TY - CONF TI - Emotional regulation during self-direction AU - Schutz, P.A. AU - Davis, H. AU - DeCuir, J.T. AU - Chambless, C.B. AU - Weinstein, C.E. AU - Woodruff, T. AU - Yang, D.W. T2 - American Educational Research Association annual meeting C2 - 2001/4// CY - Seattle, Washington DA - 2001/4// PY - 2001/4// ER - TY - CONF TI - Achievement goals, emotional regulation during testing, and test emotions: Analyzing interrelationships and evaluating the construct validity of the ERT Scale AU - Schutz, P.A. AU - Benson, J. AU - DeCuir, J.T. AU - Donahue, B. AU - Chambless, C.B. T2 - American Educational Research Association annual meeting C2 - 2001/4// CY - Seattle, Washington DA - 2001/4// PY - 2001/4// ER - TY - CONF TI - An investigation of the reliability and validity of a measure of ethnic identity AU - DeCuir, J.T. T2 - American Educational Research Association annual meeting C2 - 2001/4// CY - Seattle, Washington DA - 2001/4// PY - 2001/4// ER - TY - CONF TI - Preparing future psychology: A UGA program model AU - Phelps, R.E. AU - Grantham, T.C. AU - Thomas, K.M. AU - Hepler, R. AU - Frank, M.L. AU - DeCuir, J.T. AU - Grimmett, M.A. AU - Howard, N.M. T2 - Southeastern Psychological Association annual meeting C2 - 2001/3// CY - Atlanta, GA DA - 2001/3// PY - 2001/3// ER - TY - JOUR TI - Exploring the academic self within an electronic mail environment AU - Spires, H. AU - Mason, C. AU - Crissman, C. AU - Jackson, A. T2 - Research and Teaching in Developmental Education DA - 2001/// PY - 2001/// VL - 17 IS - 2 SP - 5–14 ER - TY - CONF TI - Literacy junction: Exploring narrative theory and books for youth in a cyberworld AU - Cuper, P. AU - Crissman, C. AU - Spires, H. T2 - Society for Information Technology & Teacher Education International Conference, A2 - Price, J. C2 - 2001/// C3 - Proceedings of Society for Information Technology & Teacher Education International Conference CY - Norfolk, VA DA - 2001/// PY - 2001/// SP - 2202–2203 PB - AACE SN - 9781880094419 ER - TY - JOUR TI - College of Education and P.K. Yonge Developmental Research School: Collaborators in science education AU - Pringle, R.M. AU - Martin, S.C. AU - Jones, G. T2 - National Association of Laboratory Schools Journal DA - 2001/// PY - 2001/// SP - 1-3 ER - TY - JOUR TI - Developing and refining mental models in open-ended learning environments: A case study AU - Oliver, Kevin AU - Hannafin, Michael T2 - Educational Technology Research and Development DA - 2001/12// PY - 2001/12// DO - 10.1007/bf02504945 VL - 49 IS - 4 SP - 5-32 J2 - ETR&D LA - en OP - SN - 1042-1629 1556-6501 UR - http://dx.doi.org/10.1007/bf02504945 DB - Crossref ER - TY - JOUR TI - Recommendations for student tools in online course management systems AU - Oliver, Kevin T2 - Journal of Computing in Higher Education DA - 2001/9// PY - 2001/9// DO - 10.1007/bf02940944 VL - 13 IS - 1 SP - 47-70 J2 - J. Comput. High. Educ. LA - en OP - SN - 1042-1726 UR - http://dx.doi.org/10.1007/bf02940944 DB - Crossref ER - TY - JOUR TI - Depth Perception in Media Design: From Sensory Psychology Cues to Interactive Tools AU - Oliver, Kevin T2 - Journal of Visual Literacy AB - Considerable research in sensory psychology has demonstrated the ability to generate depth perception in media by manipulating the physical presentation, relative motion, or pictorial qualities of objects. These research results can enable educational developers to create more realistic educational materials when depth perception is key to comprehension. Developers may also utilize research results and modern software tools to create exploratory environments for learners to alter, position, or interact with spatial elements in a scene. DA - 2001/1// PY - 2001/1// DO - 10.1080/23796529.2001.11674568 VL - 21 IS - 1 SP - 1-14 J2 - Journal of Visual Literacy LA - en OP - SN - 1051-144X 2379-6529 UR - http://dx.doi.org/10.1080/23796529.2001.11674568 DB - Crossref ER - TY - BOOK TI - Teaching social studies in middle and secondary schools (3rd ed.) AU - Martorella, P. H. CN - H62.5 .U5 M38 2001 DA - 2001/// PY - 2001/// PB - Upper Saddle River, NJ: Merrill Prentice Hall SN - 0130203602 ER - TY - BOOK TI - Oh, do I remember!: Experiences of teachers during the desegregation of Austin's schools, 1964-1971 AU - Wilson, A. V. AU - Segall, W. E. CN - LC214.23 .A95 W55 2001 DA - 2001/// PY - 2001/// PB - Albany, NY: State University of New York Press SN - 0791450376 ER - TY - JOUR TI - The effects of computer software for developing phonological awareness in low-progress readers AU - Mitchell, M. J. AU - Fox, B. J. T2 - Reading Research and Instruction AB - Abstract This study examined the effectiveness of two computer programs designed to increase phonological awareness in young children. The programs, DaisyQuest and Daisy's Castle, provide instruction and practice in rhyme identification, phonological analysis (segmenting), and phonological synthesis (blending). Thirty‐six kindergarten and 36 first grade students, who demonstrated below grade level performance in reading, were randomly assigned to one of three experimental conditions, and participated in daily, 20 minute, small‐group training sessions, over a period of four weeks. Pre‐and posttests of rhyming, segmentation, phoneme isolation and blending were administered, and the effects of computer‐administered phonological awareness instruction were compared with teacher‐delivered phonological awareness instruction and an instructional technology control group. After five hours of instruction, children who received computer‐administered phonological awareness instruction and children who received teacher‐delivered phonological awareness instruction showed a significant increase in phonological processing over that of the instructional technology control group. DA - 2001/// PY - 2001/// DO - 10.1080/19388070109558353 VL - 40 IS - 4 SP - 315-332 ER - TY - JOUR TI - The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? AU - Moreno, R AU - Mayer, RE AU - Spires, HA AU - Lester, JC T2 - COGNITION AND INSTRUCTION AB - College students (in Experiment 1) and 7th-grade students (in Experiment 2) learned how to design the roots, stem, and leaves of plants to survive in 8 different environments through a computer-based multimedia lesson. They learned by interacting with an animated pedagogical agent who spoke to them (Group PA) or received identical graphics and explanations as on-screen text without a pedagogical agent (Group No PA). Group PA outperformed Group No PA on transfer tests and interest ratings but not on retention tests. To investigate further the basis for this personal agent effect, we varied the interactivity of the agent-based lesson (Experiment 3) and found an interactivity effect: Students who participate in the design of plant parts remember more and transfer what they have learned to solve new problems better than students who learn the same materials without participation. Next, we varied whether the agent's words were presented as speech or on-screen text, and whether the agent's image appeared on the screen. Both with a fictional agent (Experiment 4) and a video of a human face (Experiment 5), students performed better on tests of retention and problem-solving transfer when words were presented as speech rather than on-screen text (producing a modality effect) but visual presence of the agent did not affect test performance (producing no image effect). Results support the introduction of interactive pedagogical agents who communicate with students via speech to promote meaningful learning in multimedia lessons. DA - 2001/// PY - 2001/// DO - 10.1207/S1532690XCI1902_02 VL - 19 IS - 2 SP - 177-213 SN - 1532-690X UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-0000606137&partnerID=MN8TOARS ER - TY - JOUR TI - Group embedded figures test and academic achievement in engineering education AU - O'Brien, T. P. AU - Butler, S. M. AU - Bernold, L. E. T2 - International Journal of Engineering Education DA - 2001/// PY - 2001/// VL - 17 IS - 1 SP - 89-92 ER - TY - JOUR TI - Comorbidity among students with emotional disturbance AU - Cullinan, D. AU - Epstein, M. H. T2 - Behavioral Disorders AB - Although there has been considerable interest in and research on comorbidity of diagnosed mental disorders among children and adolescents, little is known about comorbidity of the characteristics of emotional disturbance (ED) as defined by the federal definition of that category of educational disability. In this study, we examined comorbidity of the five federal definition characteristics among students already identified as having ED. Each of these characteristics of ED was measured with the Scale for Assessing Emotional Disturbance, a standardized, norm-referenced instrument completed by educators. The effects of setting different criteria for deviance on these characteristics were explored through the use of two different cutoff criteria. Results were obtained for comorbidity overall and for comorbidity by sex, race and ethnic group, grade level in school, and educational placement of the students. The extent of comorbidity of ED characteristics was shown to be related to the criterion for deviance and to each of the student variables. Implications for practice and research are suggested. DA - 2001/// PY - 2001/// DO - 10.1177/019874290102600301 VL - 26 IS - 3 SP - 200-213 ER - TY - JOUR TI - Hemispheric processing characteristics for lexical decisions in adults with reading disorders AU - Walker, M. M. AU - Spires, H. AU - Rastatter, M. P. T2 - Perceptual and Motor Skills AB - The present study measured unilateral tachistoscopic vocal reaction times and error responses of reading-disordered and normally reading adults to single words and nonwords in a series of lexical decision tasks at two linguistic levels (concrete and abstract words). Analysis of variance on reaction times indicated that main effects of stimulus type, visual field, and the interaction of these variables were not significant for the reading-disordered group, but visual field and an interaction of visual field and stimulus type were for the normally reading adults. Error rate showed a significant interaction of stimulus x visual field for the reading-disordered group but not for the normal reading group. Post hoc tests showed significant differences in error rates between visual fields for concrete lexicon but not for abstract or nonsense lexicon for the reading-disordered group. These findings suggest a deficit in interhemispheric lexical transfer occurs for reading-disordered samples and suggest use of a callosal relay model wherein the left hemisphere is allocated responsibility for performing central operations underlying lexical decisions by adults with reading disorders. DA - 2001/// PY - 2001/// DO - 10.2466/pms.2001.92.1.273 VL - 92 IS - 1 SP - 273-287 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-0035259605&partnerID=MN8TOARS ER -