Search results for author:"Michael Pressley"
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Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 31, No. 3 (1983) pp. 131–43
In experiments with seven- to ten-year-old children, mismatched pictures increased learning of prose that was heard and prose that was read. Presence of pictures mismatched to prose they accompanied had little negative impact on cued recall. Twenty...
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 33, No. 4 (1985) pp. 277–84
The mnemonic keyword study of Johnson, Adams, and Bruning (1985) on effectiveness of the keyword method for second-language vocabulary acquisition is critiqued. Of particular concern are literature currency vis-a-vis the authors' stated rationale...
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 30, No. 3 (1982) pp. 151–61
In two experiments, preschool children had better recall when the subjects and objects of sentences read aloud were also depicted pictorially. Learning was not enhanced by illustrating only the sentence subject or object. Sixteen references are...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 24, No. 3 (April 2008) pp. 684–702
In exploring the potential for mentoring to support novice teachers’ use of effective teaching practices, we conducted a grounded theory analysis about change potential. Themes emerging from cross-case analysis of survey, interview, and observation...