Abstract not found

Abstract not found

Abstract: Children and adults of all ages have improved their reading comprehension when trained on using the Structure Strategy to read, understand, and recall information from expository text. Training on the structure strategy has been conducted in small groups or using one-on-one tutoring and some web-pages with email tutoring, all showing significant improvements in comprehension. We are creating a web-based intelligent tutoring system to present the strategy to 5 th-7 th grade students. The advantages of web-based tutors are: consistent tutoring technique, modeling of good practice, scaffolding, immediate feedback, and motivation. This paper presents the foundations of our project Intelligent Tutoring for the Structure Strategy – ITSS, supporting research for the design, and preliminary findings from pilot tests.

An assumed advantage of alternative assessments is that they result in more higher level thinking or metacognitive skills. We believe that this advantage should be measured directly and explicitly. Unfortunately, few standardized measures of metacognitive skills (planning, monitoring, cognitive strategies, and awareness) exist. In our studies, for 12th graders, alpha reliability estimates and factor analysis indicated that our metacognitive subscales are reliable (alpha above.70) and unidimensional (one factor per subscale). Because the subscales have only 5 items each, they meet brevity standards. Construct validity of our state metacognitive inventory is acceptable. Results indicate that our state metacognitive inventory yields useful information about both the assessment and students. Alternative assessments share several common characteristics. Herman, Aschbacher, and Winters (1992) provide an excellent listing of such characteristics: (a) Ask students to perform, create, produce, or do something;Ê(b)

Strategically using information Abstract: Information use is an understudied area within information science thus strategies pertinent to using information remains understudied. However, research implicates strategically using information as a performance booster, especially within academic contexts. This paper reports on an ongoing research on information use strategies of graduate students as they attend to an identified academic task. Résumé: L’utilisation et les stratégies pertinentes à l’utilisation de l’information demeurent un domaine sous-étudié en science de l’information. Cependant, la recherche implique l’utilisation stratégique de l’information comme stimulant du rendement, particulièrement en contexte scolaire. Cette communication porte sur une recherche en cours sur les stratégies d’utilisation de l’information des étudiants universitaires de 2 e et 3 e cycle lors d’une tâche scolaire prédéfinie. 1.