Search results for author:"Keith Topping"
Total records matched: 15 Search took: 0.086 secs
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Primary-Secondary Transition: Differences between Teachers' and Children's Perceptions
Keith Topping
Improving Schools Vol. 14, No. 3 (November 2011) pp. 268–285
Transition from primary to secondary school is an important but neglected topic. For this review, 88 studies were selected from 325 possible studies, as including substantive data related to transition. The teacher's perspective and the child's...
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Electronic Literacy in School and Home: A Look into the Future
Keith Topping
Electronic Literacy in School and Home: A Look into the Future. Vol. 1998, No. 1 (January 1998)
This hypertext paper provides teachers and parents with a broad overview of electronic literacy (literacy activities which are delivered, supported, accessed, or assessed through computers or other electronic means) in school and home, and includes...
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Implementation fidelity in computerised assessment of book reading
Keith Topping
Computers & Education Vol. 116, No. 1 (January 2018) pp. 176–190
Measuring the implementation fidelity (IF) or integrity of interventions is extremely important, since without it a positive or negative outcome cannot be interpreted. However, IF is actually measured relatively rarely. Direct and indirect methods...
Language: English
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Trends in Peer Learning
Keith J. Topping
Educational Psychology Vol. 25, No. 6 (December 2005) pp. 631–645
Developments in forms of peer learning 1981-2006 are reviewed, focusing mainly on peer tutoring, cooperative learning, and peer assessment. Types and definitions of peer learning are explored, together with questions of implementation integrity and...
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Methodological quandaries in studying process and outcomes in peer assessment
Keith J. Topping
Learning and Instruction Vol. 20, No. 4 pp. 339–343
Peer assessment is very various in its implementation. Six studies of peer assessment are reviewed, four of them in higher education. A literature review is followed by five empirical studies. Strengths and weaknesses of each study are considered...
Language: English
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Fiction and Non-Fiction Reading and Comprehension in Preferred Books
Keith J. Topping
Reading Psychology Vol. 36, No. 4 (2015) pp. 350–387
Are the books preferred and most enjoyed by children harder than other books they read? Are non-fiction books read and understood at the same level of difficulty as fiction books? The Accelerated Reader software offers computerized comprehension...
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Computer-Assisted Assessment of Practice at Reading: A Large Scale Survey Using Accelerated Reader Data
Keith J. Topping; Terry D. Paul
Reading and Writing Quarterly: Overcoming Learning Difficulties Vol. 15, No. 3 (1999) pp. 213–31
Explores the relationship between practice at reading, student reading performance, and organizational features using data from a computer-assisted student self-assessment of reading comprehension program (The Accelerated Reader). Finds student...
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Student Reflections on Formative E-Assessment: Expectations and Perceptions
David J. Walker; Keith Topping; Susan Rodrigues
Learning, Media and Technology Vol. 33, No. 3 (September 2008) pp. 221–234
Research into student experiences of e-assessment has been neglected. Students' expectations and perceptions of e-assessment have been under-researched and their learning strategies are often unclear. This paper reports a qualitative study which...
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Evaluation of a LENA-Based Online Intervention for Parents of Young Children
Jill Gilkerson; Jeffrey A. Richards; Keith Topping
Journal of Early Intervention Vol. 39, No. 4 (2017) pp. 281–298
The efficacy of a pilot version of an online parent intervention that combined Language ENvironment Analysis (LENA)-based automated language environment feedback technology with Internet capabilities was investigated. Seventy-two parents of...
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E-Mentoring for E-Learning Development
Lynne Thompson; Mike Jeffries; Keith Topping
Innovations in Education and Teaching International Vol. 47, No. 3 (August 2010) pp. 305–315
Creating new distance e-learning modules requires considerable staff expertise. To help develop and expand this, mentoring holds promise. However, in lifelong learning provision, potential module creators are often very distant from potential...
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Using Mobile Technologies for Mathematics: Effects on Student Attitudes and Achievement
Khristin Fabian; Keith J. Topping; Ian G. Barron
Educational Technology Research and Development Vol. 66, No. 5 (2018) pp. 1119–1139
The ubiquity of mobile devices together with its potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. This study investigated the effects of using mobile technologies to students'...
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Computerized Self-Assessment of Reading Comprehension with the Accelerated Reader: Action Research
Stacy R. Vollands; Keith J. Topping; Ryka M. Evans
Reading and Writing Quarterly: Overcoming Learning Difficulties Vol. 15, No. 3 (1999) pp. 197–211
A quasi-experimental action research evaluated a program for computerized self-assessment of reading comprehension (The Accelerated Reader) in two schools in severely socio-economically disadvantaged areas. Finds the program, even when less than...
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International on-line reciprocal peer tutoring to promote modern language development in primary schools
Allen Thurston; David Duran; Erika Cunningham; Silvia Blanch; Keith Topping
Computers & Education Vol. 53, No. 2 (September 2009) pp. 462–472
The paper reports data from an on-line peer tutoring project. In the project 78, 9–12-year-old students from Scotland and Catalonia peer tutored each other in English and Spanish via a managed on-line environment. Significant gains in first language ...
Language: English
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Group work in elementary science: Towards organisational principles for supporting pupil learning
Christine Howe; Andy Tolmie; Allen Thurston; Keith Topping; Donald Christie; Kay Livingston; Emma Jessiman; Caroline Donaldson
Learning and Instruction Vol. 17, No. 5 (October 2007) pp. 549–563
Group work has been promoted in many countries as a key component of elementary science. However, little guidance is given as to how group work should be organised, and because previous research has seldom been conducted in authentic classrooms, its ...
Language: English
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Social effects of collaborative learning in primary schools
Andrew Kenneth Tolmie; Keith J. Topping; Donald Christie; Caroline Donaldson; Christine Howe; Emma Jessiman; Kay Livingston; Allen Thurston
Learning and Instruction Vol. 20, No. 3 pp. 177–191
There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play relations of a collaborative learning programme...
Language: English