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951.
952.
Jongho?ShinEmail author Christine?A.?Espin Stanley?L.?Deno Scott?McConnell 《Asia Pacific Education Review》2004,5(2):136-148
The main purpose of this paper is to demonstrate how to apply the Hierarchical Linear Modeling (HLM) technique to multi-wave
Curriculum-Based Measurement (CBM) measures in modeling academic growth and assessing its relations to student- and instruction-related
variables. HLM has advantages over other statistical methods (e.g., repeated measures ANOVA, Structural Equation Modeling)
in modeling academic growth. The advantages include allowing more flexible research designs in collecting multiple data points
and estimating growth rates and their relations to correlates in more reliable, accurate ways. CBM, as a multi-wave progressmonitoring
system, also has distinctive psychometric features that facilitate longitudinal research on academic skill development. These
features include provision of multiple data points within short time periods, good validity and reliability, and sensitivity
for detecting small degrees of change. Finally, research questions related to assessing the academic growth of students with
learning difficulties and using assessment results to improve educational practices for them are discussed 相似文献
953.
How to realize a negative refractive index material at the atomic level in an optical frequency range? 总被引:1,自引:0,他引:1
INTRODUCTION Recently, a new type of artificial compositematerials (so-called left-handed media or negativerefractive index media) whose electric permittivityand magnetic permeability are simultaneouslynegative (corresponding to a negative refractiveindex) over a certain frequency band has attractedconsiderable attention due to its extraordinaryelectromagnetic properties (Pendry, 2000; Shelbyet al., 2001; Grbic and Eleftheriades, 2004; Chen eal., 2004). The negative refractive inde… 相似文献
954.
A case study is reported involving 32 applied and academic program student volunteers aged 15–18 years from two high schools located in Northern Ontario, Canada. Students were interviewed regarding a number of educational policy and school climate issues. The study examines perceptions of rights as an aspect of the school learning environment. The need for greater school community and additional supports for struggling students was voiced by students across both program groups. Students strongly endorsed either a meritocratic or an equalitarian perspective on rights issues with both philosophies represented to some extent in both program groups. Surprisingly, students across both program groups expressed little interest in their education rights or their legal rights generally. The importance of fostering school community and student interest in rights issues is discussed. Also considered is the role of the social science researcher in providing youth a forum for the discussion of social policy issues. 相似文献
955.
Alejandro S. González-Martín Elena Nardi Irene Biza 《Educational Studies in Mathematics》2018,98(3):231-252
We examine teachers’ use of resources as they prepare to teach the topic of numerical series of real numbers, in order to identify how their personal relationship with mathematical content—and its teaching—interacts with their use of a commonly used textbook. We describe this interplay between textbook and personal relationship, a term coined in the Anthropological Theory of the Didactic (ATD, Chevallard, 2003), in terms of documentation work (resources, aims, rules of action, operational invariants), a key construct from the documentational approach (DA, Gueudet & Trouche, in Educational Studies in Mathematics, 71, 199–218, 2009). We do so in the case of five post-secondary teachers who use the same textbook as a main resource for teaching the topic. Documentational analysis of interviews with the teachers led to the identification of their aims and rules of action (the what and how of their resource use as they organise their teaching of the topic) as well as the operational invariants (the why for this organisation of their teaching). We describe the teachers’ documentation work in two sets of aims/rules of action: scaffolding mathematical content (series as a stepping stone to learning about Taylor polynomials and Maclaurin series), and organising student learning about series through drill exercises, visualisation, examples, and applications. Our bridging (networking) of theoretical constructs originating in one theoretical framework (personal relationship, ATD) with the constructs of a different, yet compatible, framework (documentation work, DA) aims to enrich the latter (teachers’ documentation work) with the individual agency (teachers’ personal relationships with the topic) provided by the former. 相似文献
956.
Wei-Kai?Liou Kaushal?Kumar?Bhagat Chun-Yen?ChangEmail authorView authors OrcID profile 《Educational technology research and development : ETR & D》2018,66(2):545-561
The aim of this study is to design and implement a digital interactive globe system (DIGS), by integrating low-cost equipment to make DIGS cost-effective. DIGS includes a data processing unit, a wireless control unit, an image-capturing unit, a laser emission unit, and a three-dimensional hemispheric body-imaging screen. A quasi-experimental study was conducted to evaluate the learning effectiveness of our system. A total of 105 junior high-school students from Taiwan participated in this 8-week experiment. The students were divided into three individual groups of 35 students each, with one control group and two experimental groups (EG1 and EG2). The results of one-way mixed design ANOVA indicated that participants in the experimental group, who used the DIGS, outperformed the other two groups, in the post-test as well as in the delayed test. These findings demonstrate that the proposed DIGS can effectively enhance the performance of the learners in an Earth Science course. 相似文献
957.
Nonsocial play continues to be perceived as a behavior that is detrimental young children’s development. The research evidence
in this area is mixed but lends itself to a more positive view of nonsocial play. Despite the substantial amount of literature
available, the terminology used fails to be consistent and may prove to be distracting and confusing to practitioners and
caregivers. This paper reviews the current literature on young children’s nonsocial play. Distinctions among different types
of nonsocial play are identified, as well as some reasons children engage in these activities. By developing a better understanding
of the role of nonsocial play in early childhood, caregivers may better understand when children need their help in promoting
more social types of play and when intervention may or may not be necessary. 相似文献
958.
Sonja ?orga 《International journal for the advancement of counseling》2001,23(4):319-319
Authors Index
Authors Index, Volume 23 (2001) 相似文献959.
When we consider the gap between mathematics at elementary and secondary levels, and given the logical nature of mathematics
at the latter level, it can be seen as important that the aspects of children's logical development in the upper grades in
elementary school be clarified. In this study we focus on the teaching and learning of “division with decimals” in a 5th grade
classroom, because it is well known to be difficult for children to understand the meaning of division with decimals, caused
by certain conceptions which children have implicitly or explicitly. In this paper we discuss how children develop their logical
reasoning beyond such difficulties/misconceptions in the process of making sense of division with decimals in the classroom
setting. We then suggest that children's explanations based on two kinds of reversibility (inversion and reciprocity) are
effective in overcoming the difficulties/misconceptions related to division with decimals, and that they enable children to
conceive multiplication and division as a system of operations. 相似文献
960.
Ricardo?NemirovskyEmail author Cara?DiMattia Branca?Ribeiro Teresa?Lara-Meloy 《Journal of Mathematics Teacher Education》2005,8(5):363-392
This paper examines two types of discourse in which teachers engage when discussing case studies based on classroom episodes,
and the ways in which the availability of video data of these episodes may motivate a shift in the mode of discourse used.
We interviewed two pairs of secondary school mathematics teachers after they had read a case study based on a 16-minute mathematics
classroom episode taped in a secondary school in the United States. During each interview, a multimedia version of the case
study, including video of the original episode, was available to the participants. We identify two modes of discourse engaged
in by the teachers during the interviews: Grounded Narrative and Evaluative Discourse. We examine and identify the characteristics of the two discourse forms, drawn from both video and textual analysis. These
characteristics are self-reflective talk, perspective, ethics, and linguistic patterns. The identification of two modes of
discourse is relevant for researchers and teacher educators using case studies or video recordings. In addition, the findings
provide insight into how teachers are “seeing” classroom events in a video case study. 相似文献