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Asha K Jitendra - One of the best experts on this subject based on the ideXlab platform.

  • improving comprehension of expository text in students with ld a research synthesis
    Journal of Learning Disabilities, 2007
    Co-Authors: Meenakshi Gajria, Asha K Jitendra, Sheetal Sood, Gabriell Sacks
    Abstract:

    This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual displays, mnemonic illustrations, and Computer-Assisted Instruction) or cognitive strategy Instruction (i.e., text structure, main idea identification, summarization, questioning, cognitive mapping, reciprocal teaching). Treatment outcomes are discussed in relation to the various Instructional approaches, student characteristics (e.g., grade, IQ), Instructional features (e.g., materials, treatment length), methodological features, strategy maintenance, and generalization components. Implications for classroom practice and future research directions are provided.

  • the effects of computer assisted Instruction on the mathematics performance and classroom behavior of children with adhd
    Journal of Attention Disorders, 2005
    Co-Authors: Jennifer A Mautone, George J Dupaul, Asha K Jitendra
    Abstract:

    The present study examines the effects of Computer-Assisted Instruction (CAI) on the mathematics performance and classroom behavior of three second-through fourth-grade students with ADHD. A controlled case study is used to evaluate the effects of the computer software on participants' mathematics performance and on-task behavior. Participants' mathematics achievement improve and their on-task behavior increase during the CAI sessions relative to independent seatwork conditions. In addition, students and teachers consider CAI to be an acceptable intervention for some students with ADHD who are having difficulty with mathematics. Implications of these results for practice and research are discussed.

  • mathematical word problem solving Instruction for students with mild disabilities and students at risk for math failure a research synthesis
    Journal of Special Education, 1997
    Co-Authors: Asha K Jitendra
    Abstract:

    This article reviews published research on mathematical word-problem-solving Instruction involving students with mild disabilities and students at risk for math failure. The purpose of the review was to summarize 14 word-problem-solving intervention studies with regards to participants, procedures, and findings and provide implications for future research and classroom practice in teaching word-problem solving. Interventions gleaned from the review entailed representational techniques (e.g., diagramming), strategy-training procedures (e.g., cognitive and metacognitive), task variations (sequencing and word-problem context), and Computer-Assisted Instruction. With the exception of one study, all studies reported positive effects of interventions on students' mathematical word-problem solving.

Cynthia L. Alford - One of the best experts on this subject based on the ideXlab platform.

  • Web-based learning: sound educational method or hype? A review of the evaluation literature.
    Academic Medicine, 2002
    Co-Authors: Heidi S. Chumley-jones, Alison Dobbie, Cynthia L. Alford
    Abstract:

    The first reports of Web-based medical education appear in 1992, building on 30 years of Computer-Assisted Instruction. Proponents claimed Computer-Assisted Instruction is superior to text-based, lecture, and traditional educational methods for reasons that include control by the learner over content, time, and place of learning; enhancement of learning, reasoning, and efficiency; and cost savings. Many studies that reported advantages contained methodologic flaws and reported advantages unrelated to computer-specific features. Web-based learning (WBL) represents a further evolution of Computer-Assisted Instruction. Technical advantages of WBL include universal accessibility, ease in updating content, and hyperlink functions that permit cross-referencing to other resources. These technical advances, specifically hyperlink and searching capabilities, fit the constructivist learning theory, where learners search out and create their own knowledge bases. However, as was evident with Computer-Assisted Instruction, potential advantages may not translate into significant improvements in educational outcomes. With the widespread adoption of WBL, it is critical that medical educators have evidence regarding its performance as a learning medium. This paper reviews the medical, dental, and nursing WBL evaluation literature to: (1) identify which facets of WBL have been evaluated, (2) describe the evaluation strategies used, (3) synthesize the findings, and (4) discuss educational implications and future research directions.

Robert E Slavin - One of the best experts on this subject based on the ideXlab platform.

  • the effects of computer assisted Instruction on mathematics achievement in mainland china a meta analysis
    International Journal of Educational Research, 2020
    Co-Authors: Chen Xie, Alan Cheung, Wilfred W F Lau, Robert E Slavin
    Abstract:

    Abstract This meta-analysis examined the effect of Computer-Assisted Instruction (CAI) on mathematics achievement in mainland China. Using rigorous inclusion criteria, we identified 36 qualifying studies, covering 13,438 students in grades 1-12. They produced a moderate overall effect (ES=+0.38) in comparison to traditional Instruction. Of the various types of CAI, Cooperative-CAI and Inquiry-CAI had the largest effects. This finding seemed to support the logic behind the recent curriculum reform in mainland China, namely that CAI produced better results when combined with new teaching models. Even Supplemental-CAI and Transmission-CAI were more efficient than traditional transmission teaching. The impact of other substantive and methodological study features on the variation of effect sizes by moderator analysis are also discussed.

  • effective programmes in reading and mathematics lessons from the best evidence encyclopaedia 1
    School Effectiveness and School Improvement, 2013
    Co-Authors: Robert E Slavin
    Abstract:

    This article summarises findings from systematic reviews of research on primary and secondary mathematics, primary and secondary reading, and programmes for struggling readers. All reviews used a common set of procedures, requiring comparisons with control groups and duration of at least 12 weeks. Across hundreds of qualifying studies, a clear pattern emerged. Programmes providing extensive professional development in well-structured methods such as cooperative learning and teaching of metacognitive skills produce much more positive effect sizes than those evaluating either curricular reforms or Computer-Assisted Instruction.

Thomas L Pazdernik - One of the best experts on this subject based on the ideXlab platform.

  • from mainframe to web based 30 years of experience in computer aided Instruction of pharmacology
    Naunyn-schmiedebergs Archives of Pharmacology, 2002
    Co-Authors: Laszlo Kerecsen, Thomas L Pazdernik
    Abstract:

    This review describes 30 years of experience at the University of Kansas Medical Center in using computers in the teaching of pharmacology to medical students and other health professionals. The Computer-Assisted Teaching System contains both Computer-Assisted Instruction (CAI) and Computer-Managed Instruction (CMI). The system has evolved from mainframe to microprocessors to the current World Wide Web system. The greatest challenge has been to meet the changes in technologies and teaching approaches. The system has been well received by students and has provided the faculty with the means of providing a novel approach to teaching pharmacology.

Evridiki Zachopoulou - One of the best experts on this subject based on the ideXlab platform.

  • the use of computer assisted Instruction in preschool education making teaching meaningful
    Early Childhood Education Journal, 2006
    Co-Authors: Nicholas Vernadakis, Andreas Avgerinos, Efi Tsitskari, Evridiki Zachopoulou
    Abstract:

    Computers are increasingly a part of preschooler’s lives. The purpose of the present paper was to discuss research avenues employing computers as a learning tool and to analyse the results obtained by this method at the preschoolers’ learning level. Specifically this research was to determine if computer assisted Instruction (CAI) was a useful tool to enhance cognitive, emotional, linguistic, and literacy skills in preschool children. CAI programmes may never replace the book and the blackboard but one should be aware that they were more accessible by young children, who learn better with pictures and sounds, and the proper use of appropriate programmes could make a considerable difference.