Recent research in science teaching and learning     

Allen D 《CBE life sciences education》2011,10(1):8-10

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Recent research in science teaching and learning     

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

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Designing biomimetic robots: iterative development of an integrated technology design curriculum     

Bernstein  Debra  Puttick  Gillian  Wendell  Kristen  Shaw  Fayette  Danahy  Ethan  Cassidy  Michael 《Educational technology research and development : ETR & D》2022,70(1):119-147

Educational technology research and development - In most middle schools, learning is segregated by discipline. Yet interdisciplinary approaches have been shown to cultivate creative thinking,...  相似文献   

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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Multiple Copies of Bestsellers in Public Libraries: How Much Is Enough?     

Michelle Gordon  Allison Haack  Rebecca Vernon  Tiffany Saulter  Debora Shaw 《Public Library Quarterly》2014,33(2):145-154

How do public libraries develop their collections of high-demand materials for the “I want it now” generation? Ten public libraries’ holdings of fiction and nonfiction bestseller titles were observed over a four-week period. The number of copies rose fairly consistently, with the five fiction titles having roughly about twice the number of copies as the five nonfiction titles. The ratio of holds to copies averaged 2.7:1 and ranged from 0.8:1 to 6.5:1. Demand for e-books was consistently higher than the number of copies available, averaging more than 4:1 across all libraries.  相似文献   

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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