Teaching the partial products algorithm with the concrete representational abstract sequence and the strategic instruction model     

Margaret M. Flores  Alexcia J. Moore  Jill M. Meyer 《Psychology in the schools》2020,57(6):946-958

Elementary standards include multiplication of single-digit numbers and students advance to solve complex problems and demonstrate procedural fluency in algorithms. The ability to illustrate procedural fluency in algorithms is dependent on the development of understanding and reasoning in multiplication. Development of multiplicative reasoning provides the foundation for advanced mathematics and algebraic reasoning. For students who struggle in mathematics, instruction in multiplication algorithms should ensure conceptual understanding so that students have a foundation for success in advanced mathematics. The concrete representational abstract (CRA) sequence addresses conceptual understanding and the strategic instruction model (SIM) supports procedural knowledge. The current pilot study combined these methods to teach elementary students the partial products algorithm. Twelve students in grades four and five participated in the study, receiving instruction from teachers in their school during an intervention period. Within a pre-experimental design, using pre- and postintervention data, students showed a significant change in performance. The article will describe and show how teachers implemented the CRA-SIM interventions and discuss implications for practice.  相似文献   

Impressions of disadvantage: II-Monitoring and assisting the student at risk     

J. H. F. Meyer  A. F. Cliff  T. T. Dunne 《Higher Education》1994,27(1):95-117

Two studies on monitoring and assisting students at risk are presented against a contemporary perspective in higher education: that of monitoring and developing the quality of student learning. A basis for risk categorisation at an individual level is outlined, and the effects of an intervention aimed at students at risk are evaluated in two contrasting settings. At risk in the present study represents, in conceptual terms, a relatively extreme set of learning behaviours.The first study approximates an ideal set of circumstances in which an individual-level intervention for students conceptually at risk is described. The second study reflects the uncompromising reality of a large first-year service course, in which a reduced form of the same intervention was pragmatically attempted. In both interventions the emphasis was on assisting students to engage manifestations of their own self-reported, contextualised study behaviour. This was the starting point of a developmental and reflective programme in which students were not taught study skills, but were rather assisted to develop deeper contextual perceptions, metalearning awareness, and internal locus.The targeted students in these studies, and the basic nature of the intervention employed, differ considerably from those used in other intervention studies. The first study produced positive results, while the second study did not. An overall conclusion is that, while interventions of the type described can assist students to develop their learning potential, they can only do so in carefully managed circumstances that are sensitive to individual students' learning problems and the discipline-specific context in which these occur.  相似文献   

Gendered harassment in secondary schools: understanding teachers’ (non) interventions     

Elizabeth J. Meyer 《Gender and education》2008,20(6):555-570

This article provides an analysis of teachers’ perceptions of and responses to gendered harassment in Canadian secondary schools based on in‐depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment, homophobic harassment, and harassment for gender non‐conformity. This study shows that educators experience a combination of external and internal influences that act as either barriers or motivators for intervention. Some of the external barriers include: lack of institutional support from administrators; lack of formal education on the issue; inconsistent response from colleagues; fear of parent backlash; and negative community response. By gaining a better understanding of the complex factors that shape how teachers view and respond to gendered harassment, we can work towards more effective solutions to reduce these behaviours in schools.  相似文献   

Enhancing Scientific Communication Skills: a Real-World Simulation in a Tertiary-Level Life Science Class Using E-Learning Technology in Biomedical Literature Perception,Reflective Review Writing on a Clinical Issue,and Self and Peer Assessments     

Eppler  Elisabeth  Meyer  Jan  Serowy  Steffen  Link  Karl  Pauk  Barbara  Filgueira  Luis 《Research in Science Education》2021,51(2):277-299

Research in Science Education - This educational study aimed to explore the feasibility and acceptance of a literacy exercise adopted from the realworld of scientific publishing in a cell and...  相似文献   

The flow of technological innovation in an R & D department     

Arnoud C. L. De Meyer 《Research Policy》1985,14(6):315-328

The flow of technological information, in particular the type of sources and transfer channels for technological information has been a focus of research interest since the very first studies concerning management of research and development. However, the results of these empirical studies, although encouraging and useful to managers, leave several questions unanswered, and even worse, contain some contradictions.In this paper we will try to explain some of these contradictions using the technology characteristics as an contingency factor. The model, which we will present has been tested in a twofold way: questionnaires were used to provide insight into the importance of some sources, while interviews on the basis of standardized problems led us to a better insight into sources and channels.  相似文献   

Editorial     

Meinert A. Meyer  Uwe Sander 《Zeitschrift für Erziehungswissenschaft》2005,8(1):3-4

Ohne Zusammenfassung

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Editorial

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Psychological Correlates of Help Seeking for Eating‐Disorder Symptoms in Female College Students     

Dinah F. Meyer 《Journal of College Counseling》2005,8(1):20-30

This study investigated the psychological correlates of treatment seeking for eating disorders in female college students. Results indicated that 56% of the 106 participants with eating‐disorder symptomatology did not believe their behaviors warranted therapy. Women with eating‐disorder symptoms who did not believe their behaviors warranted therapy exhibited higher levels of immature defenses and lower endorsement of sociocultural norms concerning attractiveness than did women who believed treatment was needed. These findings hold implications for the prevention and treatment of college women's disordered eating.  相似文献   

The Draw-a-Scientist Test in an African context: comparing students’ (stereotypical) images of scientists across university faculties     

Corlia Meyer  Marina Joubert 《Research in Science & Technological Education》2019,37(1):1-14

Background: People’s perceptions of scientists have repeatedly been investigated using the Draw-a-Scientist Test (DAST). The test is used to identify people’s (stereotypical) images of scientists, which might affect attitudes towards science and science-related career choices.

Purpose: The current study has two goals. (1) Applying the DAST at a university in South Africa, the study will add to the existing research literature through its Southern African context. (2) The study will also look more closely at the link between (stereotypical) images of scientists and science-related career choices.

Sample: The DAST was applied to first-year students (n = 445) across different faculties at a South African university. If the assumption that young people’s perceptions of scientists influence their career choice is correct, one would expect differences in the drawings made by students who have opted for different fields of study.

Design and methods: The DAST was administered during orientation week of the first-year students in January 2017. Students were provided with a prepared blank sheet of paper and asked to draw a scientist and to fill in further information on the back of the paper. A content analysis applying the DAST checklist was used to analyse the images.

Results: The findings show that South African students use about four stereotypical indicators when drawing a scientist, and social science students drew stereotypical attributes more frequently when compared to students from other faculties. A typical scientist – as depicted in this study – is a man of uncertain age, who wears eyeglasses and a lab coat, and is surrounded by laboratory equipment.

Conclusions: Findings are largely in line with the international research literature. To challenge gender stereotypes, more contact between students and female role models might be essential. If (stereotypical) images really affect science-related career choices deserves further attention in future research studies.  相似文献   

Editorial     

Stephanie Hellekamps  Meinert A. Meyer  Christoph Wulf 《Zeitschrift für Erziehungswissenschaft》2006,9(2):151-153

Ohne Zusammenfassung

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Editorial

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The Impact of Inclusion on Children's Lives: Multiple outcomes,and friendship in particular     

Luanna H. Meyer 《International Journal of Disability, Development & Education》2001,48(1):9-31

This paper describes the work of a Consortium for Collaborative Research on the Social Relationships of Children and Youth with Diverse Abilities. The Consortium was a 5 year research institute funded by the US Department of Education, carrying out research in the Los Angeles, San Francisco, and Sacramento areas of California; the Seattle and rural-suburban regions of Washington State; New York State including New York City, Syracuse and rural regions; and Maryland. The work was undertaken in rural, urban, and suburban school districts, with a demographically diverse population, and also directly with families. This paper shares the results of research findings on children's social lives in inclusive settings, while weaving a theme throughout the presentation of how this research was done. The focus was upon the role research should play and was directed toward closing the gap between research and practice.  相似文献