Search results for author:"Susan Goldman"
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Learning and Instruction Vol. 13, No. 2 (2003) pp. 239–44
Comments on the papers of this theme issue, which are concerned with the impact of verbal and nonverbal representations in acquiring expertise in complex domains. Outlines lessons from first generation work in this field and issues for second...
Learning and Instruction Vol. 19, No. 5 (October 2009) pp. 451–454
Based on a critical re-analysis of cognitive load theory (CLT), Schnotz and Kürschner identified the need for research on more sensitive ways of assessing learner characteristics, both prior to and during instruction, in order to understand learning ...
Learning and Instruction Vol. 21, No. 2 (April 2011) pp. 238–242
This commentary highlights important contributions of four empirical investigations of how people sort through the masses of information that are now available to them and find what they need to solve some problem or make some decision. These...
Managing, Understanding, Applying, and Creating Knowledge in the Information Age: Next-Generation Challenges and Opportunities
Cognition and Instruction Vol. 31, No. 2 (2013) pp. 255–269
New media, new knowledge practices, and concepts point to the need for greater understanding of cognitive processes underlying knowledge acquisition and generation in open informational worlds. The authors of the articles in this special issue...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 59, No. 1 (October 2016) pp. 347–359
Professional learning communities (PLCs) of teachers have potential as powerful professional development contexts. However, efforts to characterize and document teacher PLCs suggest that productive learning is the exception rather than the rule....
Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 245–251
Student readers struggle to construct the interpretive inferences necessary for successful literary comprehension. Expert think-alouds were conducted to identify the kinds of domain-specific knowledge that were drawn upon when reading the short...
Journal of Learning Disabilities Vol. 20, No. 3 (1987) pp. 144–54
Research is reviewed on the use of microcomputer technology with learning disabled students in two major areas: (1) extended practice and its role in the development of increased automaticity of basic information processing skills; and (2) problem...
Journal of the Learning Sciences Vol. 25, No. 1 (2016) pp. 93–132
Literature can be a powerful resource for adolescents' psychosocial development, as it provides opportunities to experience the world through the perspectives of others and juxtapose these with one's own experiences. However, gaining access to these ...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 2880–2885
This research seeks to expand the extant literature base on digital literacies by targeting the documentation of skills that adolescent students employ when selecting and winnowing down an array of resources returned by a keyword search to address a ...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 2123–2128
This paper investigates the impact of a tutor called SEEK on college students' critical thinking about scientific information as they study information on the Internet. Participants searched a set of websites on the causes of the eruption of Mount...
Evaluating Search Results: An Empirical Analysis of Middle School Students' Use of Source Attributes to Select Useful Sources
Jason L. G. Braasch; Kimberly A. Lawless; Susan R. Goldman; Flori H. Manning; Kimberly W. Gomez; Shaunna M. MacLeod
Journal of Educational Computing Research Vol. 41, No. 1 (2009) pp. 63–82
The present investigation examined middle school students' evaluations of the usefulness for addressing a social studies inquiry question of a variety of sources of information, and the basis of these judgments. This task situation simulates an...
Jennifer Wiley; Susan R. Goldman; Arthur C. Graesser; Christopher A. Sanchez; Ivan K. Ash; Joshua A. Hemmerich
American Educational Research Journal Vol. 46, No. 4 (2009) pp. 1060–1106
In two experiments, undergraduates' evaluation and use of multiple Internet sources during a science inquiry task were examined. In Experiment 1, undergraduates had the task of explaining what caused the eruption of Mt. St. Helens using the results...
Susan R. Goldman; Linda K. Zech; Gautam Biswas; Tom Noser; Helen Bateman; John Bransford; Thaddeus Crews; Allison Moore; Mitchell Nathan; Stephen Owens
Instructional Science: An International Journal of the Learning Sciences Vol. 27, No. 3 (1999) pp. 235–68
Examines mathematics problem solving in a computer software environment using graphical representations of the results of simulations with adolescent students. Discusses the strengths and limitations of inferring goals and plans, the use of verbal...
Louanne Smolin; Kimberly Lawless; Chris Dede; Steve Jones; Camille Johnson-Yale; Francisco Seoane Perez; Jessica Schuler; James W. Pellegrino; Susan R. Goldman; Meryl Bertenthal; Kimberly Lawless; Charalambos Vrasidas; Gene V. Glass; Geneva D. Haertel; Barbara Means; William Penuel; Hilary Goldmann; Mark Warschauer; Sharon Tettegah; Eun Won Whang; Nakia Collins; Kona Taylor; Olga A. Vasquez; Nicholas C. Burbules
Yearbook of the National Society for the Study of Education Vol. 106, No. 2 (October 2007) pp. 1–218
There is little dispute that technology has transformed people's everyday lives. People shop online, download news in their iPods, communicate via text and video, take digital photos, and conduct all manner of personal and professional business via...