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Hardamon, Kaili – ProQuest LLC, 2019
Teachers' daily instructional practices are a critical component in creating a rich and meaningful educational experience for students. Thus, factors that inform instructional practices are of particular importance and interest to education researchers and other stakeholders. Beliefs about teaching and learning are a known factor influencing…
Descriptors: Teacher Attitudes, Beliefs, Questioning Techniques, Mathematics Instruction
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Robert E. Brainard; Amy L. Shaffer; Lewis J. Watson; Daniela G. L. Terson de Paleville; Jeff C. Falcone – Advances in Physiology Education, 2024
With the increased attention focused on active learning, educators strive to find better and more innovative ways to engage students in the classroom. One of the hurtles that educators are presented with is that the classroom is no longer limited to a physical location but rather students and professor can meet via the internet, Before COVID-19,…
Descriptors: Learner Engagement, Social Isolation, Distance Education, COVID-19
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LaPaglia, Jessica A. – Teaching of Psychology, 2020
In this article, the author describes an exam review activity in which students answered questions and solved puzzles in order to escape the review session. In a general psychology (100-level) course and research methods in psychology (300-level) course, students solved a series of puzzles and review questions. This format is similar to popular…
Descriptors: Review (Reexamination), Tests, Puzzles, Problem Solving
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Yang, Albert C. M.; Chen, Irene Y. L.; Flanagan, Brendan; Ogata, Hiroaki – Educational Technology & Society, 2021
Reviewing learned knowledge is critical in the learning process. Testing the learning content instead of restudying, which is known as the testing effect, has been demonstrated to be an effective review strategy. However, education research recommends that instructors generate practice tests, but this burdens teachers and may also hinder teaching…
Descriptors: Cloze Procedure, Reading Comprehension, Reading Skills, Reading Improvement
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Ebersbach, Mirjam; Feierabend, Maike; Nazari, Katharina Barzagar B. – Applied Cognitive Psychology, 2020
We compared the long-term effects of generating questions by learners with answering questions (i.e., testing) and restudying in the context of a university lecture. In contrast to previous studies, students were not prepared for the learning strategies, learning content was experimentally controlled, and effects on factual and transfer knowledge…
Descriptors: Long Term Memory, Recall (Psychology), Testing, Review (Reexamination)
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Brody, Heather I.; Santos, Jennifer M. – Journal of Instructional Research, 2019
Instructors consistently complain about students not reading or using feedback. To address this issue, the authors designed an in-class feedback exercise. The authors found that when students recognize the importance of feedback on writing assignments, they look forward to getting, reading, and using such feedback, and instructor efficacy…
Descriptors: Student Evaluation, Feedback (Response), Written Language, Writing Assignments
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Johnson, Cynthia – Composition Forum, 2017
In 2012, Bruce Horner guest edited a special issue of "JAC" focused on "Economies of Writing" ("JAC" n3-4 p453-778 2012). In his introduction, he explains that the included essays originated from an October 2011 symposium at the University of Louisville, held in preparation for the similarly-themed 2012 Thomas R.…
Descriptors: Review (Reexamination), Rhetoric, Writing (Composition), Predictor Variables
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Skinnell, Ryan – Composition Forum, 2017
Bradbury's central goal in this book is to challenge and redefine intellectualism in ways that recuperate and reinvigorate it as a meaningful concept. Bradbury diagnoses a common presumption in the popular American imaginary that equates intellectualism to academic success in elite institutions of higher education. This view of intellectualism, by…
Descriptors: Literacy, Education, Social Class, Review (Reexamination)
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Moryl, Rebecca L.; Gabriele, Florencia; Desvira, Jannet – Journal of Economic Education, 2019
In this article, the authors describe an innovative charades-based educational game, HeadsUp! Econ, and its use for effective economics instruction. Results of a self-assessment survey of students demonstrate that implementing HeadsUp! Econ as an active learning game provides students opportunities to: (1) practice identifying which concepts are…
Descriptors: Educational Games, Economics Education, Review (Reexamination), Active Learning
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Roelle, Julian; Renkl, Alexander – Journal of Educational Psychology, 2020
Example-based learning often uses a design in which learners first receive basic instructional explanations of new principles and concepts and then examples thereof. In this sequence, it is crucial that learners self-explain by using the content of the basic instructional explanations to elaborate on the examples. Typically, learners are not…
Descriptors: Demonstrations (Educational), Self Concept, High School Students, Instructional Effectiveness
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Seven, Yagmur; Hull, Katharine; Madsen, Keri; Ferron, John; Peters-Sanders, Lindsey; Soto, Xigrid; Kelley, Elizabeth S.; Goldstein, Howard – Journal of Speech, Language, and Hearing Research, 2020
Purpose: Many preschoolers, especially those from low-income households, would benefit from instruction to enrich their vocabulary and language repertoires. Yet, explicit instruction of vocabulary and language skills generally occurs infrequently in early childhood education settings. This study investigated the additive effects of teacher-led,…
Descriptors: Preschool Children, Vocabulary Development, Academic Language, Small Group Instruction
Seven, Yagmur; Hull, Katharine; Madsen, Keri; Ferron, John; Peters-Sanders, Lindsey; Soto, Xigrid; Kelley, Elizabeth S.; Goldstein, Howard – Grantee Submission, 2020
Purpose: Many preschoolers, especially those from low income households, would benefit from instruction to enrich their vocabulary and language repertoires. Yet, explicit instruction of vocabulary and language skills generally occurs infrequently in early childhood education settings. This study investigated the additive effects of teacher-led,…
Descriptors: Preschool Children, Vocabulary Development, Academic Language, Small Group Instruction
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Piechowski, Michael M. – Roeper Review, 2017
Unilevel disintegration, the second level in Dabrowski's theory, does not have a structure comparable to the higher levels. It also lacks direction. If so, one is bound to ask what is developmental about it and what, in fact, is developing in level II. Two classsic studies and one of highly gifted adults show three possible kinds of emotional…
Descriptors: Emotional Development, Developmental Stages, Educational Theories, Gifted
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Lloyd, E. Paige; Walker, Ryan J.; Metz, Molly A.; Diekman, Amanda B. – Teaching of Psychology, 2018
Although previous research has demonstrated that guided testing (i.e., self-testing) and question generation effectively increase retention compared to control methods, no work has simultaneously implemented both strategies in the classroom. In a semester-long study designed to maximize experimental control in a naturalistic setting, we adapted…
Descriptors: Review (Reexamination), Testing, Questioning Techniques, Comparative Analysis
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Johnson, Christopher Nathanael – PASAA: Journal of Language Teaching and Learning in Thailand, 2018
'Student-generated review questions' is a classroom technique in which one or more students are assigned the task of writing a set of questions based on what was studied during a class. These questions are shown to all of the students at the beginning of the next class, and then discussed in pairs or small groups. The current study explored…
Descriptors: Student Evaluation, Student Developed Materials, Test Construction, Student Attitudes
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