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Table 21 Mean Scores on Students Knowledge Building, Intentional Learning, and Perceptions of the Classroom Environment by Differential Use of Technology Within the Low Integration Group

in SECOND YEAR EVALUATION REPORT Prepared by
by Project Circle, Paul Resta, Duane F. Shell, Jenefer Husman, Deborah Cliffel, Indira Nath, Noelle Sweany, Jeannine Turner
"... In PAGE 110: ...p lt; .05. **p lt; .01. ***p lt; .001. 2. Associations Between Teacher Differences in Classroom Use of CIRCLE Software and Students apos; Reports of Knowledge Building, Intentional Learning, and Classroom Perceptions The means, standard deviations, t test results, and effect sizes for the comparisons based on use differences are reported in Table 20 for the high integration group and Table21 for the low integration group. Within the high integration group, students taught by teachers who used the technology more reported significantly higher high level question asking and perceptions of collaboration with peers and significantly lower perceptions of teacher directedness.... ..."

Table 9 summarizes responses to a question asking how often the student teachers used the classroom computer in lessons they taught during field experience.

in Copyright 2003. Association for the Advancement of Computing in Education (AACE). Distributed via the Web by permission of AACE.
by Graduating Teachers' Dispositions, Peter R. Albion
"... In PAGE 5: ... Table9 : Student teachers apos; frequency of classroom computer use Participants were invited to select from a supplied list of reasons that might have applied to one or more occasions on which they decided not to use a computer in their classes. Responses are summarized in Table 10.... In PAGE 7: ...very important . These data are echoed by results on the usefulness subscale of the ACT as shown in Table 8. Probably the simplest interpretation of these data is that increased experience with ICTs, as suggested by levels of access and use, has contributed to the development of skills with, and positive attitudes towards, ICTs. As demonstrated in Table9 , the end result appears to be that almost all of the 2002 graduates (95%) used a computer at least once and 66% used the computer at least weekly with their classes during their major field experience. This compares with 63% and 41% for the 1991 group.... ..."

Table 2: Number of students who use ICTs simultaneously with other devices in the classroom Electronic devices Frequency Percentage

in AC 2007-2883: AN ANALYSIS OF BEHAVIOR PATTERNS IN GENERATION Y ENGINEERING STUDENTS AND THEIR IMPLICATIONS IN THE TEACHING-LEARNING PROCESS Manuel Jimenez, University of Puerto Rico-Mayaguez
by Ana Nieves, Nayda Santiago Santiago
"... In PAGE 9: ...more than one ICT device in the classroom. Table2 shows the number of students that reported using a particular ICT simultaneously with some other device in the classroom. Note that some of the students reported using both, scientific and graphic calculators.... ..."

Table 2. Results of a Second Classroom Experiment

in 2004): “Vertical Integration of Successive Monopolists: A Classroom Experiment,” Discussion Paper
by Narine Badasyan, Jacob K. Goeree, Monica Hartmann, Charles Holt, John Morgan, Tanya Rosenblat, Maros Servatka, Dirk Y
"... In PAGE 7: ... In contrast, merged firms choose prices that are lower and tend to converge to the integrated monopoly price of $8, with an increase in industry earnings. These trends are apparent in Table2 , which shows the results of a second classroom experiment 3 To evaluate the effectiveness of the use of the experiment, students were asked to complete a questionnaire ex post. The student comments were very positive.... ..."
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Table 1: Summary of technology used by phase (pre-production, live recording and post-production) in three Classroom

in ABSTRACT Teaching and Learning as Multimedia Authoring: The Classroom 2000 Project
by Gregory D. Abowdl, Christopher G. Atkeson, Ami Feinstein, Cindy Hmeto, Sue Long

Table 2: Characteristics of the student drawings for the three classrooms

in Does Teaching and Learning Change With Full Access to Word Processors?
by Michael Russell, Damian Bebell, Jennifer Cowan, Mary Corbelli, Michael Russell, Damian Bebell, Jennifer Cowan, Mary Corbelli 2002
"... In PAGE 13: ... The drawings were exam- ined holistically and then coded using an emergent analytic coding matrix developed specifically for this drawing prompt. Table2 displays the frequency of different con- tent areas coded in the student drawings across the three classrooms. Table 2: Characteristics of the student drawings for the three classrooms... ..."

Table 5 Relationship of Classroom Types and PSTs Noting Changes in Mathematics Instruction Classroom type PSTs with this

in Blending Mathematics Learning With an Early Field Experience: What Do
by Rebecca C. Ambrose, Cheryl Vincent, Rebecca C. Ambrose
"... In PAGE 22: ... On the basis of the descriptions they provided in their written reflections, we inferred that 8 of the 9 PSTs were exposed to at least some form of reform practice, because they saw children use tools to solve problems and explain their approaches to problems at least once during their 14 visits; 7 of these 9 PSTs observed children who were generating their own solution strategies. Table5 shows the kinds of classrooms the PSTs visited. The traditional teachers focused instruction on a series of worksheets and... ..."

Table 2 Observed mean occurrence of classroom activity by group on continuous variables

in Learning with eMates in Etobicoke Final Project Report
by Herbert H. Wideman, Ronald D. Owston 2000
"... In PAGE 18: ...); comp_res, students using various computer resources such as software, printers, and word processors. Table2 gives the means for the three continuous variables on which student activity in the classroom was rated once for each observational segment. Table 2 Observed mean occurrence of classroom activity by group on continuous variables ... ..."

Table 1 Observed occurrence of classroom activity by group on dichotomous variables Group

in Learning with eMates in Etobicoke Final Project Report
by Herbert H. Wideman, Ronald D. Owston 2000
"... In PAGE 16: ... (It was not possible to run contrasts on the computer ratio by time interaction.) Observational Ratings Table1 gives the names and explanatory labels for the dichotomous variables derived from the observational scale used for assessing classroom activities, as well as percentage response rates by variable value for the control versus pooled experimental groups contrast (see discussion below). Table 1 Observed occurrence of classroom activity by group on dichotomous variables Group ... In PAGE 17: ... In each period, observers coded for all behaviors and activities on the checklist scale that were observed. Several of the variables in Table1 are derived from the more detailed rating scales by pooling the counts for several related ... In PAGE 20: ... If LA was being taught in a class, that class was over three times as likely to be an eMate class than if it were not. (Note that this does not mean that the raw number of times teachers were observed teaching LA was over three times greater in an eMate class (see Table1 ), since the statistic is controlling for the eMate-non-eMate differences in the other observational variables.) Other variables that has a strong positive association with eMate classes included medium length of expected response (2.... ..."

TABLE 1. Research instruments used to monitor attitude change Title Author(s) A Measure of Autonomy and Self-Direction Beliefs About Language Learning Inventory BALLI Classroom Environment Questionnaire Actual CEQ Classroom Environment Questionnaire Preferred Classroom Environment Scale CES Classroom Learning Environment CLE Deficiency Analysis Foreign Language Classroom Anxiety Scale FLCAS Language Learning Ideas Language Skills Self-assessment Learning Contract

in unknown title
by unknown authors
Results 11 - 20 of 162,966