Interteaching: Bringing Behavioral Education Into the 21st Century

Saville, Bryan K.; Lambert, Tonya; Robertson, Stephen

doi:10.1007/bf03395752

Cited by 43 publications

(63 citation statements)

References 36 publications

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“…Además, ésta tecnología requiere que los docentes tengan un manejo básico en la aplicación de los principios operantes para maximizar sus efectos. Finalmente, por razones históricas y académicas, la tecnología operante produce reacción negativa en los docentes, lo que hace difícil su aplicación y masificación en el ámbito universitario (Moran & Malott, 2004;Saville, Lambert, & Robertson, 2011).…”

Section: Introductionunclassified

Comparación de dos procedimientos de enseñanza universitaria: Un ejemplo de interteaching

García¹,

Orozco²,

Martin³

2016

Psicol. Esc. Educ.

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ResumenEl objetivo de ésta investigación fue comparar dos procedimientos de enseñanza universitaria en el rendimiento académico. Un total de 11 estudiantes fueron evaluados en las dos condiciones experimentales, interteaching con discusión por pares (ICDPP), e interteaching sin discusión por pares (ISDPP). Se utilizó un diseño de tratamientos alternantes para comparar ambas condiciones. En cada condición los participantes completaban unas guías de estudio, en la condición de (ICDPP) los estudiantes discutían en parejas los temas de las guías y seleccionaban los de la siguiente clase. Posteriormente el docente revisaba los temas de la clase anterior y administraba un quiz al final. La condición de ISDPP fue idéntica a la anterior, con la excepción que no se presentaba la discusión por pares. Los resultados muestran que las notas más altas en los quices ocurrieron en la condición de ICDPP. Se discuten los resultados y se presentan alternativas de investigación.Palabras Clave: Métodos de enseñanza; análisis de la conducta; educción superior. Comparison of two procedures of college teaching: An example of interteaching AbstractThe objective of this study was to compare two methods of college teaching in increasing quizzes scores. A total of 11 students were tested in the two experimental conditions, interteaching with peer discussion (IWPD) and interteaching without peer discussion (IWOPD). An alternating treatment design was used to compare both procedures. In each condition participants completed study guides before class, then in the IWPD students meet in groups to discuss and selectt eaching topics for class. This condition ended with a quiz. The other condition, IWOPD was similar to the above, except students did not meet in groups to discuss the study guides. The results show that quiz scores were higher in the ICWPD.Some educational implications are presented and futures research described.Keywords: Teaching methods; behavior analysis; higher education. Comparação de dois procedimentos de ensino universitário: Um exemplo de interteaching ResumoO objetivo desta investigação foi comparar dois procedimentos de ensino universitário relativos ao rendimento acadêmico. 11 estudantes foram avaliados em duas condições experimentais: interteaching com discussão por pares (ICDPP) e interteaching sem discussão por pares (ISDPP). Foi utilizado um delineamento de tratamentos alternados para comparar ambas as condições. Em cada condição os participantes completavam guias de estudo; na condição de ICDPP os estudantes discutiam em pares os temas das guias e selecionavam os da aula seguinte.Posteriormente o docente revisava os temas da aula anterior e administrava um questionário ao final. A condição de ISDPP foi idêntica à anterior, com a exceção que não se apresentava a discussão por pares. Os resultados mostram que as notas mais altas nos questionários ocorreram na condição de ICDPP. Discutem-se os resultados e se apresentam alternativas de investigação. Palavras

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Section: Introductionunclassified

Comparación de dos procedimientos de enseñanza universitaria: Un ejemplo de interteaching

García¹,

Orozco²,

Martin³

2016

Psicol. Esc. Educ.

View full text Add to dashboard Cite

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“…The interest in this study was to correlate the examination outcomes with the findings of Kienhuis (2013) and the several studies of Saville, Zinn and Elliott, (2005), Saville et al (2006), Saville, Lambert andRobertson, (2011), Saville, Pope, Truelove andWilliams, (2012), where student grade performance in all of these studies improved, with the adoption of inter-teaching. The findings are encouraging for auditing accounting students when the inter-teaching model of instruction is adopted.…”

Section: Discussionmentioning

confidence: 99%

“…Researchers described the inter-teaching model as an effective engagement tool which will deliver an improved academic performance, but further studies are required to understand why it is successful. It also requires an examination of whether inter-teaching will be as effective in different student engagement settings and populations such as Vietnam (Saville, Zinn & Elliott, 2005;Saville & Zinn, 2009;Saville et al, 2011). Studies of inter-teaching have previously been conducted predominantly in psychology courses; hence the need to examine inter-teaching in a non-psychology programme to determine whether interteaching can produce similar positive outcomes.…”

Section: The Purpose Of the Studymentioning

confidence: 99%

Inter-teaching: Improving the Academic Performance of Auditing Students in Vietnam

2016

AABFJ

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The aim of this study is to investigate the effectiveness of inter-teaching; a student engagement pedagogy associated with behavioural and engagement theories and designed to engage students in their own learning. This methodology was introduced as a response to create a more positive outcome for students studying an auditing course who have historically experienced difficulties with successfully completing the subject. Interteaching was implemented and its effectiveness measured by comparing the final exam grade distributions from inter-teaching and the lecture tutorial teaching methods. Using a quantitative research methodology, students fail grade distributions were significantly lower in the inter-teaching semesters compared to previous semesters where the instructional method of teaching was the lecture model. The results suggested that interteaching may be a more effective method of teaching, resulting in an improved academic performance in the auditing course. It is expected that this study will contribute towards the effectiveness of student learning, an improvement in pass rates, and overall greater student satisfaction in advanced accounting courses. KeywordsInter AbstractThe aim of this study is to investigate the effectiveness of inter-teaching; a student engagement pedagogy associated with behavioural and engagement theories and designed to engage students in their own learning. This methodology was introduced as a response to create a more positive outcome for students studying an auditing course who have historically experienced difficulties with successfully completing the subject. Inter-teaching was implemented and its effectiveness measured by comparing the final exam grade distributions from inter-teaching and the lecture tutorial teaching methods. Using a quantitative research methodology, students fail grade distributions were significantly lower in the inter-teaching semesters compared to previous semesters where the instructional method of teaching was the lecture model. The results suggested that inter-teaching may be a more effective method of teaching, resulting in an improved academic performance in the auditing course. It is expected that this study will contribute towards the effectiveness of student learning, an improvement in pass rates, and overall greater student satisfaction in advanced accounting courses. JEL Classification: M40

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“…Analistas do comportamento apresentaram diversas contribuições para a Educação em termos fi losófi cos e de métodos de ensino (Henklain & Carmo, 2013;Saville, Lambert, & Robertson, 2011) e especifi camente para o ensino de habilidades matemáticas básicas, tais como o conceito Produção Analítico-Comportamental Brasileira sobre Comportamento Matemático e de Ensinar Matemática: Dados de 1970 a 2015. 1455 de número, a resolução de problemas de adição e subtração e o ensino de frações, para diferentes populações, inclusive, pessoas com desenvolvimento atípico (e.g., Escobal, Rossit, & Goyos, 2010;Lynch & Cuvo, 1995;Prado & de Rose, 1999;Santos, Cameschi, & Hanna, 2012;Santos, Simonassi, Rodrigues, & Magri, 2014).…”

Section: Literatura Analítico-conductual Brasileña Sobre El Comportamunclassified

Produção analítico-comportamental brasileira sobre comportamento matemático e de ensinar matemática: dados de 1970 a 2015

Henklain¹,

Carmo²,

Haydu³

2017

Temas Psicol.

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ResumoOs analistas do comportamento têm investigado recursos/estratégias que favorecem o ensino-aprendizagem da Matemática, por exemplo, para o ensino de resolução de problemas, da contagem, e o desenvolvimento de tecnologias para o ensino de pessoas com desenvolvimento atípico. É relevante investir na expansão desses estudos por meio da identifi cação, organização e sistematização do que já foi produzido. O objetivo deste estudo foi investigar, entre 1970 e 2015, pesquisas brasileiras fundamentadas na Análise do Comportamento sobre os comportamentos matemáticos (CM) e de ensinar Matemática (CEM). Foram consultados sites de programas de pós-graduação e quatro bancos de dados brasileiros: Biblioteca Digital Brasileira de Teses e Dissertações; Biblioteca Virtual em Saúde no Index Psi Teses; Banco de Dados de Trabalhos de Análise do Comportamento; Banco de Teses da Capes. Foram utilizados diferentes descritores a depender da base de dados adotada. Com base na leitura dos resumos, os trabalhos foram selecionados e classifi cados em CM ou CEM. Os resultados mostraram predomínio de pesquisas sobre CM e a necessidade de mais contribuições sobre CEM. Verifi cou-se concentração da produção no sudeste, o que indica ser necessário expandir essa fronteira. Pesquisas futuras devem realizar levantamos bibliográfi cos em artigos nacionais e internacionais sobre o tema. Palavras-chave:Análise do comportamento, ensino-aprendizagem da Matemática, comportamento matemático, ensino de Matemática, levantamento bibliográfi co. Brazilian Behavior-Analytic Literature on Mathematical and Mathematics' Teaching Behavior: Data from 1970 to 2015 AbstractBehavior analysts have investigated resources/strategies that promote the mathematics' teaching and learning, for example, for teaching problem solving, counting, and the development of technologies for teaching people with atypical development. It is important to invest in the expansion of these studies through the identifi cation, organization and systematization of what has been produced. The aim of this study was to investigate, between 1970 and 2015, Brazilian research based on behavior analysis about mathematical behavior (CM) and the behavior of teaching Mathematics (CEM). Graduate programs 1

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Interteaching: Bringing Behavioral Education Into the 21st Century

Cited by 43 publications

References 36 publications

Comparación de dos procedimientos de enseñanza universitaria: Un ejemplo de interteaching

Comparación de dos procedimientos de enseñanza universitaria: Un ejemplo de interteaching

Inter-teaching: Improving the Academic Performance of Auditing Students in Vietnam

Produção analítico-comportamental brasileira sobre comportamento matemático e de ensinar matemática: dados de 1970 a 2015

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