Recent research in science teaching and learning     

Allen D 《CBE life sciences education》2011,10(2):132-134

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IMPACT OF EXPLICIT PRESENTATION OF SLOPES IN THREE DIMENSIONS ON STUDENTS’ UNDERSTANDING OF DERIVATIVES IN MULTIVARIABLE CALCULUS     

McGee  Daniel Lee  Moore-Russo  Deborah 《International Journal of Science and Mathematics Education》2014,13(2):357-384

In two dimensions (2D), representations associated with slopes are seen in numerous forms before representations associated with derivatives are presented. These include the slope between two points and the constant slope of a linear function of a single variable. In almost all multivariable calculus textbooks, however, the first discussion of slopes in three dimensions (3D) is seen with the introduction of partial derivatives. The nature of the discussions indicates that authors seem to assume that students are able to naturally extend the concept of a 2D slope to 3D and correspondingly it is not necessary to explicitly present slopes in 3D. This article presents results comparing students that do not explicitly discuss slopes in 3D with students that explicitly discuss slopes in 3D as a precursor to discussing derivatives in 3D. The results indicate that students may, in fact, have significant difficulty extending the concept of a 2D slope to a 3D slope. And that the explicit presentation of slopes in 3D as a precursor to the presentation of derivatives in 3D may significantly improve student comprehension of topics of differentiation in multivariable calculus.

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Teaching practices in kindergarten and first grade: different strokes for different folks   总被引：2，自引：0，他引：2  

Deborah Stipek   《Early childhood research quarterly》2004,19(4):548-568

This study assessed the nature of instruction in 314 kindergarten and first-grade classrooms from 155 schools in 48 school districts in three states. The schools served a relatively high proportion of low-income children and children of color. Despite the restricted range in student populations served, qualities of the schools and observed classroom instruction were associated with the demographics of the student body. Schools serving relatively high proportions of low-income children and children of color were rated by teachers to have more negative social climates. Teachers in these schools emphasized basic skills more and engaged in more didactic teaching and less constructivist teaching practices. At the classroom level, teaching approaches were predicted by teachers’ goals, the ethnic composition of their classroom, and the degree to which teachers perceived the families of the children in their classroom to have challenges associated with poverty. Didactic teaching was particularly common in classrooms with a high proportion of African–American students and in which teachers believed poverty-related problems inhibited parent involvement in their children's education; constructivist teaching was high in classrooms with a high proportion of Caucasian children.  相似文献   

The Reading–Spelling Connection: Developing and Evaluating a Beginning Spelling Intervention for Children at Risk of Reading Disability     

Lana Edwards Santoro  Michael D. Coyne  Deborah C. Simmons 《Learning disabilities research & practice》2006,21(2):122-133

Abstract In this article, we describe the development and evaluation of a beginning spelling intervention for young children at risk of reading disability. We first summarize the literature that supports beginning spelling as an ideal method for strategically integrating the beginning reading big ideas of phonemic awareness and alphabetic understanding. We then summarize the literature on effective instructional principles for students at risk of reading disability. Next, we describe how instructional design was applied to the development of an intervention for young children at risk of reading disability, then summarize the findings of an experimental study supporting the effectiveness of this intervention. Finally, we provide selected examples from the spelling intervention to illustrate the findings' translation into instructional practice.  相似文献   

The Open University history of medicine CD‐ROM     

Deborah Brunton 《Health information and libraries journal》2001,18(3):159-159

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The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning   总被引：2，自引：2，他引：0  

Michael Marquardt  Deborah Waddill 《Action Learning: Research and Practice》2004,1(2):185-202

Action learning has the ability to solve complex problems and to significantly increase the speed and quality of individual, team and organizational learning. Its theoretical base and relationship to adult learning orientations and the source of this power remain relatively unexplored. The authors conducted an extensive review of the literature in order to examine how each of the six critical components of an action learning program (namely; a problem or task, a group, the reflective inquiry process, action, learning, and an action learning coach) incorporates and applies five major adult learning schools (behaviorist, cognitivist, humanist, social and constructivist). An empirical example from the authors’ experience is presented to illustrate the extent and range in which action learning incorporates each of the five schools of adult learning.  相似文献   

IS THERE A QUEER PEDAGOGY? OR,STOP READING STRAIGHT   总被引：6，自引：0，他引：6  

Deborah P. Britzman 《Educational theory》1995,45(2):151-165

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Writing in Mathematics: An Alternative Form of Communication for Academically Low‐Achieving Students     

Juliet A. Baxter  John Woodward  Deborah Olson 《Learning disabilities research & practice》2005,20(2):119-135

Abstract. Classroom communication figures prominently in current math reform efforts. In this study, we analyze how one teacher used writing to support communication in a seventh‐grade, low‐track mathematics class. For one school year, we studied four low‐achieving students in the class. Students wrote in journals on a weekly basis. Using classroom observations and interviews with the teacher, we developed profiles of the four students, capturing their participation in class discussions. The profiles highlighted an important similarity among the four students: marginal participation in both small‐group and whole‐class discussions. However, our analysis of the students' journals identified multiple instances where the students were able to explain their mathematical reasoning, revealing their conceptual understanding, ability to explain, and skill at representing a problem. In this respect, journals potentially facilitate another important form of classroom communication. The promise of writing is that it offers an alternative to the visions of classroom communication that are strictly oral in nature.  相似文献   

Practical Applications of Student Response Analysis     

Deborah M. Switzer  Michael L. Connell 《Educational Measurement》1990,9(2):15-17

What standard reports are included in TAP and SPP? What information is provided in item analysis output? How may teachers use the information in their instruction?  相似文献   

Native involvement in curriculum development: The native teacher as cultural broker     

June Deborah Wyatt 《Interchange》1978,9(1):17-28

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