Ordinary families,special children     

Gilbert R. Gredler 《Psychology in the schools》1997,34(4):373-373

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Roger Osborne (1940–1985), University of Waikato, New Zealand     

John K. Gilbert 《Cultural Studies of Science Education》2009,4(2):315-322

This short paper outlines the emergence and achievements of the Science Education Research Unit at the University of Waikato over the period 1979–1985 under the leadership of the late Dr. Roger Osborne. Following his attendance at the ASERA meeting in Wagga Wagga in 1977, Roger Osborne rapidly built up a very productive team, which he led until his death in 1985. His legacy is tentatively evaluated. In conclusion, the cultural context in which this work took place is sketched.

John K. GilbertEmail:

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Productive pedagogies: A redefined methodology for analysing quality teacher practice   总被引：1，自引：0，他引：1  

Martin Mills  Merrilyn Goos  Amanda Keddie  Eileen Honan  Donna Pendergast  Rob Gilbert  Kim Nichols  Peter Renshaw  Tony Wright 《The Australian Educational Researcher》2009,36(3):67-87

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Using Activity Theory to inform sessional teacher development: what lessons can be learned from tutor training models?     

Amanda Gilbert 《International Journal for Academic Development》2017,22(1):56-69

Abstract

Sessional teachers in universities are often marginalised by their part-time status, availability for training, and invisibility within the institution’s infrastructure. Nevertheless, tutors as a subset of this group, regularly have access to some training and development. This paper presents a methodological approach for implementing the BLASST framework for sessional staff at a New Zealand university, based on a project to benchmark support for tutors. Using Activity Theory, I discuss tensions associated with developing a training programme for tutors and how such an approach can aid the development of similar models for all sessional teachers.  相似文献   

Same school,separate worlds: A sociocultural study of identity,resistance, and negotiation in a rural,lower track science classroom     

Andrew Gilbert  Randy Yerrick 《科学教学研究杂志》2001,38(5):574-598

This ethnographic study examined how rural, lower track, underrepresented students made sense of their place in school and what role school science played in their cultural reproduction. The objectives of the study were to identify key components of science classroom discourse, analyze means of negotiating these components, and explicate participants' beliefs and roles in defining microcultural identities specific to rural, underrepresented school contexts. Eight students and their teacher participated in this study, which drew heavily upon teacher and student revoicing of common events. Results showed that the quality of science instruction was subverted through a process of negotiation between students and teachers in the context of low expectations and the school culture. Implications for research and practice are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 574–598, 2001  相似文献   

The reading specialist: Leadership for the classroom,school, and community; Designing early literacy programs: Strategies for at‐risk preschool and kindergarten children; and Assessment for reading instruction     

Gilbert R. Gredler 《Psychology in the schools》2005,42(4):448-449

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The effectiveness of intelligent tutoring systems on K-12 students' reading comprehension: A meta-analysis     

Zhihong Xu  Kausalai Wijekumar  Gilbert Ramirez  Xueyan Hu  Robin Irey 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3119-3137

This meta-analysis examined the effectiveness of improving reading comprehension for students in K-12 classrooms using intelligent tutoring systems (ITSs), a computer-based learning environment that provides customizable and immediate feedback to the learner. Nineteen studies from 13 publications incorporating approximately 10 000 students were included in the final analysis; using robust variance estimation to account for statistical dependencies, the 19 studies yielded 88 effect size estimates. The meta-analysis indicated that the overall random effect size of ITSs on reading comprehension was 0.60 (using a mix of standardized and researcher-designed measures) with a 95% confidence interval 0.36 to 0.85 (p < 0.001). This review confirms previous studies comparing ITSs to human tutoring: ITSs produced a small effect size when compared to human tutoring (0.20, 0.02–0.38, p = 0.036, n = 21). All comparisons to human tutoring used standardized measures. This review also found that ITSs produced a larger effect size on reading comprehension when compared to traditional instruction (0.86) for mixed measures and (0.26) for standardized measures. These findings may be of interest to practitioners and policy makers seeking to improve reading comprehension using consistent and accessible ITSs. Recommendations for researchers include conducting studies to understand the difference between traditional and updated versions of ITSs and employing valid and reliable standardized tests and researcher-designed measures.  相似文献   

How to structure online discussions for meaningful discourse: a case study   总被引：3，自引：0，他引：3  

Patricia K. Gilbert  Nada Dabbagh 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):5-18

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Social and Nonsocial Functions of Rostral Prefrontal Cortex: Implications for Education     

Sam J. Gilbert  Paul W. Burgess 《Mind, Brain, and Education》2008,2(3):148-156

ABSTRACT— In this article, we discuss the role of rostral prefrontal cortex (approximating Brodmann Area 10) in two domains relevant to education: executive function (particularly prospective memory, our ability to realize delayed intentions) and social cognition (particularly our ability to reflect on our own mental states and the mental states of others). We review evidence from neuropsychology and neuroimaging suggesting the involvement of rostral prefrontal cortex in these domains and discuss an overarching framework that seeks to characterize these functions in terms of attentional selection between perceptual and self-generated information. In addition, we present neuroimaging evidence in adults suggesting considerable functional specialization within this region. We conclude by discussing implications of these results for education and suggest directions for further research.  相似文献   

Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?     

Compton DL  Gilbert JK  Jenkins JR  Fuchs D  Fuchs LS  Cho E  Barquero LA  Bouton B 《Journal of learning disabilities》2012,45(3):204-216

Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and small-group intervention (Tier 2) before becoming eligible for the most intensive intervention (Tier 3). The purpose of this article was to determine how to predict accurately which at-risk children will be unresponsive to Tiers 1 and 2, thereby allowing unresponsive children to move directly from Tier 1 to Tier 3. As part of an efficacy study of a multitier RTI approach to prevention and identification of reading disabilities (RD), 129 first-grade children who were unresponsive to classroom reading instruction were randomly assigned to 14 weeks of small-group, Tier 2 intervention. Nonresponders to this instruction (n = 33) were identified using local norms on first-grade word identification fluency growth linked to a distal outcome of RD at the end of second grade. Logistic regression models were used to predict membership in responder and nonresponder groups. Predictors were entered as blocks of data from least to most difficult to obtain: universal screening data, Tier 1 response data, norm referenced tests, and Tier 2 response data. Tier 2 response data were not necessary to classify students as responders and nonresponders to Tier 2 instruction, suggesting that some children can be accurately identified as eligible for Tier 3 intervention using only Tier 1 data, thereby avoiding prolonged periods of failure to instruction.  相似文献