Educator‐Reported Instructional Characteristics of Grade 1 Reading Interventions within a CBM Assessment System     

Joseph F. T. Nese  Dan Farley  Daniel Anderson 《Learning disabilities research & practice》2019,34(2):97-109

We used data from the 2014–2015 easyCBM assessment system to explore the applied reading intervention characteristics in a sample of 3,074 Grade 1 students (and 5,145 interventions) in school districts applying a multitiered systems of support (MTSS) framework. We describe the number of interventions, number of assessments, the intervention start dates, curricula, instructional strategies, tier, group size, frequency, dosage, total time, and quantitative intensity. We found variance across all instructional variables, with 156 curricula and 59 instructional strategies applied. Based on our data, a “typical” intervention was a Tier 2 intervention that began before October, was delivered for 30 minutes/day for 5 days/week in a group with three to five students, was changed once if at all, and student progress was most likely monitored with word reading fluency measures.  相似文献   

Touching: When is it caring and norturing or when is it exploitative and damaging?     

Deborah Anderson 《Child abuse & neglect》1979,3(3-4)

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Art Education for Life     

Tom Anderson 《The International Journal of Art & Design Education》2003,22(1):58-66

In this paper I argue that art is a search for meaning, and should be taught and learned in that context. The immediate goal is to understand ourselves and others better, allowing more intelligent and meaningful action in the arena of life. Toward that end, I suggest that the social agenda of art education, in a world that is both increasingly interdependent and turbulent, can be the construction of community through personal, group–centred, and cross–cultural understandings approached through art. I examine traditionalism, modernism, postmodernism, and contemporary visual culture for content and strategies to serve the purposes of art for life, and construct the outline of a model for instruction utilizing those concerns. Finally, I make a case that thematically mining and creating art works, performances, and visual culture for aesthetic significance that ultimately frames, forms and enhances meaning is the primary strategy for this construction of community, not in the tribal sense, but universally.  相似文献   

A quarter century of getting it right in education: worldwide successes and continuing challenges   总被引：1，自引：1，他引：0  

Stephen P. Heyneman  Kathryn H. Anderson 《Globalisation, Societies & Education》2008,6(4):355-362

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Transformation between orbital parameters in different coordinate systems of the general relativistic schwarzschild problem     

R.M. Georgevic  J.D. Anderson 《Journal of The Franklin Institute》1973,296(4):275-286

The relationships between the osculating orbital elements for a family of solutions of the general relativistic Schwarzschild problems are developed. These relationships provide a method for evaluating orbital elements in different Schwarzschild coordinate systems without the necessity of fitting to real data every time the system of coordinates is changed. The objectivity of different coordinate systems is discussed. Considerations of orbital motions favor the standard Schwarzschild metric, but the propagation of light signals is more objective in the metric of Painlevé. Because the orbital motions usually dominate the representation of data, the standard Schwarzschild coordinates are the best objective choice for most applications.  相似文献   

Families' digital media use: Intentions,rules and activities     

Lars Eichen  Sigrid Hackl-Wimmer  Marina Tanja Waltraud Eglmaier  Helmut Karl Lackner  Manuela Paechter  Karoline Rettenbacher  Christian Rominger  Catherine Walter-Laager 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(6):2162-2177

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The links between pedagogical competence,instructional quality,and mathematics achievement in the lower secondary classroom     

König  Johannes  Blömeke  Sigrid  Jentsch  Armin  Schlesinger  Lena  née Nehls  Caroline Felske  Musekamp  Frank  Kaiser  Gabriele 《Educational Studies in Mathematics》2021,107(1):189-212

Educational Studies in Mathematics - It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it...  相似文献   

The small-gain theorem,the passivity theorem and their equivalence     

B.D.O. Anderson 《Journal of The Franklin Institute》1972

Two small-gain theorems and a passivity theorem yielding stability results for general feedback systems are shown to be equivalent.  相似文献   

Australian Higher Education Research and Society     

D. S. Anderson  E. Eaton 《高等教育研究与发展》1982,1(2):89-128

This is the second part of a review of research on higher education since World War II. Fart I, published in the previous issue of this Journal, examined how research responded to post‐war reconstruction of the later 1940s and the rising community expectations for education of the 1950s and 1960s. In Part II the themes are equality of opportunity and the end of expansion. By the mid‐1960s many researchers were questioning the representativeness of participation in higher education and the nature of the education process. More recently some of the research questions have been reminiscent of the late 1940s, that is, how can the efficiency of higher education be improved. Whereas expansion and optimism characterised the first thirty post‐war years however, the context is now one of reduced resources and some pessimism.  相似文献   

Information Technology and In-Service Education: a change of emphasis     

John Anderson 《British journal of educational technology : journal of the Council for Educational Technology》1987,18(3):199-205

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