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Data in Yarworth and Gauthier's article on student self- concept and participation in school activities (EJ 189 606) were reanalyzed by Walsh and Winne (TM 505 375). Yarworth and Gauthier's criticism of the reanalysis (TM 505 376) is answered. (GDC)

A chatbot is artificial intelligence software that converses with a user in natural language. It can be instrumental in mitigating teaching workloads by coaching or answering student inquiries. To understand student-chatbot interactions, this study is engineered to optimize student learning experience and instructional design. In this study, we developed a chatbot that supplemented disciplinary writing instructions to enhance peer reviewer’s feedback on draft essays. With 23 participants from a lower-division post-secondary education course, we delved into characteristics of student-chatbot interactions. Our analysis revealed students were often overconfident about their learning and comprehension. Drawing on these findings, we propose a new methodology to identify where improvements can be made in conversation patterns in educational chatbots. These guidelines include analyzing interaction pattern logs to progressively redesign chatbot scripts that improve discussions and optimize learning. We describe new methodology providing valuable insights for designing more effective instructional chatbots by enhancing and engaging student learning experiences through improved peer feedback. [ABSTRACT FROM AUTHOR]

Comments on the article written by Joel R. Levin and Angela M. O'Donnell that focuses on credibility gaps in educational research, published in the June, 2000 issue of `Issues in Education' journal. Competition among research methods and philosophies; Issues affecting credibility of practices in education; Movement towards closing the credibility gap.

Presents a more fine-grained analysis of feedback's roles in dynamic cognitive activities that unfold during self-regulated learning. Synthesis of a model of self-regulation; Analysis of cognitive processes; Functions of knowledge and beliefs in cognitive engagement; Process of selecting goals.

Reviews studies that investigate the effects of teaching study tactics in situations where students could choose whether to use those study methods in everyday courses. Investigation whether students could adapt tactics beyond the training context; Recommendations in favor of tentative implications for research and practice; Perspectives on studying strategies.

Focuses on the adoption of theory of instruction for designs of artificially intelligent tutoring systems (ITS). Benefits of computer-assisted instruction in education; Attributes of the ITS; Risk of attributing artificial intelligence to instructional software.

The article reports on the result of the study on the effectiveness of science achievement as a function of method and schedule of grading in the U.S. The grades received on laboratory have improved using the method of marking or schedule. Grades-plus-comments treatment is ineffective, however, verbal feedback during laboratory period would seem to have several advantages not shared by written comments. Collecting every reports and grading it without written comments has an advantage for a teacher wishing to maximize students learning and minimize the amount of time spent marking student assignments.

This article focuses on the experiments relating teachers' use of higher cognitive questions to student achievement in the U.S. This article reviews such studies to summarize the evidence about the effects of teacher higher cognitive versus fact questions on student achievement. This review identified a variety of other problems in research on teacher effects that are relatively easier to remediate by making better applications of existing methodological knowledge. When treatments are known to have direct effects on student processing which leads to learning, when treatments are replicable, and when stronger methodological practices are used to examine treatment effects, then the long sought-for theories of teaching may be easier to generate and to test.

The article examines the student perceptions of experimentally manipulated teacher structuring, soliciting and reacting behaviors that would mediate the effects of educator variables on student achievement. Path analysis is applied to determine the direct and indirect influence of teacher behavior on student's academic achievement within this closed system. The structuring dimension of teacher behavior is consisted of outlining the lesson plan, the stating of objectives at the start of a lesson and the evaluation of the main points covered in the discussion.

A program of construct validity research is needed to clarify past self-concept research and to provide a stronger foundation for future research. A multimethod-multitrait study was done in which facets of self-concept defined by subscale labels in 3 self-concept instruments' manuals are compared. 61 boys and 42 girls in the third through sixth grades were given the Sears Self-Concept Inventory, the Gordon How I See Myself Scale, and the Piers-Harris Children's Self-Concept Scale. Results are discussed in terms of a nomological network of self-concept and its implications for basic research and program evaluation. [ABSTRACT FROM AUTHOR]

Discusses several measures to promote cognitive achievement of public school students. Models for instruction, such as cognitive mediational approach, task model to pursue learning from teaching and the model involving content, evaluation data, delivery of cues about tasks, acquisition tasks, retrieval tasks and setting factors; Steps to realizing instructional intentions.

Focuses on the views of students and teachers of the thinking processes for classroom learning. Perceptions of cognitive processes as mediators between teacher behaviors and student learning; Congruency of students' cognitive processes to the intended responses to instructional stimuli of teachers; Kinds of intended cognitive responses, such as consolidating and use of metacognition.

Two experiments were done in which sixth-grade students participated in 10 ecology lessons, each involving reading/viewing of curriculum materials plus a teaching treatment. In Experiment I, four treatments were arranged in three equivalent Latin squares so that each of 12 trained teachers teachers tought each treatment. The treatments varied presence-absence of recitation and presence-absence of probing (a follow-up question to improve a student's initial response) and redirection (asking another student to respond to the question). Experiment II followed the same design, except the treatments varied presence-absence of recitation and percentage of higher cognitive questions (25%, 50%, and 75%) within recitations. Student's information recall, attitudes toward curriculum topics, and ability to respond both in written and oral form to higher cognitive questions were assessed. In both experiments, recitation substantially improved learning, especially information recall and higher cognitive responding. Probing and redirection in Experiment I had no effect on learning. In Experiment II, recitations with 50% higher cognitive questions were unexpectedly the least effective in promoting information recall, relative to recitations with 25% or 75% higher cognitive questions. [ABSTRACT FROM AUTHOR]

Three self-report manures of self-concept were administered in counter- balanced order to 488 sixth grade children as the basis for a multitrait- multimethod study of self-concept measurement. The subscales on these instruments were clustered into facets representing physical, social, and academic self-concept. The analyses indicate that all three facets demonstrate some degree of convergent validity, particularly physical self-concept, but discriminant validity is not established. Results also indicate that the response requirements of the instruments affect construct interpretations. Although developers of set-concept inventories strongly imply the existence of significantly different facets of self-concept by the separation and naming of subscales, there is little evidence for this implication. [ABSTRACT FROM AUTHOR]

Aptitude-treatment interactions (ATI) are relatively unexamined in research on teacher effectiveness but may be important in describing the teaching-learning process. In an experiment on teacher effectiveness, 399 sixth-grade students were taught ecology for nine lessons. Trained teachers used one of eight factorially defined teaching treatments which varied teacher behaviors of structuring, soliciting, and reacting. Generalized regression analyses on dependent variables (multiple choice, attitude, and perception (teaching showed aptitudes to be major predictors relative to teacher, treatment, and ATI effects. ATI effects were more frequent and stronger predictors than treatment effects in almost till cases, though ATI terms usually absorbed only one to two percent of variation in the criterion variables. The methodology and findings of this study suggest changes for research on teacher effectiveness. [ABSTRACT FROM AUTHOR]

This article analyzes the concept of validity to set out key factors bearing on claims about validity in general and particularly regarding learning analytics. Because uses of trace data in learning analytics are increasing rapidly, specific consideration is given to reliability of trace data and their role in claiming validity for interpretations grounded on trace data. This analysis reveals the essential and inescapable role of theory in deciding what trace data should be gathered and how trace data can contribute to recommendations for improving learning, one main goal for generating and using learning analytics. • Trace data are increasingly useful in developing learning analytics. • "Raw" data are biased by the theory that recommends observing those data. • Self-regulating learners acting as agents complicate reliability of trace data. • Reliability of trace data concerns dynamic events, not static aspects of a measure. • Generalizability over facets of data sets limits on reliability and validity. [ABSTRACT FROM AUTHOR]

The article presents a statement of the outgoing editors of the journal "Educational Psychologist." Both editors commented on the first issue of the journal under the editorship of Gale Sinatra. They also discussed the articles and manuscripts that they received during their tenure. In this article several names of educational psychologists who contributed their works in the past issues are presented.

Presents the gratitude of editors of the journal 'Educational Psychologist,' published as of June 1, 2003, to authors for developing a tribute article on researcher and scholar, Richard E. Snow. Features of the article on Snow.

Background: Guidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed learner‐tutor interactions in a simulation‐assisted learning environment to investigate how tutor guidance enabled knowledge construction and fostered epistemic practice. Objectives: This research aimed to illuminate challenges learners encounter in the inquiry process and forms of guidance that support learning in both conceptual and epistemic aspects. Methods: This study uses a mixed methods approach. We analysed video recordings in which nine participants asked 72 questions and the microsequences of interactions immediately surrounding and including each question. We coded properties of each question and whether the tutors' utterances were intended to increase (upregulate) or decrease (downregulate) the complexity of the inquiry processes, and used a two‐step cluster analysis to explore groupings emerged from tutors' regulation guidance and learners' questions. Results and Conclusions: The regulatory intent of tutors' utterances depended on various characteristics of student questions. The microsequences clustered in five categories: 1) upregulated investigation and inference, 2) upregulated evidence‐based justification, 3) downregulated cognitive load, 4) downregulated procedural uncertainties, and 5) downregulated perceptual dissonance. Our findings suggest tutors offering guiding prompts should consider dual processes in the inquiry and, by strategically prompting them, strike a balance between the goals of guiding learners to discover scientific knowledge and grounding their conceptual understanding in concepts, data, and procedures. Implications: We emphasize conceptual and epistemic learning should be concurrently guided in scientific inquiry. We propose a bidirectional guidance model as a pedagogical approach to guide instructional practice. Lay Description: What is currently known about the subject matter: Rapid technological change urges schools to equip students with research and inquiry skills.Computer simulations provide an information‐rich environment for inquiry‐based learning.Guidance in inquiry learning is important for knowledge acquisition and the development of inquiry skills. What this paper adds: We illuminated challenges learners encounter in the inquiry learning process.We analysed forms of guidance that support learning in both conceptual and epistemic aspects.We identified dual processes involved in the inquiry process that have important implications.We proposed a bidirectional model for adaptive guidance in scientific inquiry. Implications of study findings for practitioners: Adaptive guidance facilitates conceptual and epistemic understanding by stimulating curiosity and reducing uncertainty in the inquiry process.Conceptual and epistemic learning need to be concurrently guided in scientific inquiry. [ABSTRACT FROM AUTHOR]