Alison King

Alison King
California State University, San Marcos | CSUSM · School of Education

Doctor of Education

About

15
Publications
2,643
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
2,365
Citations
Citations since 2017
0 Research Items
599 Citations
2017201820192020202120222023020406080100
2017201820192020202120222023020406080100
2017201820192020202120222023020406080100
2017201820192020202120222023020406080100
Introduction

Publications

Publications (15)
Chapter
A major challenge for teachers who implement cooperative learning tasks that have cognitively advanced goals is how to promote the kind of group interaction required to achieve those goals. Such complex learning requires learners to go beyond mere review of information or retrieval of previously-acquired knowledge to engage in thinking analytically...
Chapter
Scripting collaborative learning is an effective approach to promoting learning in both face-to-face and on-line computer learning contexts. Although the term script originated in cognitive psychology, it is used in educational contexts to describe ways of structuring interaction and scaffolding collaborative learning through the use of roles, acti...
Article
Preservice teachers were randomly assigned to 1 of 2 observation conditions: technology-supported practice in observation (TSPO) plus standard classroom placement observation, n = 31, and classroom placement observation (control), n = 31. Over a 10-week term, TSPO students augmented their classroom placement observations of their mentor teachers by...
Article
ASK to THINK—TEL WHY is an inquiry-based model of mutual peer tutoring in which tutoring partners mediate each others' learning in a transactive manner. This tutorial model is designed as a person-plus cognitive partnership that supports the distribution of cognition and metacognition in order to promote complex, higher-level learning. This article...
Article
This study demonstrates that tutorial interaction can be structured so that same-ability age mates can scaffold each other's higher order thinking and learning. Seventh graders were assigned in pairs to 3 mutual peer-tutoring conditions: explanation only (E), inquiry plus explanation (IE), and sequenced inquiry plus explanation (SIE). Tutorial sess...
Article
This article presents an inquiry-based model of mutual peer tutoring called ASK to THINK-TEL WHY®©. The model is described along with its purpose, its theoretical and research bases, and how it is used by tutoring partners to mediate each others' learning. Unlike tutoring systems used to promote learning at the comprehension level, this model is de...
Article
Thirty-four fifth graders in three conditions worked in pairs to learn science material presented in classroom lessons. To stimulate discussion, they asked each other questions and answered their partners' questions. Partners in two guided questioning conditions were trained to generate thought-provoking questions and then used either very structur...
Article
Underprepared college students in three conditions viewed a lecture, took notes, and then engaged in their respective study strategies. Those trained in questioning generated (and answered) their own questions based on the lecture, those trained in summarizing wrote original summaries of the lecture, and those in an untrained control group simply r...
Article
46 5th graders in 3 conditions worked in pairs to solve computer-assisted problems. One group (guided questioning) used strategic questions to guide their cognitive and metacognitive activity during problem solving, with partners engaging in a questioning–answering dialog. A 2nd group (unguided questioning) was simply instructed to ask and answer q...
Article
Previous research has shown that self-questioning is an effective strategy for improving reading comprehension. The present study extended this line of research by investigating the use of self-questioning strategies with orally presented material. The study examined the relative effectiveness of four learning strategies on college students' compre...
Article
The verbal interaction and problem-solving behavior of groups of high and average ability learners were compared during computer-assisted cooperative problem-solving to determine the problem-solving behaviors that relate to success within this context. Thirty-six fourth grade students were assigned to groups of three to form 12 groups, six of high...
Article
This study examined the effects of realism on subjects’ recognition memory for computergraphics. Children and adults in six age groups (N = 189) were presented with pictorial computergraphic materials at three levels of realism: low (abstract or schematic—images reduced to simple flat shapes), medium (linear—simple line drawings), and high (realist...
Article
The Art Self-Concept Inventory (ASCI) was developed as a situation specific self-concept instrument to measure the students' ideas and feelings about themselves in the art context. Art self-concept was defined as students' perceptions of themselves as makers, as judges, and as enjoyers of art. To top these dimensions of art self-concept, items were...
Article
Abstract preceding title page. Thesis (M.A.)--California State University, Long Beach. Includes bibliographical references.

Network

Cited By