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Yilmaz, Emre; Korur, Fikret – International Journal of Technology in Education, 2021
This 2-group quasi-experimental study was conducted to explore the following research questions: Do the fourth graders' post-intervention scores achieved in the unit of force and motion achievement test and attitude scale toward the unit depend on being in the groups that were taught the unit either with 'Online Advance Organizer Concept Teaching…
Descriptors: Science Achievement, Student Attitudes, Scientific Attitudes, Retention (Psychology)
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McDonald, Denise; Vines, Rachel – Teaching Artist Journal, 2019
Teacher- and student-generated sketches can spawn meaningful note-taking and instructional processes for enhancing learning and knowledge retention.
Descriptors: Advance Organizers, Notetaking, Retention (Psychology), Learning Processes
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Bency, P. B. Beulahbel; Raja, B. William Dharma – Journal on School Educational Technology, 2010
Education should be made painless and the teaching must be made effective. Teaching is an activity, which is designed and performed for multiple objectives, in terms of changes in student behaviours. Models of teaching are just a blue print designed in advance for providing necessary structure and direction to the teacher for realizing the…
Descriptors: Physical Sciences, Teaching Models, Advance Organizers, Teacher Effectiveness
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Bailey, Aileen M. – Psychological Record, 2006
Six male Sprague-Dawley rats were used to examine the long-term retention of an olfactory discrimination learning set. Rats were trained on 30 odor-unique, 5-trial discrimination problems, transferred to an olfactory discrimination reversal task, and then given a 6-week break in training. The rats demonstrated use of a learning set by performing…
Descriptors: Discrimination Learning, Advance Organizers, Animals, Retention (Psychology)
Chang, Moon K. – 1986
The study examined the effects of an advance organizer on the learning and retention of facts and concepts obtained from a sound film by educable mentally retarded (N=30) and regular children (N=30) in a mainstreamed secondary public school class. Also examined was the interaction between the advance organizer and ability levels of the Ss. Results…
Descriptors: Advance Organizers, Films, Mild Mental Retardation, Retention (Psychology)
Chaudhari, U. S.; Buddhisagar, Meena – Educational Technology, 1981
Summarizes a study designed to ascertain the effects of advance organizers on learning from text, with the position of both "part" and "whole" organizers as a manipulated variable. The effect of intelligence and its interaction with the treatment was also studied. Ten references are listed. (Author/FM)
Descriptors: Advance Organizers, Bibliographies, Educational Research, Higher Education
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Spiro, Rand J.; Anderson, Richard C. – American Educational Research Journal, 1981
Ausubel asserts that his work is impugned in various ways in Anderson, Spiro, and Anderson. This paper argues that a more careful reading of the original paper obviates most of Ausubel's concerns. (Author/GK)
Descriptors: Advance Organizers, Cognitive Processes, Cognitive Style, Learning Theories
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Ausubel, David P. – American Educational Research Journal, 1980
Anderson, Spiro, and Anderson (EJ 189 658) assert that the author's assimilation theory of meaningful learning and retention is "hopelessly vague." Documented examination of these assertions indicates that they are unspecified, unsubstantiated, undocumented, and based on indisputable misrepresentation of published material and on logical…
Descriptors: Advance Organizers, Cognitive Processes, Cognitive Style, Learning Theories
Smith, Donald A.; And Others – 1980
To discover if narrative analogies of scientific mechanisms would help readers to comprehend passages describing those mechanisms, four such passages were extracted from an encyclopedia. These original passages were written in expository style and constituted the expository condition. For the narrative condition, simple narrative analogies of…
Descriptors: Advance Organizers, Analogy, Comprehension, Content Area Reading
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Christie, Daniel J.; Schumacher, Gary M. – Journal of Reading Behavior, 1976
Descriptors: Advance Organizers, Educational Research, Elementary Education, Listening Comprehension
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Gardner, Edward T.; Schumacher, Gary M. – Journal of Educational Psychology, 1977
College subjects were given either no prepassage, a thematic prepassage, or a topic sentence prepassage followed by an ambiguous passage in either superordinate or coordinate context. The thematic prepassage facilitated performance on a rigorously scored free-recall measure and a multiple-choice measure. Superordinate contextual organization…
Descriptors: Advance Organizers, College Students, Context Clues, Higher Education
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And Others; Schumacher, Gary M. – Journal of Reading Behavior, 1975
Contrary to expectation, subjects given a passage with neither paragraph cues nor an advance organizer recalled better than subjects given paragraph cues but no advance organizer. (RB)
Descriptors: Advance Organizers, Higher Education, Prose, Reading Instruction
Noel, Kent L.; And Others – 1980
The effects of instructions for using advance organizers upon the learning and retention of new information were examined. The special instructions explained an organizer's function and directed students to use the advance organizer. An advance organizer treatment, an advance organizer with special instruction treatment, and a no advance organizer…
Descriptors: Advance Organizers, Cues, Grade 12, Learning Activities
Wilcox, Wayne C.; And Others – 1978
An experiment was conducted to test the effects of isolating and identifying generalities and instances in written prose instruction on student performance. Eighty college students were given either a typical chapter from a college textbook that included a summary, the same chapter with the summary removed, a modified version of the chapter in…
Descriptors: Advance Organizers, College Students, Content Area Reading, Higher Education
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Beeson, Geoffrey W. – American Educational Research Journal, 1981
Grade 10 students were taught a hierarchy of intellectual skills in three different contexts: skills taught in isolation; additional verbal instructions provided; and skills taught in relation to a relevant anchoring idea. Results showed that use of the anchoring idea context enhances meaningful learning of complex skills. (Author/GK)
Descriptors: Advance Organizers, Electricity, Grade 10, Learning Processes
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