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Asha K. Jitendra Jon R. Star Kristin Starosta Jayne M. Leh Sheetal Sood Grace Caskie Cheyenne L. Hughes Toshi R. Mack 《Contemporary educational psychology》2009
The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test. 相似文献
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Career Narratives of African American Female College Students: Insights for College Counselors
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Cassandra A. Storlie Tracy Lara Hilton Deborah Duenyas Robin Archer Kevin Glavin 《Journal of College Counseling》2018,21(1):29-42
The authors collected narrative data from 11 African American female college students at a predominantly White institution using the Career Construction Interview (Savickas & Hartung, 2012 ), the Future Career Autobiography (Rehfuss, 2009 ), and a qualitative career experiences questionnaire. Using the constant comparison method (Strauss & Corbin, 1990 ), the authors uncovered 4 overarching themes based on the unique experiences of participants. The authors present insights for college counselors providing career development services. 相似文献
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红星路小学"情境-问题"教学课题组 《数学教育学报》2002,11(4):84-87
“设置教学情境-提出数学问题-解决数学问题-注重数学应用”是“数学情境-提出问题”教学的主线,“数学情境-提出问题”教学可以促使学生自主探究,促进学生主体地位的实现;促进学生问题意识的培养;促进教师提高业务素质,转变教学观念。 相似文献
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Ouyang Fan Chang Yu-Hui Scharber Cassandra Jiao Pengcheng Huang Tianhui 《Instructional Science》2020,48(2):183-204
Instructional Science - Education is under a radical transformation in the current innovation-driven knowledge age. The instructor-student collaborative partnership has the potential to transform... 相似文献
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Stephen P. Hinshaw Brian A. Zupan Cassandra Simmel Joel T. Nigg Sharon Melnick 《Child development》1997,68(5):880-896
Because of the centrality of peer relationship difficulties for children with attentiondeficit hyperactivity disorder (ADHD), we investigated behavioral (overt and covert antisocial activity), internalizing (self-reports and observed social isolation), and familial (authoritative, authoritarian, and permissive parenting beliefs) predictors of peer sociometric nominations among previously unfamiliar, ethnically diverse ADHD ( N=73 ) and comparison ( N=60 ) boys, aged 6–12 years. Authoritative maternal parenting beliefs and negatively weighted social isolation explained significant variance in positive peer regard; aggression, covert behavior, and authoritative parenting beliefs were the independent predictors of both negative peer status and peer social preference. We extended such predictions with statistical control of (1) child cognitive variables, (2) maternal psychopathology, and (3) ADHD boys, but authoritative parenting beliefs were stronger predictors in ADHD than in comparison youth. We discuss family-peer linkages regarding peer competence. 相似文献
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This research study utilized bibliometric methods to analyze publication rates among female and male lead authors in six prominent, peer-reviewed journals in Educational Technology (ET) fields over the past 12 years. The aim of the inquiry was to determine if differences or trends exist in the number of articles published by each gender. Data analysis revealed notable differences in publication rates between genders, and key findings indicate that while women overall published less than half of the articles from all journals sampled, two journals with a focus on primary and secondary (P-12) educational contexts have consistently published more articles written by female lead authors than male authors. The findings of this study hold practical relevance in terms of addressing the (in)visibility of female scholars in ET fields and may be used to promote discussions and actions related to the intersections between gender, equity, and the culture of scholarly publishing. 相似文献
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Hongryun Woo Cassandra A. Storlie Eric R. Baltrinic 《Counselor Education & Supervision》2016,55(4):278-293
The perceptions of professional identity development from 10 counseling leaders were examined through consensual qualitative research methodology. Themes and implications include the (a) intersection of being counselor educators and leaders in the counseling field and (b) the development and strengthening of professional identity over time. 相似文献
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