File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Principles and practical grouping for the use of drill and practice programs

TitlePrinciples and practical grouping for the use of drill and practice programs
Authors
KeywordsDiscourse analysis
Drill and practice
Group
Individual
Primary
Process
Issue Date2001
PublisherBlackwell Publishing Ltd
Citation
Journal Of Computer Assisted Learning, 2001, v. 17 n. 2, p. 130-141 How to Cite?
AbstractA previous paper showed that young children performed better when working as individuals rather than in pairs on a drill and practice program. This paper reports an analysis of behaviour and talk for individuals and single sex pairs using a computer-based drill and practice activity to explain differences in performance. Results indicated that individuals were more likely to be task-focused and to complete tasks successfully than children working in pairs. Differences were found in off-task activity, behaviours and type of talk. Grouping and verbal interaction are discussed in relation to the type of task/program that children are asked to undertake, and how both task and peer presence may constrain the child's task focus and performance when reinforcing pre-existing knowledge.
Persistent Identifierhttp://hdl.handle.net/10722/92981
ISSN
2015 Impact Factor: 1.679
2015 SCImago Journal Rankings: 2.385
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorJackson, Aen_HK
dc.contributor.authorKutnick, Pen_HK
dc.contributor.authorKington, Aen_HK
dc.date.accessioned2010-09-22T05:05:51Z-
dc.date.available2010-09-22T05:05:51Z-
dc.date.issued2001en_HK
dc.identifier.citationJournal Of Computer Assisted Learning, 2001, v. 17 n. 2, p. 130-141en_HK
dc.identifier.issn0266-4909en_HK
dc.identifier.urihttp://hdl.handle.net/10722/92981-
dc.description.abstractA previous paper showed that young children performed better when working as individuals rather than in pairs on a drill and practice program. This paper reports an analysis of behaviour and talk for individuals and single sex pairs using a computer-based drill and practice activity to explain differences in performance. Results indicated that individuals were more likely to be task-focused and to complete tasks successfully than children working in pairs. Differences were found in off-task activity, behaviours and type of talk. Grouping and verbal interaction are discussed in relation to the type of task/program that children are asked to undertake, and how both task and peer presence may constrain the child's task focus and performance when reinforcing pre-existing knowledge.en_HK
dc.languageengen_HK
dc.publisherBlackwell Publishing Ltden_HK
dc.relation.ispartofJournal of Computer Assisted Learningen_HK
dc.subjectDiscourse analysisen_HK
dc.subjectDrill and practiceen_HK
dc.subjectGroupen_HK
dc.subjectIndividualen_HK
dc.subjectPrimaryen_HK
dc.subjectProcessen_HK
dc.titlePrinciples and practical grouping for the use of drill and practice programsen_HK
dc.typeArticleen_HK
dc.identifier.emailKutnick, P: pkutnick@hku.hken_HK
dc.identifier.authorityKutnick, P=rp01414en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1046/j.0266-4909.2001.00166.xen_HK
dc.identifier.scopuseid_2-s2.0-0035531583en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0035531583&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume17en_HK
dc.identifier.issue2en_HK
dc.identifier.spage130en_HK
dc.identifier.epage141en_HK
dc.identifier.isiWOS:000168979600002-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridJackson, A=7402785945en_HK
dc.identifier.scopusauthoridKutnick, P=6602743302en_HK
dc.identifier.scopusauthoridKington, A=8632617800en_HK

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats