Relevant bibliographies by topics / Worked examples

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Worked examples'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Worked examples"

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McGinn, Kelly M., Karin E. Lange, and Julie L. Booth. "A Worked Example for Creating Worked Examples." Mathematics Teaching in the Middle School 21, no. 1 (August 2015): 26–33. http://dx.doi.org/10.5951/mathteacmiddscho.21.1.0026.

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Ward, Mark, and John Sweller. "Structuring Effective Worked Examples." Cognition and Instruction 7, no. 1 (March 1990): 1–39. http://dx.doi.org/10.1207/s1532690xci0701_1.

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Nainan, Mariam, Balamuralithara Balakrishnan, and Ahmad Zamzuri Mohamad Ali. "Design of Worked Examples for Learning Programming." International Journal of Instruction, Technology and Social Sciences 1, no. 3 (January 3, 2021): 8–16. http://dx.doi.org/10.47577/ijitss.v1i.26.

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Learning from worked examples, or example-based learning, has been found to be effective for learning problem solving. Several instructional principles for worked example design have been proposed based on research studies conducted in several domains. However, research on the design of worked examples for programming education is limited. This study reviews research studies on worked examples proposed for teaching and learning how to solve programming problems and analyses the proposed designs with respect to the instructional principles for example-based learning. This paper presents the results of the analysis and the characteristics of the proposed designs. This paper also discusses the findings and suggests areas for further research.
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Bland, J. A., and L. R. Mustoe. "Worked Examples in Engineering Mathematics." Mathematical Gazette 71, no. 457 (October 1987): 250. http://dx.doi.org/10.2307/3616793.

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Lange, Karin E., Julie L. Booth, and Kristie J. Newton. "Learning Algebra from Worked Examples." Mathematics Teacher 107, no. 7 (March 2014): 534–40. http://dx.doi.org/10.5951/mathteacher.107.7.0534.

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van Merrienboer, Jeroen J. G. "Worked examples in the classroom." Perspectives on Medical Education 4, no. 6 (October 26, 2015): 282–83. http://dx.doi.org/10.1007/s40037-015-0226-4.

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Ginns, Paul, Fang-Tzu Hu, Erin Byrne, and Janette Bobis. "Learning By Tracing Worked Examples." Applied Cognitive Psychology 30, no. 2 (September 26, 2015): 160–69. http://dx.doi.org/10.1002/acp.3171.

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Schmidt-Weigand, Florian, Martin Hänze, and Rita Wodzinski. "Complex Problem Solving and Worked Examples." Zeitschrift für Pädagogische Psychologie 23, no. 2 (January 2009): 129–38. http://dx.doi.org/10.1024/1010-0652.23.2.129.

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How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.
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Bajracharya, Jiwak Raj. "TPACK-integrated Worked Examples for Technology Integration." Journal of Training and Development 4 (December 24, 2019): 46–63. http://dx.doi.org/10.3126/jtd.v4i0.26837.

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The purpose of the study was to develop and validate the Worked Examples to enhance the instructors’ competencies in carrying out technology integration during teaching and learning. Worked Examples in the study was developed based on the Gagne’s Nine Event of Instruction, which is one of the classroom-oriented micro level Instructional Design Models. Technology integration in the study is defined as an implementation of technological resources and pedagogical strategies to deliver the required content knowledge during classroom instruction. Thus, Technological Pedagogical and Content Knowledge (TPACK) was integrated in the developed Worked Examples. Development and Design research design was implemented to develop and validate the Worked Examples, employing qualitative and quantitative data, where three instructors from Teacher Education Program utilized Worked Examples during their classroom instruction. Extraneous cognitive load of instructors found to be addressed because of employing Worked Examples. Furthermore, pre-service teachers learning outcomes was also significantly improved because of instructors’ instructions with Worked Examples.
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Lee, Hee Min, and Paul Ayres. "The Worked-Example Effect and a Mastery Approach Goal Orientation." Education Sciences 14, no. 6 (June 1, 2024): 597. http://dx.doi.org/10.3390/educsci14060597.

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This study aimed to explore the impact of a mastery approach goal orientation (MAGO) on learning from worked examples. In this experiment (N = 98, mean age = 13.9 years), learners had their MAGO measured, and received instruction in mathematics, either through a worked-example or a problem-solving strategy. The study demonstrated that the worked-examples approach resulted in enhanced retention (but not transfer) and decreased cognitive load when compared to the problem-solving approach. However, there was a significant interaction between instructional strategy and the MAGO, indicating that only learners with a high MAGO benefited from worked examples. Learners with higher MAGO levels also experienced less cognitive load than learners with a lower MAGO. These results indicate a moderating role of MGO in enhancing the effectiveness of worked examples. This study also found that prior knowledge was the only factor influencing transfer performance, highlighting the importance of studying its impact.
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Dissertations / Theses on the topic "Worked examples"

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Llord-Ratcliffe, Kiera. "Worked Examples in Video Lessons to Reduce Cognitive Load." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/91.

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Informed parent advocates are essential to planning the educational outcomes of their children with special needs in the K through 12 public school system. However, inappropriate instructional techniques used in advocacy training may reduce trainees' learning outcomes by adding complexity and increasing cognitive load. This study examined whether using worked examples to break down complex problems into component parts to build long term schema could lower cognitive load and thus improve learning outcomes for parent advocacy trainees. Based on cognitive load theory, this 2 x 3 factorial design study examined the efficacy of noninteractive video lessons for parent trainees using worked examples to reduce extraneous cognitive load. Research questions explored the relationships between the independent variables of using worked examples and parents' perceived class relevance on the dependent variable, change in cognitive load of parent trainees, as well as the interaction between training type and perceived class relevance. Two groups of 65 adults in advocacy training (N = 130) participated in a video lesson in either the worked examples or nonworked examples format as part of their advocacy training. The NASA Task Load Index and the Perceived Class Relevance Survey instruments were used to measure cognitive load of trainees and perceptions of training relevance. Key findings included a significant main effect between the use of worked examples and change in cognitive load and significant interaction effects with the perception of class relevance. Training was developed for advocacy trainers in the use of worked examples for learners new to a domain. Implications for social change include improved learning outcomes for parents who must learn IEP terminology in beginning classes to effectively advocate for their children.
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Shareghi, Najar Amir. "Evaluating the benefits of worked examples in a constraint-based tutor." Thesis, University of Canterbury. Computer Science and Software Engineering, 2014. http://hdl.handle.net/10092/9683.

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Empirical studies have shown that learning from worked examples is an effective learning strategy. A worked example provides step-by-step explanations of how a problem is solved. Many studies have compared learning from examples to unsupported problem solving, and suggested presenting worked examples to students in the initial stages of learning, followed by problem solving once students have acquired enough knowledge. Recently, researchers have started comparing learning from examples to supported problem solving in Intelligent Tutoring Systems (ITSs). ITSs provide multiple levels of assistance to students, adaptive feedback being one of them. The goal of this research is to investigate using examples in constraint-based tutors by adding examples into SQL-Tutor. SQL-Tutor is a constraint-based tutor that teaches the Structured Query Language (SQL). Students with different prior knowledge benefit differently from studying examples; thus, another goal of the research is to propose an adaptive model that considers the student’s prior knowledge for providing worked examples. Evaluation of this research produced promising results. First, a fixed sequence of alternating examples and problems was compared with problems only and examples only. The result shows that alternating examples and problems is superior to the other two conditions. Then, a study was conducted, in which a fixed sequence of alternating worked examples and tutored problem solving is compared with a strategy that adapts the assistance level to students’ needs. The adaptive strategy determines the type of the task (a worked example, a faded example or a problem to be solved) based on how much assistance the student received in the previous problem. The results show that students in the adaptive condition learnt significantly more than their peers who were presented with the fixed sequence of worked examples and problem solving. The final study employed eye tracking and demonstrated that novices and advanced students study SQL examples differently. Such information can be used to provide proactive rather than reactive feedback messages to students’ actions.
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McCann, Nicholas Francis. "Using Error Anticipation Exercises as an Instructional Intervention in the Algebra Classroom." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/591666.

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Math & Science Education<br>Ph.D.<br>Researchers and instructors have only recently embraced the role of errors as vehicles for learning in the algebra classroom. Studying a mixture of correct and incorrect worked examples has been shown to be beneficial relative to correct worked examples alone. This study examines the effectiveness of having students generate, or anticipate, errors another student might make. Five Algebra 1 sections at a suburban mid-Atlantic public high school participated amid an early equation-solving unit. During teacher-led instruction, all five sections examined 2-3 correct worked examples. The final example varied across conditions. One section received an additional correct worked example. Two sections examined an incorrect worked example. The remaining two sections engaged in an error anticipation exercise where the teacher wrote an equation on the board and asked the students to predict errors another student might make in solving. The study measured conceptual and procedural knowledge, encoding ability, and student-generated errors. Although no meaningful significant differences were found, students in the error anticipation condition saw no difference in performance in conceptual and procedural items versus those who examined incorrect worked examples. Analysis that combined the error anticipation and incorrect worked examples conditions showed that those students trended toward outperforming those who examined correct examples only on procedural items. These results support further examination of error anticipation as a worthwhile instructional activity.<br>Temple University--Theses
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Hu, Fang-Tzu. "Getting the point: tracing worked examples enhances learning." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12478.

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Embodied cognition perspectives suggest that pointing and tracing with the index finger may support learning, with basic laboratory research indicating such gestures have considerable effects on information processing in working memory. The present thesis examined whether tracing worked examples could enhance learning through decreased intrinsic cognitive load. In Experiment 1, 56 Year 6 students (mean age = 11.20, SD = .44) were presented with either tracing or no-tracing instructions on parallel lines relationships. The tracing group solved more acquisition phase practice questions and made fewer test phase errors, but otherwise test results were limited by ceiling effects. 42 Year 5 students (mean age = 10.50, SD = .51) were recruited in Experiment 2 to better align the materials with students’ knowledge levels. The tracing group outperformed the non-tracing group at the test and reported lower levels of test difficulty, interpreted as lower levels of intrinsic cognitive load. Experiment 3 recruited 52 Year 6 and Year 7 students (mean age = 12.04, SD = .59) presented with materials on angle relationships of a triangle; the tracing effect was replicated on test scores and errors, but not test difficulty. Experiment 4 used the parallel lines materials to test hypothesized gradients across experimental conditions with 72 Year 5 students (mean age = 9.94, SD = .33), predicting the tracing on the paper group would outperform the tracing above the paper group, who in turn would outperform the non-tracing group. The hypothesized gradient was established across practice questions correctly answered, practice question errors, test questions correctly answered, test question time to solution, and test difficulty self-reports. The results establish that incorporating the haptic input into worked example-based instruction design enhances the worked example effect and that tracing worked examples is a natural, simple yet effective way to enhance novices’ mathematics learning.
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Kick-Samy, Mary. "Worked examples in teaching queries for searching academic databases." Thesis, Old Dominion University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571174.

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<p>The worked-example effect, an application of cognitive load theory, is a well-supported method of instruction for well-structured problems (Chandler and Sweller, 1991; Cooper and Sweller, 1987; Sweller and Cooper, 1985; Tuovinen &amp; Sweller, 1999; Ward and Sweller, 1990). One limitation is expertise-reversal effect, where advanced students perform less well when exposed to worked examples than when exposed to traditional problem solving (Kalyuga, Ayres, Chandler, &amp; Sweller, 2003; Kalyuga, Chandler, &amp; Sweller, 1998; Kalyuga, Chandler, Tuovinen, &amp; Sweller, 2001). A possible alternative to the worked-example approach is the fading example, designed to transition intermediate students to solving well-structured problems without assistance (Renkl, Atkinson &amp; Grobe, 2004). This study showed that studying worked examples was more effect than solving problems or completing fading examples when learning to form search queries for library databases, an ill-structured problem-solving environment. In addition, participants within the worked-example group with low, intermediate and high levels of domain-specific knowledge achieved parity. Within the traditional problem-solving group, those with low domain-specific knowledge performed less well than those with high domain-specific knowledge. </p><p> Keywords: cognitive load theory, worked-example effect, fading examples, expertise-reversal effect, information literacy. </p>
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Song, Yulun. "An authoring and presentation environment for interactive worked examples." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6152/.

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This dissertation describes an authoring environment, called IWE, which allows a teacher to develop computer-based interactive worked examples without bespoke programming. The focus is on worked examples that involve transforming one representation into another using judgments not algorithms or rules. The worked examples created are all drawn from Computing Science; for example, transforming a requirements specification into an entity-relationship diagram. Teachers model the problem-solving process as a sequence of steps demonstrating how the problem is translated step-by-step into a solution, explaining the decision-making in each step. They can incorporate questions within the examples to increase student engagement and encourage students to do active thinking. Students interact with the transformation process at their own pace to obtain experience of problem-solving. Teachers are able to evolve the examples based on feedback from students and usage data from the system. A review of educational literature identified the best practice guidelines for designing and presenting effective worked examples for novices and faded worked examples for intermediate learners. These guidelines informed the essential requirements of IWE. A prototype authoring environment was designed, implemented and evaluated. Educational literature also recommends using worked examples combined with practice of problem solving. A field study was conducted applying these recommendations to evaluate the usability of IWE. Evaluations were carried out with teachers to assess their ability to create and modify interactive worked examples while the teaching of their courses was in progress. Evaluations were also carried out with students to assess the usability of IWE. The main conclusion of this research, based on analysis of the evaluations, is that the prototype of IWE is useable by both teachers and students. It allows teachers to create interactive worked examples following best practice and evolve existing examples on the basis of feedback. It allows students to use interactive worked examples independently following best practice. Finally, the dissertation identifies some possibilities for widening the scope of this research.
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Margulieux, Lauren Elizabeth. "Subgoal labeled instructional text and worked examples in STEM education." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/51782.

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In science, technology, engineering, and mathematics (STEM) education, problem solving tends to be highly procedural, and these procedures are typically taught with general instructional text and specific worked examples. Instructional text broadly defines procedures for problem solving, and worked examples demonstrate how to apply procedures to problems. Subgoal labels have been used to help students understand the structure of worked examples, and this feature has increased problem solving performance. The present study explored using subgoal labels in instructional text to further improve learners’ problem solving performance. A factorial design examined the efficacy of subgoal labeled instructional text and worked examples for programming education. The results of the present study suggest that subgoal labels in instructional text can help learners in a different way than subgoal labels in worked examples. Subgoal labels in text helped the learner articulate the general procedure better, and subgoal labels in the example helped the learner apply those procedures better. When solving novel problems, learners who received subgoal labels in both the text and example performed better than those who received subgoal labels in only the example. Learners who received subgoal labels in only the example performed better than those who received subgoal labels in only the text and those who did not receive subgoal labels at all. The present study indicates that subgoal labeled instructional text can improve novices’ problem solving performance in programming, but subgoal labels must appear in both the text and example.
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Sianez, David M. "An Analysis of Successful and Unsuccessful Example Solutions to Enhance Open-Ended Technological Problem-Solving Efficiency Among Middle School Students." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27792.

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This study investigated the usefulness of providing successful and unsuccessful example solutions in enhancing students' technological problem-solving efficiency. Prior research exploring worked example solutions indicated improved problem-solving efficiency when solutions were structured in a fashion that decreased the amount of extraneous cognitive load and increased the amount of germane cognitive load as specified by cognitive load theory. Fifty-one 7th and 8th grade students enrolled in technology education courses were selected from one school in the southwest region of Virginia. Participants completed three technological problem-solving tasks that included elevated load, cantilevered weight, and energy absorption using supply kits containing simple modeling materials. Problem-solving efficiency was determined by combining the amount of elapsed time across all three tasks. A 3 x 3 mixed factorial ANOVA was used to analyze the data. Data analysis revealed trends similar to worked example research in mathematics and science, but no significant difference among the three groups was found in this study.<br>Ph. D.
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Johnson, Karen Jo. "THE EFFECTS OF A SIMULATION WITH WORKED EXAMPLES ON EPISODIC MEMORIES AND TROUBLESHOOTING IN MAINTENANCE TECHNICIAN STUDENTS." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1870.

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The purpose of this study was to determine the effects of a simulation with workedexamples on the creation of episodic memories and the troubleshooting ability of maintenance technician students. Previous research shows that domain knowledge, conceptual knowledge, strategic knowledge, and episodic memories are all required to successfully troubleshoot. While domain, conceptual, and strategic knowledge can all be taught using traditional instruction, episodic memories require students to experience the actual troubleshooting of a fault. Simulations and worked examples are two instructional methods that have proven effective at teaching troubleshooting. This research specifically examined how a simulation combined with worked examples would affect 1) immediate troubleshooting abilities, 2) the creation of episodic memories, and 3) delayed troubleshooting abilities. This study was conducted in two stages and administered via a learning management system due to COVID-19 restrictions. The first stage included a pre-test, a training session using the simulation with worked examples, and an immediate post-test for near and far transfer of troubleshooting abilities. The second stage occurred one week later and included the final posttest for near and far transfer of troubleshooting abilities and creation of episodic memories. Answers to four troubleshooting questions on each of the pre-test and immediate and delayed post-tests were collected to determine any differences in the immediate and retained troubleshooting abilities. Answers to the solution mapping questions were collected to determine the creation of episodic memories. A repeated measure analysis of variance was conducted in SPSS to analyze the results of the troubleshooting pre- and post-tests. A correlational coefficient was used to determine any interaction between episodic memories and delayed troubleshooting abilities. Previous experience levels and participants’ major of study were also examined to determine their effect on the results. The findings show the simulation with worked examples had a statistically significant effect on delayed troubleshooting abilities and the created episodic memories had a positive correlation with the delayed troubleshooting, both with a medium effect size. However, the simulation with worked examples had no statistically significant effect on immediate troubleshooting abilities. Levels of previous experience and participants’ major of study had little effect on the results.
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Nagel, Karin Lynne. "Training visual pattern recognition : using worked examples to aid schema acquisition." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/28851.

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Books on the topic "Worked examples"

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Salter, Richard J. Traffic engineering: Worked examples. 2nd ed. Houndmills, Basingstoke, Hampshire: Macmillan, 1989.

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V, Clark A., ed. Building quantities: Worked examples. Oxford: Newnes, 1992.

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Whelan, M. J. Worked examples in dislocations. London: Institute of Metals, 1990.

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Knott, J. F. Fracture mechanics: Worked examples. 2nd ed. London: Institute of Materials, 1993.

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Stark, J. G. Worked examples for 16. London: Murray, 1985.

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Angotti, Franco, Matteo Guiglia, Piero Marro, and Maurizio Orlando. Reinforced Concrete with Worked Examples. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92839-1.

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Bonnett, Norman. Digital Electronics Through Worked Examples. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-11871-7.

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Mustoe, L. R. Worked examples in engineering mathematics. Chichester: Wiley, 1986.

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Woodford, Chris. Numerical methods with worked examples. London: Chapman & Hall, 1997.

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Mustoe, L. R. Worked examples in engineering mathematics. Chichester: Wiley, 1986.

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Book chapters on the topic "Worked examples"

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Fleming, Ian, and Dudley Williams. "Worked Examples." In Spectroscopic Methods in Organic Chemistry, 335–59. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18252-6_6.

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Vince, John. "Worked Examples." In Mathematics for Computer Graphics, 361–78. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6290-2_15.

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Walters, R. B. "Worked Examples." In Hydraulic and Electric-Hydraulic Control Systems, 275–80. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9427-1_35.

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Vince, John. "Worked Examples." In Mathematics for Computer Graphics, 471–89. London: Springer London, 2017. http://dx.doi.org/10.1007/978-1-4471-7336-6_17.

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Chapallaz, Jean-Marc, Jacques Dos Ghali, Peter Eichenberger, and Gerhard Fischer. "Worked Examples." In Manual on Induction Motors Used as Generators, 105–13. Wiesbaden: Vieweg+Teubner Verlag, 1992. http://dx.doi.org/10.1007/978-3-663-14044-3_8.

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Rudd, Anthony S. "Worked Examples." In Practical Usage of MVS REXX, 271–91. London: Springer London, 1996. http://dx.doi.org/10.1007/978-1-4471-3376-6_15.

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Vince, John. "Worked Examples." In Mathematics for Computer Graphics, 271–88. London: Springer London, 2010. http://dx.doi.org/10.1007/978-1-84996-023-6_13.

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Gouge, Ian. "Worked Examples." In Practitioner Series, 135–59. London: Springer London, 2003. http://dx.doi.org/10.1007/978-1-4471-0081-2_5.

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Rudd, Anthony S. "Worked Examples." In Practical Usage of TSO REXX, 278–300. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0755-2_15.

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Chan, Caroline T. W. "Worked examples." In Estimating and Measurement for Simple Building Works in Hong Kong, 230–81. Second edition. | Abingdon, Oxon; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.1201/9781003017837-19.

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Conference papers on the topic "Worked examples"

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Graydon, Mallory, Frank McCormick, and Natasha Neogi. "Scoping, Tailoring, and Abstraction Refinement in Hazard Assessment Processes." In Vertical Flight Society 80th Annual Forum & Technology Display, 1–12. The Vertical Flight Society, 2024. http://dx.doi.org/10.4050/f-0080-2024-1354.

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Hazard assessment is an engineering activity that produces insight into which states of thing being engineered might be hazardous. In aviation contexts, it is often performed for certification credit at both the aircraft and system levels during the early design phase of the system's lifecycle. However, novel aircraft paradigms such as urban air mobility (UAM) operations might either violate assumptions on which traditional aviation hazard assessment is based or simply possess attributes that would make other approaches more effective. In this paper, we define the key concepts underpinning hazard assessment and identify the limitations and assumptions inherent in hazard analysis. We analyze popular techniques to show how they embody these key concepts. We identify ways in which hazard assessment may be scoped and tailored to an application. And, using worked examples, we discuss how, where, and why such tailoring might be needed, especially in novel contexts.
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Chilton, A., D. Trew, J. Harvie-Clark, and N. Conlan. "THE AVO GUIDE - WORKED EXAMPLES." In ACOUSTICS 2020. Institute of Acoustics, 2020. http://dx.doi.org/10.25144/13335.

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Chilton, A., D. Trew, J. Harvie-Clark, and N. Conlan. "THE AVO GUIDE - WORKED EXAMPLES." In ACOUSTICS 2020. Institute of Acoustics, 2020. http://dx.doi.org/10.25144/13335.

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Irfani, Nur, and Endah Retnowati. "Using Worked Examples During Geometry Instructions." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.010.

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Caspersen, Michael E., Jürgen Börstler, Adrienne Decker, and Carl Alphonce. "Worked examples for sound OO pedagogy." In Companion to the 23rd ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1449814.1449859.

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Demiraslan Çevik, Yasemin, and Yahya İltüzer. "TEACHING DECISION RULES VIA WORKED EXAMPLES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0916.

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Caspersen, Michael E., Jürgen Börstler, Adrienne Decker, and Carl Alphonce. "Worked examples for sound object-oriented pedagogy." In Companion to the 23rd ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1449814.1449888.

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SELLER, J. "WORKED EXAMPLES OF BS 4142 1995 DRAFT." In Acoustics 1995. Institute of Acoustics, 2024. http://dx.doi.org/10.25144/20076.

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Shipley, Thomas F., and Allison J. Jaeger. "IMPROVING 3D DIAGRAM COMPREHENSION WITH INCORRECT WORKED EXAMPLES." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-298426.

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Griffin, Jean. "Worked Examples with Errors for Computer Science Education." In ICER '15: International Computing Education Research Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2787622.2787741.

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Reports on the topic "Worked examples"

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Liu, Songqi. Mixture Models: From Latent Classes/Profiles to Latent Growth, Transitions, and Multilevel Mixture Models. Instats Inc., 2022. http://dx.doi.org/10.61700/ky72m8g8cc8x2469.

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This seminar introduces mixture modeling and explores its application in applied psychology research and beyond. Topics and worked examples include latent class analysis (LCA), latent profile analysis (LPA), LCA/LPA with covariates, multilevel LCA/LPA, growth mixture modeling (GMM), and latent transition analysis (LTA). A certificate of completion is provided at the conclusion of the seminar. For European PhD students, the seminar offers 2 ECTS Equivalent point.
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Zyphur, Michael. Measurement Invariance: From Basic to Advanced Methods. Instats Inc., 2023. http://dx.doi.org/10.61700/uaaq9qmn7s1jp469.

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This seminar explores classic and cutting-edge methods for evaluating measurement invariance across groups and time, including the special case of many items and/or groups (100 or more). This seminar offers comprehensive coverage of the basic logic and meaning of measurement invariance, with worked examples of classic, partial, approximate, multilevel, and automated alignment methods using real-world data for multiple groups or over time. The newest features of Mplus are used to illustrate the methods. An official Instats certificate of completion is provided at the conclusion of the seminar, as well as 2 ECTS Equivalent points.
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Borenstein, Michael. Meta-Analysis: An Introductory Course. Instats Inc., 2024. http://dx.doi.org/10.61700/hoeamu4owtjun1424.

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This four-day workshop provides the knowledge and skills needed to start conducting and reporting the results of meta-analyses. An emphasis is placed on the two primary types of meta-analysis: fixed-effects versus random-effects models. Each topic will be introduced at the conceptual level, followed by worked examples and exercises so that participants will feel comfortable performing these analyses on their own. All sessions include time for an extensive discussion.
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Gaskin, James. Introduction to SEM with SmartPLS. Instats Inc., 2023. http://dx.doi.org/10.61700/yy1ckqtaims8w469.

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This seminar will take you from zero experience with SmartPLS to conducting advanced analyses including path models and structural equation models estimated via PLS. The conceptual foundation for models estimated using PLS will be described along with an introduction to PLS and the newest SmartPLS package. Worked examples will feature prominently throughout the seminar using real-world data. A full-functionality 2-month trial license for SmartPLS will be provided to all participants for use during and after the seminar. An official Instats certificate of completion is provided at the conclusion of the seminar. For European PhD students, the seminar offers 2 ECTS Equivalent points.
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Borenstein, Michael. Meta-Analysis: An Advanced Course. Instats Inc., 2024. http://dx.doi.org/10.61700/5ln3sj2j2gnar1424.

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This four-day workshop covers advanced topics in meta-analysis, including how to quantify and explain heterogeneity in effects across studies. Participants will learn how to use subgroups analysis and meta-regression while covering key topics such as publication bias, complex data sets, and limitations of the random-effects model. Each topic will be introduced at the conceptual level, followed by worked examples and exercises so that participants will feel comfortable performing these analyses on their own. All sessions include time for an extensive discussion.
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Kam, Chester. Mixture Modeling for Measurement Scale Assessment. Instats Inc., 2023. http://dx.doi.org/10.61700/8ll0tq1hym0nq469.

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This seminar will introduce the use of mixture models for measurement scale assessment, covering topics such as factor analysis and careless response detection. As a set of worked examples, mixture models will be applied to multitrait-multimethod (MTMM) and bifactor models. By attending this seminar, you will learn how to understand and statistically handle different types of method or source variance using mixture models, which will improve the quality and rigor of your research. An official Instats certificate of completion is provided at the conclusion of the seminar. For European PhD students, the seminar offers 2 ECTS Equivalent point.
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Gaskin, James. Introduction to SEM with PLS + 2 Free Seminars. Instats Inc., 2022. http://dx.doi.org/10.61700/wr1yrj71vhdy3469.

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This seminar will take you from zero experience with SmartPLS to conducting advanced analyses including path models and structural equation models estimated via PLS. The conceptual foundation for models estimated using PLS will be described along with an introduction to PLS and the newest SmartPLS package. Worked examples will feature prominently throughout the seminar using real-world data. A full-functionality 2-month trial license for SmartPLS will be provided to all participants for use during and after the seminar. To allow comparing the PLS approach to a more traditional one, two free seminars on Path Analysis and CFA/SEM is provided when enrolling: Path Analysis and CFA/SEM with Mediated Moderation in Mplus. An official Instats certificate of completion is provided at the conclusion of the seminar. For European PhD students, the seminar offers 2 ECTS Equivalent points.
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Melloni, Gian. Local Government Leadership in Sanitation and Hygiene: Experiences and Learnings from West Africa. Institute of Development Studies (IDS), January 2022. http://dx.doi.org/10.19088/slh.2022.001.

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Between July and October 2021, the Sanitation Learning Hub worked with government representatives and development partners to develop, share, and cross-analyse case studies looking at local system and government strengthening in four local government areas across West Africa: Benin (N’Dali commune), Ghana (Yendi municipal district), Guinea (Molota commune), and Nigeria (Logo LGA). The initiative focused on examples of local leadership in sanitation and hygiene (S&amp;H), with case studies developed in collaboration with development partners (Helvetas in Benin, UNICEF in Ghana and Guinea, United Purpose in Nigeria) and the local governments they partner with. The goal was to cross-analyse examples of local government leadership in S&amp;H, looking at what led to the prioritisation of S&amp;H, and identifying commonalities and transferable knowledge through a participatory cross-learning process. The case studies identified positive change occurred in local government leadership in S&amp;H, and analysed the contributions to change, via document review, key informant interviews and focus group discussions. This learning brief shares the learnings and recommendations that emerged from the case studies and through the three participatory workshops that followed.
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Carter, Becky. Inclusion in Crisis Response, Recovery and Resilience. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.079.

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This rapid review provides examples of what has worked to include people in humanitarian assistance who experience heightened vulnerability during crises, due to social inequalities and discrimination relating to gender, age, disability, sexual orientation, gender identity and/or expression, and sex characteristics; and religious belief . Overall, robust evidence is limited for what are, in most cases, relatively new areas of practice in challenging crisis situations. However, the literature does identify promising practices. Emerging themes from the research on what has potential for improving inclusion in humanitarian assistance include: affected people’s meaningful participation in intervention planning and design; whole-of-community approaches while maintaining accountability to the targeted beneficiaries; multi-component approaches combining complementary strategies (e.g. economic empowerment with social norms change programming); longer-term, pre-crisis investment in relationships with, and capacity building of, local organisations; and disaggregating data and undertaking intersectional analyses to include those hardest to reach.
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Le, Trinh, and Thomas Benison. Do New Zealand home equity release schemes provide value for money? Motu Economic and Public Policy Research, September 2024. http://dx.doi.org/10.29310/wp.2024.03.

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Home equity release refers to financial products that allow people to access the equity that is tied up in their own homes. Home equity is a large part of household wealth in New Zealand, making it an important asset that could potentially be used to fund retirement. However, the take-up of equity release products such as reverse mortgages is very low. This research examines whether home equity release schemes currently available in the New Zealand market provide value for money and how they might provide a suitable form of retirement income for some people. The available data confirm the existence of many households with low retirement income and high housing wealth, highlighting those who stand to potentially gain from home equity release. Assessments of the features and costs of current home release schemes, alongside worked examples using realistic values, highlight the scenarios when home equity release may (or may not) be beneficial. Depending on current circumstances and future financial needs, home equity release may be a suitable form of retirement income for some retirees but not for others.
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