Papers by Russell Osguthorpe
EDULEARN12 Proceedings, 2012
MF01/PCO2 Plus Postage. *Academic Achievement; *Adjustment (to Environment); Career Development; ... more MF01/PCO2 Plus Postage. *Academic Achievement; *Adjustment (to Environment); Career Development; Cross Age Teaching; Disabilities; *Hearing Impairments; *Moral Development; Peer Teaching; PostseCondary Educatic.; Tutorial Programs; *Tutoring; Tutors Issues in tutoring handicapped and gifted students are examined in the paper, one of a collection of papers commissioned for the Foundations project on the career development needs of students entering the National Technical Institute for the Deaf. Studies are reviewed which assess the effects of tutoring on both tutors and tutees in three broad areas: academic performance, personal/social adjustment, and moral development. Despite the finding that most research on tutoring iS descriptive rather than experimental in nature, implications for special students are considered. A review follows of the major types of tutoring (adult-child, peer, and cross-age tutoring). The following are among the broad conclusions formed: (1) that tutoring is...
Issues in Religion and Psychotherapy, 1985
Behavioral Disorders, 1987
The objective of the study was to determine whether participating in reverse-role tutoring would ... more The objective of the study was to determine whether participating in reverse-role tutoring would improve nonhandicapped students' attitudes toward behaviorally disordered peers. A total of 88 students participated in the study; 6 fifth grade and 8 sixth grade aged behaviorally disordered tutors, 12 fifth grade and 16 sixth grade aged regular class tutees, and 46 fifth and sixth grade aged regular class students comprising two control groups. A pretest-posttest control group design was utilized to compare the responses made by tutees on a student attitudes questionnaire with the responses made by those in the control groups. Analysis of variance of the regular class students' pretest responses indicated that the behaviorally disordered students were less accepted than were regular class peers. Analysis of covariance showed that the tutees rated their behaviorally disordered tutors significantly higher than different-class controls. The tutees did not, however, generalize more...
ICERI2012 Proceedings, 2012
To Improve the Academy, 2011
We report on faculty and student perceptions of the effects of midcourse evaluations on teaching ... more We report on faculty and student perceptions of the effects of midcourse evaluations on teaching improvement and student learning. We provided faculty with a midcourse evaluation tool, surveyed faculty and students, interviewed faculty, observed debriefing sessions, and compared midcourse with end-of-semester ratings. Of 510 mean ratings on individual learning items, 342 (67 percent) mean scores showed improvement from midcourse to the end of the semester. Faculty who read their midcourse feedback, discussed it with their students, and made pedagogical changes saw the most improvement in their ratings.
Educational Technology archive, 2007
Educational Technology Research and Development, Jun 1, 2005
This article reports a theoretical examination of several parallels between contemporary instruct... more This article reports a theoretical examination of several parallels between contemporary instructional technology (as manifest in one of its most current manifestations, online learning) and one of its direct predecessors, programmed instruction. We place particular focus on the underlying assumptions of the two movements. Our analysis suggests that four assumptions that contributed to the historical demise of programmed instruction-(a) ontological determinism, (b) materialism, (c) social efficiency, and (d) technological determinism-also underlie contemporary instructional technology theory and practice and threaten its long-term viability as an educational resource. Based on this examination, we offer several recommendations for practicing instructional technologists and make a call for innovative assumptions and theories not widely visible in the field of instructional technology. HISTORICAL DEVELOPMENT OF PROGRAMMED INSTRUCTION Early Efforts Although efforts at automating instruction date back to the early 19th century (Mellan, 1936/1960), the work of Sidney Pressey (1927/1960a) has been widely credited as the 84
This paper recommends an approach to moral education that helps students become better learners w... more This paper recommends an approach to moral education that helps students become better learners while becoming better people. The approach rests on six assumptions: an overarching aim of schooling is to provide students with a moral education; moral education
This paper describes two cases that illustrate the role of collaborative reflection in developing... more This paper describes two cases that illustrate the role of collaborative reflection in developing a culture of inquiry and individual and organizational renewal in school-university partnerships. Three assertions underlie the study: that individual renewal leads to organizational renewal; that developing a culture of inquiry is a prerequisite to the kind of individual renewal that leads to organizational renewal; and that collaborative reflection is essential for developing and sustaining culture. The first section of the paper defines the terms culture of inquiry, collaborative reflection, individual renewal, and organizational renewal. The second section describes two cases in which educators engaged in collaborative reflection (one in a new graduate program on educational inquiry and the other in an established program that involved reading, observing schools, and discussing issues related to education in a democracy). The third section offers a model for individual and organizational renewal that includes the nine elements of collaborative reflection: building trust, making time, nurturing questions, forming groups, taking risks, being patient, giving gifts, accepting offerings, and recognizing results. (Contains 22 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
A 4 x 4 factorial experiment was conducted with 152 college age volunteers to investigate the eff... more A 4 x 4 factorial experiment was conducted with 152 college age volunteers to investigate the effects of different forms of mathemagenic information (algorithms, heuristics, attribute elaboration, and attribute isolation) on concept acquisition. Results showed that both definition and instance presentation had a significant effect on students' ability to correctly classify novel instances and their confidence in their responses. It was shown that heuristic definitions produce patterns of confidence that differ from those of other definition types. It can be concluded that: (1) definition and instance presentation both play an important role in concept acquisition, (2) students can benefit both affectively and instructionally from the expository presentation of classification algorithms and heuristics and (3) confidence is more closely related to definition than to inquisitory instance presentation. (Author) * * via the ERIC Document Reproduction Service (EDRS). EDES is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original.
Before making recommendations for specific degree titles or requirements, schools of education sh... more Before making recommendations for specific degree titles or requirements, schools of education should come to a clearer consensus regarding their mission and the relationship to that mission of their bachelor's, master's, and doctoral programs. Although institutions will likely continue to emphasize different types of teacher preparation programs and different areas of research, greater agreement among the nation's schools of education is essential if the integrity of graduate study in education is to be increased. The purpose of this artf,Ide is to encourage a national discussion that will lead to a greater consistency regarding the central mission of schools of education and the meaning of different degrees offered by these school. One school of education's mission statement is examined, and its implications for graduate programs is discussed. The current status of graduate programs in U.S. schools of education are analyzed, and recommendations are made for improving these programs. (JD)
The paper describes the development of a computerized symbol processing system which allows nonsp... more The paper describes the development of a computerized symbol processing system which allows nonspeaking severely handicapped persons to create communication electronically. Two pilot studies investigated the use of Rebus and Bliss Symbols with either an Apple Graphics Tablet or the Power Pad, a peripheral which allowed users to activate the computer by touching the board with their fingers. Positive results included improved speed and accuracy of performance, enhanced motivation, and reported teacher and parent satisfaction. Three case studies illustrate the ability of multiply handicapped students to learn the use of the symbol processing systems in a relatively short time. (CL)
This paper describes two models, one for developing a partner school and the other for creating.a... more This paper describes two models, one for developing a partner school and the other for creating.a center of pedagogy. Both models are based upon John Goodlad s premises for school-university partnerships and upon current work in the Brigham Young University (BYU)-Public School Partnership. Following description of the models, issues related to the evaluation of school-university partnerships are discussed, and examples are given of evaluation activities recently undertaken within the BYU-Public School Partnership. Discussion centers on: current evaluation attempts in Goodlad s National Network for Educational Renewal (NNER), a consortium of 16 U.S. school-university partnerships; (2) results of evaluative studies at the BYU-Public School Partnership; and (3) a definition of collaboiative evaluation and suggestions for its use in evaluating school-university partnerships. Five characteristics are suggested for developing effective collaborative approaches to evaluation in school-university partnerships: the evaluation would be interactive, internally initiated, integrated, inexpensive, and informative. Results from case studies conducted in the BYU-Public School Partnership have shown that evaluations designed and conducted collaboratively offer educators effective alternatives to traditional positivist models. (Contains 18 references.) (MAH)
The authors, experienced with educable and trainable mentally handicapped fifth and sixth graders... more The authors, experienced with educable and trainable mentally handicapped fifth and sixth graders, describe a procedure for training handicapped studentscto tutor the.ir nonhandicapped peers (reverse role tutoring) to enhance handicapped students' abilities in the areas of academic achievement, personal/social adjustment, and decision making/moral reasoning. The.following'tasks are described for implementing a reverse role tutoring project: determine purpose(s) of program; determine type of. tutoring (across age, peer, or adult child); choose a content area, (sign language, the arts, reading and math); design program (tutor training, instructional ,materials,.scheduling tutori'ng); train tutors (demonstrate the learning task, prompt the tutee if needed, monitor tutee performance, and provide praise and corrective feedback); supervise tutoring; and measure results. (SB) 9
Reading Improvement, Apr 1, 1975
The purpose of this study was to measure the effects of tutoring low achievers on the concepts of... more The purpose of this study was to measure the effects of tutoring low achievers on the concepts of carrying and borrowing before they were introduced in the classroom. Twelve low-achieving second-grade students were tutored on these concepts. The tutored children, along with meabers of two control groups, participated in a pretest covering these ideas. After the two-week tutoring period, members of all three groups participated in a mock-classroom. The pre-reaediated children performed significantly better than control group ieabers on both types of probleas (p less than .01), as well as in classroom participation (p less than .05).
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Papers by Russell Osguthorpe