Abstract: The purpose of this study was to describe the frequency use of cooperative learning techniques by students enrolled in a university, methods of teaching in non-formal environments course. In addition, the researcher sought to describe student cognitive processing capability when answering higher or lower cognitive level questions during a ten-week university course. Students (N=14) enrolled in a ten-week university, methods of teaching in non-formal environments, course were the convenient population for the study. The researchers randomly assigned each student into one of two groups prior to the first class session; the groups were labeled lower cognitive and higher cognitive. Each group received a closing reflection at the end of each class session. A bonus question was added to each closing reflection; the lower cognitive group received a closing reflection with a lower cognitive level bonus question, while the higher cognitive group received a higher cognitive level bonus question. The researchers also demonstrated the use of cooperative learning techniques in three lectures during the course. Four instruments were used to describe student use of cooperative learning techniques, and student cognitive processing capabilities on the assignments. Results were that five of the students used cooperative learning techniques in their microteaching lessons, using a total of three techniques (timed-pair share, jot-thoughts, and window-paning), 12 times throughout their lessons. The majority (n=4) of the students who implemented cooperative learning techniques scored in the top 50% on the cognitively weighted final examination. Student answers in the lower cognitive group were assessed as right or wrong; on average, students answered ten questions correctly, three questions wrong, and had one missing closing reflection. The higher cognitive questions were assessed using a critical thinking rubric. None of the students scored higher than the lowest level of critical thinking as assessed by the rubric. Students in the higher cognitive group had a mean score of 18.9 on the critical thinking rubric, with a total range of 18 to 28. On the final examination, each student was given a weighted score based on the level of cognition for each question asked. The cognitively weighted score of the final examination was 57.8; student scores ranged from 47.1 to 55.6 with a mean of 52.72. No significant relationship was found between the students' cognitive level of competency on the final examination and their processing capabilities when responding to lower and higher cognitive questions. A negligible relationship was found between observed student use of cooperative learning techniques and their cognitive processing capability on the final examination.
Abstract: The purpose of this study was to describe the frequency use of cooperative learning techniques by students enrolled in a university, methods of teaching in non-formal environments course.
The purpose of this book is to collect contributions that are at the intersection of multi-objective optimization, swarm intelligence (specifically, particle swarm optimization and ant colony optimization) and data mining.
Carlos Coello Coello, Satchidananda Dehuri, Susmita Ghosh. 1 An Introduction
to Swarm Intelligence for Multi-objective Problems in Data Mining Satchidananda
Dehuri1, Susmita Ghosh2, and Carlos A. Coello Coello3 1 Department of
Information and Communication Technology, Fakir Mohan University, Vyasa
Vihar, Balasore-756019, India ...
Cooperative Learning Environments The Role of the Teacher in the Cooperative
Classroom Once the curriculum of the past is viewed from a safe distance (like
Dick and Jane in the old reading textbooks), it can be seen as a quaint
anachronism. But while your professional life is squeezed into its narrow confines
, the charm escapes you. Traditional goal structures tended to be teacher
centered with teachers controlling learning by imparting knowledge, maintaining
control, and ...
This volume presents the results of the Flourishing Children Project. The study addressed gaps in the research on indicators of positive development of adolescents. Such indicators are essential for the balanced and scientifically sound study of adolescents. Yet measures of many aspects of flourishing are not available, and when they do exist, they are rarely measured in a developmentally appropriate manner for adolescents. In addition, they are often too long for program evaluations and surveys, have not been tested on diverse populations, nor carefully validated as predictors of positive outcomes. The Flourishing Children Project undertook the development of scales for adolescents ages 12-17 for 19 aspects of flourishing covering six domains: flourishing in school and work, personal flourishing, flourishing in relationships, relationship skills, helping others to flourish, and environmental stewardship. This volume describes the four-stage process of developing the scales, including: Reviewing the literature for extant measures for items to test and synthesizing the existing research into consensus definitions for each construct; conducting cognitive testing of items with adolescents and their parents; pilot testing the items; and conducting psychometric analyses.
This volume presents the results of the Flourishing Children Project.
O tema do demoníaco nos incita sempre a chegar a ultrapassar a fronteira do pensamento, nesta linha tênue entre o teológico, o literário e o filosófico, num movimento em busca de novas e diferentes formas de criar e desenvolver o pensamento e expressar as culturas. O presente livro é um exercício de reflexão sobre este tema e muitas fronteiras a ele subjacentes nas interfaces entre a literatura e religião e/ou literatura e teologia.
O tema do demoníaco nos incita sempre a chegar a ultrapassar a fronteira do pensamento, nesta linha tênue entre o teológico, o literário e o filosófico, num movimento em busca de novas e diferentes formas de criar e desenvolver o ...
Outlines the benefits and drawbacks of raising an only child, and gives tips on raising a well-balanced and properly socialized child
Outlines the benefits and drawbacks of raising an only child, and gives tips on raising a well-balanced and properly socialized child
The authors establish a plan for unifying the separate and parallel systems of special and general education.
Strategy. Complex. Adaptive. Systems. Traditional management theory has
focused on rational and linear thinking about how organizations work,
emphasizing predictability and control of people and processes. The metaphor
for organizations ...
