Engagement is a prominent theoretical orientation that has received great attention from educators and researchers. This article provides a literature overview of the engagement construct pertaining to its various definitions, dimensions, and major conceptualisations. In addition, the review sheds light on two major approaches to engagement in the…

Definitions of related concepts (e.g., "genotype-phenotype") are prevalent in introductory classes. Consequently, it is important that educators and students know which strategy(s) work best for learning them. This study showed that a new comparative elaboration strategy, called differential-associative processing, was better for learning…

Recent studies show that a new strategy called differential-associative processing is effective for learning related concepts; however, our knowledge about differential-associative processing is still limited. Therefore the goals of the present study are to assess the duration of knowledge that is acquired from using differential-associative…

A study charting the development of 120 participants to define is presented. Participants were asked to define eight concrete and eight abstract nouns. Results indicate that there are significant differences in the way concrete and abstract nouns are defined. (32 references) (GLR)

Over the past few decades has changed so rapidly that remote areas of the Earth are now inhabited by human beings. Technology has also developed and people can stay at home and have access to virtual schools. This has stimulated the need for K-12 education. K-12 education has emerged from the no-child-left-behind concerns of governments for…

Discusses the potential that definitions of visual and television literacy offer for understanding computer literacy. Three areas of visual literacy research covered include visual communication and languaging; visual processing and thinking; and general definitions of visual literacy. Anderson's television literacy objectives are also reviewed.…

To examine the validity of distinguishing children with reading disabilities according to discrepancy and low-achievement definitions, 4 assessments of expected achievement and 2 of actual achievement were obtained for 199 elementary school students. Results do not support the validity of the discrepancy versus the low-achievement definition.…