Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers     

Drew Polly  Christie S. Martin  Jennifer R. McGee  Chuang Wang  Richard G. Lambert  David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669

This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement.  相似文献   

The vacillating mathematician     

K. B. Athreya 《Resonance》1997,2(1):16-24

The problem of a mathematician who walks from her home to her office and changes her mind repeatedly during this walk is discussed. Stochastic generalizations of this problem can be used to model many real-life situations.  相似文献   

Gender differences in the junior secondary (grade 7) mathematics curriculum in Hong Kong     

K. C. Cheung 《Educational Studies in Mathematics》1989,20(1):97-103

This article seeks to examine gender differences across the mathematics curriculum in the various topic areas and mathematical abilities. It is suggested that a profile of these differences, when compared with students at different grade levels or across curricula, would be more fruitful for classroom teachers and curriculum developers. Breakdown and discriminant function statistics reveal that boys performed better than girls in Geometry and excelled in comprehension, and solving routine and non-routine problems. Girls were better at mathematical manipulation problems.  相似文献   

Effects of maze geometry and experience on exploratory behavior in the rat     

H. J. Uster  K. Bättig  H. H. Nägeli 《Learning & behavior》1976,4(1):84-88

Rats were exposed twice in a rotated sequence to a series of six mazes, consisting of hexagonal alleys, balanced for different alley length and structural complexity. Locomotor activity increased with alley length and decreased with structural complexity of the mazes. Locomotion became less stereotyped with increased experience, showing an increasing number of turns, less constant velocity, loss of the initial preference for outward leading alleys and weakening of the forward tendency at reentry from side alleys into hexagonal alleys. In contrast to these qualitative changes of locomotion, the amount of activity remained almost unchanged throughout the experiment. The results suggest that these increases in locomotion complexity depend upon complex interactions between experience and stimulus content of the mazes.  相似文献   

Genetic and environmental influences on rapid naming and reading ability: A twin study     

Chayna J. Davis  Valerie S. Knopik  Richard K. Olson  Sally J. Wadsworth  John C. DeFries 《Annals of dyslexia》2001,51(1):231-247

The present study assesses the genetic and environmental etiologies of reading, rapid naming (RN), and their covariation by fitting multivariate structural equation models to data from 587 twin pairs in which at least one member of the pair exhibited reading difficulties (low-range) and from 360 control (normal-range) twin pairs who were tested in the Colorado Learning Disabilities Research Center. Results from a bivariate phenotypic analysis with two hypothesized latent factors, READ and RN, indicated that the correlation between reading and rapid naming performance for the low-range sample was significantly higher than that of the normal-range sample. When this model was partitioned to include estimates of genetic, shared environmental, and nonshared environmental influences, resulting heritability estimates did not differ significantly for the low-range and normal-range samples for either READ or RN. However, similar to the phenotypic correlation, the genetic correlation between the READ and RN latent factors could not be equated for the two groups. Thus, the etiology of the relationship between reading performance and rapid naming may differ for children with reading difficulties and normally-achieving readers. Moreover, these results support previous findings that the best predictors of reading skills may differ for samples of children with normal reading levels and those with reading difficulties.  相似文献   

The relationship between school belonging,sibling aggression and bullying involvement: implications for students with and without disabilities     

Chad A. Rose  Cynthia G. Simpson  Stephanie K. Ellis 《教育心理学》2016,36(8):1462-1486

Bullying is grounded in the interactions between an individual and complex social–ecological systems. Therefore, bullying involvement is not just confined to the classroom or school. Recent research suggests that sibling aggression may be a predictor for peer-level aggression. These findings may be more relevant for students with disabilities because studies suggest that students with disabilities are disproportionately involved in the bullying dynamic. Therefore, this study explored the intersection between sibling aggression and school belonging on bullying, victimisation and fighting for 14,508 students, including 1183 students with disabilities and 13,325 students without disabilities in grades 6 through 12. As hypothesised, students with disabilities reported higher levels of victimisation, bullying and fighting. Additionally, high levels of school belonging partially buffered fighting and bullying behaviours for students with and without disabilities. These findings demonstrate the importance of establishing an inclusive and safe environment for school-aged youth.  相似文献   

The Pendulum in the 21st Century-Relic or Trendsetter     

Peters  Randall D. 《Science & Education》2004,13(4-5):279-295

When identifyinginstruments that have had great influence on the history of physics, none comes to mind more quickly than the pendulum. Though first treated scientifically by Galileo in the 16th century, and in some respects nearly `dead' by the middle of the 20th century; the pendulum experienced `rebirth' by becoming an archetype of chaos. With the resulting acclaim for its surprising behavior at large amplitudes, one might expect that there would already be widespread interest in another of its significant nonlinearities. Such is not the case, however, and the complex motions of small amplitude physical pendula are barely known. The present paper shows that a simply-constructed metallic rod pendulum is capable of demonstrating rich physics in a largely unstudied area.  相似文献   

A SPECIAL‐PURPOSE STUDIO     

R. H. Brown  D.M. Unwin  K.E. Machin 《Learning, Media and Technology》1976,2(4):119-120

The paper describes the design and use of a studio system which arose out of the need to give demonstrations of experimental procedures to practical classes of up to 150 students. Since the requirements could be specified in some detail it was possible to use novel methods of working which turned out to be very efficient and economical.  相似文献   

Postmodernist prose and George Orwell     

Stephen K. Roney 《Academic Questions》2002,15(2):13-23

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Operationalizing and validating disciplinary literacy in secondary education     

Hiller A. Spires  Shea N. Kerkhoff  Abbey C. K. Graham  Isaac Thompson  John K. Lee 《Reading and writing》2018,31(6):1401-1434

The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. Authors, Washington, DC, 2010). After defining disciplinary literacy in the four core disciplines of English language arts, science, history and social studies, and mathematics, scales were developed and administered to a snowball sample of professionals nationwide, with 857 respondents. The data showed evidence of disciplinary literacy as a multidimensional construct with three related factors: source literacy, analytic literacy, and expressive literacy. Based on EFA and CFA results, we can conclude that there are at least three types of literacy in operation among the four core disciplines. The three factors of literacy varied significantly by the four core disciplines of English/language arts (ELA), science, history and social studies, and mathematics, supporting the notion that each discipline uses literacy uniquely. This is the first study of its kind to attempt to define, quantify, and validate the construct of disciplinary literacy.  相似文献