Advances in library and information science (ALIS) book series, Oct 8, 2018
<jats:p>Browser-based social annotation was integrated with concept mapping for assessing g... more <jats:p>Browser-based social annotation was integrated with concept mapping for assessing graduate teacher education students' learning in lieu of a final exam. Documents annotated online were required readings of three case studies and three chapters. Concept maps were organized around the theoretical framework that underpinned all coursework. Students chose whether to work individually or cooperatively and whether to use browser-based or hand-drawn concept maps. Most students did exemplary jobs synthesizing what they had learned, representing this knowledge and understanding in their concept maps, and explaining their thinking to the class. The results suggest that this is an effective, authentic, alternative assessment approach for summative evaluation. The uniqueness and complexity of this project led to a variety of recommendations for future implementations and research.</jats:p>
A holistic, learner-centered approach enables higher education faculty to create stimulating, nur... more A holistic, learner-centered approach enables higher education faculty to create stimulating, nurturing, safe and respectful classroom environments which promote student engagement, content mastery, cognitive skill development, intrinsic motivation and attitudes which foster thinking and learning. Consequently, this chapter provides faculty, administrators and policymakers with tools that can be used to help students, especially at graduate and post-graduate levels, learn academic material and become enlightened global citizens with enhanced thinking abilities and affect to meet current and future personal, professional and societal needs.
<jats:p>Browser-based social annotation was integrated with concept mapping for assessing g... more <jats:p>Browser-based social annotation was integrated with concept mapping for assessing graduate teacher education students' learning in lieu of a final exam. Documents annotated online were required readings of three case studies and three chapters. Concept maps were organized around the theoretical framework that underpinned all coursework. Students chose whether to work individually or cooperatively and whether to use browser-based or hand-drawn concept maps. Most students did exemplary jobs synthesizing what they had learned, representing this knowledge and understanding in their concept maps, and explaining their thinking to the class. The results suggest that this is an effective, authentic, alternative assessment approach for summative evaluation. The uniqueness and complexity of this project led to a variety of recommendations for future implementations and research.</jats:p>
... 72 HOPE J. HAAS The development of logical thinking is the essence of Piaget&#x27;s theor... more ... 72 HOPE J. HAAS The development of logical thinking is the essence of Piaget&#x27;s theory. “Philosophy for Children” pursues this goal while never losing sight of the child&#x27;s needs and interests. Tony Melillo, another character in the story, is troubled because his father wants him ...
This chapter focuses on a two-year, college–school partnership in which ELL parents became studen... more This chapter focuses on a two-year, college–school partnership in which ELL parents became students who learned English and to tutor their own children. This program was part of a larger project piloting methods of students helping other students learn. It was conducted at three schools in an urban district: one elementary and two intermediate schools. The elementary school had three tutoring programs: reading, ESL and Parent Tutoring. One intermediate school developed a reading tutoring program and the other instituted cooperative learning. Topics addressed include: selecting schools, writing a grant proposal, working with district and school administrators and teachers, professional development, tutor training, and assessment. It gives an overview of the processes involved in planning, implementing, monitoring and evaluating the programs in this project. Results indicate the Parent Tutoring Program was successful both years. Recommendations for successful practices are specified f...
Cutting-edge Technologies in Higher Education, 2012
Undergraduate and graduate teacher education students in a culturally diverse, urban university c... more Undergraduate and graduate teacher education students in a culturally diverse, urban university consume and construct knowledge as they engage in a Piaget WebQuest and subsequently construct their own Individual WebQuests. The activities involved in these assignments are underpinned by a combination of complementary theoretical frameworks: Cognitive Constructivism, Social Constructivism, Information Processing, and Situated Learning. The chapter describes how all of these theoretical frameworks are applied in the WebQuests. It includes detailed descriptions of how students engage in and create their own WebQuests. Descriptions include details of how scaffolding is used to support students in their work. Scaffolding that occurs during the Piaget WebQuest process sets the stage for creation of Individual WebQuests, while additional scaffolding is provided during the Individual WebQuest creation process. This chapter also emphasizes teaching metacognition in the design and revision of WebQuest requirements and students’ metacognition as they engage in the Piaget WebQuest and create their own Individual WebQuests. The processes of engaging in and creating WebQuests are described and examples of students’ WebQuest authentic products shared with a community of learners are provided. Products include Piaget WebQuest-based quizzes, lesson analyses, handouts, and instructional activity designs. They also include individual WebQuests in a variety of academic subjects. Sharing authentic products in a community of practice reflects situated learning theory. Consuming and constructing knowledge through WebQuests involves a complex synthesis of current theories of learning and instruction which facilitates meaningful learning and transfer.
This chapter is a case study which examines how graduate teacher-education students designed WebQ... more This chapter is a case study which examines how graduate teacher-education students designed WebQuests (WQs) that engaged their students metacognitively through embedded activities. As a course requirement, students created their own WQs for their adolescent students after having engaged in one and learning about metacognition from both the perspectives of a teacher and a student. The results showed various types of metacognition were embedded at both the junior high (JH) and high school (HS) levels. Both executive management metacognition (EMM) and strategic knowledge metacognition (SKM) were embedded at both school levels. In addition to individual metacognition, metacognitive activities were embedded in a social context, involving pair and group assignments. Sometimes metacognition was required, while other times it was expected. Metacognition was embedded in several WQ components, especially tasks, process, evaluation and conclusions. Conclusion-component metacognitive embeds were generally expected but not required, while metacognitive embeds in the tasks, process and evaluation components were more often required. Affective self-reflections (ASRs) were also embedded in the WQs at both school levels. Implications for future research and designing WQs to maximize metacognitive engagement are discussed.
Page 197. CHAPTER 9 METACOGNITION IN SCIENCE TEACHING AND LEARNING HOPE J. HARTMAN ABSTRACT. Rece... more Page 197. CHAPTER 9 METACOGNITION IN SCIENCE TEACHING AND LEARNING HOPE J. HARTMAN ABSTRACT. Recent research on science teaching and learning emphasizes the importance of active, meaningful learning ...
Advances in library and information science (ALIS) book series, Oct 8, 2018
<jats:p>Browser-based social annotation was integrated with concept mapping for assessing g... more <jats:p>Browser-based social annotation was integrated with concept mapping for assessing graduate teacher education students' learning in lieu of a final exam. Documents annotated online were required readings of three case studies and three chapters. Concept maps were organized around the theoretical framework that underpinned all coursework. Students chose whether to work individually or cooperatively and whether to use browser-based or hand-drawn concept maps. Most students did exemplary jobs synthesizing what they had learned, representing this knowledge and understanding in their concept maps, and explaining their thinking to the class. The results suggest that this is an effective, authentic, alternative assessment approach for summative evaluation. The uniqueness and complexity of this project led to a variety of recommendations for future implementations and research.</jats:p>
A holistic, learner-centered approach enables higher education faculty to create stimulating, nur... more A holistic, learner-centered approach enables higher education faculty to create stimulating, nurturing, safe and respectful classroom environments which promote student engagement, content mastery, cognitive skill development, intrinsic motivation and attitudes which foster thinking and learning. Consequently, this chapter provides faculty, administrators and policymakers with tools that can be used to help students, especially at graduate and post-graduate levels, learn academic material and become enlightened global citizens with enhanced thinking abilities and affect to meet current and future personal, professional and societal needs.
<jats:p>Browser-based social annotation was integrated with concept mapping for assessing g... more <jats:p>Browser-based social annotation was integrated with concept mapping for assessing graduate teacher education students' learning in lieu of a final exam. Documents annotated online were required readings of three case studies and three chapters. Concept maps were organized around the theoretical framework that underpinned all coursework. Students chose whether to work individually or cooperatively and whether to use browser-based or hand-drawn concept maps. Most students did exemplary jobs synthesizing what they had learned, representing this knowledge and understanding in their concept maps, and explaining their thinking to the class. The results suggest that this is an effective, authentic, alternative assessment approach for summative evaluation. The uniqueness and complexity of this project led to a variety of recommendations for future implementations and research.</jats:p>
... 72 HOPE J. HAAS The development of logical thinking is the essence of Piaget&#x27;s theor... more ... 72 HOPE J. HAAS The development of logical thinking is the essence of Piaget&#x27;s theory. “Philosophy for Children” pursues this goal while never losing sight of the child&#x27;s needs and interests. Tony Melillo, another character in the story, is troubled because his father wants him ...
This chapter focuses on a two-year, college–school partnership in which ELL parents became studen... more This chapter focuses on a two-year, college–school partnership in which ELL parents became students who learned English and to tutor their own children. This program was part of a larger project piloting methods of students helping other students learn. It was conducted at three schools in an urban district: one elementary and two intermediate schools. The elementary school had three tutoring programs: reading, ESL and Parent Tutoring. One intermediate school developed a reading tutoring program and the other instituted cooperative learning. Topics addressed include: selecting schools, writing a grant proposal, working with district and school administrators and teachers, professional development, tutor training, and assessment. It gives an overview of the processes involved in planning, implementing, monitoring and evaluating the programs in this project. Results indicate the Parent Tutoring Program was successful both years. Recommendations for successful practices are specified f...
Cutting-edge Technologies in Higher Education, 2012
Undergraduate and graduate teacher education students in a culturally diverse, urban university c... more Undergraduate and graduate teacher education students in a culturally diverse, urban university consume and construct knowledge as they engage in a Piaget WebQuest and subsequently construct their own Individual WebQuests. The activities involved in these assignments are underpinned by a combination of complementary theoretical frameworks: Cognitive Constructivism, Social Constructivism, Information Processing, and Situated Learning. The chapter describes how all of these theoretical frameworks are applied in the WebQuests. It includes detailed descriptions of how students engage in and create their own WebQuests. Descriptions include details of how scaffolding is used to support students in their work. Scaffolding that occurs during the Piaget WebQuest process sets the stage for creation of Individual WebQuests, while additional scaffolding is provided during the Individual WebQuest creation process. This chapter also emphasizes teaching metacognition in the design and revision of WebQuest requirements and students’ metacognition as they engage in the Piaget WebQuest and create their own Individual WebQuests. The processes of engaging in and creating WebQuests are described and examples of students’ WebQuest authentic products shared with a community of learners are provided. Products include Piaget WebQuest-based quizzes, lesson analyses, handouts, and instructional activity designs. They also include individual WebQuests in a variety of academic subjects. Sharing authentic products in a community of practice reflects situated learning theory. Consuming and constructing knowledge through WebQuests involves a complex synthesis of current theories of learning and instruction which facilitates meaningful learning and transfer.
This chapter is a case study which examines how graduate teacher-education students designed WebQ... more This chapter is a case study which examines how graduate teacher-education students designed WebQuests (WQs) that engaged their students metacognitively through embedded activities. As a course requirement, students created their own WQs for their adolescent students after having engaged in one and learning about metacognition from both the perspectives of a teacher and a student. The results showed various types of metacognition were embedded at both the junior high (JH) and high school (HS) levels. Both executive management metacognition (EMM) and strategic knowledge metacognition (SKM) were embedded at both school levels. In addition to individual metacognition, metacognitive activities were embedded in a social context, involving pair and group assignments. Sometimes metacognition was required, while other times it was expected. Metacognition was embedded in several WQ components, especially tasks, process, evaluation and conclusions. Conclusion-component metacognitive embeds were generally expected but not required, while metacognitive embeds in the tasks, process and evaluation components were more often required. Affective self-reflections (ASRs) were also embedded in the WQs at both school levels. Implications for future research and designing WQs to maximize metacognitive engagement are discussed.
Page 197. CHAPTER 9 METACOGNITION IN SCIENCE TEACHING AND LEARNING HOPE J. HARTMAN ABSTRACT. Rece... more Page 197. CHAPTER 9 METACOGNITION IN SCIENCE TEACHING AND LEARNING HOPE J. HARTMAN ABSTRACT. Recent research on science teaching and learning emphasizes the importance of active, meaningful learning ...
This is a research-based handbook for training college tutors across the curriculum. Included are... more This is a research-based handbook for training college tutors across the curriculum. Included are the basics of tutoring; instructional techniques; communication skills, tutoring for effective learning; tutoring for affect; interpersonal dynamics; and planning, monitoring and evaluating tutoring.
This book is designed to help new and experienced teachers teach both for and with reflective and... more This book is designed to help new and experienced teachers teach both for and with reflective and critical thinking. Teaching for reflective and critical thinking refers helping your students increase their awareness of their thoughts and knowledge and increase their control over their learning and thinking. Teaching with reflective and critical thinking refers to helping teachers become more aware of their own thoughts and knowledge about teaching and learning and enhancing their control over their thinking, knowledge and instructional activities. The overarching goal is for students to become exemplary, independent thinkers and learners with abilities to acquire, use, evaluate, and modify their knowledge in school and in their everyday lives. To accomplish this goal, students need teachers’ expertise, characterized by their own reflective and critical thinking. This book has two main sections. The first set of chapters apply to teachers in all subject area. The second set of chapters are subject-specific and include: reading, mathematics, science, English, foreign languages and history.
We believe that a significant mismatch exists between what traditional Anatomy and Physiology (A&... more We believe that a significant mismatch exists between what traditional Anatomy and Physiology (A&P) courses offer and what many non-traditional students need. As a result these students are not learning how human systems function, but rather are memorizing many facts about them. We are developing a new curriculum with the support of a three-year grant from the National Science Foundation which: 1) presents function first, in the context of a broad organizing theme, and then introduces anatomical and physiological details to explain the function, 2) reverses he order of the traditional teaching process starting with hands-on explorations using physical models, and then progressing through steps that require higher level thinking, 3) places the highest priority on critical thinking about physiological systems so students learn to problem solve, 4) uses computer technology as a tool to support all stages of learning, not as the focus of it, 5) provides structured out-of-class support for learners, and 6) uses assessment as an integral part of the learning process, not an endpoint. In this workshop we propose to demonstrate a course unit of the heart, using an interactive format which includes work with the heart model, CD-ROM images, computer simulations and problem solving. Initial data and observations on student performance will be presented. Participants will be furnished with curricular and technical materials plus faculty development information.
A psychologist and a biologist collaborated to improve minority students' performance in introduc... more A psychologist and a biologist collaborated to improve minority students' performance in introductory biology. A synthesis of three theoretical frameworks guided the comprehensive restructuring strategies. Restructuring involved modifying the curriculum, implementing new teaching strategies, and developing students' scientific thinking and learning skills and attitudes. It included observations of classroom instruction. faculty development, a curriculum development seminar, curriculum revision, use of multimedia technology and out-of-class cooperative learning activities. This paper describes these changes and the subsequent improvements in students' grades and reduction of course attrition over seven semesters.
The How I Read Scale (HIRS) addresses the need for a valid and reliable measures of individual di... more The How I Read Scale (HIRS) addresses the need for a valid and reliable measures of individual differences in metacognitive reading strategy use. Metacognition is defined as the executive processes people use to be aware of, monitor, and control their learning. This paper reviews briefly the literature on metacognition in reading comprehension and presents evidence in support of a self-report scale, the HIRS, for measuring adult students' use of metacognitive strategies of reading. Exploratory and confirmatory factor analyses support he scale's construct validity. Finally, the implications of assessing individual differences in metacognitive strategies for reading research and teaching reading comprehension are discussed.
American Psychological Association annual convention, 1991
The assessment of metacognition is usually time consuming and requires ratings based on interview... more The assessment of metacognition is usually time consuming and requires ratings based on interview or protocol analysis procedures. In this study an objectively scored, group administered procedure was developed assessing: 1) vocabulary knowledge, 2) how effectively students can infer the meaning of words defined implicitly and explicitly in a text passage and, 3) how well students update their vocabulary knowledge. Preliminary results indicate that the procedure has substantial relationships with reading ability and are encouraging regarding the usefulness of this procedure.
Assessment of student learning outcomes is a crucial component of Writing Across the Curriculum/W... more Assessment of student learning outcomes is a crucial component of Writing Across the Curriculum/Writing In the Disciplines (WAC/WID) program at the City College of New York (CCNY). The relevance of many of the issues that Charles Bazerman raises regarding the assessment of both student work and WAC program success has been highlighted as the program at CCNY undergoes a substantial change in mission and scope. Working with faculty from various departments within the College of Liberal Arts and Sciences, we make it our priority to ensure that student learning outcomes and assignments are tailored specifically to each discipline and that discipline-specific written formats and materials are embedded in the assignments. Assessing student work is a major concern at CCNY, and our focus on large courses has challenged us to determine how to effectively evaluate the written work of considerable numbers of students without placing an unbearable burden on the instructors. To this end, we have focused on designing grading rubrics in conjunction with the development of assignments to ensure that important student learning outcomes are highlighted in both the assignments and their assessment. We are also committed to assessing the efficacy of our writing program during this early stage of development and implementation. We will discuss specific examples of using writing to assess student learning across a wide variety of disciplines in the Humanities, Social Sciences, and Sciences, as well as ways of assessing the impact of this WAC/WID program, which focuses on working with large introductory courses.
Elementary and secondary public school students in Newark NJ in grades 5, 7, 9 and 11 participate... more Elementary and secondary public school students in Newark NJ in grades 5, 7, 9 and 11 participated in a study to investigate their preferences for & uses of parents & siblings as educational resources & how these related to school performance, how they clarify problems of meaning at home, & how clarification strategies differ as a function of school level, ethnicity & family member. Questionnaires from 748 students showed relationships between school performance and family educational interactions vary as a function of school & grade levels, subject & subskill area of achievement, & ethnicity. There were three differences in the relationship between clarification at home and school level. Results guided recommendations for enhancing the effectiveness of the family as an educational resource.
Elementary and secondary public school students in Newark NJ in grades 5, 7, 9 and 11 participate... more Elementary and secondary public school students in Newark NJ in grades 5, 7, 9 and 11 participated in a study to investigate their preferences and uses of parents and siblings as educational resources. Questionnaires from 748 students showed that students at all grade levels preferred parent involvement, contrary to the hypothesis that high school students would prefer to get help from their siblings.
This slide show was part of a faculty development workshop on how professors could use podcasting... more This slide show was part of a faculty development workshop on how professors could use podcasting in their courses when I was Director of CCNY's Center for Excellence in Teaching and Learning.
Dale W. Lick, Ph.D.
University Professor, Florida State University
David G. Lebow, Ph.D.
Presiden... more Dale W. Lick, Ph.D. University Professor, Florida State University David G. Lebow, Ph.D. President, HyLighter, Inc. Hope Hartman, Ph.D. Professor of Educational Psychology, City College of New York & the City University of New York Graduate Center Edie LeBas, M.A.T. English Instructional Team Leader, University of Miami Online High School
This paper describes a unique online annotation system, referred to as HyLighter, and summarizes ... more This paper describes a unique online annotation system, referred to as HyLighter, and summarizes results of evaluation efforts to date. Online annotation systems allow readers to mark up electronic reading material in ways similar to paper and share annotations with other people over a computer network. This includes, for example, the capacity to highlight important text and add remarks to web pages. HyLighter builds on and goes beyond existing hypertext annotation technology with the addition of a new and unique feature: the facility to aggregate or combine annotations from multiple readers and generate composite displays. In effect, HyLighter makes the thinking of readers that is ordinarily hidden, become "transparent" and easily accessible for self-reflection and sharing with others. Through a process of collaborative interactive annotation, HyLighter promotes understanding of text, develops learning how to learn skills, improves instructional quality, and increases productivity in document-centered workgroups.
Educational psychology needs to MUVE into the future by providing online opportunities for pre-se... more Educational psychology needs to MUVE into the future by providing online opportunities for pre-service and in-service teachers to learn a wide scope of theories of learning, development, and instruction deeply enough for teachers to apply this knowledge to their teaching. Current college courses are inadequate for developing in teachers the breadth and depth of knowledge needed about these psychological theories to be maximally effective. Research on multimedia learning indicates learning is maximized when learners process both verbal and visual information. This MUVE, Educational Psychology’s Online Home, begins with Vygotsky Village, which will integrate text-based resources such as those used in the MUVE TappedIn with a graphic interface, such as that used in Dede’s MUVE, River City. Pre and In-Service teachers can learn about Vygotsky, see actual classroom lessons reflecting his concepts and consult with colleagues/experts as they learn to apply Vygotsky’s theory to their own classes.
This study examines factors affecting college students' metacognition about their academic perfor... more This study examines factors affecting college students' metacognition about their academic performance, defined by end-of-semester predictions of their final grades. Two factors examined are participation in cooperative learning and academic achievement.
Voluntary out-of-class cooperative learning groups were offered throughout the semester to help students improve their content mastery and intellect. Group leaders were trained to enhance students' content-specific, writing skills and their self-evaluations of content mastery in preparation for tests. Participation in cooperative learning was expected to enhance metacognition and thereby improve self-evaluations. Results did not support this expectation. Noncooperative learning students made more accurate predictions than cooperative learning students. There was a very low level of participation in cooperative learning. Only 30% of the class participated, and they averaged only one session per person.
Achievement was also expected to be related to metacognition. Results did support this expectation. High achieving students made more accurate predictions than low achieving students.
The group, objective, metacognitive assessment procedure used in this study appears to add to the evolving set of these efficient methods of conducting large-scale research on metacognition. Both the predicted grade (r = .49, p<.005) and the prediction accuracy measure (r = -.65, p<.001) correlated significantly with final grade.
The study was not implemented as designed because the course was too easy to motivate students to participate in voluntary, out-of-class cooperative learning groups this particular semester. Consequently there was little opportunity to enhance students metacognition. Future research is needed to study relationships between cooperative learning and metacognition.
Future research should examine how students self-evaluate their performance and make predictions (accurate and inaccurate) about their final grades, and other aspects of academic performance.
A psychological, feminist perspective on the concepts of money, fame and power is intended to red... more A psychological, feminist perspective on the concepts of money, fame and power is intended to redefine these concepts for both women and men so that they represent more positive values than their customary, quasi Machiavellian, connotations.
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Papers by Hope Hartman
This book has two main sections. The first set of chapters apply to teachers in all subject area. The second set of chapters are subject-specific and include: reading, mathematics, science, English, foreign languages and history.
In this workshop we propose to demonstrate a course unit of the heart, using an interactive format which includes work with the heart model, CD-ROM images, computer simulations and problem solving. Initial data and observations on student performance will be presented. Participants will be furnished with curricular and technical materials plus faculty development information.
University Professor, Florida State University
David G. Lebow, Ph.D.
President, HyLighter, Inc.
Hope Hartman, Ph.D.
Professor of Educational Psychology, City College of New York & the City University of New York Graduate Center
Edie LeBas, M.A.T.
English Instructional Team Leader, University of Miami Online High School
Voluntary out-of-class cooperative learning groups were offered throughout the semester to help students improve their content mastery and intellect. Group leaders were trained to enhance students' content-specific, writing skills and their self-evaluations of content mastery in preparation for tests. Participation in cooperative learning was expected to enhance metacognition and thereby improve self-evaluations.
Results did not support this expectation. Noncooperative learning students made more accurate predictions than cooperative learning students. There was a very low level of participation in cooperative learning. Only 30% of the class participated, and they averaged only one session per person.
Achievement was also expected to be related to metacognition. Results did support this expectation. High achieving students made more accurate predictions
than low achieving students.
The group, objective, metacognitive assessment procedure used in this study appears to add to the evolving set of these efficient methods of conducting large-scale research on metacognition. Both the predicted grade (r = .49, p<.005) and the prediction accuracy measure (r = -.65, p<.001) correlated significantly with final grade.
The study was not implemented as designed because the course was too easy
to motivate students to participate in voluntary, out-of-class cooperative learning groups this particular semester. Consequently there was little opportunity to enhance students metacognition. Future research is needed to study relationships between cooperative learning and metacognition.
Future research should examine how students self-evaluate their performance and make predictions (accurate and inaccurate) about their final grades, and other aspects of academic performance.