Search

The purpose of this study was to demonstrate that transfer ability (positive and negative) varies depending on the nature of the problems, using the knowledge transfer matrix, as well as being dependent on the individual differences of the learner. A total of 178 participants from the United States and New Zealand completed measures of prior knowledge, pattern recognition, a positive transfer problem, and a negative transfer problem. Nearly 11% of participants could not successfully solve the base problem after the initial learning phase. The problem condition was a significant predictor of positive transfer success, while no significant differences were found for negative transfer, although, there was ample evidence of negative transfer. Furthermore, prior knowledge was only a significant predictor for problems in which the structural features between the problems were different. Future directions are discussed in regard to the initial learning phase, differences in transfer success, and the need for measures of negative transfer. [ABSTRACT FROM PUBLISHER]

Effective induction and mentoring are regarded as essential components of teacher preparation programmes. However, there are no theoretically derived, psychometrically sound measures of programme quality. This investigation examined the properties of a new induction measure (Langdon Induction and Mentoring Survey [LIMS]) using quantitative (e.g. factor analyses) and qualitative approaches (i.e. semi-structured interviews), with a sample of 273 participants from New Zealand comprising four constituent groups: beginning, mentor, and classroom teachers, and school leaders. The resulting 58-item, one-factor instrument was found to be psychometrically sound for this sample. Moreover, significant differences were found in perceptions of programme quality between constituent groups for various factors, particularly between classroom teacher and school leaders. The contributions of this exploratory study are discussed. [ABSTRACT FROM PUBLISHER]

The complex intersection of interest, reading goals, and competence was investigated through qualitative analysis of the cross-domain reading of three middle-school highly gifted readers. Students completed knowledge pretests and domain interest assessments, thought aloud while reading college-level reading and history passages, and completed open-ended questions assessing recall, understanding, and evaluation of the author's argument. Think-alouds were coded for reading behaviors, including expressions of interest, and re-coded for inferred reading goals. Individual reading profiles incorporated students' assessed knowledge and interest, observed interactions with the texts, levels of goals, and outcome performance. This set of reading profiles informed an elaborated characterization of reading competence. The role of such reading competence in development of competence or proficiency in other academic domains was discussed. [ABSTRACT FROM AUTHOR]