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• REAP Study on Focusing of Attention (Spring 2007)
  ...t vocabulary words in practice readings for vocabulary practice. Previous research has examined the highlighting of words to facilitate incidental acquisition ...s. Thus, these students may be ignoring valuable [[implicit instruction]] about those words available from context. Therefore, focusing of attention on vo
  6 KB (892 words) - 15:11, 16 April 2007
• REAP Study on Hearing Words Pronounced (Summer 2007)
  === Research question ===
  1 KB (174 words) - 15:31, 14 April 2007
• REAP Study on Highlighting Target Vocabulary to Focus Learner Attention
  === Research questions === Students in REAP must coordinate multiple sources of information about target vocabulary words, including dictionary definitions, feedback from pr
  5 KB (668 words) - 17:07, 25 September 2007
• REAP Study on Personalization of Readings by Topic (Fall 2006)
  coordinate multiple sources of information about a word’s meaning—namely, the implicit examples from context around === Research question ===
  12 KB (1,755 words) - 17:54, 30 May 2008
• REAP Study on Question Types (Summer 2006)
  ''Self-assessment:'' The act of a learner informing the tutor about the degree to which a particular knowledge component is known. In this stu === Research question ===
  3 KB (443 words) - 16:59, 18 April 2008
• REAP Study on Vocabulary Stretch (Spring 2006)
  === Research question === ...hich is approximately the mean number of word types in REAP texts). Other research, however, suggests higher thresholds up to 98% (Nation, 2001).
  5 KB (841 words) - 16:58, 18 April 2008
• REAP Study on Word Sense Disambiguation (Summer 2007)
  ...is task. Second, we believe that ESL students can transfer their knowledge about one sense of a word to another related sense of the word without much diffi === Research question ===
  3 KB (469 words) - 17:57, 24 April 2008
• REAP Study on the Correlation Between Automatically and Manually Generated Reading Comprehension Questions (Summer 2007)
  ...nts were thirty undergraduate students (male = 11) participating in summer research programs at Carnegie Mellon University. The researcher predicted a positiv === Research question ===
  4 KB (529 words) - 22:36, 25 July 2007
• REAP main
  === Research question === ELI students use REAP in their reading class about 40 minutes per week as part of a 4 hour reading course. The rest of the cla
  34 KB (4,901 words) - 19:19, 22 November 2010
• Refinement and Fluency
  ...refinement]], and fluent control of critical [[knowledge components]]. The research of the cluster addresses a series of core propositions, including but not l == Research question ==
  13 KB (1,746 words) - 01:50, 2 February 2010
• Reflective Dialogues (Katz)
  ...ree main types of knowledge that experts employ during planning: knowledge about what principle(s) to apply to a given problem, how to apply these principle ...scores on course exams that targeted far transfer. Consistent with prior research, the dialogues promoted conceptual understanding of physics. However, measu
  17 KB (2,321 words) - 20:18, 3 November 2008
• Reliability
  ...ant to remember that reliability is not measured, it is estimated. (Social Research Methods[http://www.socialresearchmethods.net/tutorial/Colosi/lcolosi2.htm])
  647 bytes (98 words) - 15:37, 3 December 2007
• Repetition
  ...G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory. (Vol. 10). New York: Academic Press.
  960 bytes (121 words) - 20:08, 12 December 2007
• Ringenberg Examples-as-Help
  ===Research question=== ...n those in the ''hints'' condition. Participants in both conditions spent about the same amount of time per problem.
  8 KB (1,234 words) - 15:40, 8 October 2008
• Ringenberg Ill-Defined Physics
  ...to solve the problem normally. This task is designed to get them to think about what principles they would used to solve the problem and how they are going === Research question ===
  14 KB (2,069 words) - 19:16, 15 May 2009
• Roll IPL
  === Research questions === ...d Pfaffman (2005), who asked students to reason verbally or mathematically about the balance beam problem. All students noticed the deep features of the bal
  19 KB (2,798 words) - 11:45, 23 May 2009
• Root node
  PSLC research is primarily concerned with finding out what instructional environments, me === Research question ===
  3 KB (410 words) - 15:05, 13 October 2009
• Rummel Scripted Collaborative Problem Solving
  ...nts learn to solve system of equations problems while working in dyads. As research has shown, collaborative problem solving and learning has the potential to ...vealed that students that learned collaboratively were better at reasoning about mathematical concepts. Finally, students of the scripted condition were bet
  38 KB (5,243 words) - 00:12, 16 December 2010
• Self-Determination
  ...mportant for all people. Three of these needs are focused on when talking about self determination in education. They are competence, relatedness, and aut == Research Examples ==
  10 KB (1,418 words) - 01:01, 26 March 2009
• Self-explanation: Meta-cognitive vs. justification prompts
  ...atomical features of the circulatory system. When a student begins reading about the heart, she rarely (if ever) comes to the task as a blank slate. More li ...l repair. While both types of prompting techniques have been used in prior research on self-explaining, what remains to be explored, however, is a systematic e
  13 KB (1,897 words) - 17:36, 10 October 2008

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