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• Educational Research Methods 10
  (For Spring 2012 go to [[Educational Research Methods 2012]]) ==Research Methods for the Learning Sciences 85-748==
  19 KB (2,736 words) - 11:14, 3 December 2011
• Educational Research Methods 2014
  A new version of this course is [[Educational Research Methods 2017]]. ===Research Methods for the Learning Sciences 05-748===
  35 KB (5,226 words) - 14:21, 24 October 2016
• Educational Research Methods 2017
  ===Research Methods for the Learning Sciences 05-748=== Syllabus and useful links: [http://learnlab.org/research/wiki/index.php/Educational_Research_Methods_2014
  27 KB (4,033 words) - 15:47, 23 April 2017

Page text matches

• (new code) War Planet Generator Hack Cheats Free Unlimited Medals Generator No Human Verification
  ...ance of resources at your fingertips, you can build and upgrade your base, research new technologies, and strengthen your forces like never before. If you're worried about the authenticity and safety of using the War Planet Medals Generator, let u
  3 KB (495 words) - 18:17, 22 September 2023
• 1-13-09 ERM
  This where links and content information go. Return to [[Educational Research Methods 09]].
  91 bytes (12 words) - 16:18, 1 December 2008
• 1-15-09 ERM
  This where links and content information go. Return to [[Educational Research Methods 09]].
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• 1-20-09 ERM
  This where links and content information go. Return to [[Educational Research Methods 09]].
  91 bytes (12 words) - 16:19, 1 December 2008
• 1-22-09 ERM
  This where links and content information go. Return to [[Educational Research Methods 09]].
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• 1-27-09 ERM
  This where links and content information go. Return to [[Educational Research Methods 09]].
  91 bytes (12 words) - 16:20, 1 December 2008
• 1-29-09 ERM
  This where links and content information go. Return to [[Educational Research Methods 09]].
  91 bytes (12 words) - 16:20, 1 December 2008
• 2-3-09 ERM
  This where links and content information go. Return to [[Educational Research Methods 09]].
  91 bytes (12 words) - 16:22, 1 December 2008
• A Novel Writing System
  Research question
  3 KB (361 words) - 17:26, 26 July 2007
• Accelerated future learning
  ...ning to learn” -- such would be in the domain of one of the sense-making research clusters. ...of Research in Education (Vol. 24). Washington, DC: American Educational Research Association.
  2 KB (312 words) - 17:37, 31 October 2008
• Achievement Goals
  Early theory and research on achievement goals led to the proposal of two broad classes of goals, mas ...Elliot, 1999; Elliot & McGregor, 2001). This idea was inspired by earlier research on motivational drives, which included such a distinction. Approach in this
  14 KB (2,116 words) - 14:58, 29 October 2010
• Adaptive Assistance for Peer Tutoring (Walker, Rummer, Koedinger)
  ...or collaboration and what effects they might have. We explore this area of research by augmenting an existing intelligent tutoring system with a peer tutoring ...tutoring components can be added and removed in order to create different research conditions. We next demonstrated how individual intelligent tutoring models
  19 KB (2,778 words) - 07:48, 19 August 2011
• AlevenButcher Study
  ...em situation that is not (yet) expressed in the diagram. The goals of this research are to investigate how coordination between and integration of visual and v === Research questions ===
  2 KB (331 words) - 15:11, 27 December 2006
• Algebra
  ...with collaborative, real-world problem-solving activities. Students spend about 40% of their class time using the software, and the balance of their time e These studies are also organized within research clusters that address common issues across a variety of academic content do
  3 KB (370 words) - 16:15, 18 August 2011
• Analogical Scaffolding in Collaborative Learning
  Past research has shown that collaboration can enhance learning in certain conditions. Ho ...er learning gains at the group level than when working alone. Much of this research has focused on identifying conditions that underlie successful collaboratio
  19 KB (2,592 words) - 23:23, 2 July 2010
• Analogical comparison principle
  ...les, students can focus on the causal structure and improve their learning about the concept. Research studies of mathematics classrooms show use of this principle correlates wit
  5 KB (732 words) - 21:55, 4 December 2009
• Application of SimStudent for Error Analysis
  ===Research Question===
  10 KB (1,552 words) - 13:30, 29 August 2011
• Applying optimal scheduling of practice in the Chinese Learnlab
  === Research question === ...gley low. Conditional analysis showed that the model was overly optimistic about the learning following a failed drill and prematurely widened schedules. It
  11 KB (1,583 words) - 17:00, 3 December 2007
• Arithmetical fluency project
  3. Research question ...learning.” The aim of this project is to lay the groundwork for such a research program in the domain of mathematics.
  9 KB (1,289 words) - 14:57, 28 December 2006
• Assistance Dilemma English Articles
  ...h|strengthening]] and [[fluency]] development. It is also consistent with research on the [[worked example principle]] and particularly the "expertise reversa ...domain and identify how self-explanations may or may not address it. More research is needed to further specify those boundary conditions and relate them to b
  10 KB (1,339 words) - 19:08, 17 November 2009
• Baker Choices in LE Space
  ...(Baker, 2007b) within intelligent tutoring systems. However, other recent research has found that differences between lessons are on the whole better predicto ===Research Questions===
  27 KB (3,907 words) - 21:26, 5 December 2009
• Basic skills training
  ==Research question== This research is designed to discover the best method of producing robust learning of Fre
  7 KB (1,010 words) - 13:32, 29 August 2011
• Booth
  ===Research Question=== ...al.’s current PSLC project confirm this hypothesis; a lack of knowledge about certain [[features]] in the problems (e.g., negatives, equals sign, like te
  13 KB (1,763 words) - 20:16, 15 December 2010
• Bridging Principles and Examples through Analogy and Explanation
  ===Research Question=== Much research in cognitive science has shown that when students first learn a new domain
  13 KB (1,790 words) - 13:33, 29 August 2011
• Chinese
  ...n be found in the [[Coordinative Learning]] and [[Refinement and Fluency]] research clusters.
  232 bytes (32 words) - 13:34, 29 August 2011
• Chinese pinyin dictation
  ==Research question== This research is designed to discover the best method of teaching students to transcribe
  4 KB (628 words) - 13:36, 29 August 2011
• Co-presence Of Text
  This research is focused on presentation of learning materials of a mostly textual nature
  3 KB (333 words) - 09:03, 22 April 2008
• Co-training and pairing
  == Research question == In machine learning research, it has been found that multiple-strategies and multiple modalities facilit
  4 KB (514 words) - 01:01, 12 March 2008
• Co-training of Chinese charact
  1. An abstract that briefly describes the research encompassed by the node; 3. The research question stated as concisely as possible, usually in a single sentence;
  6 KB (858 words) - 17:12, 22 January 2007
• Co-training of Chinese characters
  == Research question == In machine learning research, it has been found that multiple-strategies and multiple modalities facilit
  6 KB (794 words) - 03:13, 3 November 2008
• Cognitive Factors
  ...gh we frame this section in terms of the new Cognitive Factors thrust, the research carried out during the 5th year has been initiated in the current Refinemen ...itive Factors Thrust concern how instructional procedures (e.g., decisions about the learner’s task, materials, practice, feedback) affect learning events
  12 KB (1,841 words) - 13:37, 29 August 2011
• Cognitive headroom
  ...nvolving "extraneous cognitive load", which is often done post-hoc in past research, but to develop predictive models to guide designers a priori in avoiding t
  2 KB (288 words) - 20:41, 27 May 2007
• Cognitive task analysis
  ...he differences between novices and experts in the development of knowledge about tasks (Redding, 1989)." ...arner": "While experts often possess an abundance of declarative knowledge about their specialty, the vast majority of their knowledge lies in their automat
  9 KB (1,236 words) - 15:22, 31 August 2011
• Competition Model
  ...been the subject of 45 empirical articles. It plays an important role in research on first and second language learning, and the study of language disorders.
  337 bytes (52 words) - 22:03, 5 April 2008
• Composition Effect Kao Roll
  === Research question === manipulated like single numbers or variables. Our research
  21 KB (2,889 words) - 14:51, 10 December 2009
• Composition Effect Kao Roll - old, please keep
  === Research question === - Mid-test: given after students learned about single-step problems and before composite problems
  5 KB (701 words) - 18:40, 9 April 2008
• Computational Modeling and Data Mining
  ...to realize the full potential of that resource – to make new discoveries about the nature of student learning – researchers need new and powerful knowle ...[User:Koedinger|Koedinger]] & Nathan, 2004; Nathan & Koedinger, 2000). Key research questions are: a) Can the discovery of a domain’s knowledge structure be
  16 KB (2,217 words) - 15:25, 31 August 2011
• Conceptual Learning in Chemistry
  ===Research Questions=== These research questions led us to the following two hypotheses:
  32 KB (4,436 words) - 15:06, 17 January 2008
• Contiguous Representations for Robust Learning (Aleven & Butcher)
  ...U HCII), Grace Lee Leonard (Research Associate, CMU HCII), Thomas Bolster (Research Associate, CMU HCII) ...U HCII), Grace Lee Leonard (Research Associate, CMU HCII), Thomas Bolster (Research Associate, CMU HCII)
  18 KB (2,358 words) - 15:27, 31 August 2011
• Coordinative Learning
  == Research questions == *[[Learning About Emergence and Heat Transfer (Chi)]]
  14 KB (1,830 words) - 15:35, 31 August 2011
• Corrective self-explanation
  ...07), corrective self-explanation may uniquely improve conceptual knowledge about features in the equations. ...ong and 2) ''why'' the [[knowledge component]] is wrong (what [[features]] about the situation make the knowledge inappropriate.
  4 KB (526 words) - 15:28, 31 August 2011
• Craig observing
  This research project investigated why students learn from [[collaboratively observing]] === Research question ===
  13 KB (1,737 words) - 16:35, 7 October 2008
• Craig questions
  === Research question === ...nder revision). Learning from observing tutoring collaboratively: Insights about tutoring effectiveness from vicarious learning. ''Cognitive Science.''
  11 KB (1,476 words) - 17:19, 15 November 2010
• DataShop
  * a central repository to secure and store research data ...-to-date on the latest DataShop news on our [http://pslcdatashop.org/about about] page.
  2 KB (230 words) - 13:45, 22 August 2013
• DataShop Feature Wish List
  ...ge [[Collected User Requests]]. Click on a feature to get more information about it, such as a description, rationale for building it, and its status. # [[Research Goals]]
  3 KB (402 words) - 13:48, 22 August 2013
• Deep-level question
  ...erson, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137.
  3 KB (333 words) - 02:00, 12 December 2007
• Development of a Novel Writing System
  Research question The basic research question are: 1) can participants learn to read words and text presented u
  5 KB (670 words) - 15:06, 13 July 2011
• DiBiano Personally Relevant Algebra Problems
  ...Texas high school. Freshman algebra students were surveyed and interviewed about their out-of-school interests, and were also asked to describe how they use The second stage of this research was an “in vivo” study that took place in Fall of 2009 at a Pennsylvani
  20 KB (2,839 words) - 15:37, 31 August 2011
• Direct process
  ...transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change. Hillsdale, NJ: Erlbaum.
  670 bytes (102 words) - 19:19, 25 July 2007
• Does learning from examples improved tutored problem solving?
  ...t by an authorative figure (the textbook, teacher, or researcher). In this research context, the instructional explanation was generated by the experimenters a === Research question ===
  8 KB (1,141 words) - 20:03, 21 March 2008

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