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Nonmath Analogies In Teaching Mathematics, Vera Sarina, Immaculate Kizito Namukasa 2010 Toronto District School Board, Toronto, Canada

Nonmath Analogies In Teaching Mathematics, Vera Sarina, Immaculate Kizito Namukasa

Education Publications

Way too often, students find some concepts too abstract to comprehend. One of the strategies used to assist students with building conceptual knowledge is to use analogies. We investigate the place of nonmath analogies in teaching school mathematics. First, we demonstrate the widespread use of analogies by drawing examples through context analysis of tutoring websites, textbooks, and teaching experiences. Second, we argue that analogies reflect the grounded nature of mathematical concepts in common life experiences and, thus, have an essential place in instruction. To support our argument we offer a theoretical rationale based on research literature and historical sources.


Faculty Senate Minutes-2010, Georgia Southern University 2010 Georgia Southern University

Faculty Senate Minutes-2010, Georgia Southern University

Faculty Senate Minutes

No abstract provided.


How Does Your Research Find An Audience? Discover Research Online, Julia Gross 2010 Edith Cowan University

How Does Your Research Find An Audience? Discover Research Online, Julia Gross

ECU Research Week

Introduction to online research outputs and ECU's own Research Online.


Study In Prison: Consumption Or Investment?, Margaret Giles 2010 Edith Cowan University

Study In Prison: Consumption Or Investment?, Margaret Giles

ECU Research Week

Research into prisoner education and training in WA's adult prisons.


Measuring Research Impact Using Bibliometrics, Constance Wiebrands 2010 Edith Cowan University

Measuring Research Impact Using Bibliometrics, Constance Wiebrands

ECU Research Week

Introduces a range of tools for bibliometric analysis.


What Examiners Look For In A Thesis, Alan Brown 2010 Edith Cowan University

What Examiners Look For In A Thesis, Alan Brown

ECU Research Week

Professor Alan Brown uses his extensive experience as both a supervisor and thesis examiner to take you inside the minds of thesis examiners. This presentation will address a range of things which you should and shouldn’t do in your thesis, which includes, some basic overall advice along with suggestions and a checklist for each chapter of your thesis. Additionally, key issues which annoy examiners and which are frequently overlooked by students.


Parkland College Education Blog, Magnolia Talavera 2010 Parkland College

Parkland College Education Blog, Magnolia Talavera

A with Honors Projects

The concept of a blog for Education students at Parkland was developed along with advertising and overview documents.


The Pipeline Project: Trajectories Of Classroom Behaviour And Academic Progress : A Study Of Student Engagement With Learning, Max Angus, Tim McDonald, Chris Ormond, Rudy Rybarcyk, Anthea Taylor, Anne Winterton 2010 Edith Cowan University

The Pipeline Project: Trajectories Of Classroom Behaviour And Academic Progress : A Study Of Student Engagement With Learning, Max Angus, Tim Mcdonald, Chris Ormond, Rudy Rybarcyk, Anthea Taylor, Anne Winterton

ECU Publications Pre. 2011

The Pipeline Project addresses three questions concerning the relationship between the classroom behaviour of students and their academic performance. First, to what extent does classroom behaviour explain why students fall behind and fail to meet acceptable standards in literacy and numeracy; second, if student classroom behaviour does influence academic performance, what forms of classroom behaviour are of most significance; and third, are the students whose behaviour has contributed to their underperformance in literacy and numeracy likely to ever catch up?


Three Year Results Of The Friendly Schools Whole-Of-School Intervention On Children's Bullying Behaviour., Donna Cross, Helen Monks, Margaret Hall, Therese Shaw, Yolanda Pintabona, Erin Erceg, Gregory Hamilton, Clare Roberts, Stacey Waters, Leanne Lester 2010 Edith Cowan University

Three Year Results Of The Friendly Schools Whole-Of-School Intervention On Children's Bullying Behaviour., Donna Cross, Helen Monks, Margaret Hall, Therese Shaw, Yolanda Pintabona, Erin Erceg, Gregory Hamilton, Clare Roberts, Stacey Waters, Leanne Lester

ECU Publications Pre. 2011

A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio-ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self-report data were collected in 29 schools over three years from a cohort of 1968 eight to nine-year-olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied ...


Ia Quality Guide, Sarah Giersch, Heather Leary, Mimi Recker 2010 Columbia University

Ia Quality Guide, Sarah Giersch, Heather Leary, Mimi Recker

Instructional Technology and Learning Sciences Research

This is a quality guide geared for the projects in the Instructional Architect. It is used for assessing the quality of the projects created.


If Mowat And Davis Are Correct, Then Teaching Is Hard: A Response To Elizabeth Mowat & Brent Davis, Kris H. Green, Bernard P. Ricca 2010 St. John Fisher College

If Mowat And Davis Are Correct, Then Teaching Is Hard: A Response To Elizabeth Mowat & Brent Davis, Kris H. Green, Bernard P. Ricca

Mathematical and Computing Sciences Faculty/Staff Publications

In lieu of an abstract, below is the article's first paragraph.

Mowat & Davis (this issue) present a model of learning mathematics that relies heavily on ideas from network (or graph) theory. The important questions (to us, at least) concern the dynamics of the nodes and links. Answers – even tentative ones such as we present here – to these questions lead to a second set of questions concerning the implications of these answers to teachers and researchers.


Alchemy In Education: Towards A Preschool Model In College Classrooms, Brad Van Alstyne 2010 Department of Communication and Media Studies, Dominican Unvversity of California

Alchemy In Education: Towards A Preschool Model In College Classrooms, Brad Van Alstyne

Collected Faculty and Staff Scholarship

Education has long been a necessary, yet standardized procedure with little difference from program to program or school to school. In this paper I argue that more of a creative approach using existing educational models such as preschool education would serve us well in the development of student skills at all levels, including college. I also contend that an alchemical metaphor would be useful in the application and acknowledgement of the value of such an approach.


Seeing You, Seeing Me: Social Perspective-Taking As Learning, Terry J. Burant, Francisco Rios 2010 Western Washington University

Seeing You, Seeing Me: Social Perspective-Taking As Learning, Terry J. Burant, Francisco Rios

Woodring College of Education Faculty Publications

This paper examines the use of social perspective-taking as learning in an education course in an undergraduate teacher education program. Using curriculum documents, student writing, field notes, faculty journals, and focus group interviews, the study identified the foundational/multicultural content understandings and the emotional responses that social perspective-taking activities promoted. Implications of social perspective-taking in teacher education courses and broader programmatic questions about social perspective-taking pedagogy for teaching and learning are addressed.


Introduction To Public Librarianship, Kathleen de la Peña McCook 2010 University of South Florida

Introduction To Public Librarianship, Kathleen De La Peña Mccook

School of Information Faculty Publications

Preface Public libraries in the United States of America are in their third century of service as the heart of communities throughout the nation. Our public libraries are our public sphere open to all who desire to use their services—both as cultural spaces and as virtual services. The literature of public librarianship is extensive, but it is also dispersed among many specializations such as management, information technology,youth services, and community planning. In truth, public librarianship incorporates all of these specializations, just as public librarians work to serve all people—all backgrounds, all ethnicities, all ages, all religions or ...


"One Aneither": A Joycean Critique Of Educational Research, Ray McDermott, Meghan McDermott 2010 Stanford University

"One Aneither": A Joycean Critique Of Educational Research, Ray Mcdermott, Meghan Mcdermott

Journal of Educational Controversy

A few years ago, the two of us attended a Maxine Greene lecture at the Graduate Center of the City University of New York. She told an inspiring story about an articulate teenager from the Bronx critiquing the ups and downs of respect, status, and the coming of age and rage in the metropolis. The teenager's words, she said, reminded her of Walt Whitman, and she read two lines from his Leaves of Grass to make her point. We had with us a copy of her wonderful first book, The Public School and the Private Vision (1965), an intellectual ...


Notes On A Blue Guitar, William F. Pinar 2010 University of British Columbia, Canada

Notes On A Blue Guitar, William F. Pinar

Journal of Educational Controversy

Aesthetic education is … integral to any educational enterprise. -- Maxine Greene (2001, p. 139)

For twenty years Maxine Greene delivered lectures at the Lincoln Institute for the Arts in Education. They are collected in Variations on a Blue Guitar (2001). Working from these, I sound notes of my own, variations on Greene’s conception of aesthetic education. As indicated in the epigraph, that conception extends to education generally. Understanding art (whether as performance or object) as event and as simultaneously continuous and disjunctive with everyday experience, Greene envisions aesthetic education as engendering subjective and social reconstruction.


Shaking Them Up: Aesthetics In Social Foundations Of Education, Mary Bushnell Greiner 2010 Western Washington University

Shaking Them Up: Aesthetics In Social Foundations Of Education, Mary Bushnell Greiner

Journal of Educational Controversy

“How are we going to shake them up?” This is the question Maxine asked me as she and I planned a summer course for K-12 teachers as part of Summer Session 2007 at the Lincoln Center Institute for the Arts in Education. It’s a variation on the questions that permeate all of my conversations with Maxine: How can we understand another’s experience? How do we move out of complacency? How do we enact and live transformations? How do we move away from prefabricated images and meanings to joyously birthing our own selves through our interactions with art and ...


For Maxine Greene: The Teacher’S Responsibility, The Flesh, And Aesthetic Meaning, Jim Palermo 2010 Western Washington University

For Maxine Greene: The Teacher’S Responsibility, The Flesh, And Aesthetic Meaning, Jim Palermo

Journal of Educational Controversy

To me, Maxine Greene is a friend, a muse, and the flesh-and-blood embodiment of the moral teacher. My tribute to her shows a convergence with the phenomenologist Maurice Merleau-Ponty’s construct of the flesh. Specifically, Mme. Greene’s work emphasizes the teacher’s moral responsibility to the student. A recurring imperative is that the student be caught up in a heightened consciousness, engaged with others, and wide awake to personal possibilities. But she also argues that the student may see the teacher as The Other. Sartre (1948) defined The Other as one who is dominated and subservient to another. De ...


Releasing The Imagination: Essays On Education, The Arts, And Social Change By Maxine Greene, Barbara J. Thayer-Bacon 2010 University of Tennessee, Knoxville, TN

Releasing The Imagination: Essays On Education, The Arts, And Social Change By Maxine Greene, Barbara J. Thayer-Bacon

Journal of Educational Controversy

How does imagination help us as inquirers? Assuming the value of imagination for inquiry, what should teachers and schools do to help encourage and further develop students' imaginative abilities? These are two questions I have been considering lately, and I have found two excellent sources to help me. I want to share them with you, the reader, first on an individual basis (as they are each worthy of their own review), then together to highlight their common bonds. Mary Catherine Bateson uses Peripheral Visions as an opportunity to reflect on her life and some of the key experiences she had ...


The Professions And Scholarly Communities: Creating The Public’S Questions And Understandings In The Public Square, Lorraine Kasprisin 2010 Western Washington University

The Professions And Scholarly Communities: Creating The Public’S Questions And Understandings In The Public Square, Lorraine Kasprisin

Journal of Educational Controversy

This issue of the Journal of Educational Controversy looks at the ways the professions and the scholarly communities shape the public’s understandings and questions. Bringing expertise and professional norms to the public square is fraught with tensions and dilemmas. Sometimes these tensions arise because professional expertise comes into conflict with the democratic will. Other times, conflicts emerge within the communities of scholars and professions themselves when new paradigms challenge traditional ones.


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