Comprehensive review ph d
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This document summarizes Sydney M. vanderWal's comprehensive research review and outlines three of her past research projects exploring the use of digital photographs to stimulate students' declarative memory in science. Her independent study found no significant effects of science notebooks and digital photos on a science literacy test. Qualitative interviews found digital photos helped student comprehension and recall. Her mixed methods group project found no test score differences between classroom photos, generic photos, and no photos, but photos qualitatively helped some students, especially English learners. Her proposed new mixed methods study will use students' classroom photos on science tests and interviews to understand photos' impact.
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Comprehensive review ph d
This document summarizes Sydney M. vanderWal's educational background and research interests, including three completed research projects. The independent study found no overall significance in using science notebooks and/or digital classroom photos to improve science literacy. However, significance was found within test sections. Qualitative research interviews found digital photos can enhance language comprehension and stimulate deeper thought. A mixed-methods group project found no overall test score differences between conditions but photos positively impacted some students. A new proposed mixed-methods study will photograph 4th grade students during science and apply photos to unit post-tests to further examine the impact of personal digital photos on memory recall.
Comprehensive review ph d
This document summarizes Sydney M. vanderWal's comprehensive review and outlines three of her past research projects on using digital classroom photographs. It then proposes a new mixed-methods study to further investigate the impact of digital photos on student science test performance and memory recall. Specifically, the proposed study would digitally photograph 4th grade students during science lessons. These photos would be included on half of a unit post-test to prime memory and test scores would be analyzed. Qualitative data from student interviews and notebooks would provide further insight. The overarching research question aims to understand how themes from qualitative data can provide a deeper understanding of the impact of digital photos on declarative memory test scores.
The future of hands on learning technologies-no pictures
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First presentation
The study investigated the effects of structured versus unstructured cooperative learning on 223 junior high school students in Australia. Students in structured groups displayed more cooperative behaviors and achieved higher scores on a mathematics assessment than those in unstructured groups. Structured students also perceived higher levels of positive interdependence, interpersonal communication, and facilitation among group members. The findings suggest that structuring cooperative learning activities to incorporate elements like interdependence can lead to improved academic and social outcomes for students.
1400 lap kichan_videotriggers_1
1) The study compared the problem-based learning (PBL) process between a video-triggered case and a paper-triggered case with 11 second-year medical students.
2) Results showed that students spent similar amounts of time on problem identification and description in the video-triggered case compared to the paper case, indicating they were not distracted.
3) The study concluded that video triggers can be effectively used in PBL without distracting students from critical thinking stages such as problem identification.
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Formative assessment and increased student involvement were found to increase grades in a biology gene technology course. A study found students had significantly higher grades on oral exams compared to written exams. Focus group interviews with former students sought to explain this finding. Students reported that defining their own assessment criteria and having variation in learning methods, such as labs, discussions, films and self-guided study, better engaged them in the material. While student involvement may not directly cause higher grades, variation in teaching approaches seems to be an important factor for students.
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CAA 2018 Presentation, included in "Prove It! Publish It! Art History and the Scholarship of Teaching and Learning," session sponsored by Art Historians Interested in Pedagogy and Technology http://bit.ly/2uKheWK
Classroom research
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Comprehensive review ph d
This document summarizes Sydney M. vanderWal's educational background and research interests, including three completed research projects. The independent study found no overall significance in using science notebooks and/or digital classroom photos to improve science literacy. However, significance was found within test sections. Qualitative research interviews found digital photos can enhance language comprehension and stimulate deeper thought. A mixed-methods group project found no overall test score differences between conditions but photos positively impacted some students. A new proposed mixed-methods study will photograph 4th grade students during science and apply photos to unit post-tests to further examine the impact of personal digital photos on memory recall.
Comprehensive review ph d
This document summarizes Sydney M. vanderWal's comprehensive review and outlines three of her past research projects on using digital classroom photographs. It then proposes a new mixed-methods study to further investigate the impact of digital photos on student science test performance and memory recall. Specifically, the proposed study would digitally photograph 4th grade students during science lessons. These photos would be included on half of a unit post-test to prime memory and test scores would be analyzed. Qualitative data from student interviews and notebooks would provide further insight. The overarching research question aims to understand how themes from qualitative data can provide a deeper understanding of the impact of digital photos on declarative memory test scores.
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The document summarizes five investigations into how hands-on learning technologies impact student motivation and learning. The studies compared students using data loggers and sensors in the field to traditional methods or pre-generated data. Results found that student motivation and confidence generally improved with hands-on experiences, though the impact on learning was mixed. Future work is needed to better understand these relationships and influence education policy. A knowledge transfer project aims to share findings with teachers.
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The study investigated the effects of structured versus unstructured cooperative learning on 223 junior high school students in Australia. Students in structured groups displayed more cooperative behaviors and achieved higher scores on a mathematics assessment than those in unstructured groups. Structured students also perceived higher levels of positive interdependence, interpersonal communication, and facilitation among group members. The findings suggest that structuring cooperative learning activities to incorporate elements like interdependence can lead to improved academic and social outcomes for students.
1400 lap kichan_videotriggers_1
1) The study compared the problem-based learning (PBL) process between a video-triggered case and a paper-triggered case with 11 second-year medical students.
2) Results showed that students spent similar amounts of time on problem identification and description in the video-triggered case compared to the paper case, indicating they were not distracted.
3) The study concluded that video triggers can be effectively used in PBL without distracting students from critical thinking stages such as problem identification.
Formative assessment and increased student involvement increases grades in Bi...
Formative assessment and increased student involvement were found to increase grades in a biology gene technology course. A study found students had significantly higher grades on oral exams compared to written exams. Focus group interviews with former students sought to explain this finding. Students reported that defining their own assessment criteria and having variation in learning methods, such as labs, discussions, films and self-guided study, better engaged them in the material. While student involvement may not directly cause higher grades, variation in teaching approaches seems to be an important factor for students.
AHTR SoTL Resources: Kelly Donahue-Wallace, Prove It! Publish It! SoTL Case ...
CAA 2018 Presentation, included in "Prove It! Publish It! Art History and the Scholarship of Teaching and Learning," session sponsored by Art Historians Interested in Pedagogy and Technology http://bit.ly/2uKheWK
Classroom research
1) Classroom observation is a common technique for collecting data in classroom research that allows researchers to study behaviors and events in the second language classroom setting.
2) When conducting classroom observations, researchers must consider issues like the observer effect, maintaining objectivity, obtaining permission, and developing coding schemes or adapting existing schemes.
3) Action research, which is more oriented toward teacher and learner development, is another type of classroom-based research that teachers can undertake to identify and address problems through intervention and evaluation.
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The document summarizes a study that examined whether placing students in single-gender groups within mixed-gender classes affected their academic achievement. The study involved surveying 78 students and placing 52 of them into either a control group that worked in mixed-gender groups, or an experimental group that worked in single-gender groups. Both groups received lessons on the earth-moon system and took pre- and post-tests to measure their learning. The results found no significant differences in test score improvements between the two groups. The study notes some limitations, including that students still interacted with the opposite gender during class and may have known they were participating in a research study.
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This document analyzes different methods for preparing for the USMLE Step 1 exam. The author conducted surveys of medical students at UT Health Science Center (UTHSC) about their study methods and Step 1 scores. Regression analysis found that using High Yield review materials had a positive impact on scores, while group tutoring sessions and checking out books from the student academic support services had negative impacts. Surveys of students on an online forum found some differences in common study resources compared to UTHSC students. The author concludes that specific study resources may have little effect and recommends schools provide alternative prep support and consider curricular reforms. Future research with multiple schools and better controls is needed.
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Case study: Observing an Alzheimer's patient over 6 months to document progression of symptoms.
Observation: Watching children on a playground to record social behaviors.
Questionnaire: Surveying students about study habits and stress levels.
Psychological test: Administering an IQ test to applicants for a gifted program.
Technology: Using an EEG to measure brain activity during a memory task.
Cross-sectional: Comparing vocabulary scores across age groups from 5 to 15 years old.
Longitudinal: Following the same group of students from kindergarten through high school to track academic achievement over time.
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Question 1 By definition, mixed-methods research designsin.docx
Question 1
By definition, mixed-methods research designs
include both relationship questions and difference questions in the same study.
include both descriptive and inferential statistics in the analysis.
include both quantitative and qualitative data.
include a number of quantitative measures of student performance.
Question 2
Of the following, which best illustrates an example of a mixed-methods study?
Jenka conducts interviews and observations in her study of transitional students.
Vanda conducts observations and supplements her findings with class grades.
Micky looks at percentages of successful transitions from the district and class grades.
Svec interviews both parents and their children regarding transition.
Question 3
A study that relies primarily on quantitative data and uses qualitative data to follow up is considered an example of which approach to mixed methods design?
Multiphase iterative
Embedded
Exploratory
Explanatory
Question 4
Dorothy has been collecting both quantitative and qualitative data in parallel. She wanted to ensure triangulation with the hope that analyses of both data sets lead to similar conclusions about the phenomenon under investigation. Which design has Dorothy employed?
Convergent
Embedded
Multiphase iterative
Explanatory
Question 5
Rodrigo wanted to investigate students’ feeling about reading for pleasure. First, he interviewed students and then he used insights from the interviews to construct a survey to collect quantitative data. Which design has Rodrigo employed?
Convergent
Embedded
Exploratory
Explanatory
Question 6
Sharon wanted to investigate student perceptions of homework. First, she distributed a survey to students and their parents and collected quantitative data. Second, she interviewed a few participants to gain insights on their survey responses. Which design has Sharon employed?
Convergent
Embedded
Exploratory
Explanatory
Question 7
Tacita is interested in how teachers’ classroom management practices change over time. She conducts observations of 8 teachers’ classrooms over the course of five years. She interviews the teachers and follows up with counts of referral data, disciplinary notes in children’s files, and number of notes home per teacher per year. This study can be described as a:
QUAN-QUAL study
QUAN-qual study
QUAL-quan study
Quantitative study
Question 8
The QUAN-qual model of mixed methods design is also known as
triangulation.
interpretation.
exploratory.
explanatory.
Question 9
Mixed-methods research that has more than one phase usually employs which type of sampling method?
stratified random
purposive
probability
systematic
Question 10
Mixed-methods researchers should ask themselves, “Are the quantitative and qualitative data equally relevant to the same or related topics and research question(s)?” This question is most useful to help the researcher evaluate:
the valid ...
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Comprehensive review ph d
- 1. Sydney M. vanderWal Comprehensive Review May 20, 2011
- 2. What I do…
- 3. But does it make a difference?
Editor's Notes
- Metacognition was my first focus. I had grand ideas of measuring critical thinking through science notebooking.(Draw-A-Scientist) Leadership characteristics: I admire, honesty, forward-looking, competent and inspiring, Also believe Northouse (2007)in the the belief leadership is inborn having traits of ; intelligence, self-confidence, determination , integrity and sociability, Transformational leadership. I believe leadership is who you are not what you do. John Dewey: Engating students to use inquiruy and senses to synthesis hand on science exploration experiences and active manipulation of the enviroment. Lev Vygotsky:internalizing the enthusiastic culture of scientific exploration transforming a social phenomena to a more personal scientific mental construct. Lave and Wegner: A community of practice and situated learning will promote scientific exploration. Leadership Statement: Leadership is who you are not what you do. It is a moment–by-moment commitment to becoming the best you can possible be by genuinely thinking of all those within your world first and by not focusing on a specific outcome but on a lifetime of transparent, honest, trustworthy, empowering, inspiring, transformational, integrity, reflective illumination of one’s life legacy.
- Effectiveness of declarative memory retrieval treatments with four levels notebook, digital pictures, notebook and pictures, control. Dependent variable assessment scores. Research Question: What memory retrieval recourses can enhance a higher declarative memory recall ( test scores) on a summative standardized science assessment. Findings: Results indicate that after controlling for pre-test scores there was not a significance between post-test score and pre-test scores, F (3,74) = 2.56, p=. 061, partial eta 2 = .094. Multiple choice:Results indicate that after controlling the pre-test multiple choice scores there was statistical significance with post-test multiple choice scores and, F (3,73) = 3.21, p=. 028, partial eta 2 = .117 with an observed power of .71 Written Response:The outcome indicates that after controlling for pre-test written response scores, there was no statistical significance between post-test written response scores and pre-test written response scores, F (3,74) = ,97, p=. 411, partial eta 2 = .038 with an observed power of .71. Extra Credit :Results indicate that after controlling the pre-test extra credit scores, there was a significance between post-test extra credit response scores, F (3,73) = 4.07, p=. 010, partial eta 2 = .143 with an observed power of .82. Pairwise comparisons point to a statistically significance contrast between two pairs of treatment variable. Once again pictures and the pic and notebook are statistically significant ( p = .007, d= -1.38). The other pairwise statistical significant data lies in the independent variable, control group and pic and notebook ( p = .002, d=- 1.71).
- Three themes were prevalent in the findings, (i) digital captures enforce language comprehension, (ii) digital captures stimulate informative thought allowing existing knowledge to be retrievable at a greater depth, and (iii) digital captures illustrate what it means to do science transferring personal ownership qualities.