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Chandler, Kayla; Adu-Gyamfi, Kwaku; Preston, Ron – Mathematics Teacher: Learning and Teaching PK-12, 2023
In this article, the authors provide some insight into how teachers can potentially facilitate among students' representations and activities on mathematical tasks: between or among -- (1) student representations and the context; (2) multiple forms of student representations; and (3) processes in student representations. The authors use the…
Descriptors: Mathematics Instruction, Teaching Methods, Task Analysis, Elementary Secondary Education
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Sanders, Sara; Ennis, Robin Parks; Losinski, Mickey – Education and Treatment of Children, 2018
An emerging intervention for increasing reading comprehension in students with emotional and behavioral disorders is self-regulated strategy development (SRSD). The purpose of this study was to examine the effectiveness of the TWA (Think before reading, think While reading, and think After reading) SRSD reading strategy when used with students…
Descriptors: Reading Comprehension, Intervention, Emotional Disturbances, Behavior Disorders
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Bofferding, Laura; Richardson, Sue Ellen – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
Fifteen elementary and secondary teacher candidates solved sixteen integer addition and subtraction problems during think-aloud interviews. Investigators further probed participants' solution strategies as well as what they noticed first when starting a new problem. Task analyses of participants' solutions led to the creation of two distinct maps…
Descriptors: Task Analysis, Addition, Subtraction, Numbers
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Meneghetti, Chiara; De Beni, Rossana – European Journal of Psychology of Education, 2010
In the present study, we propose a model describing how motivational beliefs and strategies influence study performance of students at three different school levels: elementary (age 8-10), middle (11-14), and first year high school (15). Participants were administered the AMOS 8-15 instrument (Cornoldi et al. 2005) designed for measuring the…
Descriptors: Student Motivation, Program Effectiveness, Task Analysis, Beliefs
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Hallden, Ola – Scandinavian Journal of Educational Research, 1988
Factors influencing students' interpretation of learning tasks are discussed and two qualitatively different types of student interpretation are identified--procedural and content-related. The implications for research on the alternative frameworks used by students are discussed, including the identification of different levels of alternative…
Descriptors: Elementary Secondary Education, Learning Strategies, Problem Solving, Student Attitudes
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Tomanek, Debra; Montplaisir, Lisa – Cell Biology Education, 2004
This exploratory study was conducted in an introductory biology course to determine 1) how students used the large lecture environment to create their own learning tasks during studying and 2) whether meaningful learning resulted from the students' efforts. Academic task research from the K-12 education literature and student approaches to…
Descriptors: Elementary Secondary Education, Biology, Introductory Courses, Learning Strategies
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Howell, Kenneth W. – School Psychology Review, 1986
This article first disconfirms the use of traditional evaluation procedures, and then focuses on direct assessment of academic performance. The interactive nature of learning and the use of a task analytical approach to treatment-oriented assessment are emphasized. (LMO)
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Cognitive Processes, Elementary Secondary Education
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Carter, Mark; Kemp, Coral R. – Educational Psychology, 1996
Offers a classification system for strategies used in task analysis (the identification of all the things that must be done to satisfactorily complete an activity) and applies these strategies to special education. Presents guidelines for selecting an appropriate form of task analysis. (MJP)
Descriptors: Cognitive Processes, Content Analysis, Elementary Secondary Education, Foreign Countries
Winne, Philip H. – 1984
This paper contends that efforts at educational reform must focus, above all, on the instructional encounter between teachers and students. The argument is presented in triadic sequence: three basic assumptions about learning, three interrelated models of the instructional process, and three practical approaches to promoting cognitive achievement.…
Descriptors: Cognitive Development, Cognitive Objectives, Cognitive Structures, Concept Formation