Teaching Algebra to Students with Learning Difficulties: An Investigation of an Explicit Instruction Model     

Bradley S. Witzel  Cecil D. Mercer  M. David Miller 《Learning disabilities research & practice》2003,18(2):121-131

Abstract. Thirty‐four matched pairs of sixth‐ and seventh‐grade students were selected from 358 participants in a comparison of an explicit concrete‐to‐representational‐to‐abstract (CRA) sequence of instruction with traditional instruction for teaching algebraic transformation equations. Each pair of students had been previously labeled with a specific learning disability or as at risk for difficulties in algebra. Students were matched according to achievement score, age, pretest score, and class performance. The same math teacher taught both members of each matched pair, but in different classes. All students were taught in inclusive settings under the instruction of a middle school mathematics teacher. Results indicated that students who learned how to solve algebra transformation equations through CRA outperformed peers receiving traditional instruction on both postinstruction and follow‐up tests. Additionally, error pattern analysis indicated that students who used the CRA sequence of instruction performed fewer procedural errors when solving for variables.  相似文献   

A Brief History of the AECT Internship Program     

Christopher T. Miller 《TechTrends》2009,53(1):16-17

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Convention highlights     

Wes Miller 《TechTrends》2004,49(1):36-48

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New products     

David N. Miller  Stephen E. Brock 《TechTrends》2002,46(6):66-66

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ect cornerstone     

Miller  Patricia 《TechTrends》2005,49(2):3-3

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Was This Voice First to Question the Value of Homework?     

Starr Miller 《Clearing house (Menasha, Wis.)》2013,86(6)

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Career development: Implications for providers of career services in higher education     

Laurel A. King  Arlene Z. Miller 《International journal for the advancement of counseling》1984,7(4):289-295

Only recently have theorists and practitioners begun to consider and investigate the applications of developmental psychology to the delivery of career services. While there are several conceptual approaches to understanding the process of career development in general, the focus of this paper will be limited to the under-standing of career development in a college age population. In addition, the practical implications generated by this conceptual understanding will be discussed especially as they relate to the delivery of career services in higher education.  相似文献   

The influence of tennis court surfaces on player perceptions and biomechanical response     

Chelsea Starbuck  Loïc Damm  James Clarke  Matt Carré  Jamie Capel-Davis  Stuart Miller 《Journal of sports sciences》2016,34(17):1627-1636

This study aimed to examine player perceptions and biomechanical responses to tennis surfaces and to evaluate the influence of prior clay court experience. Two groups with different clay experiences (experience group, n = 5 and low-experience group, n = 5) performed a 180° turning movement. Three-dimensional ankle and knee movements (50 Hz), plantar pressure of the turning step (100 Hz) and perception data (visual analogue scale questionnaire) were collected for two tennis courts (acrylic and clay). Greater initial knee flexion (acrylic 20. 8 ± 11.2° and clay 32.5 ± 9.4°) and a more upright position were reported on the clay compared to the acrylic court (P < 0.05). This suggests adaptations to increase player stability on clay. Greater hallux pressures and lower midfoot pressures were observed on the clay court, allowing for sliding whilst providing grip at the forefoot. Players with prior clay court experience exhibited later peak knee flexion compared to those with low experience. All participants perceived the differences in surface properties between courts and thus responded appropriately to these differences. The level of previous clay court experience did not influence players’ perceptions of the surfaces; however, those with greater clay court experience may reduce injury risk as a result of reduced loading through later peak knee flexion.  相似文献   

Violent offenders in a deaf prison population     

Miller KR  Vernon M  Capella ME 《Journal of deaf studies and deaf education》2005,10(4):417-425

Previous research suggested an unexplained difference in the patterns of offending behaviors among deaf people when compared to hearing people. This study, conducted in Texas, compares the incidence and types of violent offenses of a deaf prison population in comparison to the hearing prison population. Sixty-four percent of deaf prisoners were incarcerated for violent offenses in comparison to 49% of the overall state prison offender population. This finding is consistent with previous research. The most significant difference between the populations was found in the category of sexual assault, which represented 32.3% of deaf offenders in contrast to 12.3% of hearing state prison inmates overall. Factors potentially impacting violent offending by deaf persons are their vulnerability to child sexual abuse, use of chemicals, educational histories, and development of language and communication skills. Additionally, there is a widespread lack of accessible intervention and treatment services available to deaf sex offenders across the nation.  相似文献   

Testing a quick mindfulness intervention in the university classroom     

Carlin J. Miller  Julia Borsatto  Patricia Al-Salom 《Journal of Further & Higher Education》2019,43(6):839-847

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