The promises of numeracy     

Jeffrey Craig 《Educational Studies in Mathematics》2018,98(1):57-76

The aim of this study is to better understand the notion of early algebraic thinking by describing differences in grade 4–7 students’ thinking about basic algebraic concepts. To achieve this goal, one test that involved generalized arithmetic, functional thinking, and modeling tasks, was administered to 684 students from these grades. Quantitative analysis of the data yielded four distinct groups of students demonstrating a wide range of performance in these tasks. Qualitative analysis of students’ solutions provided further insight into their understanding of basic algebraic concepts, and the nature of the processes and forms of reasoning they utilized. The results showed that students in each group were able to solve different number and types of tasks, using different strategies. Results also indicated that students from all grades were present in each group. These findings suggest the presence of a consistent trend in the difficulty level across early algebraic tasks which may support the existence of a specific developmental trend from more intuitive types of early algebraic thinking to more sophisticated ones.  相似文献   

Paper Lion in a Preschool Classroom: Promoting Social Competence     

Craig Pohlman  R. A. McWilliam 《Early Childhood Education Journal》1999,27(2):87-94

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Discussion. Earman and Norton on supertasks that generate indeterminism     

Laraudogoitia  JP 《The British journal for the philosophy of science》1999,50(1):137-141

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The effect of temporal and informational constraints on one-handed catching performance.     

S Bennett  K Davids  T Craig 《Research quarterly for exercise and sport》1999,70(2):206-211

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A developing case study: A collaborative longitudinal experience of school change research     

Brenda Cherednichenko  Neil Hooley  Wes James  Tony Kruger  Denise Lawson  Rod Moore  Jane Partridge  Craig Tyson 《The Australian Educational Researcher》1999,26(3):57-71

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Wo-managing Further Education; gender and the construction of the manager in the corporate colleges of England     

Craig Prichard  Rosemary Deem 《Gender and education》1999,11(3):323-342

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Index of science reading awareness: An interactive-constructive model,test verification,and grades 4–8 results     

Larry D. Yore  Madge T. Craig  Tom O. Maguire 《科学教学研究杂志》1998,35(1):27-51

The purpose of this study was to develop and verify the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive-constructive science reader and three independent metacognitive awareness domains. Several researchers have noted the need for efficient, reliable, and valid measures of metacognition. ISRA data collected on 532 students (Grades 4–8) were analyzed using factor analyses, linear structural modeling, and analyses of variance (ANOVAs) to help verify the model and the test. The factor analyses and linear structural modeling indicated that these data did not support the assumption about the three independent metacognitive awareness domains, but suggested that the model and the test were structured around the design features of science reading, science text, and science reading strategies. One-way ANOVAs indicated significant, predicted reading ability and gender differences but unexpected grade-level differences. The composite metacognitive awareness data indicated that most Grade 4–8 students have surface knowledge about science reading, science text, and science reading strategies, and indicated specific targets for explicit science reading instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 27-51, 1998.  相似文献   

The Deep-Time Digital Earth program: data-driven discovery in geosciences     

Chengshan Wang  Robert M Hazen  Qiuming Cheng  Michael H Stephenson  Chenghu Zhou  Peter Fox  Shu-zhong Shen  Roland Oberhnsli  Zengqian Hou  Xiaogang Ma  Zhiqiang Feng  Junxuan Fan  Chao Ma  Xiumian Hu  Bin Luo  Juanle Wang  Craig M Schiffries 《国家科学评论(英文版)》2021,8(9)

Current barriers hindering data-driven discoveries in deep-time Earth (DE) include: substantial volumes of DE data are not digitized; many DE databases do not adhere to FAIR (findable, accessible, interoperable and reusable) principles; we lack a systematic knowledge graph for DE; existing DE databases are geographically heterogeneous; a significant fraction of DE data is not in open-access formats; tailored tools are needed. These challenges motivate the Deep-Time Digital Earth (DDE) program initiated by the International Union of Geological Sciences and developed in cooperation with national geological surveys, professional associations, academic institutions and scientists around the world. DDE’s mission is to build on previous research to develop a systematic DE knowledge graph, a FAIR data infrastructure that links existing databases and makes dark data visible, and tailored tools for DE data, which are universally accessible. DDE aims to harmonize DE data, share global geoscience knowledge and facilitate data-driven discovery in the understanding of Earth''s evolution.  相似文献   

Teaching structured troubleshooting: integrating a standard methodology into an information technology program     

Craig Ross  R. Robert Orr 《Educational technology research and development : ETR & D》2009,57(2):251-265

Troubleshooting skills are integral for the Information Technology professional. In order to address faculty concerns that students were not effectively learning required troubleshooting skills, a standardized troubleshooting methodology (the DECSAR Method) was created and integrated into the standard curriculum of a college information technology program. Components of troubleshooting were measured using a pre-/post-testing approach with the Social Problem Solving Inventory—Revised. Testing indicated improvement in several areas of troubleshooting reinforced by DECSAR. The context in which the troubleshooting methodology was applied was associated with post-test change.

R. Robert OrrEmail:

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Evaluating Assistive Technology in Early Childhood Education: The Use of a Concurrent Time Series Probe Approach     

Howard P. Parette  Craig Blum  Nichole M. Boeckmann 《Early Childhood Education Journal》2009,37(1):5-12

As assistive technology applications are increasingly implemented in early childhood settings for children who are at risk or who have disabilities, it is critical that teachers utilize observational approaches to determine whether targeted assistive technology-supported interventions make a difference in children’s learning. One structured strategy that employs observations and which has powerful child progress monitoring implications is the concurrent time series probe approach. Requiring multiple performance measures of a child engaged in a targeted task over time—both with and without a specific assistive technology device—the concurrent time series probe approach can be used to evaluate the effectiveness of assistive technology tools in supporting skill acquisition in the classroom. This approach is described in the context of a case study, with accompanying explanations of how to interpret data and make decisions regarding the effectiveness of the technology.  相似文献