Search results for: Kennedy Michael J.
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The goal of this study is to describe an intervention intended to improve preservice teachers’ understanding of phonological awareness. The participants were teacher candidates, who randomly assigned to watch a Content Acquisition Podcast on phonological awareness significantly outperformed matched peers who read a practitioner-friendly article on the same topic.
Updated: Apr. 15, 2015
In this study, the authors investigate whether the sequence of instruction for Content Acquisition Podcasts (CAPs) exposure (preview or review) paired with textbook reading affected knowledge gains on topics related to students with disabilities. They randomly assign preservice teacher candidates from two large public universities to one of three conditions: (a) CAP exposure preceding reading, (b) CAP exposure following reading, and (c) reading with graphic organizer/outline alone. Students in both CAP groups significantly outperformed students from the Text-Only group on both experiments, but order of CAP exposure did not result in significant differences in learning.
Updated: Apr. 13, 2014
In this research study, the authors produced enhanced podcasts by using Mayer's cognitive theory of multimedia learning to deliver selected uncovered course content. Two randomly assigned groups of undergraduate teacher education candidates interacted with either audio podcasts or enhanced podcasts across two experiments. Researchers measured recall and higher order application ability of students to determine which podcast method resulted in higher scores.
Updated: Aug. 30, 2012