Applied Comparative Effectiveness Researchers Must Measure Learning Rates: A Commentary on Efficiency Articles.
Applied Comparative Effectiveness Researchers Must Measure Learning Rates: A Commentary on Efficiency Articles.
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应用比较有效性研究人员必须衡量学习率：效率文章评论。
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
C. Skinner
中科院分区：
文献类型：
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作者：
C. Skinner
几乎所有的学术技能缺陷都可以被概念化为学习速度问题，因为学生不是学不好，而是学得不够快。因此，当在各种可能的补救程序中进行选择时，教育工作者需要一个证据基础，表明哪种程序会导致学习率的最大提高。回顾以往的研究表明，未能衡量学习率可能会导致错误的结论，干预措施的相对有效性。测量学习率的不同程序进行了描述，并提供了有关这些学习率数据的解释注意事项。文章最后呼吁所有研究人员在他们的应用研究中包括学习率的测量。© 2009 Wiley Periodicals，Inc.
Almost all academic skills deficits can be conceptualized as learning rate problems as students are not failing to learn, but not learning rapidly enough. Thus, when selecting among various possible remedial procedures, educators need an evidence base that indicates which procedure results in the greatest increases in learning rates. Previous research is reviewed that shows how failure to measure learning rates can lead to erroneous conclusions regarding the relative effectiveness of interventions. Different procedures for measuring learning rates are described and cautions regarding the interpretation of these learning rate data are provided. The article concludes with a plea for all researchers to include measures of learning rates in their applied studies. © 2009 Wiley Periodicals, Inc.