Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge     

Christina Areizaga Barbieri  Laura K. Young  Kristie J. Newton  Julie L. Booth 《Child development》2021,92(5):1984-2005

Fraction knowledge and algebraic skill are closely linked. Algebra is a gatekeeper for advanced courses (Booth & Newton, 2012; Brown & Quinn, 2007). This study uses the person-centered approach of latent profile analysis to examine individual differences in middle schoolers’ (N = 350) algebra performance at the end of the year (EOY). The relative importance of a range of fraction skills is considered in predicting the likelihood of displaying a particular profile of EOY algebra knowledge, measured by feature knowledge, equation encoding, equation solving, and word-problem skills. Notably, fraction number line estimation did not predict algebra performance on any of the four measures. Fraction arithmetic at the beginning of the year is most predictive of displaying the highest performing EOY algebra profile.  相似文献   

The moving spotlight lights,and having lit,moves on     

Miller  Kristie 《Metascience》2016,25(2):317-321

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On Halley's comet     

Daniel Kirkwood 《Journal of The Franklin Institute》1872,93(6):420-421

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Preservice teachers engaged in reflective classroom research     

Rita A. Moore  Amy Bartlett  LaTresha Garrison  Kristie Hagemo  Jennifer Mullaney  Ashlee Murfitt 《The Teacher Educator》2013,48(4):259-275

Abstract

During an eight‐week field experience six preservice teachers, under the supervision of their mentor professor, designed and facilitated an integrated inquiry unit for a fifth‐grade class. As a part of their field experience, the preservice teachers investigated their effectiveness in implementing the inquiry approach to teaching based on the children's learning responses. Reflecting on their own teaching behaviors through reflective classroom research challenged the preservice teachers to explore images of teaching that were often less than ideal but always informative.  相似文献   

Ethnic,Cultural and Racial Pluralism: Awareness,Education and Policy     

Kenneth Kirkwood 《牛津教育评论》2013,39(2):107-116

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Fractions: Could they really be the gatekeeper’s doorman?     

Julie L. Booth  Kristie J. Newton 《Contemporary educational psychology》2012

The National Mathematics Advisory Panel (NMAP, 2008) asserts that a foundational knowledge of fractions is crucial for students’ success in algebra; however, empirical evidence for this claim is relatively nonexistent. In the present study, we examine the impact of middle school students’ fraction and whole number magnitude knowledge on various components of their algebra readiness. Results suggest that fraction knowledge is related to algebra readiness, more so than number magnitude knowledge in general; students’ magnitude knowledge of unit fractions (i.e., those with a numerator of 1) appears particularly important. Findings confirm the intuition of the NMAP (2008) and support the recommendation of the Common Core Standards (National Governors Association Center for Best Practices (NGA Center), 2010) that students’ fraction knowledge should be cultivated using number lines.  相似文献   

E‐learning: you don't always get what you hope for     

Adrian Kirkwood 《Technology, Pedagogy and Education》2013,22(2):107-121

Despite substantial growth in the use of information and communication technologies (ICT) throughout western societies, there is much evidence of technology‐led innovations within Higher Education (HE) failing to achieve the anticipated transformations in learning and teaching. This paper reviews evidence from research and evaluation studies relating not only to e‐learning, but also to wider HE practices. It argues that the use of ICT does not, in itself, result in improved educational outcomes and ways of working. It considers contextual factors that are of greater significance in determining how and why e‐learning is used in HE. Students' engagement with e‐learning relates to their expectations and conceptions of learning and to assessment demands. Academics need to re‐assess their own beliefs and practices concerning teaching and assessment and their impact on the experience of learners. Both teachers and learners need to understand why e‐learning activities are to be undertaken and the rewards expected to be derived.  相似文献   

Fostering the social and emotional development of gifted children through guided viewing of film     

Thomas P. Hébert  Kristie L. Speirs Neumeister 《Roeper Review》2013,35(1):17-21

Teachers of gifted elementary school students seek strategies appropriate for fostering healthy social and emotional development in children. The authors propose guided viewing of film as a strategy through which teachers and counselors may assist young gifted students in gaining helpful insights to deal with problems they face. This article presents a theoretical foundation for this approach, a variety of strategies for implementation, and a collection of films appropriate for use with gifted students.  相似文献   

Considering Harm Reduction as the Future of Doping Control Policy in International Sport     

Ken Kirkwood 《Quest (Human Kinetics)》2013,65(2):180-190

Since the 1960s, major international sporting organizations enforced a prohibition on performance-enhancing drugs. The scope of this enforcement expanded to the current system regulated by the World Anti-Doping Agency. Although the sophistication of the detective sciences and the comprehensive enforcement of these prohibitions have improved over time, supporters of the ban on drug use in sport still struggle with 3 issues: Doping is still quite common; the ability to detect established drugs have driven users to newer, more experimental substances; and the prohibition policy lacks sufficient moral justifications. This article suggests that the debate over doping has bifurcated between those who continue to support antidoping measures with insufficient ethical grounds and those who would potentially permit the unregulated use of performance-enhancement technologies in sport because of insufficient justifications for prohibition. A third way, posed herein, suggests the most ethically defensible policy is a harm-reduction approach.  相似文献   

Positive Shyness in the Brain: Frontal Electroencephalogram Alpha Asymmetry and Delta–Beta Correlation in Children     

Kristie L. Poole  Louis A. Schmidt 《Child development》2020,91(5):e1030-e1045

Positive shyness is thought to be an approach-dominant form of shyness, whereas non-positive shyness is thought to be an avoidance-dominant form of shyness. This study examined electrocortical and behavioral correlates of motivation and emotion in relation to these shy subtypes in 67 children (M_age = 10.41 years, SD = 3.23). Using resting state electroencephalography, findings revealed that positive shy and low shy children had greater relative left frontal alpha asymmetry compared to non-positive shy children, and positive shy children had a higher frontal delta–beta correlation compared to other groups. Non-positive shy children scored highest on parent-reported school avoidance. These findings converge with previous work reporting distinct correlates in positive and non-positive shyness, extending this to two brain measures of motivation and emotion.  相似文献