Relevant bibliographies by topics / Learning texts

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning texts'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Learning texts"

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Garner, Ruth. "Learning From School Texts." Educational Psychologist 27, no. 1 (1992): 53–63. http://dx.doi.org/10.1207/s15326985ep2701_5.

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Hall-Kenyon, Kendra M., and Sharon Black. "Learning From Expository Texts." Topics in Language Disorders 30, no. 4 (2010): 339–49. http://dx.doi.org/10.1097/tld.0b013e3181ff21ea.

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Hollis, Karen L. "Animal Learning Texts: "Learning and Something Else"." Contemporary Psychology: A Journal of Reviews 32, no. 1 (1987): 24–25. http://dx.doi.org/10.1037/026650.

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Pistol, Ionuț, Diana Trandabăț, and Mădălina Răschip. "Medi-Test: Generating Tests from Medical Reference Texts." Data 3, no. 4 (2018): 70. http://dx.doi.org/10.3390/data3040070.

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The Medi-test system we developed was motivated by the large number of resources available for the medical domain, as well as the number of tests needed in this field (during and after the medical school) for evaluation, promotion, certification, etc. Generating questions to support learning and user interactivity has been an interesting and dynamic topic in NLP since the availability of e-book curricula and e-learning platforms. Current e-learning platforms offer increased support for student evaluation, with an emphasis in exploiting automation in both test generation and evaluation. In this context, our system is able to evaluate a student’s academic performance for the medical domain. Using medical reference texts as input and supported by a specially designed medical ontology, Medi-test generates different types of questionnaires for Romanian language. The evaluation includes 4 types of questions (multiple-choice, fill in the blanks, true/false, and match), can have customizable length and difficulty, and can be automatically graded. A recent extension of our system also allows for the generation of tests which include images. We evaluated our system with a local testing team, but also with a set of medicine students, and user satisfaction questionnaires showed that the system can be used to enhance learning.
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Beck, Isabel L., Margaret G. McKeown, and Erika W. Gromoll. "Learning From Social Studies Texts." Cognition and Instruction 6, no. 2 (1989): 99–158. http://dx.doi.org/10.1207/s1532690xci0602_1.

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Cheng, Chin-Chuan. "Learning words with many texts." ACM SIGCUE Outlook 26, no. 3 (1998): 16–27. http://dx.doi.org/10.1145/311110.311114.

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McNamara, Danielle S., and Walter Kintsch. "Learning from texts: Effects of prior knowledge and text coherence." Discourse Processes 22, no. 3 (1996): 247–88. http://dx.doi.org/10.1080/01638539609544975.

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Clinton, Virginia, and Paul van den Broek. "Interest, inferences, and learning from texts." Learning and Individual Differences 22, no. 6 (2012): 650–63. http://dx.doi.org/10.1016/j.lindif.2012.07.004.

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Leland, Christine, Anne Ociepka, Kate Kuonen, and Sara Bangert. "Learning to Talk Back to Texts." Journal of Adolescent & Adult Literacy 61, no. 6 (2018): 643–52. http://dx.doi.org/10.1002/jaal.730.

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Kelly, Caitlin. "Learning to Talk Back to Texts." Pedagogy 18, no. 1 (2018): 174–80. http://dx.doi.org/10.1215/15314200-4217026.

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Dissertations / Theses on the topic "Learning texts"

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Lockwood, Frederick George. "Activities in distance learning texts." Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278758.

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Armitage, Ursula Marie. "Navigation and learning in electronic texts." Thesis, City University London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412608.

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Nelsson, Mikael. "Deep learning for medical report texts." Thesis, Uppsala universitet, Avdelningen för systemteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-356140.

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Data within the medical sector is often stored as free text entries. This is especially true for report texts, which are written after an examination. To be able to automatically gather data from these texts they need to be analyzed and classified to show what findings the examinations had. This thesis compares three state of the art deep learning approaches to classify short medical report texts. This is done for two types of examinations, so the concept of transfer learning plays a role in the evaluation. An optimal model should learn concepts that are applicable for more than one type of examinations, since we can expect the texts to be similar. The two data set from the examinations are also of different sizes, and both have an uneven distribution among the target classes. One of the models is based on techniques traditionally used for language processing using deep learning. The two other models are based on techniques usually used for image recognition and classification. The latter models proves to be the best across the different metrics, not least in the sense of transfer learning as they improve the results when learning from both types of examinations. This becomes especially apparent for the lowest frequent class from the smaller data set as none of the models correctly predict this class without using transfer learning.
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Marzagao, Thiago. "Measuring Democracy: From Texts to Data." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405085531.

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Hall, Matthew. "Designing is learning| An investigation of designing multimodal texts." Thesis, New York University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599872.

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This qualitative study analyzed the meaning-making practices of urban adolescents participating in a college preparatory program featuring philosophical inquiry into cosmopolitanism and the creation of multimodal texts. In contrast to studies of composing that focus on individual outcomes, this dissertation traced group meaning making. The study was grounded in sociocultural perspectives that theorize literacy as diverse, socially constructed, meaning-making practices that emerge in particular cultural and social contexts, and include multiple modes of communication. Data included interviews, observations, and artifacts. To analyze the data, a music-inspired analytic system was devised to examine the collaborative nature of composing.

The study demonstrated, first, that composing in this setting was a collaborative process exceeding customary understandings of collaborative composing. Uncovered after examining complex patterns of interactions over varied timescales, collaboration at the group level occurred while community members created individual products. Second, the study revealed that improvisation was an important strategy for shaping the content of this collaborative process. During informal jam sessions, participants creatively explored options for representing content. They actively built upon ideas offered by other participants in the moment, in order to read, interpret, select, and design the content of their multimodal texts. Last, facilitated by the complex patterns of interaction and shaped by the improvised frames for representing content, this study revealed the ways in which participants constructed a shared meaning of the concept of cosmopolitanism at the group level. Utilizing an image-afforded exploration of juxtaposition, this shared understanding evolved from early conceptions of cosmopolitanism as represented in juxtaposed images to an understanding of cosmopolitanism as the act of creating and interpreting juxtaposition between varying perspectives.

This study contributes to growing empirical research on meaning making through multimodal text design. It extends socio-cultural explanations of what counts as `social' in educational contexts, illustrating that composing is not just influenced by social interaction but rather is social. Finally, in an age of standards, testing, and accountability that can narrow what constitutes valued literacy practices, this study provides an example of the varied interactional paths and diverse compositional strategies and products that can engage learners and expand opportunities for meaning making.

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Bagelman, Caroline. "Picturing transformative texts : anti-colonial learning and the picturebook." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6134/.

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This project suggests that the exclusion of children from social discourse has been naturalized, and remains largely unchallenged in the West (Salisbury and Styles, 2012, p. 113). While some didactic picturebooks and pedagogies construct and perpetuate this exclusion, I will explore the potential of critical picturebooks and critical pedagogy to counter it. Critical picturebooks and critical pedagogy, I propose, can help to build and support the critical consciousness of readers, transforming their social relations. Specifically, this project is concerned with the exclusion of children from discourse on colonialism in Canada, and it highlights the need for critical consciousness in this area. I suggest that critical picturebooks can play a role in unsettling settler relations, or shifting Canada-Aboriginal relations towards more ethical ones. I therefore offer an anti-colonial pedagogy for picturebooks to facilitate these aims. This pedagogy is generated through putting theory on picturebooks, critical pedagogy, Indigenous methods, as well as local pedagogy in Alert Bay into an interdisciplinary conversation. I begin by asking ‘how can picturebooks function as transformative texts?’ Drawing on picturebook theory, I present five elements of critical picturebooks that make them conducive to transformative social discourse: 1) flexibility of the form (enabling complex, cross-genre narratives); 2) accessibility of composite texts (allowing for multiliteracies); 3) textual gaps in composite texts; 4) their dialogical nature (often being read and analyzed aloud); and, 5) their ability to address content silenced in many educational settings. I hold that “the plasticity of mind” which Margaret Mackey suggests is engendered by the picturebook’s flexible form (explicated by these five elements) also fosters a plasticity of mind in terms of the reader navigating social issues or complex problems presented in its content (as cited in Salisbury and Styles, 2012, p. 91). This dual plasticity positions the picturebook as a valuable and empowering discursive or dialogical tool. If, as Paulo Freire asserts, “it is in speaking their word that people, by naming the world, transform it, dialogue imposes itself as the way by which they achieve significance as human beings”, then it is crucial that children are included in social dialogue that has been typically reserved for adults (Freire, 2000, p. 69). I then discuss the ways in which my participatory action research (PAR) in the community of Alert Bay, British Columbia, illustrates the transformative potentials of picturebooks, and helped to form an anti-colonial pedagogy for picturebooks. Workshops with local children, young adults and adults examined the unique form and content of picturebook narratives. In following with Freire, the aim was not only to explore the pedagogical promise of existing texts, but also to co-develop tools with which participants generate their own self-representations. We focused on developing narratives on food, an important generative theme that connects many facets of life including experiences of colonialism. Through additional conversations and embodied learning activities, I was introduced to local anti-colonial pedagogical methods. I put these experiences into conversation with theories of critical pedagogy put forth by Freire, Ivan Illich, bell hooks and Henry Giroux and a discussion of Indigenous research and pedagogical methods offered by Linda Tuhiwai Smith, Sandy Grande, Leanne Simpson, Lynn Gehl, and curricular resources. This research culminated in making Grease, a picturebook on the importance of oolichan oil to Alert Bay, told from a visitor’s perspective. In creating Grease, I have aimed to practically apply my proposed pedagogy, and make my work available to both Alert Bay and (in the future) to readers farther afield. This is an effort to address the dearth of anti-colonial literature and education available to children in Canada and elsewhere. The final chapter of my thesis serves as an annotative guide to be read alongside Grease. The pedagogy and picturebook combined present tenable ways in which picturebooks can engage children in critical discussions of colonialism and function as transformative texts.
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Clayton, Malcolm William. "Visual and verbal texts and language teaching." Thesis, UCL Institute of Education (IOE), 1995. http://eprints.ioe.ac.uk/21562/.

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With reference to language teaching, this research examines current trends in the combination of pictures and print. Assuming that when combined in texts, these utilize differential disclosures of visual and verbal feature, the research establishes some important provisos. Foremost among these is the stipulation that words and pictures do not communicate with each other in the same way. Thus although, on paper, they may be comprehensibly united, in their disclosure of features they remain mutually exterior and coded apart. Generalising from this, the study surveys other sources of exteriority in ELT. To investigate these, it is necessary to mediate across features which, though brought into contact, remain heterogeneously regulated and coded apart. Similarly, the researching of visual and verbal texts becomes a form of crosscultural arbitration. It therefore needs to account for (and bring into agreement) features extraordinarily combined. Since, by definition, these do not ordinarily communicate with each other in the same way, it is argued that they ought to be central to any field driven by considerations of foreignness. Because, for reasons of exteriority, the operandi of both linguistics and art history appear problematic, the research instead opts for an intervening modus vivendi. Thus Deleuze and Guattari's (1987) research metaphor of the 'nomad' is taken as germane. Since this provides some inkling of a conceptual middle ground, it serves as a general guide to observation and is pursued to a point where visual and verbal texts can be more equitably described. The description makes it possible to observe effective but hitherto unnoticed uses of space. Turning on points of framing, spatial positioning, multilinear connection and - beyond whatever is visible - lines of correspondence with language, these reveal that visual and verbal texts do indeed follow multiple but orderly lines of combination. Having described the principles behind these multilinear visual and verbal combinations, it becomes possible to re-appraise their role in language teaching. Again, therefore, the research concludes that since they seek to interrelate multiple but ordinarily noncommunicating parts, 'nomadic' orientations in general - and visual and verbal texts in particular - ought to be at the very heart of language teaching.
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Morles, Armando. "The improvement of leaming ability by means of reading." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99772.

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This study discusses the importance of instruction in the ability to learn from texts. First learning through reading is defined, followed by the identificaction of the factors that determine this learning. It provides guidelines for the improvement uf such an ability. Finally, it gives i'deas about ways of conducting the student training, including exercising modalities and the program placement in the educational context.
El presente estudio discute la importancia de la instrucción en la capacidad para aprender el contenido de textos escritos. Al inicio se define el aprendizaje a través de la lectura para luego continuar con la identificación de los factores que condicionan este aprendizaje. Luego se suministra lineamientos para mejorar esa capacidad. Finalmente se aportan ideas acerca de cómo conducir el entrenamiento de los estudiantes, incluyendo las modalidades y su ubicación dentro del contexto educativo.
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Boynukalin, Zeynep. "Emotion Analysis Of Turkish Texts By Using Machine Learning Methods." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614521/index.pdf.

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Automatically analysing the emotion in texts is in increasing interest in today&rsquo
s research fields. The aim is to develop a machine that can detect type of user&rsquo
s emotion from his/her text. Emotion classification of English texts is studied by several researchers and promising results are achieved. In this thesis, an emotion classification study on Turkish texts is introduced. To the best of our knowledge, this is the first study on emotion analysis of Turkish texts. In English there exists some well-defined datasets for the purpose of emotion classification, but we could not find datasets in Turkish suitable for this study. Therefore, another important contribution is the generating a new data set in Turkish for emotion analysis. The dataset is generated by combining two types of sources. Several classification algorithms are applied on the dataset and results are compared. Due to the nature of Turkish language, new features are added to the existing methods to improve the success of the proposed method.
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Van, Blommestein Erane. "Production factors for written expository texts." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30415.

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Expository text writing is a task that demands high-level cognitive and linguistic skill in order to produce well-written texts. Individuals who have cognitive-communicative impairments following mild closed head injury often display difficulty in organization, recall and attention when writing texts. The purpose of this study was to investigate factors that facilitate production of coherent expository texts by two unimpaired adults, with the ultimate goal of applying the results to work with head-injured individuals. These factors were: type of texts and type of support found in the text elicitation context. It was hypothesized that Description texts would be easiest to produce, followed by Comparison, Sequence, and Response texts. It was also hypothesized that texts that were supported in the elicitation context by explicit information regarding text structure would result in more coherent texts than those written without such support. Furthermore, texts that were supported by structure plus content information were hypothesized to result in texts that were most coherent. Finally, it was questioned whether texts that were produced in the absence of support, but after the two support conditions had been completed, would exhibit a learning effect. Therefore, the effect of four elicitation contexts and four text types were examined. Each subject wrote sixteen texts. Text adequacy was measured using cohesive harmony analysis (Hasan, 1984, 1985) and a reader rating scale that was intended to measure perceived coherence. Results from Subject One were consistent with the hypothesized order of text difficulty. As well, the conditions in which text structure was provided generally resulted in more coherent texts than the texts produced without support. Evidence for a learning effect in the last condition was not found. Because the addition of content did not appear to increase text coherence when compared to texts produced with structural support alone, particularly for easier text types, it was suggested that a ceiling effect may have occurred for this subject, so that additional reduction of processing demands did not result in improved text production. The results from Subject Two were inconclusive, particularly for the effect of elicitation context. Order of text type difficulty differed from the expected order for this subject's texts. This demonstrates the variability that occurs among unimpaired writers in both text coherence and how writing tasks are approached, as well as the need for further studies using larger samples. Text ratings by a group of Speech-Langauge Pathologists did not match the results of the cohesive harmony analysis for text type. It was suggested that this disparity may be due to: inadequacies in cohesive harmony analysis that make it insensitive to features of texts readers use in order to determine coherence; or differences among texts in the readers' ability to construct text structure as they read. Texts produced in contexts with support generally received higher perceived coherence ratings than those written without such support. Inter-rater variability was marked, especially for texts low in cohesive harmony. Modifications to the procedures used in this study for both further research and clinical application are discussed.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Books on the topic "Learning texts"

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Teaching literacy: Using texts to enhance learning. David Fulton, 2004.

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Lundquist, Lita. Navigating in foreign language texts. Samfundslitteratur, 2008.

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Lundquist, Lita. Navigating in foreign language texts. Samfundslitteratur, 2008.

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Literary texts and intercultural learning: Exploring new directions. Peter Lang, 2012.

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Seán, Devitt, Singleton David, and Authentik Language Learning Resources Ltd., eds. Learning foreign languages from authentic texts: Theory and practice. Authentik, 1989.

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Seán, Devitt, and Singleton David, eds. Learning foreign languages from authentic texts: Theory and practice. Authentik in association with CILT, 1989.

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1965-, Arizpe Evelyn, ed. Children reading pictures: Interpreting visual texts. RoutledgeFalmer, 2002.

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Linker, Franklin Ephraim Mark, and Shmuel Rabin. E. Linker Hebrew prayers learning series: Siddur. Ephraim Linker, 2001.

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A, City Elizabeth, ed. The teacher's guide to leading student-centered discussions: Talking about texts in the classroom. Corwin Press, 2006.

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ill, Barron Ashley, ed. Gentle hands and other sing-along songs for social-emotional learning. Free Spirit Publishing, 2018.

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Book chapters on the topic "Learning texts"

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Yan, Wei Qi. "Transfer Learning and Ensemble Learning." In Texts in Computer Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61081-4_8.

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Yan, Wei Qi. "Reinforcement Learning." In Texts in Computer Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61081-4_5.

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Leppink, Jimmie. "Learning Processes." In Springer Texts in Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43082-5_1.

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Leppink, Jimmie. "Statistical Learning." In Springer Texts in Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43082-5_3.

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Skiena, Steven S. "Machine Learning." In Texts in Computer Science. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55444-0_11.

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James, Gareth, Daniela Witten, Trevor Hastie, and Robert Tibshirani. "Unsupervised Learning." In Springer Texts in Statistics. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7138-7_10.

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James, Gareth, Daniela Witten, Trevor Hastie, and Robert Tibshirani. "Statistical Learning." In Springer Texts in Statistics. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7138-7_2.

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James, Gareth, Daniela Witten, Trevor Hastie, and Robert Tibshirani. "Deep Learning." In Springer Texts in Statistics. Springer US, 2021. http://dx.doi.org/10.1007/978-1-0716-1418-1_10.

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James, Gareth, Daniela Witten, Trevor Hastie, and Robert Tibshirani. "Unsupervised Learning." In Springer Texts in Statistics. Springer US, 2021. http://dx.doi.org/10.1007/978-1-0716-1418-1_12.

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James, Gareth, Daniela Witten, Trevor Hastie, and Robert Tibshirani. "Statistical Learning." In Springer Texts in Statistics. Springer US, 2021. http://dx.doi.org/10.1007/978-1-0716-1418-1_2.

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Conference papers on the topic "Learning texts"

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Sheppard, Sheri, Kim Jones, and Natalie Jeremijenko. "Developing ‘Text Learning Capture’ to Examine How Students Learn From Texts and How Texts Learn From Students." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/dtm-5655.

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Abstract This paper describes an innovative assessment method that provides formative feedback on the effectiveness of an engineering textbook. We describe the development of the Text Learning Capture Method and the prior art that it is drawn from. We then go on to interpret and analyze the protocols captured with the method and describe the preliminary results generated with its application. Concrete examples of how the feedback enables us to identify the text’s readability, comprehensibility, and usability are given. From the analysis a list of questions was generated about how students learn from engineering textbooks. The textbook assessment work presented here was motivated by a desire on the part of the author of the textbook (hereafter the text-author in contrast to the authors of this paper) to understand more fully the role of this textbook in supporting student learning. We began with questions such as: “Do students relate to the real-world examples given?”; “How do students work through the equations?”; “How are figures utilized?”; “Are students excited by a textbook that uses a familiar multi-faceted artifact to demonstrate engineering principles?”. In our attempts to carefully answer these questions we generated questions such as: “Can learning from a text book be thought of as passive?”; “What constitutes effective learning from texts?”; “What are best reading practices?”; and “How much control does an author have over this?”.
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ZHOU, Deyu, Xuan Zhang, Yin Zhou, Quan Zhao, and Xin Geng. "Emotion Distribution Learning from Texts." In Proceedings of the 2016 Conference on Empirical Methods in Natural Language Processing. Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/d16-1061.

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Dolzhich, Elena, and Svetlana Dmitrichenkova. "PRIOR TEXTS IN SCIENCE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2293.

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De Bruyne, Ellen, Koen Aesaert, and Martin Valcke. "THE DEVELOPMENT OF KNOWLEDGE TESTS WHEN STUDYING ACADEMIC TEXTS IN HIGHER EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0991.

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Kinber, Efim, and Frank Stephan. "Language learning from texts (extended abstract)." In the eighth annual conference. ACM Press, 1995. http://dx.doi.org/10.1145/225298.225320.

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Le Tian, Xipeng Qiu, and Xuanjing Huang. "Question identification in Chinese micro-texts." In 2013 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2013. http://dx.doi.org/10.1109/icmlc.2013.6890907.

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Jeong, Young-Seob, Zae Myung Kim, Hyun-Woo Do, Chae-Gyun Lim, and Ho-Jin Choi. "Temporal Information Extraction from Korean Texts." In Proceedings of the Nineteenth Conference on Computational Natural Language Learning. Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/k15-1028.

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De Boom, Cedric, Steven Van Canneyt, Steven Bohez, Thomas Demeester, and Bart Dhoedt. "Learning Semantic Similarity for Very Short Texts." In 2015 IEEE International Conference on Data Mining Workshop (ICDMW). IEEE, 2015. http://dx.doi.org/10.1109/icdmw.2015.86.

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Delil, Selman, Birol Kuyumcu, Cuneyt Aksakalli, and Isa Semih Akcira. "Parsing Address Texts with Deep Learning Method." In 2020 28th Signal Processing and Communications Applications Conference (SIU). IEEE, 2020. http://dx.doi.org/10.1109/siu49456.2020.9302154.

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Jánošíková, Zuzana. "TEACHING TRANSLATION: CREATING TEXTS FOR TRANSLATION ASSIGNMENTS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1883.

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Reports on the topic "Learning texts"

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Durik, Amanda, Steven McGee, Edward Hansen, and Jennifer Duck. Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest. The Learning Partnership, 2014. http://dx.doi.org/10.51420/conf.2014.1.

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This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.
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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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3

Kellogg, Ryan. Learning by Drilling: Inter-Firm Learning and Relationship Persistence in the Texas Oilpatch. National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w15060.

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Whitney, Paul. Learning from Text: A Cognitive Control Perspective. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada251842.

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Zimmerman, Philomena. ACETEF in JADS-EW Tests - Generating Products and Learning Lessons. Defense Technical Information Center, 1999. http://dx.doi.org/10.21236/ada368586.

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Brooks, Rebecca B., Herbert H. Bell, and Donald J. Freeman. Map Orientation and Prior Knowledge in Learning Maps and Text. Defense Technical Information Center, 1996. http://dx.doi.org/10.21236/ada310093.

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Christal, Raymond E. Comparative Validities of ASVAB and LAMP Tests for Logic Gates Learning. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada238382.

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Mullainathan, Sendhil, and Ziad Obermeyer. A Machine Learning Approach to Low-Value Health Care: Wasted Tests, Missed Heart Attacks and Mis-Predictions. National Bureau of Economic Research, 2019. http://dx.doi.org/10.3386/w26168.

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Porter, Bruce W., and Ray J. Mooney. Proceedings of the International Conference (7th) on Machine Learning Held in Austin, Texas on 21-23 June 1990. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada224409.

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10

DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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