Publishing in an Immature Field: The Case of “Higher Education”     

Robert J. Silverman 《高等教育研究与发展》1986,5(2):123-134

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Rationales and practices used by caring physical education teachers     

Anne Larson  Stephen J. Silverman 《Sport, Education and Society》2013,18(2):175-193

This paper examines the reasons that physical education teachers exhibited caring behaviors during teaching. Four physical education teachers, identified as caring physical education teachers, were formally and informally interviewed and observed teaching. Data were analyzed using content analysis and inductive coding, and three themes emerged. The teachers (a) share similar beliefs about why it is important to be caring and had similar influences on their teaching conduct, (b) similarly believe that physical activity/physical education makes a difference in the lives of youth, and (c) share a common interest in broadening relationships with students. The results suggest that there are common reasons these caring teachers care for their students—in particular, personal biography seems to be a strong influence—and that more studies are needed to examine further these results and the relationship between the concept of caring and teaching.  相似文献   

A Second-Order Conditionally Linear Mixed Effects Model With Observed and Latent Variable Covariates     

JR Harring  N Kohli  RD Silverman  DL Speece 《Structural equation modeling》2012,19(1):118-136

A conditionally linear mixed effects model is an appropriate framework for investigating nonlinear change in a continuous latent variable that is repeatedly measured over time. The efficacy of the model is that it allows parameters that enter the specified nonlinear time-response function to be stochastic, whereas those parameters that enter in a nonlinear manner are common to all subjects. In this article we describe how a variant of the Michaelis-Menten (M-M) function can be fit within this modeling framework using Mplus 6.0. We demonstrate how observed and latent covariates can be incorporated to help explain individual differences in growth characteristics. Features of the model including an explication of key analytic decision points are illustrated using longitudinal reading data. To aid in making this class of models accessible, annotated Mplus code is provided.  相似文献   

Toward a framework for the development of mathematical knowledge for teaching     

Jason Silverman  Patrick W. Thompson 《Journal of Mathematics Teacher Education》2008,11(6):499-511

Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident—that content knowledge itself was not sufficient for teachers to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics. One such conceptualization that shows promise is mathematical knowledge for teaching—mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has started to gain attention as an important concept in the mathematics teacher education research community, there is limited understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article, we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in both mathematics education and the learning sciences.

Jason SilvermanEmail:

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Publishing patterns evidenced in the core higher education journals     

Robert J. Silverman 《Research in higher education》1984,21(2):159-177

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Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth Grade Students     

Ritchey KD  Silverman RD  Montanaro EA  Speece DL  Schatschneider C 《Exceptional children》2012,78(3):318-334

This study investigated a Tier 2 intervention in the context of a Response to Intervention (RTI) model for 123 fourth grade students who were identified as having a high probability of reading failure. A randomized control trial was used to evaluate the effects of a 24 session multi-component supplemental intervention targeting fluency and expository comprehension of science texts. Intervention students performed significantly higher on comprehension strategy knowledge and use and science knowledge, but not on word reading, fluency, or other measures of reading comprehension. Moderators of intervention effects were also examined; children at higher risk in the intervention condition appeared to benefit more in comparison to lower probability children in intervention and compared to higher probability children in the control condition.  相似文献   

Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school     

Christine Montecillo Leider  C. Patrick Proctor  Rebecca D. Silverman  Jeffrey R. Harring 《Reading and writing》2013,26(9):1459-1485

Given the increase of bilingual students in the K-12 public school system, understanding reading comprehension performance, especially among this population, has been a major focal point in the research literature. This study explores the nature of reading comprehension among a sample of 123 Spanish–English bilingual elementary students. We add to the existing knowledge base regarding reading comprehension in two significant ways: (1) augmenting the Simple View of Reading by testing the role of both vocabulary depth contribution and dual-linguistic ability in English reading comprehension; and (2) questioning the manner through which reading comprehension is understood through measurement and conceptualization. Specifically, we build a comprehensive model of reading comprehension that tests the effects for vocabulary depth, Spanish oral language, and biliteracy. In line with previous research that suggests different reading measures tap different abilities, we test our model for three different measures of reading comprehension: a cloze exercise, a passage and multiple choice based test, and a timed silent sentence reading judgment task. Our findings converge with previous research on the role of vocabulary depth in reading comprehension and also challenge prior work which has compared different reading measures. Implications for theoretical and empirical approaches to understanding reading comprehension, specifically among Spanish–English bilingual students, are discussed.  相似文献   

The construct of asynchronous development     

Linda Kreger Silverman 《Peabody Journal of Education》2013,88(3-4):36-58

The construct of giftedness as asynchrony has a strong theoretical foundation in the works of Hollingworth, Terrassier, Dabrowski, and Vygotsky. It is a child-centered perspective that can guide parenting, teaching, and counseling of gifted children. Asynchrony comprises uneven development, complexity, intensity, heightened awareness, risk of social alienation, and vulnerability. It is not a source of envy any more than its mirror image, retardation. When giftedness is equated with potential for success in adult life, it engenders backlash from those who believe that they are denied equal opportunity in the competition for fame and fortune. Asynchrony is not a competitive concept: More asynchrony is not better. Giftedness as asynchrony offers both an understanding of the inner experience of gifted individuals throughout the life span and a sound framework for responding to the developmental differences of this group.  相似文献   

Investigating video as a means to promote vocabulary for at-risk children     

Rebecca Silverman 《Contemporary educational psychology》2013

Two studies on the role of video on vocabulary learning were conducted in kindergarten classrooms with substantial numbers of children from low-income and Dual Language Learning (DLL) backgrounds. In the first study (n = 78), the effect of video viewing was compared with the effect of book reading on vocabulary learning. In the second study (n = 89), the effect of repeated viewing of video was compared with the effect of single viewing of video on vocabulary learning. Pre-test and post-test receptive and expressive vocabulary measures, which were aligned with the content in the studies, were administered. Analysis of Variance was used to test the effect of condition (i.e., video viewing versus book reading and single versus repeated reading) on children’s word knowledge. Results showed no difference in vocabulary learning between the video viewing and book reading conditions. Findings showed that there was no difference in vocabulary learning between children in the single and repeated viewing condition on the receptive measure, but children in the repeated viewing condition showed higher gains in vocabulary on the expressive measure. No differences were found in either study between children with higher and lower vocabulary knowledge.  相似文献   

The Research Dynamic: A Professional Development Model for Secondary School Science Teachers          下载免费PDF全文

Philip M. Silverman 《CBE life sciences education》2009,8(2):123-130

This essay summarizes the author's 10 years of experience at the Oklahoma Medical Research Foundation mentoring secondary school science teachers during 8-wk Summer Research Institutes. The summary is presented as a learning model, which we call the research dynamic. This model consists of three interlocked components: specified ignorance, peer interactions, and gateway experiments. Specified ignorance is based on the work of the sociologist Robert K. Merton. It is essentially the art of highlighting what is not known about a phenomenon but must become known for further progress. In practice, specified ignorance is framed as a hypothesis, a prediction, or a question. It is commonly the outcome of peer interactions, which are the second essential component of the research dynamic. Peer interactions are the inevitable outcome of having teachers work together in the same laboratory on related research topics. These topics are introduced as gateway experiments, the third component. The most important attribute of gateway experiments is their authenticity. These experiments, when first carried out, opened new scientific vistas. They are also technically, conceptually, and logically simple. We illustrate the research dynamic with a line of seminal experiments in biochemical genetics. We provide evidence that the research dynamic produced significantly positive effects on teachers' confidence in their professional preparedness.  相似文献