The iodide titration of silver nitrate with palladious nitrate as the indicator     

Louis Schneider 《Journal of The Franklin Institute》1918,186(4):515-516

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Teaching Neoliberalism,in the Context of Corporate Reform,in the Undergraduate Social Foundations Classroom     

Sandra Beth Schneider 《Educational Studies A Journal of the American Educational Studies Association》2015,51(4):284-299

This article presents an autoethnographic and theoretical reflection on my justifications for the use of neoliberal deconstruction in the undergraduate social foundations classroom. I engage the reader in a discussion concerning the need to make neoliberal agendas, as they pertain to corporate reform in education, salient to students. Further, I argue that cognitive apprenticeship is necessary to “help students map their own dialectics into thinking about their future practice as educators.” I share the integral elements of the cognitive apprenticeship undertaken in the course: “three prongs of foundational thinking,” four key conceptual frames for neoliberal deconstruction and associated foundational readings, and two representative assignments to illustrate the type of scaffolding offered to help education students move past naïve and complacent interpretations of current corporate reforms. My reflections rely on my teaching experience, in-class observations, assessment of students' work, and overarching themes in how students' have responded to the topic.  相似文献   

Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics     

Bethany Rittle-Johnson  Michael Schneider  Jon R. Star 《Educational Psychology Review》2015,27(4):587-597

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Outside of School Matters: What We Need to Know in Urban Environments     

H. Richard Milner IV  Ira E. Murray  Abiola A. Farinde  Lori Delale-O’Connor 《Equity & Excellence in Education》2015,48(4):529-548

This article focuses on factors outside of school that we have identified from the established research literature as essential for educators to consider in supporting students in urban environments. We start by conceptualizing what it means for a school to be “urban.” Following this discussion, we describe four outside-of-school factors that emerge from the literature: (1) Understanding Student and Family Homelessness; (2) Understanding Geography and Social Contexts; (3) Understanding Policy and School Funding; and (4) Understanding Parental and Family Involvement. These factors are important to helping educators, especially pre- and in-service teachers, in their understanding of and, consequently, the practices they use to meet the needs of students in these social contexts. We conclude with recommendations for educational practice.  相似文献   

The role of metacognitive competences in the development of school achievement among gifted adolescents     

Catharina Tibken  Tobias Richter  Nicole von der Linden  Sandra Schmiedeler  Wolfgang Schneider 《Child development》2022,93(1):117-133

Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.  相似文献   

Exploring kindergarten teachers’ classroom practices and beliefs in writing     

Guo  Ying  Puranik  Cynthia  Dinnesen  Megan Schneider  Hall  Anna H. 《Reading and writing》2022,35(2):457-478

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Competing and Consensual Voices: The Theory and Practice of Argument Edited by Patrick J.M. Costello & Sally Mitchell     

Barbara Schneider 《Interchange》1997,28(4):399-402

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Paul E. Peterson. Saving Schools: From Horace Mann to Virtual Learning. Cambridge: Belknap Press of Harvard University Press, 2010. 336 pp. Hardcover $25.95.     

Jack Schneider 《History of education quarterly》2011,51(4):584-587

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Autonomy and accountability: the power/knowledge knot     

Ira E. Bogotch 《School Leadership & Management》2014,34(4):317-323

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Program evaluation in education: When? How? To what ends? : Edited by Senta A. Raizen and Peter H. Rossi. Washington,DC: National Academy Press, 1981. pp. xi + 276. $8.00 (paper)     

Ira Sharkansky 《Economics of Education Review》1984,3(2):163-164

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