Preinstructional Strategies: The Role of Pretests, Behavioral Objectives, Overviews and Advance Organizers

Hartley, James; Davies, Ivor K.

doi:10.2307/1170040

Cited by 34 publications

(37 citation statements)

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“…After reviewing past research, Hartley and Davies (1976) conclude that behavioral objectives do not improve the learning of tasks calling for knowledge and comprehension whereas they do benefit the learning of higher order tasks calling for analysis, synthesis, and evaluation.…”

Section: Behavioral Objectivesmentioning

confidence: 98%

“…According to Hartley and Davies (1976), pretests enhance learning when they alert trainees to what it is they must know after training has been completed. Thus, pretests provide the RC trainer with an easy-to-use mechanism for highlighting task importance and enhance learning when they focus trainees on issues or concepts that may otherwise go unnoticed during training.…”

Section: Pretestsmentioning

confidence: 99%

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Training Procedures for Enhancing Reserve Component Learning, Retention, and Transfer

Wells¹,

Hagman²

1989

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Section: Behavioral Objectivesmentioning

confidence: 98%

Section: Pretestsmentioning

confidence: 99%

Training Procedures for Enhancing Reserve Component Learning, Retention, and Transfer

Wells¹,

Hagman²

1989

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“…He suggests that "a sound operational defmition of an advance organizer eludes even Ausubel himself' (p. 95), a claim previously advanced by other writers (e.g. Hartley & Davies, 1976;Lawton & Wanska, 1977;Macdonald-Ross, 1978;Clark & Bean, 1982). Nor was McEneany (1990) the first to dispute the effectiveness of advance organizers.…”

Section: Ausubel's Studiesmentioning

confidence: 96%

“…Nor was McEneany (1990) the first to dispute the effectiveness of advance organizers. Hartley and Davies (1976) reviewed the technique and found conflicting evidence. Regardless, they were able to conclude that advance organizers facilitated both learning and retention'.…”

Section: Ausubel's Studiesmentioning

confidence: 99%

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Editor¹

1994

CJLT / RCAT

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“…Since correlations with improved student learning have been found for teaching to balance the needs of students with different learning styles (Felder and Brent, 2005), writing explicit learning objectives and making them clear to students (Hartley and Davies, 1976), getting students actively engaged in course-related activities in class (Prince, 2004), and getting students to work in teams under conditions that assure individual accountability and meet the other defining criteria of cooperative learning (Johnson, Johnson, and Stanne, 2000), we infer that the NETI-motivated adoption or increased use of these teaching strategies by the nearly 1000 NETI participants has led to greater learning by the hundreds of thousands of students whom the participants have taught.…”

Section: B Pedagogical Knowledge and Practicesmentioning

confidence: 99%

The National Effective Teaching Institute: Assessment of Impact and Implications for Faculty Development

Felder

Brent

2010

J of Engineering Edu

105

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BACKGROUNDThe National Effective Teaching Institute (NETI) is a three-day teaching workshop that has been given annually since 1991 in conjunction with the Annual ASEE Conference. Its goals are to improve the participants' teaching effectiveness, promote their engagement in scholarly teaching and educational scholarship, and motivate them to engage in instructional development on their campuses. To evaluate the impact of the NETI on its participants, a Web-based survey was administered to alumni of NETI offerings from 1993 to 2006. PURPOSE (HYPOTHESIS)The study was designed to test the hypothesis that the NETI met its stated goals, and to the extent that it did, to identify factors in the workshop's structure and delivery that might have contributed to its success. DESIGN/METHODAn online survey collected information regarding the participants' awareness and use of selected teaching strategies, their students' and their own ratings of their teaching, and their engagement in scholarly teaching, educational research, and giving their own teaching workshops and seminars. The validity of the survey structure is supported by several published studies that compared self-assessments of teaching with external evaluations by trained observers. RESULTSThe NETI has motivated many of its participants to adopt or increase their use of proven teaching strategies known to correlate with improved student learning; made them more student-centered, scholarly, and reflective in their teaching practice; and induced many of them to engage in instructional development and educational scholarship. CONCLUSIONSThe NETI has satisfactorily met its goals. When interpreted in the light of a theory of adult motivation, the results support the effectiveness of disciplinespecific faculty development for engineering educators.

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Preinstructional Strategies: The Role of Pretests, Behavioral Objectives, Overviews and Advance Organizers

Cited by 34 publications

References 0 publications

Training Procedures for Enhancing Reserve Component Learning, Retention, and Transfer

Training Procedures for Enhancing Reserve Component Learning, Retention, and Transfer

View Entire Issue

The National Effective Teaching Institute: Assessment of Impact and Implications for Faculty Development

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