Australian University Museums On-Line (AUMOL)     

Vanessa Mack  Richard Llewellyn 《Archives and Museum Informatics》1998,12(1):81-88

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Teaching Multiplication with Regrouping to Students with Learning Disabilities     

Margaret M. Flores  Vanessa M. Hinton  Kelly B. Schweck 《Learning disabilities research & practice》2014,29(4):171-183

The Common Core Standards require demonstration of conceptual knowledge of numbers, operations, and relations between mathematical concepts. Supplemental instruction should explicitly guide students with specific learning disabilities (SLD) in these skills. In this article, we illustrate implementation of the concrete‐representational‐abstract (CRA) sequence and the Strategic Instruction Model (SIM) for teaching multiplication with regrouping to students with SLD. CRA combined with SIM has been shown to be effective in teaching computation for students with SLD, specifically for developing conceptual understanding. Four elementary students with SLD participated in this study. The researchers used a multiple‐probe design to show a functional relation. Students demonstrated increases in computational fluency; skills were maintained and generalized.  相似文献   

Objectively Assessed Physical Activity Among Tongans in the United States     

Timothy K. Behrens  Karen Moy  Mary K. Dinger  Daniel P. Williams  Vanessa J. Harbour 《Research quarterly for exercise and sport》2013,84(3):565-569

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Developing Videos to Better Inform Middle School Students About STEM Career Options     

Vanessa L. Wyss 《TechTrends》2013,57(2):54-62

Student perceptions of science-oriented careers and scientists have been shown to be largely inaccurate. Through an instructional design and development process we have developed a method for offering students more accurate information about science-oriented careers. This paper follows the steps involved in developing a volume of podcast/interviews with STEM professionals and implementing the podcasts in middle level science classes. The purpose of the podcasts is to better inform middle school students about STEM career options. We present the challenges and successes of the development process as well as the efforts to create a second volume of podcasts, planned improvements and efforts for larger scale implementation, and the results from a pilot study involving the podcasts.  相似文献   

A Degree Is Not Enough: A quantitative study of aspects of pre-service science teachers’ chemistry content knowledge     

Vanessa Kind 《International Journal of Science Education》2013,35(8):1313-1345

Aspects of chemistry content knowledge held by 265 UK-based pre-service teachers (PSTs) were probed using 28 diagnostic questions in five chemistry concept areas, Particle theory and changes of state, Mass conservation (taught to 11–14-year-olds), and Chemical bonding, Mole calculations and Combustion reactions (taught to 14–16-year-olds). Data were collected over six years from academically able science graduates starting a full-time, university-based teacher education programme of one academic year duration. PSTs in three sub-cohorts (‘chemists', ‘physicists' and ‘biologists' on the basis of their undergraduate degrees) demonstrated similar levels of content knowledge (CK) for Particle theory and changes of state and Mass conservation. Biologists demonstrated statistically significantly weaker understanding than chemists and physicists in Chemical bonding, Mole calculations and Combustion reactions. Forty-four ‘triads' each comprising one chemist, physicist and biologist, matched by academic and personal backgrounds, showed that chemists outperformed biologists and physicists in Chemical bonding and Combustion reactions. The findings suggest that non-chemists' CK is insufficient for teaching these chemistry concepts in high schools, despite their possession of ‘good' Bachelor of Science degrees. These data have implications for science teacher education, including how best to prepare science graduates from diverse backgrounds for teaching specialist science subjects to 11–16-year-olds.  相似文献   

Emblem of an empire: the development of the Byzantine empress's crown     

Vanessa Rousseau 《Al-Masaq: Islam & the Medieval Mediterranean》2004,16(1):5-15

Byzantine crowns are not only emblematic of the empire, but also reflect the breadth and depth of her acquaintance. Much like the Classical tradition of using women as personifications of cities, states and ideals, the empress who embodied the empire was often depicted in a more elaborate crown than the emperor. The purpose of this paper is to explore the development of the Byzantine empress' crown as distinct from the emperor's crown. Both evolved, in part, from the much simpler diadems of the ancient Greeks and Romans. Comparison of pictorial images and historical sources reveals how their respective styles diverged and the influences that fed those variations. Further comparison with the jewellery and headgear of neighbouring peoples reveals the influence of Eastern headgear and hairdressing upon the evolution of the empress's crown. Much like the decorative arts of Byzantium, the empress's crown testifies to the fusion of Mediterranean and Eastern cultures.  相似文献   

Nanotechnology in Mexico: Key Findings Based on OECD Criteria     

Guillermo Foladori  Edgar Arteaga Figueroa  Edgar Záyago Lau  Richard Appelbaum  Eduardo Robles-Belmont  Liliana Villa  Rachel Parker  Vanessa Leos 《Minerva》2015,53(3):279-301

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Signs Taken for Wondrous     

Vanessa Smith 《Metascience》2007,16(1):153-156

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Black Autonomy versus White Control: Black Hospitals and the Dilemmas of White Philanthropy, 1920-1940     

Gamble  Vanessa Northington 《Minerva》1997,35(3):247-267

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Coming out,rolling over,and playing model: possibilities beyond the trope of queer students “at-risk”     

Vanessa Russell 《Teaching Education》2014,25(2):142-155

In this article, I explore one lesbian teacher’s ethical dilemmas and resulting disappointment related to the lack of participation by queer students in the Gay Straight Alliance she helped to create. Her dilemmas hinge on the paradoxical subject position of queer teacher in tension with the “coming out imperative” and intersecting with discursive articulations of teacher-as-role model and queer students as a population “at-risk.” Grounded in scholarship that describes the discursive production of queer teacher and queer students, I explore the ways in which one group of queer students resist notions of “at-riskness” and the resulting impact on their teacher.  相似文献