DOCSLIB.ORG

Study Skills IDENTIFIERS *Oregon

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Study Skills IDENTIFIERS *Oregon DOCUMENT RESUME ED 355 616 EA 024 675 AUTHOR Thomas, Anne TITLE Study :.ills. INSTITUTION Oregon School Study Council, Eugene. REPORT NO ISSN-0095-6694 PUB DATE Jan 93 NOTE 46p. AVAILABLE FROM Oregon School Study Council, Unive-sity of Oregon, 1787 Agate Street, Eugene, OR 97403 ($4.50 prepaid members; $7 nonmembers; $3.00 postage and handling on billed orders). PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) Collected Works Serials (022) JOURNAL CIT OSSC Bulletin; v36 n5 Jan 1993 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Academic Achievement; Elementary Secondary Education; Learning Strategies; Metacognition; Reading Habits; *Student Motivation; *Study Habits; *Study Skills IDENTIFIERS *Oregon ABSTRACT Three developments lend support to the idea that schools must help teach study skills: (1) advances in cognitive psychology that suggest children are active learners;(2) society's concern for at-risk students; and (3) growing demands for improved student performance. There is evidence that systematic study skills instruction does improve academic performance. Study skills entail a beneficial study environment, self-management, and time and stress management, as well as the more traditional skills of effective listening, reading comprehension, note-taking, and sophisticated writing skills. Motivation is essential for instilling study skills. Research suggests that behavioral self-management, mood management, and self-monitoring are successful tactics in developing motivation. Development of study skills should be addressed at every educational level. Programs to enhance teachers' preparation to teach study skills are important, because the perception they are unprepared negatively affects student performance. Efforts in Oregon demonstrate both the need to develop study skills and the outlines of some successes. Students' eagerness to acquire study skills dissipates quickly, demanding a strong commitment from school boards, administrators, teachers, parents, and students to make study skills instruction maximally effective. An appendix lists eight study skill programs. (Contains 21 references.) (TEJ) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** STUDY SKILLS U.S. DEPARTMENT OF EDUCATION Offics of Educational Roswell and Immwoment EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) (hisdocument has peen reproduced as received from the Person or organization originating it. Anne Thomas C Minor changes nave been made to improve reproduction Quality Points of wevr or oranions stated in this dccLi- mon! do not necessarily represent official OERI position or policy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER SERIC1." \) Oregon School Study Council January 1993 Volume 36, Number 5 D'jSSC BULLETiN REST COPY AVAILARE STUDY SKILLS Anne Thomas Oregon School Study Council January 1993 Volume 36, Number 5 ISSN 0095-6694 Nonmember price: $7.00 Member price: $4.50 Quantity Discounts: 10-24 copies15% 25-49 copies - 20% 50+ copies 25% OSSC STAFF Philip K. Piele, Executive Secretary Stuart C. Smith, Editor Linda S. Lumsden, Associate Editor and Production Deborah Drost, Assistant Editor and Production Audrey Muller, Publications Sales OSSC GOVERNING BOARD Dave Cone, School Board Member, Gresham Grade SD 4 Mike Delvin, School Board Member, North Bend SD 13 James Maxwell, Superintendent, Lane ESD Philip K. Piele, Professor and Executive Secretary, Oregon School Study Council David Conley, Associate Professor, Division of EducationalPolicy and Management, University of Oregon Bill Korach, Superintendent, Lake Oswego SD 7J Bob Stalick, Superintendent, Greater Albany Public SD 8J Diane Harr, School Board Member, Oregon School BoardsAssociation OREGON SCHOOL STUDY COUNCIL 1787 Agate Street University of Oregon Eugene, Oregon 97403 (503) 346-5044 Fax: (503) 346-2334 The University of Oregon is an affirmative action, equal opportunityemployer. Preface Marilyn Spencer has just finished a U.S. history lecture on the roots of the Revolutionary War, and her students have a few minutes before the end of class to begin reading tomorrow's assignment. She looks around the room and observes various students tackling the assignment. Becky Jones is carefully reading and taking notes. She has divided her paper in half and written questions on the left side of the page. As she reads, she writes the answers on the right side of the page opposite the questions. The teacher recalls that Becky also carefully listened during the lecture and took notes when an important point was made. Now the teacher's gaze settles on Bobby Smith. Bobby seems to be a bright student but was inattentive during the lecture. He's reading now, but the pages are turning quickly, and he is not taking notes. Even though it is early in the year, Marilyn Spencer already has a pretty good idea how these two students will fare. Their study skillsor the lack thereofare an indicator of their success. Study skills are a relatively recent addition to schools' curriculum, and several school districts have already embraced the concept. But is it neces- sary? Can't students figure out how to study on their own? If they are taught study skills, will it improve their performance? This Bulletin explores study skillswhat they are, how they can be taught, and whether they workand the implications such teaching has for public schools. Anne Thomas has a master's degree in journalism from the University of Oregon. She has teaching experience on the elementary, secondary, and collegiate levels and has worked for the Cottage Grove Sentinel, Ashland Daily Tidings, and Springfield News. Appreciation is due M. D. "Mark" Gall, professor of education, Uni- versity of Oregon, for his contribution to the editing and revision of an earlier draft. iii Contents Preface iii Introduction 1 1. Do Study Skills Help Children Learn? 2 Why Teach Study Skills? 3 How Learning Occurs 3 Is There Evidence That Study Skills Help? 4 2. What Are Study Skills? 7 Study Skills Involve More Than Note Taking 7 Academic Techniques and Skills 10 3. how Should Study Skills Be Taught? 15 Success Leads to Success 15 How Early Should Study Skills Be Taught? 16 Should Study Skills Be Part of the Main Curriculum? 16 The Role of Educators 17 The Role of Parents 20 The Role of Stuaents 20 4. What's Being Done in Oregon? 22 Skills Assessment Survey Results 23 Two Examples of Local Programs 26 Experimental Programs 27 5. Where Do We Go from Here? 30 Not Everyone Goes to College 30 Establish a Policy 31 Teach the Teachers First 31 Enthusiasm Motivates 32 G Conclusion Appendix Bibliography Interviews Introduction It is not uncommon for students to progress through elementary, junior high, and high school with few hints about how to listen to lectures, take notes, write papers, or prepare for and take tests. When they reach college, these students often find themselves lacking essential skills needed for academic success. If they are unsuccessful in developing those skills, their college careers end abruptly. Ron Johnson, superintendent of the Lowell School District in Lowell, Oregon, recalls that approximately ten years ago the district surveyed some of its graduates who had gone on to college and asked them what was lacking from their high school education. The answer: learning how to study. As a result, the Lowell district started a program called Study Technologies Equal Pupil Success (STEPS). Many educators are wondering how schools can better help students learn. Researchers, too, have wondered why some students encounter aca- demic difficulty during their school years or later in college. They are finding that a major reason is inadequate study skills for the learning tasks that students are assigned. It is increasingly difficult for people to sort through and assimilate the amount of information available through advances in technology. Students who have learned how to learnthe essence of study skillswill be the ones who can process this information and use it in school, the world of work, and personal life. As Sharon J. Derby (1988) says, Students who receive good strategy training during their years in school can acquire a form of knowledge especially useful in coping with the wide variety of learning situations they will encounter throughout their lives. Given the amount of time that people spend in school, in job-related training, and in acquiring knowledge associated with their interests and hobbies, the ability to find good solutions to learning problems may be the most important thinking skill of all. In other words, students who acquire study skills are not just learning one particular subject, they are learning how to learn. 1 Chapter 1 Do Study Skills Help Children Learn? Some educators may think that teaching study skillsis just another fad. If such skills are so important, why haven't theybeen taught before? Further, how do we know that teaching study skills willhelp children achieve scho- lastic success? M. D. "Mark" Gall, professor in the University ofOregon's College of Education and coauthor of Tools for Learning andMaking the Grade, thinks one reason study skillshave not been taught much is that teachers, lacking training in teaching study skills, feel uncomfortableteaching them. Another reason is that teachers are expected to teach content, not skills. When George
Load more

Recommended publications
  • 4-Pager Six Strategies for Effective Learning
    Six Strategies for Effective Learning Document prepared by Yana Weinstein, PhD University of Massachusetts Lowell The Learning Scientists: http://www.learningscientists.org Resources on the 6 strategies: http://www.learningscientists.org/downloadable-materials/ Cognitive psychologists have made significant advances in applying cognitive processes to education in the past few decade (Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013; Weinstein, Madan, & Smith, in press; Smith, Madan, & Weinstein, in press). From this work, specific recommendations can be made for students to maximize their learning efficiency. Specifically, six key learning strategies from cognitive research can be applied to education: spaced practice, interleaving, elaborative interrogation, concrete examples, dual coding, and retrieval practice. However, a recent report (Pomerance, Greenberg, & Walsh, 2016) found that few teacher-training textbooks cover these principles; current study-skills courses also lack coverage of these important learning strategies. Students are therefore missing out on mastering techniques they could use on their own to learn effectively. We recently synthesized these 6 strategies in a new framework that involves the following three stages: planning (spaced practice and interleaving); reinforcement (retrieval practice); and development of understanding (elaboration, concrete examples, and dual coding; Smith & Weinstein, in press). What follows is a heavily abridged version of: Weinstein, Y., Madan, C. R., & Smith, M. A. (in press). Teaching the science of learning. Cognitive Research: Principles and Implications. Planning Spaced Practice The benefits of spaced (or distributed) practice to learning is arguably one of the strongest contributions that cognitive psychology has made to education (Kang, 2016). The effect is simple: repetitions spaced out over time will lead to greater retention of information in the long run than the same number of repetitions close together in time (known as massing).
    [Show full text]
  • Andragogy in One Community College
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2014 Andragogy in One Community College: A Study of Students' Attitudes and Perceptions Toward Reading and Writing Following the Completion of a Concurrent Acquisition One-Semester Developmental English Course Michele Murphy Froehlich Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Curriculum and Instruction Commons Recommended Citation Froehlich, Michele Murphy, "Andragogy in One Community College: A Study of Students' Attitudes and Perceptions Toward Reading and Writing Following the Completion of a Concurrent Acquisition One- Semester Developmental English Course" (2014). Dissertations. 1084. https://ecommons.luc.edu/luc_diss/1084 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 2014 Michele Murphy Froehlich LOYOLA UNIVERSITY CHICAGO ANDRAGOGY IN ONE COMMUNITY COLLEGE: A STUDY OF STUDENTS’ ATTITUDES AND PERCEPTIONS TOWARD READING AND WRITING FOLLOWING THE COMPLETION OF A CONCURRENT ACQUISITION ONE-SEMESTER DEVELOPMENTAL ENGLISH COURSE A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF EDUCATION IN CANDIDACY FOR THE DEGREE OF DOCTOR OF EDUCATION PROGRAM IN CURRICULUM AND INSTRUCTION BY MICHELE MURPHY FROEHLICH CHICAGO, ILLINOIS DECEMBER 2014 Copyright by Michele Murphy Froehlich, 2014 All rights reserved. ACKNOWLEDGEMENTS I wish to humbly thank the Lord, my God and the Blessed Virgin Mary for my family, all the wonderful people with whom I have crossed paths, and all the blessings extended to me throughout my lifetime – especially for enabling me to complete this lifelong dream.
    [Show full text]
  • ************************T********************************* a Guideto Teaaing Studyskills M.D
    DOCUMENT RESUME ED 320 126 CS 010 123 AUTHOR Gall, M. D.; And Others TITLE Tools for Learning: A Guide to Teaching Study Skills. INSTITUTION Association for Supervision and Curriculum Development, Alexandria, Va. REPORT NO ISBN-0-87120-170-4 PUB DATE 90 NOTE 218p. AVAILABLE FROMAssociation for Supervision and Curriculum Development, Alexandria, VA ($13.95). PUB TYPE Books (010) -- Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Class Activities; Educational Research; Educational Theories; Elementary School Curriculum; Elementary Secondary Education; *Listening; *Notetaking; Secondary School Curriculum; Skill Development; Student Participation; *Study Skills; *Teaching Guides; Teaching Methods; *Test Wiseness; *Writing Instruction IDENTIFIERS *Learning Assistance ABSTRACT This book makes the case for providing study skills instruction at the elementary and secondary school levels and identifies important study skills and how to teach them. Chapters include:(1) "The Case for Study Skills Instruction"; (2) "Theory and Research"; (3) "Planning for Study Skills Instruction"; (4) "Self-Management*; (5) "Listening, Participating, and Taking Notes in Class"; (6) "Completing Reading Assignments"; (7) "Writing School Papers"; and (8) "Taking Tests." (SG) * Reproductions supplied by EDRS are the best that can be made from the original document. ************.************************t********************************* A Guideto Teaaing StudySkills M.D. an Joyce P.Gall DennisR.
    [Show full text]
  • Study and Critical Thinking Skills in College
    Instructor’s Manual and Test Bank to accompany Study and Critical Thinking Skills in College SEVENTH EDITION Kathleen T. McWhorter HEATHERNiagara County Community College Heather Severson JeanneSEVERSON M. Jones WRITING SAMPLE Longman Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo HEATHER Senior Acquisitions Editor: Kate Edwards Senior Supplements Editor: Donna Campion Electronic Page Makeup:SEVERSON Grapevine Publishing Services, Inc. Instructor’s Manual and Test Bank to accompanyWRITING Study and Critical Thinking Skills in College, Seventh Edition. Copyright © 2011 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articlesSAMPLE and reviews. 1 2 3 4 5 6 7 8 9 10–t/k–13 12 11 10 Longman is an imprint of ISBN 13: 978-0-205-73656-0 www.pearsonhighered.com ISBN 10: 0-205-73656-4 Contents Section 1 A Guide to Instructors 1 Chapter 1 Introduction to the Text 3 A Rationale for the Integration of Study and Thinking Skills 3 Instructional Features of the Text 4 Current Research Applications 5 Chapter 2 General Suggestions for Teaching the Course 7 Structuring the Course 7 Suggested Teaching Strategies 9 Using the Instructor’s
    [Show full text]
  • Memory Mnemonics
    MEMORY MNEMONICS Teacher Implementation Kit © 2015 Elevate Education 2 Overview Short, high impact sessions Elevate Education is an international Research shows that as the length of a study provider of study skills workshops to skills program increases, student senior school students, and works with implementation tends to decrease. Students over 1250 schools and 250,000 students are left with an overwhelming list of ‘52 every year across the UK, USA, South Africa skills’ which is so long that students don’t & Australia. know where to begin. These short, sharp sessions maximise student retention rates Founded in 2001, Elevate has spent more and isolate a handful of skills to implement than 13 years benchmarking the habits of immediately, encouraging student skill the country’s top students. This research has adoption. identified 17 areas where the habits and study processes of the top students differ from middle and lower performing students. Follow-up resources Elevate workshops introduce students to Most study skills programs are ultimately these 17 skills and show them how to adopt flawed in that teachers are not provided with them. materials to follow-up and reinforce the skills covered in the program. Study skills, like What makes us different any skill, are developed through repetition, practice and review. This teacher Young presenters students can relate to implementation kit is designed to be used in Elevate uses young presenters that have conjunction with the Memory Mnemonics recently faced and aced the final years of seminar to reinforce the skills covered in the school themselves. By using presenters that session. students can relate to, schools have found How to use this document the impact of the study skills message is increased.
    [Show full text]
  • A Study Skills Guide for Psychology Students
    A Study Skills Guide 1 A Study Skills Guide for Psychology Students Note-taking, Learning and Writing Examinations (Revised Version, June 2004) Stuart J. McKelvie, Leo G. Standing and David D. Smith Bishop’s University A Study Skills Guide 2 Contents Introduction I General: Active Learning, Time for Study and Study Environment IA Active Learning IB Time for Study IC Study Environment ID Concentrating II Note-taking: Texts and Lectures IIA Texts: Books and Journal Articles IIAa Why should I take notes from texts? IIAb How do I take notes? IIAc How do I make and preserve notes from texts? IIB Lectures and Other Classes IIBa Why should I take lecture notes? IIBb How do I take lecture notes? IIBc How do I preserve lecture notes? III Examinations: Preparation, Writing and After IIIA Preparing for Examinations IIIB Writing Examinations IIIBa General Advice IIIBb Objective Questions IIIBc Short-answer and Essay Questions IIIC After the Examination A Study Skills Guide 3 A Study Skills Guide for Psychology Students Note-taking, Learning and Writing Examinations (Revised Version, June 2004) Introduction According to Jim Clark of the Department of Psychology at the University of Winnipeg (personal communication to Stuart McKelvie, May 2004), university differs from high school in a number of important ways: - More material to learn - Much of learning is independent - Ideas can be challenging - Emphasis on developing academic and motivational competencies. To learn academic material, you must take your time and you must possess effective study skills. This guide explains how to take notes from books and from lectures, how to study these notes so that you will remember their contents for examination purposes (and, hopefully, beyond!) and how to write the examinations themselves.
    [Show full text]
  • Study Skills
    Study Skills: A Research Review of the Cognitive Processes, Interventions, and Positive Outcomes The purpose of this paper is to offer a comprehensive overview of current research on the development of student study skills, including the cognitive processes, interventions, and positive outcomes for the development of study skills across a diverse scope of academic content areas, and for multiple types of learners. Overview of Study Skills Study skills are comprised of a range of integrated neurological systems that enhance the efficiency and capability of a students’ ability to gain, retain, and process information. Study skills can be looked at from two distinct, and equally important, factors of academic and nonacademic processes (Crede’ and Kuncel, 2008). Academic aspects of study skills include organizational and time-management techniques, information processing, memory procedures, and metacognitive comprehension (Awang & Sinnadurai, 2011). Nonacademic aspects are the mindset of successful studying, such as perseverance, motivation, self-efficacy, and the desire for growth and improvement (Putwain, Sander & Larkin, 2013). According to Bandura’s research on self-efficacy, this mindset is a stronger predictor of success than ability within a subject, and can be transferred to, and cultivated in, students (Bandura, 1986). Thus, the makeup of study skills must be evaluated and measured with two perspectives: (1) factors such as study tactics and habits, and (2) factors such as mindset and self-efficacy. Cognitive Requirements for Proficient Study Skills Proficient study skills are made up of specified techniques and strategies, application of these intohabit, and the motivation to press forward with attendance to the task. First and foremost, study skills must be taught, modeled, and practiced so that students can then apply the techniques independently (Kartika, 2007).
    [Show full text]
  • Key Competences for Adult Learning Professionals
    Key competences for adult learning professionals Contribution to the development of a reference framework of key competences for adult learning professionals Final report This study has been financed by European Commission, DG EAC B.J. Buiskool, S.D. Broek, J.A. van Lakerveld, G.K. Zarifis, M. Osborne Projectnumber: B3542 Zoetermeer, January 15, 2010 The responsibility for the contents of this report lies with Research voor Beleid. Quoting of numbers and/or text as an explanation or support in papers, essays and books is permitted only when the source is clearly mentioned. No part of this publication may be copied and/or published in any form or by any means, or stored in a retrieval system, without the prior written permission of Research voor Beleid. Research voor Beleid does not accept responsibility for printing errors and/or other imperfections. 2 Foreword Research voor Beleid is pleased to submit the final report of the study on key competences of adult learning professionals. The professional development and the improvement of the quality of adult learning staff have been recognised as a priority at European level. However, at European and national levels there is not always a clear view of the competences needed to fulfil the professional tasks in adult learning, partly due to the diversity of the field. In several European coun- tries, competence profiles and standards for adult learning staff (referred to hereafter as adult learning professionals) have been developed and implemented, although their scope of application differs considerably between institutional and regional levels. Therefore, the European Commission decided to finance a study on key competences for adult learning staff.
    [Show full text]
  • Understanding How Adult Educators Apply Andragogy in a Correctional Educational Setting: a Case Study Carl Jenkins Stephen University of Arkansas, Fayetteville
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarWorks@UARK University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 5-2012 Understanding How Adult Educators Apply Andragogy in a Correctional Educational Setting: A Case Study Carl Jenkins Stephen University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the Adult and Continuing Education and Teaching Commons, and the Educational Leadership Commons Recommended Citation Stephen, Carl Jenkins, "Understanding How Adult Educators Apply Andragogy in a Correctional Educational Setting: A Case Study" (2012). Theses and Dissertations. 343. http://scholarworks.uark.edu/etd/343 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. UNDERSTANDING HOW ADULT EDUCATORS APPLY ANDRAGOGY IN A CORRECTIONAL EDUCATIONAL SETTING: A CASE STUDY UNDERSTANDING HOW ADULT EDUCATORS APPLY ANDRAGOGY IN A CORRECTIONAL EDUCATIONAL SETTING: A CASE STUDY A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Administration By Carl Stephen Arkansas State University Bachelor of Science in Business Administration, 1993 Arkansas State University Master of Science in Educational Leadership, 2004 Arkansas State University Education Specialist in Educational Leadership, 2006 May 2012 University of Arkansas Abstract The purpose of this case study was to examine how adult educators apply the six principles of andragogy, by Malcolm Knowles with adult learners in a correctional educational GED program.
    [Show full text]
  • Improving Students' Learning with Effective Learning Techniques
    Psychological Science in the Public Interest Improving Students’ Learning With 14(1) 4 –58 © The Author(s) 2013 Reprints and permission: Effective Learning Techniques: Promising sagepub.com/journalsPermissions.nav DOI: 10.1177/1529100612453266 Directions From Cognitive and http://pspi.sagepub.com Educational Psychology John Dunlosky1, Katherine A. Rawson1, Elizabeth J. Marsh2, Mitchell J. Nathan3, and Daniel T. Willingham4 1Department of Psychology, Kent State University; 2Department of Psychology and Neuroscience, Duke University; 3Department of Educational Psychology, Department of Curriculum & Instruction, and Department of Psychology, University of Wisconsin–Madison; and 4Department of Psychology, University of Virginia Summary Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques. Fortunately, cognitive and educational psychologists have been developing and evaluating easy-to-use learning techniques that could help students achieve their learning goals. In this monograph, we discuss 10 learning techniques in detail and offer recommendations about their relative utility. We selected techniques that were expected to be relatively easy to use and hence could be adopted by many students. Also, some techniques (e.g., highlighting and rereading) were selected because students report relying heavily on them, which makes it especially important to examine how well they work. The techniques include elaborative interrogation, self-explanation, summarization, highlighting (or underlining), the keyword mnemonic, imagery use for text learning, rereading, practice testing, distributed practice, and interleaved practice.
    [Show full text]
  • Study Skills and Learning Strategies
    I LL N 0 I S UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2007. 4,7 / T E R C E Technical Report No. 104 H P STUDY SKILLS AND LEARNING STRATEGIES N O0 Thomas H. Anderson I R University of Illinois at Urbana-Champaign C T September 1978 A S L Center for the Study of Reading E-LicRARY 7 O T" OCT 7 1981 UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN IYpev ,- A 1Gr 51 Gerty Drive Champaign, Illinois 61820 BOLT BERANEK AND NEWMAN INC. 50 Moulton Street "t"a Cambridge, Massachusetts 02138 CENTER FOR THE STUDY OF READING Technical Report No. 104 STUDY SKILLS AND LEARNING STRATEGIES Thomas H. Anderson University of Illinois at Urbana-Champaign September 1978 University of Illinois at Urbana-Champaign Bolt Beranek and Newman Inc. 51 Gerty Drive 50 Moulton Street Champaign, Illinois 61820 Cambridge, Massachusetts 02138 To appear in: Harry O'Neil (Ed.), Learning Strategies. New York: Academic Press, 1979. Ideas for this chapter came from several sources, but primarily from my many colleagues at the Center for the Study of Reading, Univer- sity of Illinois. Those who contributed most are: Stephen M. Alessi, Bonnie B. Armbruster, Linda Baker, Ann Brown, Allan Collins (Bolt Beranek and Newman Inc.), Ernest T. Goetz, Leslie Moonshine, Diane L. Schallert, and Sally N. Standiford. Financial support for this research came primarily from the Advanced Research Projects Agency under Contract No. N00123-77-C-0622 and the National Institute of Education under Contract No. US-NIE-C-400-76-0116.
    [Show full text]
  • The Deliberate Practice of Procedural Nursing Skills: Effects of Block-Random Sequencing on Long-Term Retention
    THE DELIBERATE PRACTICE OF PROCEDURAL NURSING SKILLS: EFFECTS OF BLOCK-RANDOM SEQUENCING ON LONG-TERM RETENTION A dissertation submitted to Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Andrew Jude Cerniglia November 20, 2019 © Copyright, 2019 by Andrew Jude Cerniglia All Rights Reserved ii Dissertation written by Andrew Jude Cerniglia B.S., Mount Union College, 2000 M.S., Indiana Wesleyan University, 2004 Ph.D., Kent State University, 2019 Approved by , Chair, Doctoral Dissertation Committee Brad Morris , Member, Doctoral Dissertation Committee Chris Was , Member, Doctoral Dissertation Committee Albert Ingram Accepted by , Director, School of Lifespan Development and Mary Dellman-Jenkins Educational Sciences , Dean, College of Education, Health and James C. Hannon Human Services iii CERNIGLIA, ANDREW J., Ph.D., December, 2019 Educational Psychology THE DELIBERATE PRACTICE OF PROCEDURAL NURSING SKILLS: EF- FECTS OF BLOCK-RANDOM SEQUENCING ON LONG-TERM RETENTION (79 pp.) Director of Dissertation: Bradley J. Morris, Ph.D. The primary purpose of the study was to determine whether the block ran- domization of deliberately-practiced nursing skills results in an increase in long- term retention. The study utilized a pre-test post-test, within-subjects design. Stu- dent performance was assessed prior to and immediately after training. Sterile dressing change and venipuncture skills were practiced, with each subject prac- ticing one of the skills procedurally and the other skill in block-random fashion. A practical measure of long-term retention was administered three weeks after training. A total of 46 subjects began the study. However, absences on training days and attrition from second to third quarter of the program depressed participa- tion.
    [Show full text]