHD: A randomized clinical trial.

PubMed

Merrill, Brittany M; Morrow, Anne S; Altszuler, Amy R; Macphee, Fiona L; Gnagy, Elizabeth M; Greiner, Andrew R; Coles, Erika K; Raiker, Joseph S; Coxe, Stefany; Pelham, William E

2017-02-01

Evidence indicates that children with Attention Deficit Hyperactivity Disorder (ADHD) experience acute and prolonged academic impairment and underachievement including marked difficulty with completing homework. This study is the first to examine the effects of behavioral, psychostimulant, and combined treatments on homework problems, which have been shown to predict academic performance longitudinally. Children with ADHD (ages 5-12, N = 75, 71% male, 83% Hispanic/Latino) and their families were randomly assigned to either behavioral treatment (homework-focused parent training and a daily report card; BPT + DRC) or a waitlist control group. Children also participated in a concurrent psychostimulant crossover trial conducted in a summer treatment program. Children's objective homework completion and accuracy were measured as well as parent-reported child homework behaviors and parenting skills. BPT + DRC had large effects on objective measures of homework completion and accuracy (Cohen's ds from 1.40 to 2.21, ps < .001). Other findings, including unimodal medication and incremental combined treatment benefits, were not significant. Behavioral treatment focused on homework problems results in clear benefits for children's homework completion and accuracy (the difference between passing and failing, on average), whereas long-acting stimulant medication resulted in limited and largely nonsignificant acute effects on homework performance. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Improving Homework Performance Among Children with ADHD: A Randomized Clinical Trial

PubMed Central

Merrill, Brittany M.; Morrow, Anne S.; Altszuler, Amy R.; Macphee, Fiona L.; Gnagy, Elizabeth M.; Greiner, Andrew R.; Coles, Erika K.; Raiker, Joseph S.; Coxe, Stefany; Pelham, William E.

2016-01-01

Objective Evidence indicates that children with Attention Deficit Hyperactivity Disorder (ADHD) experience acute and prolonged academic impairment and underachievement including marked difficulty with completing homework. This study is the first to examine the effects of behavioral, psychostimulant, and combined treatments on homework problems, which have been shown to predict academic performance longitudinally. Method Children with ADHD (ages 5-12, N = 75, 71% male, 83% Hispanic/Latino) and their families were randomly assigned to either behavioral treatment (homework-focused parent training and a daily report card; BPT+DRC) or a waitlist control group. Children also participated in a concurrent psychostimulant crossover trial conducted in a summer treatment program. Children's objective homework completion and accuracy were measured as well as parent-reported child homework behaviors and parenting skills. Results BPT+DRC had large effects on objective measures of homework completion and accuracy (Cohen's ds from 1.40, to 2.21, ps < .001). Other findings, including unimodal medication and incremental combined treatment benefits, were not significant. Conclusions Behavioral treatment focused on homework problems results in clear benefits for children's homework completion and accuracy (the difference between passing failing, on average) whereas long-acting stimulant medication resulted in limited and largely non-significant acute effects on homework performance. PMID:27618639

The use of popular movies during lectures to aid the teaching and learning of undergraduate pharmacology.

PubMed

Ventura, Sab; Onsman, Andrys

2009-07-01

The role of the lecturer has changed to one where they must engage and motivate students to learn the subject material. To investigate whether the use of short movie references to pharmacology during lectures could stimulate learning in undergraduate students. One- to two-min film clips from popular movies containing a reference to the subject being covered were incorporated into Powerpoint presentations and shown at different times during pharmacology lectures. At the end of the lecture series, a student survey was conducted to assess the impact of the movies on student motivation, engagement and learning. Three positive effects were noted. First, students related theory to (simulated) practice by recognising that what they had learnt was actually being used. Second, students were motivated to attend lectures to see what clip would be used. Third, the clips provided a sectioning break, which helped to maintain the engagement of students throughout the lecture as well as the organisation of the lecture by the lecturer. The use of short popular movie references was a novel way to motivate and maintain the interest of large classes of undergraduate students throughout lectures.

Averting the Homework Crisis.

ERIC Educational Resources Information Center

Glazer, Neil T.; Williams, Sharron

2001-01-01

Key ingredients for achieving academic success include being prepared, taking responsibility for one's learning, making an effort, and completing homework every day. At Shaker Heights (Ohio) Middle School, after-school programs (academic sessions, a homework center, a homework hotline, and a university tutorial program) help students complete…

Effects Of The Contingency For Homework Submission On Homework Submission And Quiz Performance In A College Course

PubMed Central

2005-01-01

Effects of the contingency for submission of homework assignments on the probability of assignment submission and on quiz grades were assessed in an undergraduate psychology course. Under an alternating treatments design, each student was assigned to a points condition for 5 of 10 quiz-related homework assignments corresponding to textbook chapters. Points were available for homework submission under this condition; points were not available under the no-points condition. The group-mean percentage of homework assignments submitted and quiz grades were higher for all chapters under the points condition than in the no-points condition. These findings, which were replicated in Experiment 2, demonstrate that homework submission was not maintained when the only consequences were instructor-provided feedback and expectation of improved quiz performance. PMID:15898476

Black Holes and Qubits

NASA Astrophysics Data System (ADS)

Borsten, L.; Duff, M. J.; Rubens, W.

These notes have been compiled to accompany a series of four lectures given at the Kinki University Quantum Computing Series Summer School on Decoherence, Entanglement and Entropy, August 2009 at the Oxford Kobe Institute (Kobe, Japan). Each of the four lectures focuses on a particular topic falling under the broad umbrella of the "black-hole/qubit correspondence". Lecture I introduces the first instance of the black-hole/qubit correspondence, the relationship between the entanglement of three qubits and the entropy of STU black holes. Lecture II develops this correspondence to the case of {N} = 8 black holes and the tripartite entanglement of seven qubits. Lecture III examines the use of Jordan algebras and the Freudenthal triple system, which capture the U-duality symmetries of these black hole systems, in entanglement classification. Lecture IV introduces the superqubit, a natural candidate to represent supersymmetric quantum information. These lectures draw on work done with D. Dahanayake, H. Ebrahim, S. Ferrara and A. Marrani whose efforts are most gratefully acknowledged.

Just showing up is not enough: Homework adherence and outcome in cognitive-behavioral therapy for cocaine dependence.

PubMed

Decker, Suzanne E; Kiluk, Brian D; Frankforter, Tami; Babuscio, Theresa; Nich, Charla; Carroll, Kathleen M

2016-10-01

Homework in cognitive-behavioral therapy (CBT) provides opportunities to practice skills. In prior studies, homework adherence was associated with improved outcome across a variety of disorders. Few studies have examined whether the relationship between homework adherence and outcome is maintained after treatment end or is independent of treatment attendance. This study combined data from 4 randomized clinical trials of CBT for cocaine dependence to examine relationships among homework adherence, participant variables, and cocaine use outcomes during treatment and at follow-up. The data set included only participants who attended at least 2 CBT sessions to allow for assignment and return of homework (N = 158). Participants returned slightly less than half (41.1%) of assigned homework. Longitudinal random effects regression suggested a greater reduction in cocaine use during treatment and through 12-month follow-up for participants who completed half or more of assigned homework (3-way interaction), F(2, 910.69) = 4.28, p = .01. In multiple linear regression, the percentage of homework adherence was associated with greater number of cocaine-negative urine toxicology screens during treatment, even when accounting for baseline cocaine use frequency and treatment attendance; at 3 months follow-up, multiple logistic regression indicated homework adherence was associated with cocaine-negative urine toxicology screen, controlling for baseline cocaine use and treatment attendance. These results extend findings from prior studies regarding the importance of homework adherence by demonstrating associations among homework and cocaine use outcomes during treatment and up to 12 months after, independent of treatment attendance and baseline cocaine use severity. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Case Study: Mini-Case Studies: Small Infusions of Active Learning for Large-Lecture Courses

ERIC Educational Resources Information Center

Carloye, Lisa

2017-01-01

In this article, the author introduces the usage of case studies to be an excellent method for engaging students through stories. The author notes she developed a series of mini-case studies that can be implemented, with a little advance preparation, within a 10- to 15-minute window during lecture. What makes them "mini" case studies?…

Mobile Phones in the Classroom: Examining the Effects of Texting, Twitter, and Message Content on Student Learning

ERIC Educational Resources Information Center

Kuznekoff, Jeffrey H.; Munz, Stevie; Titsworth, Scott

2015-01-01

This study examined mobile phone use in the classroom by using an experimental design to study how message content (related or unrelated to class lecture) and message creation (responding to or creating a message) impact student learning. Participants in eight experimental groups and a control group watched a video lecture, took notes, and…

The Impact of Laptop-Free Zones on Student Performance and Attitudes in Large Lectures

ERIC Educational Resources Information Center

Aguilar-Roca, Nancy M.; Williams, Adrienne E.; O'Dowd, Diane K.

2012-01-01

The goal of this study was to determine if laptop use in lecture negatively impacts learning outcomes of surrounding students taking notes on paper. Two sections of a large introductory biology course (greater than 400 students/section) were zoned into a laptop-permitted and a laptop-free area. Two sections in which laptop users could sit anywhere…

Making Homework Matter to Students

ERIC Educational Resources Information Center

Walk, Lee; Lassak, Marshall

2017-01-01

Two studies (Trautwein 2007 and Dettmers et al. 2010) show a positive correlation between high-quality homework and mathematics achievement. Students who completed their homework assignments scored better on assessments. However, these studies also showed no relationship between time spent on homework and resulting student achievement. This helped…

Parent-Aided Homework: A Working Model for School Personnel.

ERIC Educational Resources Information Center

Harris, James R.

1983-01-01

Describes Parent-Aided Homework, a behavior modification program designed to encourage parent involvement in their child's homework. The PAH plan stresses positive reinforcement for successfully completed homework assignments. Parents enforce the agreed-on time limits and provide extra learning experiences and rewards. (JAC)

Materials Organization, Planning, and Homework Completion in Middle School Students with ADHD: Impact on Academic Performance.

PubMed

Langberg, Joshua M; Epstein, Jeffery N; Girio, Erin L; Becker, Stephen P; Vaughn, Aaron J; Altaye, Mekibib

2011-06-01

This study evaluated the homework functioning of middle school students with ADHD to determine what aspects are most predictive of school grades and the best source (e.g., parents or teachers) for obtaining this information. Students with ADHD in grades 5-8 ( N = 57) and their parents and teachers completed the Children's Organization Skills Scales (COSS) to measure materials organization, planning, and time-management, and parents completed the Homework Problems Checklist (HPC) to examine homework completion and homework materials management behaviors. Regression analyses revealed that parent-rated homework materials management and teacher-rated memory and materials management were the best predictors of school grades. These findings suggest that organization of materials is a critical component of the homework completion process for students with ADHD and an important target for intervention. Teachers were the best source of information regarding materials organization and planning, whereas parents were a valuable source of information for specific homework materials management problems.

Materials Organization, Planning, and Homework Completion in Middle School Students with ADHD: Impact on Academic Performance

PubMed Central

Langberg, Joshua M.; Epstein, Jeffery N.; Girio, Erin L.; Becker, Stephen P.; Vaughn, Aaron J.; Altaye, Mekibib

2013-01-01

This study evaluated the homework functioning of middle school students with ADHD to determine what aspects are most predictive of school grades and the best source (e.g., parents or teachers) for obtaining this information. Students with ADHD in grades 5–8 (N = 57) and their parents and teachers completed the Children’s Organization Skills Scales (COSS) to measure materials organization, planning, and time-management, and parents completed the Homework Problems Checklist (HPC) to examine homework completion and homework materials management behaviors. Regression analyses revealed that parent-rated homework materials management and teacher-rated memory and materials management were the best predictors of school grades. These findings suggest that organization of materials is a critical component of the homework completion process for students with ADHD and an important target for intervention. Teachers were the best source of information regarding materials organization and planning, whereas parents were a valuable source of information for specific homework materials management problems. PMID:23577045

Mechanical Design of Spacecraft

NASA Technical Reports Server (NTRS)

1962-01-01

In the spring of 1962, engineers from the Engineering Mechanics Division of the Jet Propulsion Laboratory gave a series of lectures on spacecraft design at the Engineering Design seminars conducted at the California Institute of Technology. Several of these lectures were subsequently given at Stanford University as part of the Space Technology seminar series sponsored by the Department of Aeronautics and Astronautics. Presented here are notes taken from these lectures. The lectures were conceived with the intent of providing the audience with a glimpse of the activities of a few mechanical engineers who are involved in designing, building, and testing spacecraft. Engineering courses generally consist of heavily idealized problems in order to allow the more efficient teaching of mathematical technique. Students, therefore, receive a somewhat limited exposure to actual engineering problems, which are typified by more unknowns than equations. For this reason it was considered valuable to demonstrate some of the problems faced by spacecraft designers, the processes used to arrive at solutions, and the interactions between the engineer and the remainder of the organization in which he is constrained to operate. These lecture notes are not so much a compilation of sophisticated techniques of analysis as they are a collection of examples of spacecraft hardware and associated problems. They will be of interest not so much to the experienced spacecraft designer as to those who wonder what part the mechanical engineer plays in an effort such as the exploration of space.

A taxonomy for homework used by mental health case managers when working with individuals diagnosed with severe mental illness.

PubMed

Kelly, Peter J; Deane, Frank P; King, Robert; Kazantzis, Nikolaos; Crowe, Trevor P

2007-12-01

A survey was completed by 122 case managers describing the types of homework assignments commonly used with individuals diagnosed with severe mental illness (SMI). Homework types were categorized using a 12-item homework description taxonomy and in relation to the 22 domains of the Camberwell Assessment of Need (CAN). Case managers predominately reported using behaviourally based homework tasks such as scheduling activities and the development of personal hygiene skills. Homework focused on CAN areas of need in relation to Company, Psychological Distress, Psychotic Symptoms and Daytime Activities. The applications of the taxonomy for both researchers and case managers are discussed.

Homework schedule: an important factor associated with shorter sleep duration among Chinese school-aged children.

PubMed

Li, Shenghui; Yang, Qian; Chen, Zhe; Jin, Xingming; Jiang, Fan; Shen, Xiaoming

2014-09-03

This study was designed to examine the hypothesis that homework schedule has adverse impacts on Chinese children's sleep-wake habits and sleep duration. A random sample of 19,299 children aged 5.08 to 11.99 years old participated in a large, cross-sectional survey. A parent-administered questionnaire was completed to quantify children's homework schedule and sleep behaviors. Generally, it was demonstrated that more homework schedule was significantly associated with later bedtime, later wake time, and shorter sleep duration. Among all sleep variables, bedtime and sleep duration during weekdays appeared to be most affected by homework schedule, especially homework schedule during weekdays.

Homework Involvement and Academic Achievement of Native and Immigrant Students

PubMed Central

Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L.; Piñeiro, Isabel; Díaz, Sara M.; Valle, Antonio

2016-01-01

Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students’ relationship between homework involvement and Math achievement. The sample included 1328 students, 10–16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren’t found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students. PMID:27757097

Homework Involvement and Academic Achievement of Native and Immigrant Students.

PubMed

Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L; Piñeiro, Isabel; Díaz, Sara M; Valle, Antonio

2016-01-01

Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students' relationship between homework involvement and Math achievement. The sample included 1328 students, 10-16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren't found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students.

Measuring Homework Completion in Behavioral Activation

ERIC Educational Resources Information Center

Busch, Andrew M.; Uebelacker, Lisa A.; Kalibatseva, Zornitsa; Miller, Ivan W.

2010-01-01

The aim of this study was to develop and validate an observer-based coding system for the characterization and completion of homework assignments during Behavioral Activation (BA). Existing measures of homework completion are generally unsophisticated, and there is no current measure of homework completion designed to capture the particularities…

Conceptualizing "Homework" in Flipped Mathematics Classes

ERIC Educational Resources Information Center

de Araujo, Zandra; Otten, Samuel; Birisci, Salih

2017-01-01

Flipped instruction is becoming more common in the United States, particularly in mathematics classes. One of the defining characteristics of this increasingly popular instructional format is the homework teachers assign. In contrast to traditional mathematics classes in which homework consists of problem sets, homework in flipped classes often…

Primary Teachers Opinion about Homework

ERIC Educational Resources Information Center

Matei, Stefania; Ciasca, Liliana

2015-01-01

Homework assignments trigger various perceptions and attitudes in students, parents or teachers: some overestimate them, others reject them, some do it with pleasure and to others they cause tears. Literature indicates both benefits and disadvantages of homework. In Romania, at primary level, homework is a systematic practice. The explanation is…

Modeling Students' Interest in Mathematics Homework

ERIC Educational Resources Information Center

Xu, Jianzhong; Yuan, Ruiping; Xu, Brian; Xu, Melinda

2016-01-01

The authors examine the factors influencing mathematics homework interest for Chinese students and compare the findings with a recent study involving U.S. students. The findings from multilevel analyses revealed that some predictors for homework interest functioned similarly (e.g., affective attitude toward homework, learning-oriented reasons,…

Como Ayudarle a su Hijo con la Tarea Escolar: Una guia para padres de alumnos de escuela primaria y secundaria (Helping Your Child with Homework: For Parents of Elementary and Junior High School-Aged Children).

ERIC Educational Resources Information Center

Paulu, Nancy, Ed.; Perkinson, Kathryn, Ed.

This Spanish-language booklet is designed to provide parents of elementary and junior high school students with an understanding of the purpose and nature of homework along with suggestions for helping their children complete homework assignments successfully. Following a discussion of why teachers assign homework, how homework can help children…

Students' Note-Taking Challenges in the Twenty-First Century: Considerations for Teachers and Academic Staff Developers

ERIC Educational Resources Information Center

van der Meer, Jacques

2012-01-01

Note-taking in lectures is often taken to be the distinguishing characteristic of learning at university. It is typically assumed that this is a commonsensical skill that students either have or will learn through trial and error. The data from a research project in one New Zealand university suggest that taking good notes is not a skill that…

The "Hefferline Notes": B. F. Skinner's First Public Exposition of His Analysis of Verbal Behavior

ERIC Educational Resources Information Center

Knapp, Terry J.

2009-01-01

B. F. Skinner's first public exposition of his analysis of verbal behavior was the "Hefferline Notes" (1947a), a written summary of a course Skinner taught at Columbia University during the summer of 1947 just prior to his presentation of the William James Lectures at Harvard University in the fall. The Notes are significant because they display…

Homework particularities for small school children.

PubMed

Beiusanu, Corina; Vlaicu, Brigitha

2013-01-01

The present study was centered on the particularities of the duration of preparing homework, taking breaks during homework preparation, and the way the breaks should take place for small school children. The study has been done on a sample of 235 small school children from Oradea, 114 boys and 121 girls, between the ages 7 and 10 years old, using an anonymous questioner, with 41 items, which investigates the lifestyle of the small school children. The duration of homework preparation it is significantly more reduced for the school children in 1st grade in comparison with the ones in 3 grade (p < 0.001); for school children in 2nd grade compared to the ones in 3rd (p < 0.001) and for school children in 3rd grade compared to the ones in 4th grade. A percentage of 93% of children prepare their homework after lunch. Half of the children from grades I-IV prepare their homework with no break. A very small number of children spend their homework break time in a healthy manner, while the rest prefer to play computer games (46.95%) or to watch television (46.08%). More than half of the schoolchildren need 1-2 hours at home to prepare their homework. Most of the school children prepare their homework after lunch, in an optimal interval of time. Half of the questioned children prepare their homework with no break. Those who are taking breaks prefer activities which get the children even more tired, therefore being non-hygienic methods of spending homework breaks.

The Role of Homework in Cognitive-Behavioral Therapy for Cocaine Dependence

ERIC Educational Resources Information Center

Gonzalez, Vivian M.; Schmitz, Joy M.; DeLaune, Katherine A.

2006-01-01

This study examines the effect of homework compliance on treatment outcome in 123 participants receiving cognitive-behavioral therapy (CBT) for cocaine dependence. Regression analyses revealed a significant relationship between homework compliance and cocaine use that was moderated by readiness to change. Homework compliance predicted less cocaine…

Motivating Students to Do Homework

ERIC Educational Resources Information Center

Kontur, Frederick J.; Terry, Nathan B.

2014-01-01

How do you motivate students to do their homework? Some instructors make students' homework scores a significant percentage of the final course grade. In that case, how much course credit is required? Some instructors do not grade homework at all, instead relying on students' intrinsic motivation to learn the course material. Will this actually…

The Power Hour of Homework Survey.

ERIC Educational Resources Information Center

1991

This booklet describes the Power Hour of Homework program for elementary school through secondary school students, including tips on implementing the program at home (i.e., checking homework, talking to the teacher, determining the correct amount of homework time for individual students) and survey responses to questions from parents and students.…

Homework Practices of English and Non-English-Speaking Parents

ERIC Educational Resources Information Center

Thelamour, Barbara; Jacobs, D'Andrea L.

2014-01-01

This study compared the homework practices of English-speaking and non-English-speaking parents. Using a national data set of 7,992 students across ages and ethnicities, the frequency and type of homework practices were investigated. Statistical analysis revealed significant (though small) differences between the overall homework practices between…

Examining Associations among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study

ERIC Educational Resources Information Center

Little, Callie W.; Hart, Sara A.; Schatschneider, Christopher; Taylor, Jeanette

2016-01-01

Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence…

The Role of Parental Attitudes in Children's Motivation toward Homework Assignments

ERIC Educational Resources Information Center

Madjar, Nir; Shklar, Nitzan; Moshe, Limor

2016-01-01

Completing homework assignments is part of students' daily routine. Because this task is embedded within the home environment, parents play an important role in homework-related attitudes and behaviors. Recent findings have demonstrated that effort and cognitive engagement while doing homework are better proximal predictors of positive outcomes…

Developing Self-Regulation Skills: The Important Role of Homework

ERIC Educational Resources Information Center

Ramdass, Darshanand; Zimmerman, Barry J.

2011-01-01

The article evaluates the relationship between homework and self-regulation from the elementary grades to college. It reveals that quality measures of homework such as managing distractions, self-efficacy and perceived responsibility for learning, setting goals, self-refection, managing time, and setting a place for homework completion are more…

Self-Regulation of Mathematics Homework Behavior: An Empirical Investigation

ERIC Educational Resources Information Center

Xu, Jianzhong; Du, Jianxia; Fan, Xitao

2017-01-01

The authors examined self-regulation of mathematics homework behavior (i.e., mathematics homework management). The participants consisted of 796 eighth-grade students (46 classes) in China. Multilevel results showed that mathematics homework management was positively associated with value belief at the class and individual level. At the individual…

An Examination of Latino Students' Homework Routines

ERIC Educational Resources Information Center

Martinez, Sylvia

2011-01-01

Homework appears to be positively associated with better student outcomes. Although some researchers have explored the connection between time spent on homework and minority student achievement, few have examined the homework routines of Latino youth. Interviews with Latino high school students show that they have some difficulty completing daily…

Homework Variety: A Way To Educational Excellence.

ERIC Educational Resources Information Center

Foyle, Harvey C.

Variety in homework is one way to achieve educational excellence in social studies. The twin social studies goals of teaching basic knowledge and teaching reasoning/critical thinking skills are accomplished by providing variety. In accordance with Lee and Pratt's homework taxonomy, homework can be placed under one of the following: preparation,…

Family Help and Homework Management Reported by Middle School Students.

ERIC Educational Resources Information Center

Xu, Jianzhong; Corno, Lyn

2003-01-01

This study drew on survey data from 121 urban middle school students to define features of homework management. Findings indicated that arranging the environment and controlling emotions related systematically to family help with homework. Homework management indices were unrelated to standardized achievement test scores. Findings generated…

Use of World Wide Web server and browser software to support a first-year medical physiology course.

PubMed

Davis, M J; Wythe, J; Rozum, J S; Gore, R W

1997-06-01

We describe the use of a World Wide Web (Web) server to support a team-taught physiology course for first-year medical students. Our objectives were to reduce the number of formal lecture hours and enhance student enthusiasm by using more multimedia materials and creating opportunities for interactive learning. On-line course materials, consisting of administrative documents, lecture notes, animations, digital movies, practice tests, and grade reports, were placed on a departmental computer with an Internet connection. Students used Web browsers to access on-line materials from a variety of computing platforms on campus, at home, and at remote sites. To assess use of the materials and their effectiveness, we analyzed 1) log files from the server, and 2) the results of a written course evaluation completed by all students. Lecture notes and practice tests were the most-used documents. The students' evaluations indicated that computer use in class made the lecture material more interesting, while the on-line documents helped reinforce lecture materials and the textbook. We conclude that the effectiveness of on-line materials depends on several different factors, including 1) the number of instructors that provide materials; 2) the quantity of other materials handed out; 3) the degree to which computer use is demonstrated in class and integrated into lectures; and 4) the ease with which students can access the materials. Finally, we propose that additional implementation of Internet-based resources beyond what we have described would further enhance a physiology course for first-year medical students.

Essentially Non-Oscillatory and Weighted Essentially Non-Oscillatory Schemes for Hyperbolic Conservation Laws

NASA Technical Reports Server (NTRS)

Shu, Chi-Wang

1997-01-01

In these lecture notes we describe the construction, analysis, and application of ENO (Essentially Non-Oscillatory) and WENO (Weighted Essentially Non-Oscillatory) schemes for hyperbolic conservation laws and related Hamilton- Jacobi equations. ENO and WENO schemes are high order accurate finite difference schemes designed for problems with piecewise smooth solutions containing discontinuities. The key idea lies at the approximation level, where a nonlinear adaptive procedure is used to automatically choose the locally smoothest stencil, hence avoiding crossing discontinuities in the interpolation procedure as much as possible. ENO and WENO schemes have been quite successful in applications, especially for problems containing both shocks and complicated smooth solution structures, such as compressible turbulence simulations and aeroacoustics. These lecture notes are basically self-contained. It is our hope that with these notes and with the help of the quoted references, the reader can understand the algorithms and code them up for applications.

On a question of Brown, Douglas, and Fillmore

NASA Astrophysics Data System (ADS)

Kim, Jaewoong; Lee, Woo Young

2007-12-01

In this note we answer an old question of Brown, Douglas, and Fillmore [L. Brown, R.G. Douglas, P. Fillmore, Unitary equivalence modulo the compact operators and extensions of C*-algebras, in: Proc. Conf. Operator Theory, in: Lecture Notes in Math., vol. 345, Springer, Berlin, 1973, pp. 58-128].

East side elevation of Building 455, note the area of ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

East side elevation of Building 455, note the area of raised monitor roof that corresponds to the former motion picture and lecture hall (present gymnasium), view facing west - U.S. Marine Corps Base Hawaii, Kaneohe Bay, Gunnery School, Bingham Way between Minteer Street & Lawrence Road, Kaneohe, Honolulu County, HI

An elective course in personal finance for health care professionals.

PubMed

Chui, Michelle A

2009-02-19

To create, implement, and assess an elective course on the principles and applications of personal finance. A 1.5 unit (15 hours total) elective course was designed using active-learning pedagogy, lecture, and group discussion. Homework assignments were designed to provide practical tools and materials that students could individualize and apply to their personal financial goals. Student satisfaction, using a standard course evaluation form, revealed consistent high ratings. Student enrollment increased from 19 students in its initial year to 90 students in its fourth year. Student knowledge, assessed using the Jump$tart Financial Literacy Survey, indicated significant knowledge acquisition. Many pharmacy students are ill equipped to effectively handle the complex financial decisions they face after graduation. This course provides students with practical tools to identify appropriate ways to achieve their financial goals and critically evaluate financial advice and advisors.

Understanding Stellar Evolution

NASA Astrophysics Data System (ADS)

Lamers, Henny J. G. L. M.; Levesque, Emily M.

2017-12-01

'Understanding Stellar Evolution' is based on a series of graduate-level courses taught at the University of Washington since 2004, and is written for physics and astronomy students and for anyone with a physics background who is interested in stars. It describes the structure and evolution of stars, with emphasis on the basic physical principles and the interplay between the different processes inside stars such as nuclear reactions, energy transport, chemical mixing, pulsation, mass loss, and rotation. Based on these principles, the evolution of low- and high-mass stars is explained from their formation to their death. In addition to homework exercises for each chapter, the text contains a large number of questions that are meant to stimulate the understanding of the physical principles. An extensive set of accompanying lecture slides is available for teachers in both Keynote® and PowerPoint® formats.

Motivating Students to Do Homework

NASA Astrophysics Data System (ADS)

Kontur, Frederick J.; Terry, Nathan B.

2014-05-01

How do you motivate students to do their homework? Some instructors make students' homework scores a significant percentage of the final course grade. In that case, how much course credit is required? Some instructors do not grade homework at all, instead relying on students' intrinsic motivation to learn the course material. Will this actually work? Some instructors might motivate students by having quiz and/or exam problems closely match the assigned homework problems. In this article, we report on the effectiveness of grade incentives, homework-based quiz problems, and intrinsic motivation for 16 semesters of introductory mechanics and introductory electricity and magnetism (E&M) courses at the United States Air Force Academy (USAFA) between fall 2008 and spring 2012.

Measuring homework completion in behavioral activation.

PubMed

Busch, Andrew M; Uebelacker, Lisa A; Kalibatseva, Zornitsa; Miller, Ivan W

2010-07-01

The aim of this study was to develop and validate an observer-based coding system for the characterization and completion of homework assignments during Behavioral Activation (BA). Existing measures of homework completion are generally unsophisticated, and there is no current measure of homework completion designed to capture the particularities of BA. The tested scale sought to capture the type of assignment, realm of functioning targeted, extent of completion, and assignment difficulty. Homework assignments were drawn from 12 (mean age = 48, 83% female) clients in two trials of a 10-session BA manual targeting treatment-resistant depression in primary care. The two coders demonstrated acceptable or better reliability on most codes, and unreliable codes were dropped from the proposed scale. In addition, correlations between homework completion and outcome were strong, providing some support for construct validity. Ultimately, this line of research aims to develop a user-friendly, reliable measure of BA homework completion that can be completed by a therapist during session.

Do therapeutic homework assignments address areas of need for individuals with severe mental illness?

PubMed

Kelly, Peter J; Deane, Frank P

2011-04-01

The current study explores the types of homework assignments used in a recovery orientated case management approach. It also examines the relationship between the types of homework used and the clients' area of need as rated on the CANSAS. There were 129 client and mental health case manager dyads that participated in the study. Written copies of all homework assignments administered during the 12-month research period were collected (N = 1,054). The homework assignments were categorised according to the 'type' and the 'need domain addressed by the task'. The majority of these tasks were behavioural in nature. On a group level homework tended to broadly address areas of need for clients in the study. Only 2 of the 1,054 homework assignments administered directly addressed areas of Intimate Relationships or Sexual Expression. The importance of addressing Intimate Relationship and Sexual Expression within mental health case management is discussed.

Implementation of phased-array homework: Assessment and focused understanding

NASA Astrophysics Data System (ADS)

Godshall, Stacy H.

2012-02-01

Students demonstrate different levels of understanding of material which often coincide with how diligent the students are with their daily preparation for class. Having students attempt homework problems prior to class enables them to be better prepared to ask specific questions about concepts and to perform on exams, as well as to develop as self learners. This paper will introduce "phased-array homework" that is a flexible system of assigning homework. In addition, this paper discusses resources for students that provide a scaffold for completing this type of homework. As the name of the homework system implies, phased-array homework (PAH) allows an instructor to shape and steer student understanding in much the same way that a phased-array antenna allows for the shaping and steering of a transmitted electromagnetic signal to yield its subsequent effective radiation pattern. Implementation method and results will be presented as well as student perspective on the system.

Students' Emotions during Homework: Structures, Self-Concept Antecedents, and Achievement Outcomes

ERIC Educational Resources Information Center

Goetz, Thomas; Nett, Ulrike E.; Martiny, Sarah E.; Hall, Nathan C.; Pekrun, Reinhard; Dettmers, Swantje; Trautwein, Ulrich

2012-01-01

In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately…

Dilemma: How Do You Get Students To Complete Their Homework?

ERIC Educational Resources Information Center

NEA Today, 2001

2001-01-01

Presents tips from teachers on how to encourage students to do their homework in a thorough and timely manner. Tips include: pizza lunches for students who turn in all their homework; extra time outside for students who complete their homework and maintain appropriate behavior; and an accountability checklist that students must sign regarding…

What Is Homework For? Hong Kong Primary School Teachers' Homework Conceptions

ERIC Educational Resources Information Center

Tam, Vicky C.; Chan, Raymond M. C.

2016-01-01

It is generally agreed that student homework has the potential to extend learning beyond the classroom. Teachers play a crucial role in the design and implementation of these assignments. Their beliefs and perceptions are important factors in determining the type and load of homework. This mixed methods study focuses on teachers' homework…

From the Secondary Section: Questioning Homework

ERIC Educational Resources Information Center

Haas, Kay Parks

2008-01-01

The issue of homework has been a hot topic, with many educators professing strong views about the practices that should be adopted. Alfie Kohn claims that the practice of assigning homework has negligible effects on student achievement and, because students dread it, homework can actually lead to a lack of interest in learning. Yet, the research…

Rethinking Homework

ERIC Educational Resources Information Center

Kohn, Alfie

2007-01-01

The default policy in almost all schools is to assign homework on a regular basis. Alfie Kohn argues that this would make sense only if the homework is beneficial--which it usually is not. He proposes that we re-evaluate the quantity and quality of such assignments and help teachers to rethink the tendency to give homework even when it seems…

Homework in Secondary Classrooms: Making It Relevant and Respectful

ERIC Educational Resources Information Center

Fisher, Douglas; Lapp, Diane; Frey, Nancy

2011-01-01

In this article, the authors focus on homework as an adjunct for learning in secondary school classrooms. Four types of students are profiled, with detail on how the students respond to homework assignments when they do not understand the content. The authors then review three changes in homework practices that can engage students, including…

The Effects of Clickers and Online Homework on Students' Achievement in General Chemistry

ERIC Educational Resources Information Center

Gebru, Misganaw T.

2012-01-01

Retention of an introductory general chemistry course material is vital for student success in future chemistry and chemistry-related courses. This study investigated the effects of clickers versus online homework on students' long-term content retention, examined the effectiveness of online homework versus no graded homework on…

Promising Homework Practices: Teachers' Perspectives on Making Homework Work for Newcomer Immigrant Students

ERIC Educational Resources Information Center

Bang, Hee Jin

2012-01-01

This study examines the homework practices of eight teachers working in a high school designed to serve newcomer immigrant students. Individual structured interviews were conducted in which teachers working in an innovative setting explained their purposes of assigning homework, their beliefs about factors affecting their students' homework…

29 CFR 530.4 - Terms and conditions for the issuance of individual homeworker certificates.

Code of Federal Regulations, 2011 CFR

2011-07-01

... the applicant employer authorizing the employment of a particular worker in industrial homework in a... home; and (2)(i) Was engaged in industrial homework in the particular industry for which the... shall not be applied; or (ii) Is engaged in industrial homework under the supervision of a State...

Homework and Mathematics Achievement in Hong Kong: Evidence from the TIMSS 2003

ERIC Educational Resources Information Center

Zhu, Yan; Leung, Frederick Koon Shing

2012-01-01

Though it is generally believed that doing homework promotes better learning, no consensus has been achieved concerning its importance and relevance to students' achievement. The historical up-and-down status of public attitudes toward homework indicates that understanding about the role of homework in students' learning is far from comprehensive…

29 CFR 530.4 - Terms and conditions for the issuance of individual homeworker certificates.

Code of Federal Regulations, 2012 CFR

2012-07-01

... the applicant employer authorizing the employment of a particular worker in industrial homework in a... home; and (2)(i) Was engaged in industrial homework in the particular industry for which the... shall not be applied; or (ii) Is engaged in industrial homework under the supervision of a State...

29 CFR 530.4 - Terms and conditions for the issuance of individual homeworker certificates.

Code of Federal Regulations, 2013 CFR

2013-07-01

... the applicant employer authorizing the employment of a particular worker in industrial homework in a... home; and (2)(i) Was engaged in industrial homework in the particular industry for which the... shall not be applied; or (ii) Is engaged in industrial homework under the supervision of a State...

In Search of the Epiphany of Homework Assignments: A Model of Evaluating Local Schools' Homework Practices

ERIC Educational Resources Information Center

Saam, Julie; Jeong, Taekhil

2013-01-01

Some parents and students perceived demanding homework assignments as a frequent source of grievance, particularly for those high performing students who want spare time for independent study and cultivation of talents through extracurricular activities. Teachers tended to perceive homework assignments as a meaningful extension of instruction time…

Towards a Theory of Mathematics Homework as a Social Practice

ERIC Educational Resources Information Center

Landers, Mara G.

2013-01-01

This article presents a theoretical conceptualization of mathematics homework as a social practice. Rather than considering homework as a task or an artifact, this approach frames homework in terms of the social contexts in which students participate and how students participate in those contexts. This perspective has long been suggested by…

29 CFR 530.4 - Terms and conditions for the issuance of individual homeworker certificates.

Code of Federal Regulations, 2014 CFR

2014-07-01

... the applicant employer authorizing the employment of a particular worker in industrial homework in a... home; and (2)(i) Was engaged in industrial homework in the particular industry for which the... shall not be applied; or (ii) Is engaged in industrial homework under the supervision of a State...

English Homework: What Makes Sense?

ERIC Educational Resources Information Center

Büchel, Laura Loder

2016-01-01

The purpose of this article is to persuade English as a foreign language (EFL) teachers and teacher trainers that homework is indeed beneficial by presenting multiple examples of high-quality homework assignments, as Dettmers et al. (2010) found in mathematics. The argument here is that it is not the time spent on homework that matters in early…

Meaningful and Maladaptive Homework Practices: The Role of Self-Efficacy and Self-Regulation

ERIC Educational Resources Information Center

Bembenutty, Hefer

2011-01-01

This article examines the role of self-regulation of learning on assigned homework. The findings reveal positive relationships between homework activities and self-efficacy, responsibility for learning, and delay of gratification. This review shows a positive relationship between homework and a range of self-regulation skills that facilitates…

Parent Involvement in Homework: A Research Synthesis

ERIC Educational Resources Information Center

Patall, Erika A.; Cooper, Harris; Robinson, Jorgianne Civey

2008-01-01

New emphasis is being placed on the importance of parent involvement in children's education. In a synthesis of research on the effects of parent involvement in homework, a meta-analysis of 14 studies that manipulated parent training for homework involvement reveals that training parents to be involved in their child's homework results in (a)…

LECTURES ON DECISION THEORY,

DTIC Science & Technology

These lecture notes deal with the mathematical theory of decision - making , i.e., wihematical models of situations in which there is a set of...individual and group decision - making as a quantitative science, in contrast with a field such as physics, suggests that mathematical theorizing on...phenomena of decision - making is very much an exploratory enterprise and that ex isting models have limited generality and appli cability. The purpose is to

Robotics, a Kennedy Educate to Innovate (KETI) PowerPoint Presentation

NASA Technical Reports Server (NTRS)

Davila, Dina

2010-01-01

This presentation is a series of lecture notes for a lecture on Robotics. It describes the concept of robots and differentiates between robotic devices and "true robots". It also reviews the reasons for why we use robots, generally, and specificaly.why NASA uses robots. It also explains what an end effector is and explores some of the careers available in the field of robotics.

An Examination of the Associations between ADHD, Homework Behavior and Reading Comprehension

PubMed Central

Little, Callie W.; Hart, Sara A.; Schatschneider, Christopher; Taylor, Jeanette

2015-01-01

Previous literature has indicated an important association between reading comprehension and both ADHD and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework behavior and reading comprehension. Participants for this study included 691 twin pairs (351 monozygotic, 340 same-sex dizygotic) from the Florida Twin Project on Behavior and Environment (FTP-BE) and 2647 twin pairs (865 monozygotic, 1782 dizygotic) from the larger Florida Twin Project on Reading (FTP-R) in grades 3 through 7. Three separate models, each representing a different definition of ADHD (full ADHD, Inattention only, and Hyperactivity/Impulsivity only), showed similar patterns of results, therefore, results of the full ADHD model are discussed. Overlapping genetic influences were found between ADHD, homework behavior and reading comprehension, but no shared environmental influences among all three. However, shared environmental influences overlapped between homework behavior and reading comprehension. Although the sources of this environmental overlap are unknown, these results have implications for improving homework practices and their subsequent influence on literacy skills through homework environments. PMID:25349092

Does d-cycloserine facilitate the effects of homework compliance on social anxiety symptom reduction?

PubMed

Roque, Andres D; Rosenfield, David; Smits, Jasper A J; Simon, Naomi; Otto, Michael W; Marques, Luana; Pollack, Mark H; Hofmann, Stefan G; Meuret, Alicia E

2018-01-01

Prior studies examining the effect of d-cycloserine (DCS) on homework compliance and outcome in cognitive-behavior therapy (CBT) have yielded mixed results. The aim of this study was to investigate whether DCS facilitates the effects of homework compliance on symptom reduction in a large-scale study for social anxiety disorder (SAD). 169 participants with generalized SAD received DCS or pill placebo during 12-session exposure-based group CBT. Improvements in social anxiety were assessed by independent raters at each session using the Liebowitz social anxiety scale (LSAS). Controlling for LSAS at the previous session, and irrespective of treatment condition, greater homework compliance in the week prior related to lower LSAS at the next session. However, DCS did not moderate the effect of homework compliance and LSAS, LSAS on homework compliance, or the overall augmenting effect of DCS on homework compliance. Furthermore, LSAS levels were not predictive of homework compliance in the following week. The findings support the general benefits of homework compliance on outcome, but not a DCS-augmenting effect. The comparably small number of DCS-enhanced sessions in this study could be one reason for the failure to find a facilitating effect of DCS. Copyright © 2017. Published by Elsevier Ltd.

Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study.

PubMed

Little, Callie W; Hart, Sara A; Schatschneider, Christopher; Taylor, Jeanette

2016-07-01

Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework behavior and reading comprehension. Participants for this study included 691 twin pairs (351 monozygotic, 340 same-sex dizygotic) from the Florida Twin Project on Behavior and Environment (FTP-BE) and 2647 twin pairs (865 monozygotic, 1782 dizygotic) from the larger Florida Twin Project on Reading (FTP-R) in Grades 3 through 7. Three separate models, each representing a different definition of ADHD (full ADHD, inattention only, and hyperactivity/impulsivity only), showed similar patterns of results; therefore, results of the full ADHD model are discussed. Overlapping genetic influences were found between ADHD, homework behavior, and reading comprehension, but no shared environmental influences among all three. However, shared environmental influences overlapped between homework behavior and reading comprehension. Although the sources of this environmental overlap are unknown, these results have implications for improving homework practices and their subsequent influence on literacy skills through homework environments. © Hammill Institute on Disabilities 2014.

Online to offline teaching model in optics education: resource sharing course and flipped class

NASA Astrophysics Data System (ADS)

Li, Xiaotong; Cen, Zhaofeng; Liu, Xiangdong; Zheng, Zhenrong

2016-09-01

Since the platform "Coursera" is created by the professors of Stanford University Andrew Ng and Daphne Koller, more and more universities have joined in it. From the very beginning, online education is not only about education itself, but also connected with social equality. This is especially significant for the economic transformation in China. In this paper the research and practice on informatization of optical education are described. Online to offline (O2O) education activities, such as online learning and offline meeting, online homework and online to offline discussion, online tests and online to offline evaluation, are combined into our teaching model in the course of Applied Optics. These various O2O strategies were implemented respectively in the autumn-winter small class and the spring-summer middle class according to the constructivism and the idea of open education. We have developed optical education resources such as videos of lectures, light transmission or ray trace animations, online tests, etc. We also divide the learning procedure into 4 steps: First, instead of being given a course offline, students will learn the course online; Second, once a week or two weeks, students will have a discussion in their study groups; Third, students will submit their homework and study reports; Fourth, they will do online and offline tests. The online optical education resources have been shared in some universities in China, together with new challenges to teachers and students when facing the revolution in the e-learning future.

Integrating local research watersheds into hydrologic education: Lessons from the Dry Creek Experimental Watershed

NASA Astrophysics Data System (ADS)

McNamara, J. P.; Aishlin, P. S.; Flores, A. N.; Benner, S. G.; Marshall, H. P.; Pierce, J. L.

2014-12-01

While a proliferation of instrumented research watersheds and new data sharing technologies has transformed hydrologic research in recent decades, similar advances have not been realized in hydrologic education. Long-standing problems in hydrologic education include discontinuity of hydrologic topics from introductory to advanced courses, inconsistency of content across academic departments, and difficulties in development of laboratory and homework assignments utilizing large time series and spatial data sets. Hydrologic problems are typically not amenable to "back-of-the-chapter" examples. Local, long-term research watersheds offer solutions to these problems. Here, we describe our integration of research and monitoring programs in the Dry Creek Experimental Watershed into undergraduate and graduate hydrology programs at Boise State University. We developed a suite of watershed-based exercises into courses and curriculums using real, tangible datasets from the watershed to teach concepts not amenable to traditional textbook and lecture methods. The aggregation of exercises throughout a course or degree allows for scaffolding of concepts with progressive exposure of advanced concepts throughout a course or degree. The need for exercises of this type is growing as traditional lecture-based classes (passive learning from a local authoritative source) are being replaced with active learning courses that integrate many sources of information through situational factors.

Case Managers' Attitudes toward the Use of Homework for People Diagnosed with a Severe Psychiatric Disability

ERIC Educational Resources Information Center

Kelly, Peter J.; Deane, Frank P.; Kazantzis, Nikolaos; Crowe, Trevor P.

2007-01-01

The study examined mental health case managers' attitudes toward the use of homework and explored the relationship between clinician attitudes and systematic homework administration practices. A survey examining attitudes toward the use of homework was completed by 122 Australian mental health case managers. Case managers who held more positive…

The Effects of Group Coaching on the Homework Problems Experienced by Secondary Students with and without Disabilities

ERIC Educational Resources Information Center

Merriman, Donald; Codding, Robin S.; Tryon, Georgiana Shick; Minami, Takuya

2016-01-01

Research on the effectiveness of homework provides ample evidence that homework has a positive effect on learning, particularly for secondary students. Unfortunately, the rate of consistent homework completion for students, with and without disabilities, is low. This study used a between-groups design to examine the differential effectiveness of…

Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course

ERIC Educational Resources Information Center

Kontur, F.?J.; de La Harpe, K.; Terry, N.?B.

2015-01-01

We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam…

Providing Feedback on Computer-Based Algebra Homework in Middle-School Classrooms

ERIC Educational Resources Information Center

Fyfe, Emily R.

2016-01-01

Homework is transforming at a rapid rate with continuous advances in educational technology. Computer-based homework, in particular, is gaining popularity across a range of schools, with little empirical evidence on how to optimize student learning. The current aim was to test the effects of different types of feedback on computer-based homework.…

Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level

ERIC Educational Resources Information Center

Xu, Jianzhong; Wu, Hongyun

2013-01-01

The authors examined empirical models of variables posited to predict homework management at the secondary school level. The participants were 866 eighth-grade students from 61 classes and 745 eleventh-grade students from 46 classes. Most of the variance in homework management occurred at the student level, with affective attitude and homework…

An Investigation of Online Homework: Required or Not Required?

ERIC Educational Resources Information Center

Wooten, Tommy; Dillard-Eggers, Jane

2013-01-01

In our research we investigate the use of online homework in principles of accounting classes where some classes required online homework while other classes did not. Users of online homework, compared to nonusers, had a higher grade point average and earned a higher grade in class. On average, both required and not-required users rated the online…

Homework Involvement and Functions: Perceptions of Hong Kong Chinese Primary School Students and Parents

ERIC Educational Resources Information Center

Tam, Vicky C. W.; Chan, Raymond M. C.

2011-01-01

This study examines the perceptions of Chinese students and parents in Hong Kong on homework involvement, assignment type and homework functions. The relationships of homework perceptions to student and parent attributes are also assessed. The sample includes 1393 pairs of students and their parents from 36 primary schools in Hong Kong. Findings…

The Impact of an Online Homework Management System on Student Performance and Course Satisfaction in Introductory Financial Accounting

ERIC Educational Resources Information Center

Fratto, Victoria; Sava, Magda Gabriela; Krivacek, Gregory J.

2016-01-01

Educators in all disciplines are searching for effective educational technologies that help students learn. One technology that has evolved is the online homework management system. The online homework management system permits professors to use the Internet to assign homework problems that students can complete online. Since this system is…

Using an Online Homework System to Submit Accounting Homework: Role of Cognitive Need, Computer Efficacy, and Perception

ERIC Educational Resources Information Center

Peng, Jacob C.

2009-01-01

The author investigated whether students' effort in working on homework problems was affected by their need for cognition, their perception of the system, and their computer efficacy when instructors used an online system to collect accounting homework. Results showed that individual intrinsic motivation and computer efficacy are important factors…

What Keeps Chinese Students Motivated in Doing Math Homework? An Empirical Investigation

ERIC Educational Resources Information Center

Yang, Fuyi; Xu, Jianzhong; Tan, Heping; Liang, Ningjian

2016-01-01

Background: As many students face the enduring challenge of maintaining their motivation to complete homework assignments, there is a critical need to pay close attention to homework motivation management (i.e., students' efforts to sustain or enhance their motivation in order to complete homework assignments that might be boring or difficult).…

Making the Most of Going over Homework

ERIC Educational Resources Information Center

Otten, Samuel; Cirillo, Michelle; Herbel-Eisenmann, Beth A.

2015-01-01

According to two studies of middle school and high school mathematics classrooms, 15 to 20 percent of class time tends to be spent reviewing homework (Grouws et al. 2010; Otten, Herbel-Eisenmann, and Cirillo 2012). So how can class time spent going over homework (GOHW) provide students with rich opportunities to learn from their homework? What are…

A Review of Homework Literature as a Precursor to Practitioner-Led Doctoral Research in a Primary School

ERIC Educational Resources Information Center

Rudman, Nicholas Paul Charles

2014-01-01

Homework in the primary school is a subject much debated by teachers, parents and pupils. This paper offers a brief critique of key issues in the current homework debate with particular reference to research literature, theoretical perspectives, educational policy and other professional publications. Consequently, a discourse between homework in…

Exploring Metacognitive Strategy Use during Note-Taking for Students with Learning Disabilities

ERIC Educational Resources Information Center

Boyle, Joseph R.; Rosen, Sonia M.; Forchelli, Gina

2016-01-01

This mixed-methods study analysed over 200 interviews from 20 seventh-grade students with learning disabilities (LD). Students were instructed how to use a note-taking intervention during science lectures. The interview analyses were supported by pre- and post-intervention quantitative data. Data suggest that the intervention helped students…

Both Handwriting Speed and Selective Attention Are Important to Lecture Note-Taking

ERIC Educational Resources Information Center

Peverly, Stephen T.; Garner, Joanna K.; Vekaria, Pooja C.

2014-01-01

The primary purpose of this investigation was to evaluate the relationship of handwriting speed, fine motor fluency, speed of verbal access, language comprehension, working memory, and attention (executive control; selective) to note-taking and all of the aforementioned variables to test performance (written recall). A second purpose was to…

The Flipped Classroom: A Modality for Mixed Asynchronous and Synchronous Learning in a Residency Program

PubMed Central

Young, Timothy P.; Bailey, Caleb J.; Guptill, Mindi; Thorp, Andrea W.; Thomas, Tamara L.

2014-01-01

Introduction A “flipped classroom” educational model exchanges the traditional format of a classroom lecture and homework problem set. We piloted two flipped classroom sessions in our emergency medicine (EM) residency didactic schedule. We aimed to learn about resident and faculty impressions of the sessions, in order to develop them as a regular component of our residency curriculum. Methods We evaluated residents’ impression of the asynchronous video component and synchronous classroom component using four Likert items. We used open-ended questions to inquire about resident and faculty impressions of the advantages and disadvantages of the format. Results For the Likert items evaluating the video lectures, 33/35 residents (94%, 95% CI 80%–99%) responded that the video lecture added to their knowledge about the topic, and 33/35 residents felt that watching the video was a valuable use of their time. For items evaluating the flipped classroom format, 36/38 residents (95%, 95% CI 82%–99%) preferred the format to a traditional lecture on the topic, and 38/38 residents (100%, 95% CI 89%–100%) felt that the small group session was effective in helping them learn about the topic. Most residents preferred to see the format monthly in our curriculum and chose an ideal group size of 5.5 (first session) and 7 (second session). Residents cited the interactivity of the sessions and access to experts as advantages of the format. Faculty felt the ability to assess residents’ understanding of concepts and provide feedback were advantages. Conclusion Our flipped classroom model was positively received by EM residents. Residents preferred a small group size and favored frequent use of the format in our curriculum. The flipped classroom represents one modality that programs may use to incorporate a mixture of asynchronous and interactive synchronous learning and provide additional opportunities to evaluate residents. PMID:25493157

First Steps Toward Increasing Student Engagement During Lecture

NASA Astrophysics Data System (ADS)

Slater, Timothy F.

2008-05-01

Have you tried to repurpose materials you've gotten from another lecturer or publisher that you thought could express a concept exceptionally well, only to find when you used the same materials, they did not have the dramatic effect on your students you desired? It would be easy to conclude that student apathy is to blame. But, if students listening to your lecture take on the same bored appearance and passive disposition often observed when you are showing a video, consider whether your instructional approach is designed to intellectually engage students. An information-download lecture has often been described as…the process by which the teacher's notes get transferred into students' notebooks without passing through the brains of either. That brilliant set of lecture materials that you thought would be perfect might need to be adjusted to meet the learning styles of your students to actively engage them in developing conceptual understanding.

Mathematics lecturing in the digital age

NASA Astrophysics Data System (ADS)

Trenholm, Sven; Alcock, Lara; Robinson, Carol L.

2012-09-01

In this article, we consider the transformation of tertiary mathematics lecture practice. We undertake a focused examination of the related research with two goals in mind. First, we document this research, reviewing the findings of key studies and noting that reflective pieces on individual practice as well as surveys are more prevalent than empirical studies. Second, we investigate issues related to the transformation of lecture practice by the emergence of e-lectures. We discuss the latter in terms of claims about the efficiencies offered by new technologies and contrast these with possible disadvantages in terms of student engagement in a learning community. Overall findings indicate that while survey results appear to trumpet the value of e-lecture provision, empirical study results appear to call that value into question. Two explanatory theoretical frameworks are presented. Issues concerning the instructional context (e.g. the nature of mathematical thinking), inherent complexities and recommendations for implementation are discussed.

Studying the Effectiveness of Online Homework for Different Skill Levels in a College Algebra Course

ERIC Educational Resources Information Center

Mathai, Elizabeth; Olsen, Darlene

2013-01-01

A comparison of the performance on the final exam for subpopulations of students in College Algebra was used to assess the effectiveness of online homework. Data was collected for two small groups of students, one with traditional paper homework and the other with online homework. The groups of students were further classified by incoming skill…

Homework: Voices from EFL Teachers and Learners

ERIC Educational Resources Information Center

Amiryousefi, Mohammad

2016-01-01

Previous studies have mainly focused on homework in courses such as math and physics with little attention to homework in EFL (English as a foreign language) classes. The main purpose of the study reported in this paper was to give a voice to both EFL teachers and learners with regard to English homework. To this end, 8 EFL teachers and 19 EFL…

Thoughtful Homework or Busy Work: Impact on Student Academic Success

ERIC Educational Resources Information Center

Tokarski, Jennifer E.

2011-01-01

Over the years the amount of homework and what kind of homework students are completing on a nightly basis has changed dramatically. From the early 1900s when homework was abolished because it was considered a violation of child labor laws to today when after No Child Left Behind was enacted in 2002, the focus has moved to evaluating academic…

The Effects of Online Homework on First Year Pre-Service Science Teachers' Learning Achievements of Introductory Organic Chemistry

ERIC Educational Resources Information Center

Ratniyom, Jadsada; Boonphadung, Suttipong; Unnanantn, Thassanant

2016-01-01

This study examined the effects of the introductory organic chemistry online homework on first year pre-service science teachers' learning achievements. The online homework was created using a web-based Google form in order to enhance the pre-service science teachers' learning achievements. The steps for constructing online homework were…

Helping Your Child with Homework: For Parents of Children in Elementary through Middle School.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

Homework is an opportunity for children to learn and for families to be involved with their children's education, but helping children with homework is not always easy. This booklet is designed to provide parents of elementary and middle grades students with an understanding of the purpose and nature of homework and offers suggestions for helping…

Homework Policy and Student Choice: Findings from a Montessori Charter School

ERIC Educational Resources Information Center

Scott, Catherine M.; Glaze, Nelda

2017-01-01

The use of homework has been a controversial topic in education for many years: what types of homework to give, how much, and how often. In previous years, Ocean Montessori School (a pseudonym), the site of this study, offered homework like that of traditional public schools, such as worksheets and rote skill practice. Feeling conflicted about the…

The Effects of Parental Use of Learning-Style Preference Strategies on Parent and Student Attitudes toward Homework Assistance and Student Academic Self-Perception

ERIC Educational Resources Information Center

Ewings, Stacy

2012-01-01

This study examined parent attitudes when assisting with elementary school students' homework, comparing parents who used learning-style preference strategies with parents who used traditional homework strategies. The study also examined the attitudes toward homework and the academic self-perception of elementary students. Teachers often expect…

Predicting Homework Time Management at the Secondary School Level: A Multilevel Analysis

ERIC Educational Resources Information Center

Xu, Jianzhong

2010-01-01

The purpose of this study is to test empirical models of variables posited to predict homework time management at the secondary school level. Student- and class-level predictors of homework time management were analyzed in a survey of 1895 students from 111 classes. Most of the variance in homework time management occurred at the student level,…

Perspectives on Operational Testing: Guest Lecture at Naval Postgraduate School

DTIC Science & Technology

2017-01-01

Lecture at Naval Postgraduate School 5b. GRANT NUMBER ____ ____ ____ 5c. PROGRAM ELEMENT NUMBER ____ ____ ____ 6. AUTHOR(S) 5d. PROJECT NUMBER...SUPPLEMENTARY NOTES ____ ____ ____ 14. ABSTRACT This document was prepared to support Dr. Lillard’s visit to the Naval Postgraduate School where he will...Defense Enterprise 49 Range safety restrictions would not allow testers to fly ASCM surrogates close enough to manned ships to allow for self

European Scientific Notes. Volume 36, Number 3,

DTIC Science & Technology

1982-03-31

lectures), applications on metal-forminig tools where the engineering applications (18 lectures), high substrate is typically H13 steel hardened to power...gas flow is inter- mittent. layered metal and compound coatings can be produced. This not only gives materials H13 steel was severely scored after...usually applied to Medicine, the Czechoslovak Biological Society, high-speed tool steels . Brno, and the House of Technology, Prague. For the most

Proceedings of the 1983 Annual Meeting of the Canadian Mathematics Education Study Group (7th, Vancouver, British Columbia, June 8-12, 1983).

ERIC Educational Resources Information Center

Verhille, Charles, Ed.

The papers in this document follow the order of the meeting and consist of two guest lecturers and reports from four working groups; two topic group presentations are noted but not included. One lecture, delivered by Peter Hilton, discusses the nature of mathematics today and implications for mathematics teaching, while, in the other paper,…

Comparative use of podcasts vs. lecture transcripts as learning aids for dental students.

PubMed

Allen, Kenneth L; Katz, Ralph V

2011-06-01

The purpose of this project was to describe dental students' use of lecture podcasts versus written lecture transcripts as learning aids under three different circumstances: studying for an exam, reviewing an attended lecture, and reviewing a missed lecture. Additional analyses were performed to see whether demographic differences (e.g., age, gender, language skills, and computer skills) or grade differences were associated with preferences for using podcast versus written lecture transcripts of class notes. Fifty-one percent (n=171) of the second-year dental students at the New York University College of Dentistry voluntarily participated in this survey. The major findings were that 1) a high percentage of students (70-92 percent) used one or both aids in all three utilization circumstances with a consistent preference for podcast use, especially when reviewing a missed lecture; 2) course grades were not associated with the preferred use of either lecture aid; and 3) over half the students listened to the podcasts at speeds that were one and one-half or two times faster than normal speech, especially younger students. Further studies are warranted to delve into the current student generation's preferred learning styles and the resultant learning outcomes associated with those preferences.

Supporting Homework Compliance in Cognitive Behavioural Therapy: Essential Features of Mobile Apps

PubMed Central

Tang, Wei

2017-01-01

Cognitive behavioral therapy (CBT) is one of the most effective psychotherapy modalities used to treat depression and anxiety disorders. Homework is an integral component of CBT, but homework compliance in CBT remains problematic in real-life practice. The popularization of the mobile phone with app capabilities (smartphone) presents a unique opportunity to enhance CBT homework compliance; however, there are no guidelines for designing mobile phone apps created for this purpose. Existing literature suggests 6 essential features of an optimal mobile app for maximizing CBT homework compliance: (1) therapy congruency, (2) fostering learning, (3) guiding therapy, (4) connection building, (5) emphasis on completion, and (6) population specificity. We expect that a well-designed mobile app incorporating these features should result in improved homework compliance and better outcomes for its users. PMID:28596145

Homework system development with the intention of supporting Saudi Arabia's vision 2030

NASA Astrophysics Data System (ADS)

Elgimari, Atifa; Alshahrani, Shafya; Al-shehri, Amal

2017-10-01

This paper suggests a web-based homework system. The suggested homework system can serve targeted students with ages of 7-11 years old. By using the suggested homework system, hard copies of homeworks were replaced by soft copies. Parents were involved in the education process electronically. It is expected to participate in applying Saudi Arabia's Vision 2030, specially in the education sector, where it considers the primary education is its foundation stone, as the success of the Vision depends in large assess on reforms in the education system generating a better basis for employment of young Saudis.

Patterns of behavior in online homework for introductory physics

NASA Astrophysics Data System (ADS)

Fredericks, Colin

Student activity in online homework was obtained from courses in physics in 2003 and 2005. This data was analyzed through a variety of methods, including principal component analysis, Pearson's r correlation, and comparison to performance measures such as detailed exam scores. Through this analysis it was determined which measured homework behaviors were associated with high exam scores and course grades. It was also determined that homework problems requiring analysis can have an impact on certain types of exam problems where traditional homework does not. Suggestions are given for future research and possible use of these methods in other contexts.

Why do students miss lectures? A study of lecture attendance amongst students of health science.

PubMed

Bati, A Hilal; Mandiracioglu, Aliye; Orgun, Fatma; Govsa, Figen

2013-06-01

In the domain of health sciences, attendance by students at lectures is more critical. Lecture attendance is an issue which has been widely neglected. This study aims to determine those factors which affect the lecture attendance. The research data was collected by means of a questionnaire during the second semester of the academic year 2010-2011 from second-year students of the Faculties of Medicine, Pharmacy, Dentistry and Nursing. Together with demographic data, the questionnaire includes a Likert-type scale aiming to determine the factors influencing attendance at lectures. 663 participated in this study on a voluntary basis from Medical, Dentistry, Pharmacy and Nursing Faculties. Raising attainment levels, being able to take their own lecture notes, learning which aspects of the lecture content were being emphasized, and the opportunity to ask questions were amongst the chief reasons for attending lectures. It appears that the factors preventing students from attending lectures are mainly individual. Amongst the most frequently cited causes of non-attendance, sleeplessness, ill health and the inefficiency of lectures in overcrowded halls are emphasized. In the totals and sub-dimensions of the Lecture Attendance Scale, Medical Faculty students have average scores higher than those of students at other faculties. The vital nature of professional expertise and its applications, health sciences students' attendance at lectures carries greater importance. It is important to strengthen the mentoring system with regard to individual and external factors, which have been implicated as having a substantial influence on lecture attendance by students. Copyright © 2012 Elsevier Ltd. All rights reserved.

When Is Homework Worth the Time?: Evaluating the Association between Homework and Achievement in High School Science and Math

ERIC Educational Resources Information Center

Maltese, Adam V.; Tai, Robert H.; Fan, Xitao

2012-01-01

Even with the history of debate over the merits of homework, there are significant gaps in the research record regarding its benefit to students. The focus of this study is on the association between time spent on homework and academic performance in science and math by assessing survey and transcript data from two nationally representative…

Homework Interventions for Children with Attention and Learning Problems: Where Is the "Home" in "Homework?"

ERIC Educational Resources Information Center

Sheridan, Susan M.

2009-01-01

Homework is a reality in the lives of most American school children. At its best, homework is a highly useful and appropriate strategy. At its worst, it can wreak havoc in the lives of many children and families who fail to master behavioral and environmental routines that create conditions and patterns conducive for optimal performance. Thus,…

Effects of Requiring Students to Meet High Expectation Levels within an On-Line Homework Environment

ERIC Educational Resources Information Center

Weber, William J., Jr.

2010-01-01

On-line homework is becoming a larger part of mathematics classrooms each year. Thus, ways to maximize the effectiveness of on-line homework for both students and teachers must be investigated. This study sought to provide one possible answer to this aim, by requiring students to achieve at least 50% for any on-line homework assignment in order to…

Overcoming the Research-to-Practice Gap: A Randomized Trial with Two Brief Homework and Organization Interventions for Students with ADHD as Implemented by School Mental Health Providers

ERIC Educational Resources Information Center

Langberg, Joshua M.; Dvorsky, Melissa R.; Molitor, Stephen J.; Bourchtein, Elizaveta; Eddy, Laura D.; Smith, Zoe R.; Oddo, Lauren E.; Eadeh, Hana-May

2017-01-01

Objective: To evaluate the effectiveness of 2 brief school-based interventions targeting the homework problems of adolescents with attention-deficit/hyperactivity disorder (ADHD)--the Homework, Organization, and Planning Skills (HOPS) intervention and the Completing Homework by Improving Efficiency and Focus (CHIEF) intervention, as implemented by…

Homework Policy Review: A Case Study of A Public School in the Western Cape Province

ERIC Educational Resources Information Center

Pfeiffer, Verbra

2018-01-01

A key concern today is the question of homework in our nation's public schools. In this study, an investigation was conducted with the first no-homework policy, which has been introduced in one of the primary schools in the Western Cape. This study seeks to determine whether a no-homework policy will validate a positive or negative effect on…

Homework Hotline Questionnaires: For Parents (Elementary Schools); for Junior High School Students; for High School Students; Homework Hotline Questionnaire for Educators.

ERIC Educational Resources Information Center

Singh, Balwant

Four questionnaires, designed to measure attitudes toward a proposed homework hotline, are included in this document. There are versions for parents of students in grades 4 to 6, for junior high school students, for high school students, and for educators. The items concern student characteristics, desirable parental role in helping with homework,…

The Web-Lecture - a viable alternative to the traditional lecture format?

NASA Astrophysics Data System (ADS)

Meibom, S.

2004-12-01

Educational research shows that students learn best in an environment with emphasis on teamwork, problem-solving, and hands-on experience. Still professors spend the majority of their time with students in the traditional lecture-hall setting where the combination of large classes and limited time prevents sufficient student-teacher interaction to foster an active learning environment. Can modern computer technology be used to provide "lecture-type" information to students via the World Wide Web? If so, will that help professors make better and/or different use of their scheduled time with the students? Answering these questions was the main motivation for the Extra-Solar Planet Project. The Extra-Solar Planet Project was designed to test the effectiveness of a lecture available to the student on the World Wide Web (Web-Lecture) and to engage the students in an active learning environment were their use the information presented in the Web-Lecture. The topic of the Web-Lecture was detection of extra-solar planets and the project was implemented into an introductory astronomy course at University of Wisconsin Madison in the spring of 2004. The Web-Lecture was designed to give an interactive presentation of synchronized video, audio and lecture notes. It was created using the eTEACH software developed at the University of Wisconsin Madison School of Engineering. In my talk, I will describe the project, show excerpts of the Web-Lecture, and present assessments of student learning and results of student evaluations of the web-lecture format.

Connecting Homework Effectiveness with Montessori Practice

ERIC Educational Resources Information Center

Bagby, Janet; Sulak, Tracey

2015-01-01

This article examines recent educational research on the effectiveness of homework in improving achievement. The definition we have chosen to use for homework is any assignment intended to be completed during nonschool hours.

Homework "Dose," Type, and Helpfulness as Predictors of Clinical Outcomes in Prolonged Exposure for PTSD.

PubMed

Cooper, Andrew A; Kline, Alexander C; Graham, Belinda; Bedard-Gilligan, Michele; Mello, Patricia G; Feeny, Norah C; Zoellner, Lori A

2017-03-01

Homework is often viewed as central to prolonged exposure (PE) for posttraumatic stress disorder (PTSD), but its relationship with treatment outcome is not well understood. We evaluated homework type, dose, and patients' perceptions of helpfulness as predictors of symptom change and posttreatment outcomes in PE. Patients with chronic PTSD received PE in a randomized clinical trial. Independent evaluators assessed PTSD severity at pre- and posttreatment. Patients reported homework adherence and perceived helpfulness at the beginning of each session, separately for in vivo and imaginal exposure assignments. These variables were examined as predictors of change in PTSD symptoms, PTSD remission, and good end-state functioning (GESF; low PTSD, depression, and anxiety) at posttreatment. Higher imaginal homework adherence predicted greater symptom improvement between sessions and across treatment, as well as twice the odds of achieving remission and GESF. Patients who were at least moderately adherent to imaginal homework assignments (two or more times a week) reported more symptom gains than those who were least adherent but did not differ from those who were most adherent. In vivo adherence was not consistently associated with better outcome, perhaps due to heterogeneity in form and function of weekly assignments. Higher ratings of helpfulness of both types of homework predicted greater symptom improvement from pre- to posttreatment and between sessions. Overall, imaginal exposure homework may complement in-session exposures by enhancing key change processes, though perfect adherence is not necessary. Patients' perceptions of helpfulness may reflect buy-in or perceived match between homework completion and functional impairment. Clinically, in addition to targeting adherence to homework assignments, querying about perceived helpfulness and adjusting assignments appropriately may help augment clinical gains. Copyright © 2016. Published by Elsevier Ltd.

Duly noted: Lessons from a two-site intervention to assess and improve the quality of clinical documentation in the electronic health record.

PubMed

Fanucchi, Laura; Yan, Donglin; Conigliaro, Rosemarie L

2016-07-06

Communication errors are identified as a root cause contributing to a majority of sentinel events. The clinical note is a cornerstone of physician communication, yet there are few published interventions on teaching note writing in the electronic health record (EHR). This is a prospective, two-site, quality improvement project to assess and improve the quality of clinical documentation in the EHR using a validated assessment tool. Internal Medicine (IM) residents at the University of Kentucky College of Medicine (UK) and Montefiore Medical Center/Albert Einstein College of Medicine (MMC) received one of two interventions during an inpatient ward month: either a lecture, or a lecture and individual feedback on progress notes. A third group of residents in each program served as control. Notes were evaluated with the Physician Documentation Quality Instrument 9 (PDQI-9). Due to a significant difference in baseline PDQI-9 scores at MMC, the sites were not combined. Of 75 residents at the UK site, 22 were eligible, 20 (91%) enrolled, 76 notes in total were scored. Of 156 residents at MMC, 22 were eligible, 18 (82%) enrolled, 40 notes in total were scored. Note quality did not improve as measured by the PDQI-9. This educational quality improvement project did not improve the quality of clinical documentation as measured by the PDQI-9. This project underscores the difficulty in improving note quality. Further efforts should explore more effective educational tools to improve the quality of clinical documentation in the EHR.

Multidimensional assessment of homework: an analysis of students with ADHD.

PubMed

Mautone, Jennifer A; Marshall, Stephen A; Costigan, Tracy E; Clarke, Angela T; Power, Thomas J

2012-10-01

Homework can have beneficial effects for students; however, it presents challenges, particularly for students with attention problems. Although effective homework interventions exist, intervention development and evaluation has been hampered by the lack of psychometrically sound measures. The primary purpose of this study was to evaluate the construct validity of the Homework Performance Questionnaire (HPQ), Parent and Teacher Versions, in a sample of children with ADHD. A secondary purpose was to examine variations in homework performance as a function of individual characteristics, such as academic achievement, quality of the family-school relationship, and child's diagnostic status. The sample included 91 children (34% female) with ADHD in Grades 2 to 6. Measures included parent and teacher ratings of homework performance and the quality of the parent-teacher relationship as well as direct assessment of child academic achievement and homework performance (i.e., samples of completed assignments). Correlational analyses were used to examine construct validity, and ANOVAs were used to evaluate group differences. Each factor of the HPQ had a significant relationship with other measures of relevant constructs. There were no significant differences in homework performance between groups for ADHD subtype, medication status, or comorbidity, with the exception of learning disability. Children with ADHD and learning disabilities had significantly lower teacher ratings of academic competence. Results of the present study suggest that HPQ scores may be used to make valid inferences about the homework performance of children with attention problems. These rating scales may be helpful in progress monitoring and evaluating intervention effectiveness.

Effectiveness of a blended learning course and flipped classroom in first year anaesthesia training.

PubMed

Marchalot, Antoine; Dureuil, Bertrand; Veber, Benoit; Fellahi, Jean-Luc; Hanouz, Jean-Luc; Dupont, Hervé; Lorne, Emmanuel; Gerard, Jean-Louis; Compère, Vincent

2017-11-22

Blended learning, which combines internet-based platform and lecturing, is used in anaesthesiology and critical care teaching. However, the benefits of this method remain unclear. We conducted a prospective, multicentre, non-randomised work between 2007 and 2014 to study the effect of blended learning on the results of first year anaesthesia and critical care residents in comparison with traditional teaching. Blended learning was implemented in Rouen University Hospital in 2011 and residents affiliated to this university corresponded as the blended learning group. The primary outcome was the resident's results as measured with multiple-choice questions between blended learning and control groups after beginning blended learning (post-interventional stage). The secondary outcomes included residents' results between pre and post-interventional stages and homework's time. Moreover, comparison between control and blended learning group before beginning blended learning (pre-interventional stage) was performed. From 2007 to 2014, 308 residents were included. For the pre-interventional period, the mean score in the blended learning group (n=53) was 176 (CI 95% 163 to 188) whereas the mean score in the control group (n=106) was 167 (CI 95% 160 to 174) (no difference). For the post-interventional period, the mean score in blended learning group (n=54) was 232 on 300 (CI95% 227-237) whereas the mean score in the control group (n=95) is 215 (CI95% 209-220) (P<0.001). In the two groups, comparison between pre and post-interventional stages showed the increase of mean score, stronger for blended learning group (32% and 28% in blended learning and control group, P<0.05). The average time of homework in the blended learning group was 27h (CI 95% 18.2-35.8) and 10h in the control group (CI 95% 2-18) (P<0.05). This work suggests the positive effect of blended learning (associating internet-based learning and flipped classroom) on the anaesthesia and critical care residents' knowledge by increasing their homework's time. Copyright © 2017. Published by Elsevier Masson SAS.

Note-Taking Interventions to Assist Students with Disabilities in Content Area Classes

ERIC Educational Resources Information Center

Boyle, Joseph R.; Forchelli, Gina A.; Cariss, Kaitlyn

2015-01-01

As high-stakes testing, Common Core, and state standards become the new norms in schools, teachers are tasked with helping all students meet specific benchmarks. In conjunction with the influx of more students with disabilities being included in inclusive and general education classrooms where lectures with note-taking comprise a majority of…

The Big App: New York's Libraries Take Homework Help Mobile--With a Little Help from Their Friends

ERIC Educational Resources Information Center

Braun, Linda W.

2010-01-01

HomeworkNYC Apps is a suite of tools designed to provide around-the-clock help to the estimated 1.3 million children and teens served by the libraries of New York City. Aimed at being a one-stop shop for all things homework related, the HomeworkNYC website offers access to library catalogs and databases, browsable subject guides, and even…

Homework as a Family Literacy Practice: What Counts as Best Practices for Children Deemed as High Risk for Academic Failure Due to Socioeconomic Status

ERIC Educational Resources Information Center

Fox, Kathy R.

2016-01-01

Homework is a constant yet often controversial practice in homes and other settings. This study set out to determine answers to the question: "What practices were used to support children with homework in families deemed as at risk due to low socioeconomic factors?" Homework was examined as a common practice that routinely took place in…

Student Perceptions of Online Homework Use for Formative Assessment of Learning in Organic Chemistry.

PubMed

Richards-Babb, Michelle; Curtis, Reagan; Georgieva, Zomitsa; Penn, John H

2015-11-10

Use of online homework as a formative assessment tool for organic chemistry coursework was examined. Student perceptions of online homework in terms of (i) its ranking relative to other course aspects, (ii) their learning of organic chemistry, and (iii) whether it improved their study habits and how students used it as a learning tool were investigated. Our students perceived the online homework as one of the more useful course aspects for learning organic chemistry content. We found a moderate and statistically significant correlation between online homework performance and final grade. Gender as a variable was ruled out since significant gender differences in overall attitude toward online homework use and course success rates were not found. Our students expressed relatively positive attitudes toward use of online homework with a majority indicating improved study habits (e.g., study in a more consistent manner). Our students used a variety of resources to remediate incorrect responses (e.g., class materials, general online materials, and help from others). However, 39% of our students admitted to guessing at times, instead of working to remediate incorrect responses. In large enrollment organic chemistry courses, online homework may act to bridge the student-instructor gap by providing students with a supportive mechanism for regulated learning of content.

Note-taking and Handouts in The Digital Age.

PubMed

Stacy, Elizabeth Moore; Cain, Jeff

2015-09-25

Most educators consider note-taking a critical component of formal classroom learning. Advancements in technology such as tablet computers, mobile applications, and recorded lectures are altering classroom dynamics and affecting the way students compose and review class notes. These tools may improve a student's ability to take notes, but they also may hinder learning. In an era of dynamic technology developments, it is important for educators to routinely examine and evaluate influences on formal and informal learning environments. This paper discusses key background literature on student note-taking, identifies recent trends and potential implications of mobile technologies on classroom note-taking and student learning, and discusses future directions for note-taking in the context of digitally enabled lifelong learning.

Impacts of curricular change: Implications from 8 years of data in introductory physics

NASA Astrophysics Data System (ADS)

Pollock, Steven J.; Finkelstein, Noah

2013-01-01

Introductory calculus-based physics classes at the University of Colorado Boulder were significantly transformed beginning in 2004. They now regularly include: interactive engagement using clickers in large lecture settings, Tutorials in Introductory Physics with use of undergraduate Learning Assistants in recitation sections, and a staffed help-room setting where students work on personalized CAPA homework. We compile and summarize conceptual (FMCE and BEMA) pre- and post-data from over 9,000 unique students after 16 semesters of both Physics 1 and 2. Within a single institution with stable pre-test scores, we reproduce results of Hake's 1998 study that demonstrate the positive impacts of interactive engagement on student performance. We link the degree of faculty's use of interactive engagement techniques and their experience levels on student outcomes, and argue for the role of such systematic data collection in sustained course and institutional transformations.

Apples vs. Oranges: Comparison of Student Performance in a MOOC vs. a Brick-and-Mortar Class

NASA Astrophysics Data System (ADS)

Dubson, Michael

In the fall of 2013, my colleagues and I taught the calculus-based introductory physics course to 800 tuition-paying students at the University of Colorado at Boulder. At the same time we taught a free massive open online version of the same course (MOOC), through Coursera.com. The initial enrollment in the MOOC was 10,000 students, of whom 255 completed the course. Students in both courses received identical lectures with identical embedded clicker questions, identical homework assignments, and identical timed exams. We present data on participation rates and exam performance for the two groups. We find that the MOOC is like a drug targeted at a very specific population. When it works, it works well, but it works for very few students. This MOOC worked well for older, well-educated students, who already had a good understanding of Newtonian mechanics.

Designing learning environments to teach interactive Quantum Physics

NASA Astrophysics Data System (ADS)

Gómez Puente, Sonia M.; Swagten, Henk J. M.

2012-10-01

This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small groups. Individual formative feedback was introduced as a rapid assessment tool to provide an overview on progress and identify gaps by means of questioning students at three levels: conceptual; prior knowledge; homework exercises. The setup of Quantum Physics has been developed as a result of several loops of adjustments and improvements from a traditional-like type of teaching to an interactive classroom. Results of this particular instructional arrangement indicate significant gains in students' achievements in comparison with the traditional structure of this course, after recent optimisation steps such as the implementation of an individual feedback system.

PhET: The Best Education Software You Can't Buy

NASA Astrophysics Data System (ADS)

Dubson, M.; Duncan, D. K.

2009-12-01

Project PhET provides free educational software in the form of stand-alone java and flash simulations and associated classroom materials. Our motto is "It's the best educational software that money can buy, except you can't buy it, because its free." You can start playing with PhET sims right now at http://phet.colorado.edu and add to our 1 million hits per month. PhET originally stood for Physics Education Technology, but we now include other science fields so PhET is now a brand name. Our site has about 80 simulations, mostly in physics and math, but also in chemistry, geology, and biology. Based on careful research and student interviews, our sims have no instructions because no one reads instructions. These simulations can be used in lecture demonstrations, classroom activities, and homework assignments. The PhET site includes a long list of user-tested classroom activities and teacher tips.

An Elective Course in Personal Finance for Health Care Professionals

PubMed Central

2009-01-01

Objectives To create, implement, and assess an elective course on the principles and applications of personal finance. Design A 1.5 unit (15 hours total) elective course was designed using active-learning pedagogy, lecture, and group discussion. Homework assignments were designed to provide practical tools and materials that students could individualize and apply to their personal financial goals. Assessment Student satisfaction, using a standard course evaluation form, revealed consistent high ratings. Student enrollment increased from 19 students in its initial year to 90 students in its fourth year. Student knowledge, assessed using the Jump$tart Financial Literacy Survey, indicated significant knowledge acquisition. Conclusion Many pharmacy students are ill equipped to effectively handle the complex financial decisions they face after graduation. This course provides students with practical tools to identify appropriate ways to achieve their financial goals and critically evaluate financial advice and advisors. PMID:19513143

Calibrated peer review assignments for the earth sciences

USGS Publications Warehouse

Rudd, J.A.; Wang, V.Z.; Cervato, C.; Ridky, R.W.

2009-01-01

Calibrated Peer Review ??? (CPR), a web-based instructional tool developed as part of the National Science Foundation reform initiatives in undergraduate science education, allows instructors to incorporate multiple writing assignments in large courses without overwhelming the instructor. This study reports successful implementation of CPR in a large, introductory geology course and student learning of geoscience content. For each CPR assignment in this study, students studied web-based and paper resources, wrote an essay, and reviewed seven essays (three from the instructor, three from peers, and their own) on the topic. Although many students expressed negative attitudes and concerns, particularly about the peer review process of this innovative instructional approach, they also recognized the learning potential of completing CPR assignments. Comparing instruction on earthquakes and plate boundaries using a CPR assignment vs. an instructional video lecture and homework essay with extensive instructor feedback, students mastered more content via CPR instruction.

Homework for Parents -- Your Child's Back-To-School Health Checklist

MedlinePlus

... Health & Safety Tips Campaigns Share this! EmergencyCareForYou » Health & Safety Tips » Homework for Parents — Your Child's Back-To-School Health Checklist Homework for Parents — Your Child's Back- ...

Enhancing homework adherence of Chinese older adults: A case study using Instrumental Reminiscence Intervention.

PubMed

Lou, Vivian Wei Qun; Au, Judith Wing Nam; Choy, Jacky Chak Pui

2016-10-01

The present study aimed to examine effective clinical strategies that facilitate homework adherence among Chinese older adults who participated in group therapy using Instrumental Reminiscence Intervention (IRI) to reduce depressive symptoms. Examination was based on IRI for 15 groups of older adults, with four to eight participants in each group. Homework assignment was included as a core component of the intervention in each session, except the first session. Particular emphasis was put on both homework design and assignment strategies. Two effective strategies were developed. The first was the development of a tactic card as a tool for homework content and assignment. The second strategy was interventionist training. Clinical examples are used to illustrate how these strategies can enhance homework adherence in a Chinese context. The two clinical strategies were found to be effective in enhancing homework adherence among Chinese older participants in a group therapy setting. These strategies are recommended for use in group clinical settings for Chinese participants. Geriatr Gerontol Int 2016; 16: 1153-1160. © 2015 Japan Geriatrics Society.

Does d-Cycloserine Augmentation of CBT Improve Therapeutic Homework Compliance for Pediatric Obsessive-Compulsive Disorder?

PubMed

Park, Jennifer M; Small, Brent J; Geller, Daniel A; Murphy, Tanya K; Lewin, Adam B; Storch, Eric A

2014-07-01

Clinical studies in adults and children with obsessive-compulsive disorder (OCD) have shown that d-cycloserine (DCS) can improve treatment response by enhancing fear extinction learning during exposure-based psychotherapy. Some have hypothesized that improved treatment response is a function of increased compliance and engagement in therapeutic homework tasks, a core component of behavioral treatment. The present study examined the relationship between DCS augmented cognitive-behavioral therapy (CBT) and homework compliance in a double-blind, placebo controlled trial with 30 youth with OCD. All children received 10 CBT sessions, the last seven of which included exposure and response prevention paired with DCS or placebo dosed 1 h before the session started. Results suggested that DCS augmented CBT did not predict improved homework compliance over the course of treatment, relative to the placebo augmented CBT group. However, when groups were collapsed, homework compliance was directly associated with treatment outcome. These findings suggest that while DCS may not increase homework compliance over time, more generally, homework compliance is an integral part of pediatric OCD treatment outcome.

Does d-Cycloserine Augmentation of CBT Improve Therapeutic Homework Compliance for Pediatric Obsessive–Compulsive Disorder?

PubMed Central

Park, Jennifer M.; Small, Brent J.; Geller, Daniel A.; Murphy, Tanya K.; Lewin, Adam B.; Storch, Eric A.

2014-01-01

Clinical studies in adults and children with obsessive–compulsive disorder (OCD) have shown that d-cycloserine (DCS) can improve treatment response by enhancing fear extinction learning during exposure-based psychotherapy. Some have hypothesized that improved treatment response is a function of increased compliance and engagement in therapeutic homework tasks, a core component of behavioral treatment. The present study examined the relationship between DCS augmented cognitive-behavioral therapy (CBT) and homework compliance in a double-blind, placebo controlled trial with 30 youth with OCD. All children received 10 CBT sessions, the last seven of which included exposure and response prevention paired with DCS or placebo dosed 1 h before the session started. Results suggested that DCS augmented CBT did not predict improved homework compliance over the course of treatment, relative to the placebo augmented CBT group. However, when groups were collapsed, homework compliance was directly associated with treatment outcome. These findings suggest that while DCS may not increase homework compliance over time, more generally, homework compliance is an integral part of pediatric OCD treatment outcome. PMID:24999301

[Education in anatomy initiated by Pompe van Meerdervoort].

PubMed

Koji, Takehiko; Aikawa, Tadaomi

2008-12-01

Pompe van Meerdervoort arrived at Nagasaki port on September 21, 1857 and started his western-style medical education for the first time in the Nishiyakusho of Nagasaki on November 12, 1857. He had 12 students including Ryojun Matsumono. The curriculum was largely based on that of Utrecht Army Medical School, which was re-organized after 1841 and very good in balance of theory and practice. Among subjects, much attention was paid for Anatomy which was quite advancing at the time and in fact the lecture was given on every Tuesday, Thursday and Saturday morning from 1857 to the end of 1859. His lecture note on Anatomy was based on Handboek der Ontleedkunde van den Mensch originally written by C. E. Bock, which was translated into Dutch by P. H. Pool. The note currently available is a copy by the students. In Europe of those days, microscopes were developed and "Histology" had been established as a new science. Therefore, his lecture contained details of histological findings and now we can appreciate his policy to think much of Anatomy in the introduction of western-style medical education.

The trilayer approach of teaching physiology, pathophysiology, and pharmacology concepts in a first-year pharmacy course: the TLAT model.

PubMed

Islam, Mohammed A; Sabnis, Gauri; Farris, Fred

2017-09-01

This paper describes the development, implementation, and students' perceptions of a new trilayer approach of teaching (TLAT). The TLAT model involved blending lecture, in-class group activities, and out-of-class assignments on selected content areas and was implemented initially in a first-year integrated pharmacy course. Course contents were either delivered by traditional lectures or by the TLAT. A survey instrument was distributed by SurveyMonkey to determine students' perceptions of the TLAT model. Descriptive statistics were used for data analysis. Students' performance in a total of 225 examination and quiz questions was analyzed to evaluate whether the TLAT model improved students' learning. Students' ( n = 98) performance scores for TLAT-based and lecture-based questions were 83.3 ± 10.2 and 79.5 ± 14.0, respectively ( P < 0.05). Ninety-three percent of students believed that in-class group activities enhanced conceptual understanding of course materials, helped them take responsibility of their own learning, and enhanced their overall learning experiences. More than 80% of respondents felt that solving cases and developing concept maps helped them sharpen creative and critical thinking skills. In addition, 90% of the respondents indicated that the homework throughout the semester helped them stay up to date and focused with the progress of the course. The use of the TLAT model led to an improvement in student learning of complex concepts. Moreover, the results suggest that this model improves students' self-reliance and attitudes toward learning. Our findings should serve as an impetus for inclusion of diverse active learning strategies in pharmacy education. Copyright © 2017 the American Physiological Society.

Supporting Homework Compliance in Cognitive Behavioural Therapy: Essential Features of Mobile Apps.

PubMed

Tang, Wei; Kreindler, David

2017-06-08

Cognitive behavioral therapy (CBT) is one of the most effective psychotherapy modalities used to treat depression and anxiety disorders. Homework is an integral component of CBT, but homework compliance in CBT remains problematic in real-life practice. The popularization of the mobile phone with app capabilities (smartphone) presents a unique opportunity to enhance CBT homework compliance; however, there are no guidelines for designing mobile phone apps created for this purpose. Existing literature suggests 6 essential features of an optimal mobile app for maximizing CBT homework compliance: (1) therapy congruency, (2) fostering learning, (3) guiding therapy, (4) connection building, (5) emphasis on completion, and (6) population specificity. We expect that a well-designed mobile app incorporating these features should result in improved homework compliance and better outcomes for its users. ©Wei Tang, David Kreindler. Originally published in JMIR Mental Health (http://mental.jmir.org), 08.06.2017.

Pessimism and Homework in CBT for Depression.

PubMed

Sachsenweger, Mieke A; Fletcher, Richard B; Clarke, Dave

2015-12-01

To investigate the moderating effects of attributional style on the relationship between client-rated benefits of homework completion and depression throughout a course of cognitive behavior therapy (CBT). A total of 28 clients, aged 20 to 65 years, experiencing their first major depressive episode completed up to 20 sessions of CBT plus a follow-up session at 2 months. Clients, therapists, and independent observers completed the measures. Multilevel modeling was used for a within-person longitudinal analysis of data. Pessimism slightly moderated the relationship between quantity-quality of homework completion and depression severity over time. Decreases in depression severity were largely independent of level of homework completion. While CBT is effective in reducing depression, pessimistic attributional style can affect the perception that clients bring to the quantity and quality of homework completion. Clinicians could thus focus on dealing with pessimistic style for treatment and homework to moderate the severity of depression. © 2015 Wiley Periodicals, Inc.

The relation among sleep duration, homework burden, and sleep hygiene in chinese school-aged children.

PubMed

Sun, Wan-Qi; Spruyt, Karen; Chen, Wen-Juan; Jiang, Yan-Rui; Schonfeld, David; Adams, Ryan; Tseng, Chia-Huei; Shen, Xiao-Ming; Jiang, Fan

2014-09-03

Insufficient sleep in school-aged children is common in modern society, with homework burden being a potential risk factor. The aim of this article is to explore the effect of sleep hygiene on the association between homework and sleep duration. Children filled out the Chinese version of the Adolescent Sleep Hygiene Scale, and parents filled out a sociodemographic questionnaire. The final sample included 363 boys and 371 girls with a mean age of 10.82 ± 0.38 years. Children with more homework went to bed later and slept less. Better sleep hygiene was associated with earlier bedtimes and longer sleep duration. Findings suggest that homework burden had a larger effect on sleep duration than sleep hygiene. Fifth-grade children in Shanghai have an excessive homework burden, which overwrites the benefit of sleep hygiene on sleep duration.

[English as a foreign language (EFL) homework diaries: evaluating gains and constraints for self-regulated learning and achievement].

PubMed

Rosário, Pedro; Mourão, Rosa; Trigo, Luisa; Suárez, Natalia; Fernández, Estrella; Tuero-Herrero, Ellián

2011-11-01

Although homework completion is said to be rather important to achievement, nowadays there is a growing concern of educators about the increasing number of students who do not engage properly on doing the homework tasks and the subsequent impact on school failure rates. Focusing on English as a Foreign Language (EFL) and using a sample of 591 Portuguese fifth and sixth graders, the present study analyses the role played by a number of homework variables on students' achievement (proximal and distal), and their mediating role on the use of self-regulated learning strategies and perceived self-efficacy in the domain. Data confirm the indirect effect of homework on school achievement, by means of the referred cognitive and motivational variables (use of self-regulated learning strategies and self-efficacy). These findings are further discussed in order to highlight the significant role homework completion can play on fighting school failure.

Therapist empathy, homework compliance, and outcome in cognitive behavioral therapy for generalized anxiety disorder: partitioning within- and between-therapist effects.

PubMed

Hara, Kimberley M; Aviram, Adi; Constantino, Michael J; Westra, Henny A; Antony, Martin M

2017-09-01

Although client-perceived therapist empathy relates to positive therapy outcomes, including in cognitive behavioral therapy (CBT), little is known about how empathy exerts its ameliorative effect. One possible way is by promoting clients' subsequent homework compliance, a variable that also predicts positive outcomes in CBT. The present study sought to investigate simultaneously, in the context of 43 therapist-client dyads receiving 15 sessions of CBT for generalized anxiety disorder, (1) the association of early client-perceived therapist empathy (averaged over sessions 1, 3, 5) with mid-treatment client homework compliance (averaged over sessions 6, 8, 10); (2) the association of mid-treatment homework compliance on client posttreatment worry severity; and (3) the indirect effect of early perceived therapist empathy on posttreatment worry through mid-treatment homework compliance. Given that clients were nested within therapists, we examined both within- and between-therapist differences in clients' ratings of therapist empathy and homework compliance, and tested both of these indices as predictors of the relevant dependent variables in a multilevel model. At the within-therapist level (i.e., differences between clients within a given therapist's caseload), greater early empathy was associated with greater mid-treatment homework compliance. At the between-therapist level (i.e., differences between therapists across all of their cases), greater between-therapist homework compliance was related to lower posttreatment worry. Finally, homework compliance was not found to mediate the relationship between empathy and posttreatment outcome. The results underscore the importance of parsing client and therapist effects, and are discussed with regard to their training and research implications.

Interpolated memory tests reduce mind wandering and improve learning of online lectures.

PubMed

Szpunar, Karl K; Khan, Novall Y; Schacter, Daniel L

2013-04-16

The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content.

Interpolated memory tests reduce mind wandering and improve learning of online lectures

PubMed Central

Szpunar, Karl K.; Khan, Novall Y.; Schacter, Daniel L.

2013-01-01

The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content. PMID:23576743

Homework for Parents -- Your Child's Back-To-School Health Checklist

MedlinePlus

... Tips Share this! Home » Health Tips » Child Emergencies Homework for Parents — Your Child's Back-To-School Health ... do to protect themselves. READ IN CHILD EMERGENCIES Homework for Parents — Your Child's Back-To-School Health ...

An Examination of Some of the Cognitive and Motivation Variables Related to Gender Differences in Lecture Note-Taking

ERIC Educational Resources Information Center

Reddington, Lindsay A.; Peverly, Stephen T.; Block, Caryn J.

2015-01-01

The primary purpose of this investigation was to explore if gender is related to note-taking in a large undergraduate sample (divided relatively evenly between males and females), and if it is, to examine the cognitive (handwriting speed, working memory, language comprehension) and motivation variables (conscientiousness and goal orientation) that…

Using Technology to Support Students' Mastery of Academic Studies. Best Practices Newsletter

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2015

2015-01-01

For decades, classroom instruction was dominated by lectures, textbooks and note-taking. And for decades, students have often been bored and unengaged. They took notes and did what they had to do to memorize lessons just long enough to pass an exam. But short-term memorization does not help much in preparing students for college, advanced training…

Highlights from Fermilab

NASA Astrophysics Data System (ADS)

Oddone, P. J.

2010-12-01

DISCUSSION by CHAIRMAN: P.J. ODDONE, Scientific Secretaries: W. Fisher, A. Holzner Note from Publisher: The Slides of the Lecture: "Highlights from Fermilab" can be found at http://www.ccsem.infn.it/issp2007/

Assessing Children's Homework Performance: Development of Multi-Dimensional, Multi-Informant Rating Scales.

PubMed

Power, Thomas J; Dombrowski, Stefan C; Watkins, Marley W; Mautone, Jennifer A; Eagle, John W

2007-06-01

Efforts to develop interventions to improve homework performance have been impeded by limitations in the measurement of homework performance. This study was conducted to develop rating scales for assessing homework performance among students in elementary and middle school. Items on the scales were intended to assess student strengths as well as deficits in homework performance. The sample included 163 students attending two school districts in the Northeast. Parents completed the 36-item Homework Performance Questionnaire - Parent Scale (HPQ-PS). Teachers completed the 22-item teacher scale (HPQ-TS) for each student for whom the HPQ-PS had been completed. A common factor analysis with principal axis extraction and promax rotation was used to analyze the findings. The results of the factor analysis of the HPQ-PS revealed three salient and meaningful factors: student task orientation/efficiency, student competence, and teacher support. The factor analysis of the HPQ-TS uncovered two salient and substantive factors: student responsibility and student competence. The findings of this study suggest that the HPQ is a promising set of measures for assessing student homework functioning and contextual factors that may influence performance. Directions for future research are presented.

Assessing Children’s Homework Performance: Development of Multi-Dimensional, Multi-Informant Rating Scales

PubMed Central

Power, Thomas J.; Dombrowski, Stefan C.; Watkins, Marley W.; Mautone, Jennifer A.; Eagle, John W.

2007-01-01

Efforts to develop interventions to improve homework performance have been impeded by limitations in the measurement of homework performance. This study was conducted to develop rating scales for assessing homework performance among students in elementary and middle school. Items on the scales were intended to assess student strengths as well as deficits in homework performance. The sample included 163 students attending two school districts in the Northeast. Parents completed the 36-item Homework Performance Questionnaire – Parent Scale (HPQ-PS). Teachers completed the 22-item teacher scale (HPQ-TS) for each student for whom the HPQ-PS had been completed. A common factor analysis with principal axis extraction and promax rotation was used to analyze the findings. The results of the factor analysis of the HPQ-PS revealed three salient and meaningful factors: student task orientation/efficiency, student competence, and teacher support. The factor analysis of the HPQ-TS uncovered two salient and substantive factors: student responsibility and student competence. The findings of this study suggest that the HPQ is a promising set of measures for assessing student homework functioning and contextual factors that may influence performance. Directions for future research are presented. PMID:18516211

Enhancing learning: A comparison of lecture and gaming outcomes.

PubMed

Gipson, Mary; Bear, Mary

2013-01-01

Contrary to what we anticipated, our outcomes indicated that learning and satisfaction with learning were no different between the traditional lecture group and the educational gaming group. Learners in the gaming group scored on the examination just as well as, but no higher than, did those in the lecture group. Similarly, students in the gaming group were just as, but no more, satisfied with their learning than were students in the lecture group. Of note, both teaching/learning strategies were shown to be effective for learning with students earning a B average on the examination. Likewise, students in both groups were very satisfied with their respective teaching/learning strategies. Given that our assessment did not support gaming as a superior teaching/learning strategy over lecture, what remains now is the need for a longitudinal study to determine if there are differences in long-term learning. As we implement creative methods of instruction, it is also important to test their effectiveness to ensure that the teaching-learning process is evidence based.

Student and faculty member perspectives on lecture capture in pharmacy education.

PubMed

Marchand, Jon-Paul; Pearson, Marion L; Albon, Simon P

2014-05-15

To examine faculty members' and students' use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. Most students and faculty members were aware of and appreciated the recordings. Students' patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students' grades or in-class engagement but noted increased absenteeism. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings.

Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

PubMed Central

Pearson, Marion L.; Albon, Simon P.

2014-01-01

Objectives. To examine faculty members’ and students’ use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. Methods. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. Results. Most students and faculty members were aware of and appreciated the recordings. Students’ patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students’ grades or in-class engagement but noted increased absenteeism. Conclusion. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings. PMID:24850936

Making Online Homework Work

ERIC Educational Resources Information Center

Lunsford, M. Leigh; Pendergrass, Marcus

2016-01-01

Online homework systems, which deliver homework assignments to students and provide real-time feedback on their responses, have the potential to increase student learning in college mathematics classes. However, current research on their effectiveness is inconclusive, with some studies showing gains in student achievement, whereas others report…

A point contingency for homework submission in the graduate school classroom.

PubMed

Rehfeldt, Ruth Anne; Walker, Brooke; Garcia, Yors; Lovett, Sadie; Filipiak, Stephen

2010-01-01

We explored the effects of points versus no points on the submission of homework assignments and quiz performance in a graduate-level course. Students were more likely to submit homework assignments during points weeks, but quiz scores were relatively unaffected.

29 CFR 525.15 - Industrial homework.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT OF WORKERS WITH DISABILITIES UNDER SPECIAL CERTIFICATES § 525.15 Industrial homework. (a) Where the... other types of employers, special rules apply to the employment of homeworkers in the following...

Como ayudar a su hijo con la tarea escolar: Para los padres con ninos en la primaria y la secundaria (Helping Your Child with Homework: For Parents of Children in Elementary through Middle School).

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

Homework is an opportunity for children to learn and for families to be involved with their children's education, but helping children with homework is not always easy. This Spanish-language booklet is designed to provide parents of elementary and middle grades students with an understanding of the purpose and nature of homework and offers…

Note-taking and Handouts in The Digital Age

PubMed Central

Stacy, Elizabeth Moore

2015-01-01

Most educators consider note-taking a critical component of formal classroom learning. Advancements in technology such as tablet computers, mobile applications, and recorded lectures are altering classroom dynamics and affecting the way students compose and review class notes. These tools may improve a student’s ability to take notes, but they also may hinder learning. In an era of dynamic technology developments, it is important for educators to routinely examine and evaluate influences on formal and informal learning environments. This paper discusses key background literature on student note-taking, identifies recent trends and potential implications of mobile technologies on classroom note-taking and student learning, and discusses future directions for note-taking in the context of digitally enabled lifelong learning. PMID:27168620

Enthusiasm for homework and improvement of psychological distress in subthreshold depression during behavior therapy: secondary analysis of data from a randomized controlled trial.

PubMed

Hayasaka, Y; Furukawa, T A; Sozu, T; Imai, H; Kawakami, N; Horikoshi, M

2015-11-25

Cognitive behavioral therapy (CBT) usually involves homework, the completion of which is a known predictor of a positive outcome. The aim of the present study was to examine the session-by-session relationships between enthusiasm to complete the homework and the improvement of psychological distress in depressed people through the course of therapy. Working people with subthreshold depression were recruited to participate in the telephone CBT (tCBT) program with demonstrated effectiveness. Their enthusiasm for homework was enhanced with motivational interviewing techniques and was measured by asking two questions: "How strongly do you feel you want to do this homework?" and "How confident do you feel you can actually accomplish this homework?" at the end of each session. The outcome was the K6 score, which was administered at the start of each session. The K6 is an index of psychological distress including depression and anxiety. We used structural equation modeling (SEM) to elucidate the relationships between enthusiasm and the K6 scores from session to session. The best fitting model suggested that, throughout the course of behavior therapy (BT), enthusiasm to complete the homework was negatively correlated with the K6 scores for the subsequent session, while the K6 score measured at the beginning of the session did not influence the enthusiasm to complete the homeworks assigned for that session. Empirical data now support the practitioners of BT when they try to enhance their patient's enthusiasm for homework regardless of the participant's distress, which then would lead to a reduction in distress in the subsequent week. ClinicalTrials.gov NCT00885014 . April 20, 2009.

Practice Makes Progress? Homework Assignments and Outcome in Treatment of Cocaine Dependence

PubMed Central

Carroll, Kathleen M.; Nich, Charla; Ball, Samuel A.

2008-01-01

The relationship between treatment outcome and the extent to which participants completed homework assignments was evaluated among 60 cocaine-dependent individuals assigned to cognitive–behavioral therapy (CBT). Homework was assigned in 72% of all sessions and initiated by participants in 48% of the sessions in which it was assigned. Completion of homework was unrelated to participants' baseline characteristics and several indicators of treatment compliance. Participants who completed more homework assignments demonstrated significantly greater increases in the quantity and quality of their coping skills and used significantly less cocaine during treatment and through a 1-year follow-up. These data suggest that the extent to which participants are willing to complete extrasession assignments may be an important mediator of response to CBT. PMID:16173864

Homework assignments in couple and family therapy.

PubMed

Dattilio, Frank M

2002-05-01

Homework has been cited as an integral part of a number of theoretical orientations and therapy formats; unfortunately, very little has been written about its use with couples and families. This is despite the fact that many couple and family therapists espouse the use of homework or out-of-session assignments in order to help the effects of therapy jell. This article reviews some of the empirical literature on homework assignments and their effectiveness in the domain of therapy for families and couples. It also highlights the effectiveness of and the need for out-of-session assignments in treatment. A case illustration is used to demonstrate how homework assignments may be used as a significant change agent in couple and family treatment. Copyright 2002 Wiley Periodicals, Inc.

Age and Gender Differences in Adolescents' Homework Experiences

ERIC Educational Resources Information Center

Kackar, Hayal Z.; Shumow, Lee; Schmidt, Jennifer A.; Grzetich, Janel

2011-01-01

Extant data collected through the Experience Sampling Method were analyzed to describe adolescents' subjective experiences of homework. Analyses explored age and gender differences in the time adolescents spend doing homework, and the situational variations (location and companions) in adolescents' reported concentration, effort, interest,…

45 CFR 261.60 - What hours of participation may a State report for a work-eligible individual?

Code of Federal Regulations, 2012 CFR

2012-10-01

... Verification Plan. (e) A State may count supervised homework time and up to one hour of unsupervised homework time for each hour of class time. Total homework time counted for participation cannot exceed the hours...

29 CFR 525.15 - Industrial homework.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 29 Labor 3 2013-07-01 2013-07-01 false Industrial homework. 525.15 Section 525.15 Labor Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT OF WORKERS WITH DISABILITIES UNDER SPECIAL CERTIFICATES § 525.15 Industrial homework. (a) Where the...

29 CFR 525.15 - Industrial homework.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 29 Labor 3 2011-07-01 2011-07-01 false Industrial homework. 525.15 Section 525.15 Labor Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT OF WORKERS WITH DISABILITIES UNDER SPECIAL CERTIFICATES § 525.15 Industrial homework. (a) Where the...

29 CFR 525.15 - Industrial homework.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 29 Labor 3 2014-07-01 2014-07-01 false Industrial homework. 525.15 Section 525.15 Labor Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT OF WORKERS WITH DISABILITIES UNDER SPECIAL CERTIFICATES § 525.15 Industrial homework. (a) Where the...

45 CFR 261.60 - What hours of participation may a State report for a work-eligible individual?

Code of Federal Regulations, 2014 CFR

2014-10-01

... Verification Plan. (e) A State may count supervised homework time and up to one hour of unsupervised homework time for each hour of class time. Total homework time counted for participation cannot exceed the hours...

29 CFR 525.15 - Industrial homework.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 29 Labor 3 2012-07-01 2012-07-01 false Industrial homework. 525.15 Section 525.15 Labor Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT OF WORKERS WITH DISABILITIES UNDER SPECIAL CERTIFICATES § 525.15 Industrial homework. (a) Where the...

Students' Reflections on Mathematics Homework Feedback

ERIC Educational Resources Information Center

Landers, Mara; Reinholz, Daniel

2015-01-01

Homework is considered an important aspect of learning mathematics, but little research has considered how students utilize feedback as part of the homework process. This mixed methods, quasi-experimental study examines how community college students in a developmental intermediate algebra course participated in a feedback reflection activity…

Homework setting in cognitive behavioral therapy: A study of discursive strategies.

PubMed

Beckwith, Andrew; Crichton, Jonathan

2014-01-01

In recent years cognitive behavioral therapy (CBT), a form ofpsychotherapy, has risen to prominence due to a large number of studies attesting to its efficacy. A crucial part of the model of CBT is the use of the therapeutic strategy, homework, in which the client undertakes therapeutic tasks between sessions. The focus of this study is on how homework is implemented in sessions of CBT. This is undertaken through an analysis utilizing theme-orientated discourse analysis of video recorded sessions of CBT of one therapist and a client. Through tracking the focal theme of homework, the analysis focuses on homework as a face-threatening act (Brown and Levinson 1987) and how discursive strategies are employed to manage this issue. Other analytic themes include the use of frames (Goffman 1974) and constructed dialogue (Tannen 2007). It is the expertise of the therapist in putting into practice the therapeutic task of homework that is the subject of this study.

Evaluation of the Interplay Between Homework Motivation and Sluggish Cognitive Tempo in Youth With ADHD: Associations With Homework Performance.

PubMed

Smith, Zoe R; Breaux, Rosanna P; Green, Cathrin D; Langberg, Joshua M

2018-03-01

This study evaluated which Sluggish Cognitive Tempo (SCT) factors (i.e., Slow, Sleepy, Daydreamer) are most strongly associated with homework motivation, and whether homework motivation mediates the path between SCT and academic impairment. Participants were 285 middle school students (boys 209) in Grades 6 to 8 (ages 10-15 years) who were comprehensively diagnosed with ADHD. Parent- and self-report of SCT Slow behaviors predicted homework motivation above and beyond symptoms of ADHD, oppositional defiant disorder (ODD), anxiety, depression, and intelligence. The mediation models tested were multi-informant and cross-rater (parent-report of SCT to self-report of motivation to teacher-report of homework problems), and suggest that low motivation may help explain the associations between SCT and functional impairment. SCT and motivation are significantly associated constructs. Clinically, youth with ADHD and comorbid SCT may be more likely to present with low motivation, placing them at risk for academic failure. The manuscript discusses potential clinical implications of these findings.

Homework compliance counts in cognitive-behavioral therapy.

PubMed

Lebeau, Richard T; Davies, Carolyn D; Culver, Najwa C; Craske, Michelle G

2013-01-01

Prior research has demonstrated that there is some association between treatment engagement and treatment outcome in behavioral therapy for anxiety disorders. However, many of these investigations have been limited by weak measurement of treatment engagement variables, failure to control for potentially important baseline variables, and failure to consider various treatment engagement variables simultaneously. The purpose of the present study is to examine the relationship between two treatment engagement variables (treatment expectancy and homework compliance) and the extent to which they predict improvement from cognitive-behavioral therapy (CBT) for anxiety disorders. 84 adults with a DSM-IV-defined principal anxiety disorder took part in up to 12 sessions of CBT or acceptance and commitment therapy. Pre- and post-treatment disorder severity was assessed using clinical severity ratings from a semi-structured diagnostic interview. Participants made ratings of treatment expectancy after the first session. Homework compliance was assessed each session by the treating clinician. Contrary to hypotheses, treatment expectancy and homework compliance were poorly correlated. Regression analyses revealed that homework compliance, but not treatment expectancy, predicted a significant portion of the variance in treatment outcome (10%). The present research suggests that although treatment expectation and homework compliance likely represent unique constructs of treatment engagement, homework compliance may be the more important treatment engagement variable for outcomes. The present research suggests that improvement of homework compliance has the potential to be a highly practical and effective way to improve clinical outcomes in CBT targeting anxiety disorders.

Assessing Online Homework in First-Semester Calculus

ERIC Educational Resources Information Center

Callahan, Jason T.

2016-01-01

This paper describes and assesses the implementation of online homework in a first-semester calculus course. Comparing sections of the course before implementation to those after, we find statistically significant improvements in retention rates, measures of student engagement, and participation on homework. We do not, however, find statistically…

Middle School Teachers' Perceptions Regarding the Motivation and Effectiveness of Homework

ERIC Educational Resources Information Center

Snead, Donald; Burris, Kathleen G.

2016-01-01

The purpose of this study was to understand middle school teachers' perspectives on the role of homework. Approximately 118 middle school teachers volunteered to complete open-ended surveys describing their perceptions regarding the effectiveness of homework. Qualitative analysis revealed teachers identified several instructional and…

Costs and Benefits of Family Involvement in Homework

ERIC Educational Resources Information Center

Van Voorhis, Frances Landis

2011-01-01

Homework represents one research-based instructional strategy linked to student achievement. However, challenges abound with its current practice. This paper presents the results of three 2-year longitudinal interventions of the Teachers Involve Parents in Schoolwork (TIPS) homework program in elementary mathematics, middle school language arts,…

Homework in Physical Education: Benefits and Implementation

ERIC Educational Resources Information Center

Novak, Benjamin Edward; Lynott, Francis John, III.

2015-01-01

This article identifies homework as an underutilized strategy in physical education. It reviews the benefits associated with the use of homework in the physical education setting, and provides guidelines for the effective implementation of this strategy. The guidelines include practical application examples and define structured active homework…

Homework Involvement among Hong Kong Primary School Students

ERIC Educational Resources Information Center

Tam, Vicky C. W.

2009-01-01

One component of the curriculum reform in Hong Kong focuses on the use of homework in consolidating learning, deepening understanding and constructing knowledge. This study examines the profile of Hong Kong primary school students' homework involvement, and investigates the relationships between time involvement and academic attributes, namely…

Probabilistic reasoning in data analysis.

PubMed

Sirovich, Lawrence

2011-09-20

This Teaching Resource provides lecture notes, slides, and a student assignment for a lecture on probabilistic reasoning in the analysis of biological data. General probabilistic frameworks are introduced, and a number of standard probability distributions are described using simple intuitive ideas. Particular attention is focused on random arrivals that are independent of prior history (Markovian events), with an emphasis on waiting times, Poisson processes, and Poisson probability distributions. The use of these various probability distributions is applied to biomedical problems, including several classic experimental studies.

Introduction to Part I

NASA Astrophysics Data System (ADS)

Strocchi, Franco

These notes essentially reproduce lectures given at the International School for Advanced Studies (Trieste) and at the Scuola Normale Superiore (Pisa) on various occasions. The scope of the short series of lectures, typically a fraction of a one-semester course, was to explain on general grounds, also to mathematicians, the phenomenon of Spontaneous Symmetry Breaking (SSB), a mechanism which seems at the basis of most of the recent developments in theoretical physics (from Statistical Mechanics to Many-Body theory and to Elementary Particle theory).

The pen is mightier than the keyboard: advantages of longhand over laptop note taking.

PubMed

Mueller, Pam A; Oppenheimer, Daniel M

2014-06-01

Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students' capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers' tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning. © The Author(s) 2014.

PLEASE NOTE CHANGE OF ROOM! Particle Dark Matter (2/4)

ScienceCinema

Hooper, Dan

2018-04-16

Academic Training Lecture Regular Programme. Previously discussed the process of freeze-out of dark matter in the early universe, now discussing how other particles might affect the process of freeze-out.

One-Size-Doesn't-Fit-All Homework

ERIC Educational Resources Information Center

Vatterott, Cathy

2017-01-01

At one elementary school in Massachusetts, students are actually excited about homework. In this article, Cathy Vatterott and educators from Vinal Elementary School explain how--and why--they have made the shift to individualized homework, "a methodical, standards-based approach that starts with big ideas and enduring understandings from the…

29 CFR 530.8 - Preservation of individual homeworker certificates.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 3 2010-07-01 2010-07-01 false Preservation of individual homeworker certificates. 530.8 Section 530.8 Labor Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT OF HOMEWORKERS IN CERTAIN INDUSTRIES General § 530.8 Preservation of individual...

Homework Stress: Construct Validation of a Measure

ERIC Educational Resources Information Center

Katz, Idit; Buzukashvili, Tamara; Feingold, Liat

2012-01-01

This article presents 2 studies aimed at validating a measure of stress experienced by children and parents around the issue of homework, applying Benson's program of validation (Benson, 1998). Study 1 provides external validity of the measure by supporting hypothesized relations between stress around homework and students' and parents' positive…

A Purposeful Understanding of Homework

ERIC Educational Resources Information Center

Phares, Tim

2017-01-01

There has been a long standing debate over the purpose of homework; it has been a topic for educational reform, discussed in educational debates, and looked at as a means to improve student achievement (Foyle & Bailey, 1986; Gill & Schlossman, 2003; Xu, 2005; Fisher & Frey, 2008). Homework can cause frustration for students and…

Catholic Elementary School Teachers' Lived Experiences Regarding Homework: A Phenomenological Investigation

ERIC Educational Resources Information Center

Wick, John E.

2017-01-01

This phenomenological investigation examined the perceptions of Catholic elementary school teachers and their homework practices within a suburban Catholic school in California. The purpose of this study was to understand the lived experiences of Catholic school teachers regarding the standard practice of assigning homework to elementary school…

Self-Graded Homework: Some Empirical Tests of Efficacy

ERIC Educational Resources Information Center

Simkin, Mark; Stiver, Debra

2016-01-01

Allowing students to grade their own homework promises many advantages. But can students perform such grading tasks honestly and accurately? Also, do such assessments vary by gender? To answer these questions, the authors analyzed the homework scores of 266 students in seven introductory programming classes. The statistical results were favorable…

Gendered Responses to Online Homework Use in General Chemistry

ERIC Educational Resources Information Center

Richards-Babb, Michelle; Jackson, Jennifer Kasi

2011-01-01

Online homework assignments have been shown to enhance student performance. Our research on gendered responses to these assignments adds new and useful information. We investigated differences between male and female students' responses to online homework in large-enrollment general chemistry courses. Replacing in class quizzes with online…

Good Apple Homework Helper.

ERIC Educational Resources Information Center

Cipriano, Jeri S.

This book, designed for students in grades 4 to 6, provides advice to help them do homework independently and successfully. Part 1, "Developing Good Habits," presents exercises and tips on organization and time management, including a self-inventory of homework habits, assistance in goal setting, and designing a personal schedule. Part 2, "Getting…

Promoting Homework Independence for Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Hampshire, Patricia Korzekwa; Butera, Gretchen D.; Dustin, Timothy J.

2014-01-01

For students with autism, homework time may be especially challenging due to problems in self-organization and difficulties generalizing skills from one setting to another. Although often problematic, homework can provide a valuable context for teaching organizational skills that become essential as students become more independent. By learning to…

Homework Plans: A Tool for Promoting Independence

ERIC Educational Resources Information Center

Hampshire, Patricia K.; Butera, Gretchen D.; Hourcade, Jack J.

2014-01-01

The authors of this article discuss a well-acknowledged fact in the world of education--for many students, parents, and teachers, the word "homework" elicits feelings of dread. Although homework is common in most educational settings, not all students benefit from this learning tool, especially without careful planning and forethought.…

Middle School Students' Perceptions Regarding the Motivation and Effectiveness of Homework

ERIC Educational Resources Information Center

Burriss, Kathleen G.; Snead, Donald

2017-01-01

The purpose of this study was to understand students' perspectives on the role of homework. Middle school students (N = 506) volunteered to complete open-ended surveys describing their perceptions regarding the effectiveness of homework. Qualitative analysis revealed that students identified several instructional and noninstructional reasons for…

Gamification and Web-Based Homework

ERIC Educational Resources Information Center

Goehle, Geoff

2013-01-01

In this paper we demonstrate how video game mechanics can be used to help improve student engagement with online mathematics homework. Specifically, we integrate two common video game systems, levels and achievements, with the online homework program "WeBWorK." We describe the key features of the implementation of these systems and…

A Labour of Love: Mothers, Emotional Capital and Homework

ERIC Educational Resources Information Center

Hutchison, Kirsten

2012-01-01

This paper develops a new analysis of homework by building on feminist scholarship which documents the invisible labour done by women in support of their children's education. While numerous studies have examined the relationship between homework and achievement, little attention has been paid to the largely gendered and potentially stressful…

Algebra Homework: A Sandwich!

ERIC Educational Resources Information Center

Jackson, D. Bruce

2014-01-01

At a time when the debate continues over whether homework is overused, optional, or essential or favors well-off students over those with little home support, teachers must understand ways in which effective homework strategies can help narrow the achievement gap. Vatterott (2009, p. 94) argues convincingly that the "old paradigm" of…

Parental Involvement in Primary Children's Homework in Hong Kong

ERIC Educational Resources Information Center

Tam, Vicky C.; Chan, Raymond M.

2009-01-01

This study draws upon an ecological perspective to examine parental involvement in homework and its relationship with primary school children's educational outcomes within the Chinese sociocultural context of Hong Kong. Data were collected using homework diaries and questionnaires administered to 1,309 pairs of students and parents spanning all…

Resolving Struggling Learners' Homework Difficulties: Working with Elementary School Learners and Parents

ERIC Educational Resources Information Center

Margolis, Howard

2005-01-01

Struggling learners and their parents often are exasperated by homework. They find it difficult, frustrating, and laborious, producing resistance, slipshod work, stress at home, and conflicts between struggling learners, parents, and school personnel. The author (1) identifies several causes of struggling learners' homework difficulties, (2)…

Designing Homework to Mediate Executive Functioning Deficits in Students with Disabilities

ERIC Educational Resources Information Center

Stockall, Nancy

2017-01-01

Designing homework to mediate executive functioning disorders of students with disabilities is critical to their future academic success. The article explains and defines different executive functions of the brain and how these impact students' ability to benefit from homework assignments. Specific strategies are provided for designing…

Homework Hotlines: Recommendations for Successful Practice

ERIC Educational Resources Information Center

Reach, Kelle; Cooper, Harris

2004-01-01

It is common for students to have difficulty completing homework in a timely and accurate manner. Many school districts and organizations offer homework hotlines to help students complete assignments. However, educators lack a clear description of what is necessary to establish and maintain an effective hotline. This article addresses four issues…

Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions

ERIC Educational Resources Information Center

Özcan, Zeynep Çigdem; Erktin, Emine

2015-01-01

Metacognitive enrichment has become an important component of modern mathematics instruction. This study investigates the effect of homework assignments enriched with metacognitive questions on students' mathematics achievement and homework behaviors. A quasi-experimental design with pre- and post-test measures and two groups (experimental and…

Does High School Homework Increase Academic Achievement?

ERIC Educational Resources Information Center

Kalenkoski, Charlene Marie; Pabilonia, Sabrina Wulff

2017-01-01

Although previous research has shown that homework improves students' academic achievement, the majority of these studies use data on students' homework time from retrospective questionnaires, which may be less accurate than time-diary data. We use data from the combined Child Development Supplement (CDS) and the Transition to Adulthood Survey…

Multiple Goals and Homework Involvement in Elementary School Students.

PubMed

Valle, Antonio; Pan, Irene; Núñez, José C; Rodríguez, Susana; Rosário, Pedro; Regueiro, Bibiana

2015-10-27

This work arises from the need to investigate the role of motivational variables in homework involvement and academic achievement of elementary school students. The aims of this study are twofold: identifying the different combinations of student academic goals and analyzing the differences in homework involvement and academic achievement. The sample was composed of 535 fourth-, fifth- and sixth-grade elementary school students, between the ages of 9 and 13 years old. Findings showed three groups with different motivational profiles: a group of students with high multiple goals, another group with a learning goal orientation and a third group defined by a low multiple goals profile. Focusing on the differences between groups, it was observed that the amount of time doing homework was not associated with any motivational profile. Nevertheless, the differences were statistically significant between the motivational groups in the amount of homework (F(2, 530) = 42.59; p < .001; ηp 2 = .138), in the management of time spent on homework (F(2, 530) = 33.08; p < .001; ηp 2 = .111), and in academic achievement (F(2, 530) = 33.99; p < .001; ηp 2 = .114). The effect size was large for the amount of homework performed and was also relatively large in the case of management of time and academic achievement.

Factor Structure and Predictive Validity of a Homework Motivation Measure for Use With Middle School Students With Attention-Deficit/Hyperactivity Disorder (ADHD).

PubMed

Langberg, Joshua M; Smith, Zoe R; Dvorsky, Melissa R; Molitor, Stephen J; Bourchtein, Elizaveta; Eddy, Laura D; Eadeh, Hana-May; Oddo, Lauren E

2017-08-31

Many students with attention-deficit/hyperactivity disorder (ADHD) exhibit deficits in motivation to pursue long-term goals. Students with ADHD have particular difficulty with motivation to complete homework-related tasks and often fail to complete assignments. Although these problems are common and may impact academic performance, no homework-motivation measures have been validated for use with students with ADHD. The primary goal of the present study was to evaluate the factor structure and predictive validity of a homework-motivation measure based upon the expectancy-value theory of achievement motivation. A sample of 285 middle school students with ADHD completed the measure, and confirmatory factor analysis was used to evaluate the proposed factor structure and associations with parent and teacher ratings of homework performance. A 2-factor structure emerged, and model fit was excellent. Further, student-rated ability-expectancy beliefs demonstrated significant associations with parent-rated homework problems and performance and with teacher-rated homework performance and percentage of assignments turned in above and beyond ADHD symptoms. Future directions for studying the importance of motivation in students with ADHD are provided, with particular attention to the role that reward sensitivity may play in motivation. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment

PubMed Central

Schumacher, Christie; Arif, Sally

2016-01-01

Objective. To evaluate student perception and time spent on asynchronous online lectures in a blended learning environment (BLE) and to assess faculty workload and perception. Methods. Students (n=427) time spent viewing online lectures was measured in three courses. Students and faculty members completed a survey to assess perceptions of a BLE. Faculty members recorded time spent creating BLEs. Results. Total time spent in the BLE was less than the allocated time for two of the three courses by 3-15%. Students preferred online lectures for their flexibility, students’ ability to apply information learned, and congruence with their learning styles. Faculty members reported the BLE facilitated higher levels of learning during class sessions but noted an increase in workload. Conclusion. A BLE increased faculty workload but was well received by students. Time spent viewing online lectures was less than what was allocated in two of the three courses. PMID:27667839

Digital Note-Taking: Discussion of Evidence and Best Practices.

PubMed

Grahame, Jason A

2016-03-01

Balancing active course engagement and comprehension with producing quality lecture notes is challenging. Although evidence suggests that handwritten note-taking may improve comprehension and learning outcomes, many students still self-report a preference for digital note-taking and a belief that it is beneficial. Future research is warranted to determine the effects on performance of digitally writing notes. Independent of the methods or software chosen, best practices should be provided to students with information to help them consciously make an educated decision based on the evidence and their personal preference. Optimal note-taking requires self-discipline, focused attention, sufficient working memory, thoughtful rewording, and decreased distractions. Familiarity with the tools and mediums they choose will help students maximize working memory, produce better notes, and aid in their retention of material presented.

Parent attendance and homework adherence predict response to a family-school intervention for children with ADHD

PubMed Central

Clarke, Angela T.; Marshall, Stephen A.; Mautone, Jennifer A.; Soffer, Stephen L.; Jones, Heather A.; Costigan, Tracy E.; Patterson, Anwar; Jawad, Abbas F.; Power, Thomas J.

2013-01-01

Objective This study examined the relative contribution of two dimensions of parent engagement, attendance and homework adherence, to parent and child treatment response and explored whether early engagement was a stronger predictor of outcomes than later engagement. Method The sample consisted of parents of participants (n = 92; M age 9.4 years, SD = 1.27; 67% male; 69% White) in a 12-session evidence-based family-school intervention for children with ADHD. Attendance was assessed using clinician records, and homework adherence was measured by rating permanent products. Outcomes included parent and teacher ratings of family involvement in education, parenting practices, and child functioning. Results Accounting for the contributions of baseline scores and attendance, homework adherence was a significant predictor of parental self-efficacy, the parent-teacher relationship, parenting through positive involvement, and the child’s inattention to homework and homework productivity. Accounting for the contribution of baseline scores and homework adherence, attendance was a significant predictor of one outcome, the child’s academic productivity. Early homework adherence appeared to be more predictive of outcomes than later adherence, whereas attendance did not predict outcomes during either half of treatment. Conclusions These results indicate that, even in the context of evidence-based practice, it is the extent to which parents actively engage with treatment, rather than the number of sessions they attend, that is most important in predicting intervention response. Because attendance is limited as an index of engagement and a predictor of outcomes, increased efforts to develop interventions to promote parent adherence to behavioral interventions for children are warranted. PMID:23688140

Parent attendance and homework adherence predict response to a family-school intervention for children with ADHD.

PubMed

Clarke, Angela T; Marshall, Stephen A; Mautone, Jennifer A; Soffer, Stephen L; Jones, Heather A; Costigan, Tracy E; Patterson, Anwar; Jawad, Abbas F; Power, Thomas J

2015-01-01

This study examined the relative contribution of two dimensions of parent engagement, attendance and homework adherence, to parent and child treatment response and explored whether early engagement was a stronger predictor of outcomes than later engagement. The sample consisted of parents of participants (n = 92; M age = 9.4 years, SD = 1.27; 67% male, 69% White) in a 12-session evidence-based family-school intervention for children with attention-deficit/hyperactivity disorder. Attendance was assessed using clinician records, and homework adherence was measured by rating permanent products. Outcomes included parent and teacher ratings of family involvement in education, parenting practices, and child functioning. Accounting for the contributions of baseline scores and attendance, homework adherence was a significant predictor of parental self-efficacy, the parent-teacher relationship, parenting through positive involvement, and the child's inattention to homework and homework productivity. Accounting for the contribution of baseline scores and homework adherence, attendance was a significant predictor of one outcome, the child's academic productivity. Early homework adherence appeared to be more predictive of outcomes than later adherence, whereas attendance did not predict outcomes during either half of treatment. These results indicate that, even in the context of evidence-based practice, it is the extent to which parents actively engage with treatment, rather than the number of sessions they attend, that is most important in predicting intervention response. Because attendance is limited as an index of engagement and a predictor of outcomes, increased efforts to develop interventions to promote parent adherence to behavioral interventions for children are warranted.

Using Web-Based Homework to Teach Principles of Microeconomics: A Preliminary Investigation

ERIC Educational Resources Information Center

Mitchell, Jeannette C.; Mitchell, Johanna E.

2017-01-01

This study evaluates an interactive web-based homework designed to increase student understanding in a principles of microeconomics course. Employing concepts from Action Research, the preliminary investigation was undertaken based on assumptions about the efficacy of online educational resources. Do students who do well on online homework improve…

Therapist Directiveness and Client Reactance in the Administration of Homework in Therapy with College Students

ERIC Educational Resources Information Center

Branagan, William Tyler; Swanbrow Becker, Martin A.

2018-01-01

The present study used an analog design with three vignettes portraying homework administrations at three levels of therapist directiveness (low, medium, and high) and the Therapeutic Reactance Scale to measure participant reactance. Participants (N = 436) read the vignettes and completed the Homework Completion Scale (HCS), Counseling…

Giving University Students Incentives to Do Homework Improves Their Performance

ERIC Educational Resources Information Center

Radhakrishnan, Phanikiran; Lam, Dianne; Ho, Geoffrey

2009-01-01

Past research has focused on either the positive influence of incentives on homework completion (Cullen, Cullen, Hayhow, & Plouffe, 1975) or the positive influence of homework completion on academic performance (Cooper, Robinson, & Patall, 2006). Our study is one of the first to integrate these two streams of research to examine whether higher…

Homework and Academic Achievement: A Meta-Analytic Review of Research

ERIC Educational Resources Information Center

Bas, Gökhan; Sentürk, Cihad; Cigerci, Fatih Mehmet

2017-01-01

The main purpose of this study was to determine the effect of homework assignments on students' academic achievement. This meta-analysis sought an answer to the research question: "What kind of effect does homework assignment have on students' academic achievement levels?" In this research, meta-analysis was adopted to determine the…

Homework and Achievement: Using Smartpen Technology to Find the Connection

ERIC Educational Resources Information Center

Rawson, Kevin; Stahovich, Thomas F.; Mayer, Richard E.

2017-01-01

There is a long history of research efforts aimed at understanding the relationship between homework activity and academic achievement. While some self-report inventories involving homework activity have been useful for predicting academic performance, self-reported measures may be limited or even problematic. Here, we employ a novel method for…

Helping Your Students with Homework: A Guide for Teachers.

ERIC Educational Resources Information Center

Paulu, Nancy; Darby, Linda B., Ed.

This guide for elementary and secondary teachers discusses 18 tips for creating meaningful homework assignments that students will complete. Following introductory sections that explore hurdles to homework, the guide details the following tips: (1) lay out expectations early in the school year; (2) create assignments with a purpose; (3) make sure…

Errors and Allegations about Research on Homework

ERIC Educational Resources Information Center

Marzano, Robert J.; Pickering, Debra J.

2007-01-01

This article provides a response to Kohn's article entitled "Abusing Research: The Study of Homework and Other Examples" that appeared in the September 2006 issue of the "Kappan." There Kohn asserted that many of those who conduct research on homework and report on that research misrepresent research findings. He specifically mentioned a set of…

29 CFR 516.31 - Industrial homeworkers.

Code of Federal Regulations, 2011 CFR

2011-07-01

... homeworker and homeworker, as used in this section, mean any employee employed or suffered or permitted to... goods for an employer who suffers or permits such production, regardless of the source (whether obtained...): (1) With respect to each lot of work: (i) Date on which work is given out to worker, or begun by...

Pencil-Free Homework: Worth Considering?

ERIC Educational Resources Information Center

Forster, Colin

2016-01-01

After spending most of the day in school, children are typically given additional assignments to be completed at home. The author and colleagues developed a series of science homework tasks for use in primary schools. The difference with these homework tasks, however, was that they were pencil-free: no blank spaces for the children to fill in and…

How Parental Support during Homework Contributes to Helpless Behaviors among Struggling Readers

ERIC Educational Resources Information Center

Orkin, Melissa; May, Sidney; Wolf, Maryanne

2017-01-01

This research investigated the influence of parental practices on helpless behaviors of struggling readers during homework tasks. Parents (N = 36) of elementary students reported on their children's helpless behaviors, such as task avoidance and negative affect, during homework assignments, and on the nature and frequency of their support.…

Diabetes Treatment as "Homework": Consequences for Household Knowledge and Health Practices in Rural Uganda

ERIC Educational Resources Information Center

Nielsen, Jannie; Bahendeka, Silver K.; Bygbjerg, Ib C.; Meyrowitsch, Dan W.; Whyte, Susan R.

2016-01-01

Background: Health professionals assign diabetes patients "homework" in that they give them instructions on how to manage diabetes, recognizing that most diabetes care takes place in the home setting. We studied how homework is practiced and whether knowledge and behavioral practices related to diabetes self-management diffuse from…

Adolescents' Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices

ERIC Educational Resources Information Center

Fernández-Alonso, Rubén; Suárez-Álvarez, Javier; Muñiz, José

2015-01-01

Classical educational research provides empirical evidence of the positive effect of doing homework on academic results. Nonetheless, when this effect is analyzed in detail there are inconsistent, and in some cases, contradictory results. The central aim of this study was to systematically investigate the effect of homework on performance of…

Does Parental Homework Involvement Mediate the Relationship between Family Background and Educational Outcomes?

ERIC Educational Resources Information Center

Dumont, Hanna; Trautwein, Ulrich; Ludtke, Oliver; Neumann, Marko; Niggli, Alois; Schnyder, Inge

2012-01-01

This research examines whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept. Data from two studies in which grade 8 students (N = 1274 and N = 1911) described their parents' involvement in the homework process were reanalyzed via…

Homework, Motivation, and Academic Achievement in a College Genetics Course

ERIC Educational Resources Information Center

Planchard, Matthew; Daniel, Kristy L.; Maroo, Jill; Mishra, Chandrani; McLean, Tim

2015-01-01

We conducted a mixed methods study in an upper-level genetics course exploring the relationships between student motivation, homework completion, and academic achievement at the college level. We used data from an open-ended questionnaire, homework grades and completion reports, and exam scores. We used these data sources to measure self-perceived…

Increasing Parental Involvement in Speech-Sound Remediation

ERIC Educational Resources Information Center

Roberts, Micah Renee Ferguson

2014-01-01

Speech therapy homework is a key component of a successful speech therapy program, increasing carryover of learned speech sounds. Poor return rate of homework assigned, with a lack of parental involvement, is a problem. The purpose of this project study was to examine what may increase parental participation in speech therapy homework. Guided by…

Conceptualizing Patient Barriers to Nonadherence with Homework Assignments

ERIC Educational Resources Information Center

Kazantzis, Nikolaos; Shinkfield, Gregg

2007-01-01

Nonadherence with homework assignments and, by implication, "barriers" to homework assignments are a frequent occurrence in the practice of standard cognitive therapy (Beck, A. T., Rush, A. J., Shaw, B. F., Emery, G. (1979). "Cognitive therapy of depression." New York: The Guilford Press). The clinical examples in this article illustrate some of…

Evaluation of a Brief Homework Assignment Designed to Reduce Citation Problems

ERIC Educational Resources Information Center

Schuetze, Pamela

2004-01-01

I evaluated a brief homework assignment designed to reduce citation problems in research-based term papers. Students in 2 developmental psychology classes received a brief presentation and handout defining plagiarism with tips on how to cite sources to avoid plagiarizing. In addition, students in 1 class completed 2 brief homework assignments in…

Night Shift: Ideas and Strategies for Homework. Pathfinder 20. A CILT Series for Language Teachers.

ERIC Educational Resources Information Center

Buckland, David; Short, Mike

A variety of ideas and strategies for homework assignments that can be stimulating and useful to second language learners are presented. Underlying principles are that homework can: give control; develop confidence; promote creativity; support differentiation by task and outcome; encourage pupil independence; support parent-school communication;…

Grading Homework to Emphasize Problem-Solving Process Skills

ERIC Educational Resources Information Center

Harper, Kathleen A.

2012-01-01

This article describes a grading approach that encourages students to employ particular problem-solving skills. Some strengths of this method, called "process-based grading," are that it is easy to implement, requires minimal time to grade, and can be used in conjunction with either an online homework delivery system or paper-based homework.

Evidence on the Effectiveness of On-Line Homework

ERIC Educational Resources Information Center

Dillard-Eggers, Jane; Wooten, Tommy; Childs, Brad; Coker, John

2008-01-01

The purpose of this research is to evaluate the impact and effectiveness of on-line homework in principles of accounting classes. We surveyed students to determine their degree of satisfaction with on-line homework and their perceptions about its effectiveness in enhancing their learning. We also gathered data to determine the extent of online…

Student-Created Homework Problems Based on YouTube Videos

ERIC Educational Resources Information Center

Liberatore, Matthew W.; Marr, David W. M.; Herring, Andrew M.; Way, J. Douglas

2013-01-01

Inspired by YouTube videos, students created homework problems as part of a class project. The project has been successful at different parts of the semester and demonstrated learning of course concepts. These new problems were implemented both in class and as part of homework assignments without significant changes. Examples from a material and…

The Relationship between Homework and Performance in an Introductory Operations Management Course.

ERIC Educational Resources Information Center

Peters, Michael; Kethley, Bryan; Bullington, Kimball

2002-01-01

Homework of 142 students in an operations management was graded and performance on a multiple-choice test was compared to that of 188 without graded homework. The treatment group had lower overall scores. Grading did not affect performance on quantitative questions but had a significant effect on nonquantitative questions. (SK)