Self-managing schools and professional community: The professional recognition program in Victoria’s schools of the future     

Rod Chadbourne  Lawrence Ingv Arson 《The Australian Educational Researcher》1998,25(2):61-93

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Introducing the empty number line     

Rod Bramald 《Education 3-13》2013,41(3):5-12

The empty number line (ENL) is an essential element of Dutch mathematics education, already internationally acknowledged as a successful model for developing mental strategies. The concept is a deceptively simple one but is based upon a complex structure of previous research findings. Several recent and influential UK publications have already misused the concept. This article is based upon the original work of Beishuisen from Leiden University and sets out a very simplified version of how the ENL is derived and built up for use in mental mathematics.  相似文献   

Important Partners—AECT Affiliates     

Rod P. Githens 《TechTrends》2009,53(4):5-5

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Early Years: an international research journal     

Rod Parker-Rees 《Early Years: An International Journal of Research and Development》2014,34(3):207-209

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Biologic Influences on Exercise Adherence     

Rod K. Dishman 《Research quarterly for exercise and sport》2013,84(2):143-159

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Editorial     

Rod Parker-Rees 《Early Years: An International Journal of Research and Development》2013,33(3):209-211

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Input-Based Approaches to Teaching Grammar： A Review of Classroom-oriented Research     

Rod Ellis 《通化师范学院学报》2006,(2):40-45

2．Input-processing studies The input-processing studies examined here involve experimental comparisons of input-based and production- based instruction．Whereas traditional grammar teaching attempts to manipulate learner production,‘processing instruction’emplys‘interpretation tasks’(Ellis 1995)that invite learners to engage in intentional learning by consciously noticing how a target grammatical feature is used in input specially contrived to contain numerous exemplars of the structure.  相似文献   

Editorial     

Rod Parker‐Rees 《Early Years: An International Journal of Research and Development》2008,28(1):1-3

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Introduction—Improving skills development for employability in an ever-changing world     

Rupert Maclean  Shanti Jagannathan 《Prospects》2014,44(2):159-165

The article provides an overview of the global economic landscape in which the contemporary skills development discourse is located. Effective skills development oriented to market needs and to competitiveness in high-value global value chains will help developing economies to avoid the middle income trap. It outlines major issues and challenges that developing economies need to deal with in crafting appropriate policies and strategies for skills development: addressing the persistent problem of skills-jobs mismatches, strengthening the participation of the private sector to increase market-oriented training, assuring inclusive growth, preparing for the expansion of green economy opportunities, and increasing emphasis on soft skills. It also provides an introduction to the various articles in the special issue.  相似文献   

Self-monitoring and knowledge-building in learning by teaching     

Rod D. Roscoe 《Instructional Science》2014,42(3):327-351

Prior research has established that learning by teaching depends upon peer tutors’ engagement in knowledge-building, in which tutors integrate their knowledge and generate new knowledge through reasoning. However, many tutors adopt a knowledge-telling bias defined by shallow summarizing of source materials and didactic lectures. Knowledge-telling contributes little to learning with deeper understanding. In this paper, we consider the self-monitoring hypothesis, which states that the knowledge-telling bias may arise due to tutors’ limited or inadequate evaluation of their own knowledge and understanding of the material. Tutors who fail to self-monitor may remain unaware of knowledge gaps or other confusions that could be repaired via knowledge-building. To test this hypothesis, sixty undergraduates were recruited to study and then teach a peer about a scientific topic. Data included tests of recall and comprehension, as well as extensive analyses of the explanations, questions, and self-monitoring that occurred during tutoring. Results show that tutors’ comprehension-monitoring and domain knowledge, along with pupils’ questions, were significant predictors of knowledge-building, which was in turn predictive of deeper understanding of the material. Moreover, tutorial interactions and questions appeared to naturally promote tutors’ self-monitoring. However, despite frequent comprehension-monitoring, many tutors still displayed a strong knowledge-telling bias. Thus, peer tutors appeared to experience more difficulty with self-regulatory aspects of knowledge-building (i.e., responding appropriately to perceived knowledge gaps and confusions) than with self-monitoring. Implications and alternative hypotheses for future research are discussed.  相似文献