An emerging community in online mathematics teacher professional development: an interactional perspective     

Matranga  Anthony  Silverman  Jason 《Journal of Mathematics Teacher Education》2022,25(1):63-89

Online collaborative and content-focused professional development (PD) is becoming an increasingly important setting for supporting mathematics teachers’ professional learning. The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse. We employed social network analysis (SNA) to examine the evolving cohesiveness of mathematics teachers’ social network and coding procedures to examine teachers’ mathematical discourse. A key finding was the documentation of an emergent divide between participation in the core and periphery during initial weeks of the PD and then a reduced divide and emergence of a social network that resembles a community. We argue that the instructor’s pattern of participation that included distributing their interactions across the subgroups while sending a common message regarding expectations for mathematical discourse in the PD may have contributed to the community formation process. We propose the Interaction Assessment Model, which outlines an approach for PD facilitators to use SNA as a feedback mechanism to differentiate facilitation of online collaborative and content-focused PD and build online communities.

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ARE NON‐OBSERVANT ISRAELI JEWS HEBREW SPEAKING “GOYIM”? Constructivist Cultural Perspectives     

Zvi Bekerman  Marc Silverman 《Journal of Jewish Education》2013,79(1-2):41-49

In order to continue being an authentic Jew, the secular Israeli Jew must be knowledgeable of the Jewish religious heritage. If he is an ignoramus regarding Jewish sources, unattuned to their substance, he approaches the condition of being an Hebrew speaking Goy (Hertzberg, 1995; 7).  相似文献   

Fluency Has a Role in the Simple View of Reading     

Rebecca D. Silverman  Deborah L. Speece  Jeffrey R. Harring  Kristen D. Ritchey 《Scientific Studies of Reading》2013,17(2):108-133

The Simple View of Reading (SVR) suggests that the components of reading comprehension are decoding and linguistic comprehension. Given research that suggests that fluency is a separate construct from decoding and linguistic comprehension in fourth grade, the aim of this study was to examine the role of fluency in the SVR model. Analyses of data from 248 fourth-grade children explored whether the influence of fluency on reading comprehension is direct or whether fluency plays an indirect role on reading comprehension as a mediator or moderator of decoding. Structural equation modeling and latent regression analyses revealed that reading fluency plays a mediating role in explaining the relation between decoding and reading comprehension. This novel finding is placed in the context of studies that reported either a direct effect or no effect of reading fluency in SVR.  相似文献   

The battered-child syndrome     

C.Henry Kempe  Frederic N. Silverman  Brandt F. Steele  William Droegemueller  Henry K. Silver 《Child abuse & neglect》1985,9(2):143-154

The battered-child syndrome, a clinical condition in young children who have received serious physical abuse, is a frequent cause of permanent injury or death. The syndrome should be considered in any child exhibiting evidence of fracture of any bone, subdural hematoma, failure to thrive, soft tissue swellings or skin bruising, in any child who dies suddenly, or where the degree and type of injury is at variance with the history given regarding the occurrence of the trauma. Psychiatric factors are probably of prime importance in the pathogenesis of the disorder, but knowledge of these factors is limited. Physicians have a duty and responsibility to the child to require a full evaluation of the problem and to guarantee that no expected repetition of trauma will be permitted to occur.  相似文献   

Structural determinants of interinstitutional cooperation in higher education     

Robert J. Silverman 《Research in higher education》1975,3(1):35-44

Five interorganizational relationships among higher educational institutions, representing major structural and functional variations, were studied intensively using field research procedures to elucidate determinants of successful cooperative activities. Among the factors to be taken into account relative to the operational success of voluntary consortia are member institutional prestige, strength, developmental level, and climate. Further, problem solving and resource distribution, as two major benefits of cooperation, result in different interorganizational patterns.  相似文献   

A Garden of Ethics     

Linda Kreger Silverman 《Roeper Review》2016,38(4):228-235

Annemarie Roeper and Leta Hollingworth are the ethical bedrock of the field of gifted education. Though they never met, their legacies are intertwined. They gave us a child-centered perspective, in which ethical development plays a pivotal role. This article traces the similarities of their philosophies, exploring the life experiences that may have led them to see gifted children through the same lens. They both loved their gardens. The seeds of integrity and compassion that they planted inspire us to move beyond our expectations in order to see and nurture the beauty of each child.  相似文献   

Higher education as a maturing field? Evidence from referencing practices     

Robert J. Silverman 《Research in higher education》1985,23(2):150-183

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Features of instructional talk predictive of reading comprehension     

Catherine J. Michener  C. Patrick Proctor  Rebecca D. Silverman 《Reading and writing》2018,31(3):725-756

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Best practices in gifted identification and assessment: Lessons from the WISC-V     

Linda K. Silverman  Barbara J. Gilman 《Psychology in the schools》2020,57(10):1569-1581

School psychologists in today's schools have the unique opportunity—and responsibility—to guide identification for gifted programs. “Who is gifted?” remains a perennial question in the gifted education literature, not answered by group intelligence screeners that purportedly level the playing field for all. As the student body grows more diverse, there is increasing necessity to ensure that all students have equal access to gifted programs. Failure to identify and develop the advanced abilities of gifted children who are culturally diverse, economically deprived, highly gifted, or twice exceptional is justifiably viewed as a civil rights violation. The National Association for Gifted Children's 2018 position statement, “Use of the WISC-V for Gifted and Twice Exceptional Identification,” offers important considerations for identifying the gifted. Based on a national research study of 390 gifted children on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), the statement recommends that the traditional practice of mandating Full Scale intelligence quotient scores be abandoned. Instead, it embraces the use of any one of six expanded index scores that are better measures of abstract reasoning for selecting students for gifted provisions. As gifted children are oftentimes asynchronous, alternate index scores are less biased and better able to document the strengths of all gifted children. What is learned from the WISC-V can be applied by school psychologists to improve the choice of comprehensive individual intelligence tests, brief intelligence tests, and the body of evidence gifted children must exhibit.  相似文献   

The design of tasks in support of teachers’ development of coherent mathematical meanings     

Patrick W. Thompson  Marilyn P. Carlson  Jason Silverman 《Journal of Mathematics Teacher Education》2007,10(4-6):415-432

We examine the role of tasks that have the intended effect of teachers re-conceiving the mathematics they teach as comprising a coherent body of meaningful ideas. We ground our discussion in ideas of trigonometry and modular functions and draw from a professional development research project to illustrate our approach. In this project, many teachers experienced dissonance that was rooted in their commitments to their curricular knowledge of trigonometry. Teachers who built new meanings into a coherent whole were those who coordinated them at a micro level. Teachers who saw implications of their own reasoning for student learning were also successful at expressing that reasoning in natural language. We saw a similar pattern in the case of teachers' creation of meanings for action and process conceptions of mod(f(x),g(x)). Teachers who gained insight into implications of their own activities for student learning were the teachers who reasoned at a micro level in regard to the meaning of mod, who coordinated that meaning with a covariational perspective on the behavior of functions, and who expressed that coordination in natural language. We conclude that a primary feature of tasks that promote teachers' construction of coherent mathematical meanings is that they support an overall effort to have teachers engage in the coordination of meanings in the context of explaining significant ideas and relationships.  相似文献