Enhancing The Cs Curriculum With With Aspect-Oriented Software Development (Aosd) And Early Experience, 2011 Loyola University Chicago
Enhancing The Cs Curriculum With With Aspect-Oriented Software Development (Aosd) And Early Experience, Konstantin Läufer, George K. Thiruvathukal, Tzilla Elrad
George K. Thiruvathukal
Aspect-oriented software development (AOSD) is evolving as an important step beyond existing software development approaches such as object-oriented development. An aspect is a module that captures a crosscutting concern, behavior that cuts across different units of abstraction in a software application; expressed as a module, such behavior can be enabled and disabled transparently and non-invasively, without changing the application code itself. Increasing industry demand for expertise in AOSD gives rise to the pedagogical challenge of covering this methodology and its foundations in the computer science curriculum. We present our curricular initiative to incorporate a novel course in AOSD in the ...
The Extreme Software Development Series: An Open Curricular Framework For Applied Capstone Courses, 2011 Loyola University Chicago
The Extreme Software Development Series: An Open Curricular Framework For Applied Capstone Courses, Konstantin Läufer, George K. Thiruvathukal
George K. Thiruvathukal
We describe an open, flexible curricular framework for offering a collection of advanced undergraduate and graduate courses in software development. The courses offered within this framework are further unified by combining solid foundations with current technology and play the role of capstone courses in a modern software development track. Our initiative has been very successful with all stakeholders involved.
Developing Hands-On Physiology Labs For The Department Of Biology At The University Of Kentucky, 2011 University of Kentucky
Developing Hands-On Physiology Labs For The Department Of Biology At The University Of Kentucky, Ann Cooper
No abstract provided.
Developing Learning Progressions In Support Of The New Science Standards: A Rapid Workshop Series, 2011 University of Pennsylvania
Developing Learning Progressions In Support Of The New Science Standards: A Rapid Workshop Series, Aaron Rogat
CPRE Research Reports
The hypothetical learning progressions presented here are the products of the deliberations of two working groups of science education researchers, each group also including a state science curriculum supervisor, organized by the Consortium for Policy Research in Education (CPRE),with support from the National Science Foundation. Their charge was to produce hypothetical learning progressions describing the pathways students might be expected to follow as they acquire deep understanding of two of the core learning goals set by the National Research Council’s (NRC) Committee on a Conceptual Framework for the New K-12 Science Education Standards. The goals in question address ...
The Unforgettable Experience Of A Workshop On Pythagoras Theorem, 2011 Aga Khan University, Institute for Educational Development, Karachi
The Unforgettable Experience Of A Workshop On Pythagoras Theorem, Salima Shahzad Arwani
Institute for Educational Development, Karachi
No abstract provided.
Ists, November 2011, 2011 University of Northern Iowa
Ists, November 2011, Iowa Academy Of Science
In this issue:
--Notes and News
Teaching Large Courses Using Online Technologies: Lessons Learned And Future Challenges, 2011 Iowa State University
Teaching Large Courses Using Online Technologies: Lessons Learned And Future Challenges, Gretchen A. Mosher, Steven A. Freeman
Agricultural and Biosystems Engineering Conference Proceedings and Presentations
Courses delivered entirely online allow universities to enroll a large number of students, but these large classes pose several challenges to educators. Two major challenges of large online learning environments are the development of appropriate learning activities and the encouragement of significant learning interactions between students. This presentation will discuss strategies used to encourage participatory learning and student interaction in a technology course with an enrollment of 170-200 students. Recommendations for managing other details of large courses in an online format will also be offered.
Education In The Environment: A Strategy For Continued Interagency Outdoor Education Programming: Round 6 Project Compendium, 2011 University of Nevada, Las Vegas
Education In The Environment: A Strategy For Continued Interagency Outdoor Education Programming: Round 6 Project Compendium, Margaret N. Rees
Reports (PLI Education)
The essence of public land stewardship lies far beyond the words, numbers, and pictures compiled in this project compendium. During the past seven years, many people have gained greater appreciation of the discovered and yetto‐ be discovered treasures held within the Southern Nevada public lands. People have had the opportunity to learn about and make a first‐time connection with nature and the community within which they live. Some participants realized dynamic and everlasting changes in their lives as a result of their new experiences and insights.
Education in the Environment was a four‐year collaborative effort of the Southern ...
Framework For Discipline‐Based Education Research: Dber Meeting Starter “Nugget” : Series Of 6, 2011 University of Nebraska-Lincoln
Framework For Discipline‐Based Education Research: Dber Meeting Starter “Nugget” : Series Of 6, Leilani Arthurs
DBER Speaker Series
What is Discipline‐Based Education Research (DBER)?
Who Does Discipline‐Based Education Research (DBER)?
Where and When is Discipline‐Based Education Research (DBER) Done?
How is Discipline‐Based Education Research (DBER) Conducted?
Why is Discipline‐Based Education Research (DBER) Important?
Collaborative Partnerships To Achieve Equity, 2011 Middle Tennesse State
Collaborative Partnerships To Achieve Equity, Jeremy Winters, Craig Rice, Cindy Cliche
The collaborative partnership between most campus laboratory schools and their university or college department of education differs from campus to campus. The dual purpose of this partnership is to provide an education to school aged children as well as to provide college education majors an opportunity to observe and teach in a laboratory environment. The focus on inclusion and providing a free and appropriate education in the least restrictive environment for students with disabilities is an additional benefit for all of the students. In order for the partnership to be most effective, conversations must occur between general and special education ...
Helping College Students Climb Onto The Lifelong Learning Scaffold And Grapple With Real Life Skills, 2011 Grand Valley State University
Helping College Students Climb Onto The Lifelong Learning Scaffold And Grapple With Real Life Skills, Debbie Morrow
College students today must “learn how to learn” – the content of their college courses will only scratch the surface of what they’ll need to know in the years following graduation, and the ocean of information is wide and deep. Teaching of information literacy skills is ideally closely tied to disciplinary and professional standards, curricular goals, course objectives, and assignment requirements. And ideally librarians can be partners with disciplinary faculty in strategically introducing IL skills into key courses and assignments at selected points in a curriculum. This session will explore a particularly fortuitous convergence of needs and opportunities leading to ...
Discipline-Based Education Research (Dber) Group Meeting — Monday, October 24, 2011, 2011 University of Nebraska-Lincoln
Discipline-Based Education Research (Dber) Group Meeting — Monday, October 24, 2011, Leilani Arthurs
DBER Speaker Series
1. Welcome & Introductions
Name, Dept, research interest, what you hope to gain from participating in DBER Group meetings
2. Purpose & Schedule for remaining part of the semester
a. Alternate times you are available to meet this semester
Please indicate your alternate available times on the bottom of this agenda, and return to Leilani.
b. Volunteers to present their research or facilitate discussion on peer‐reviewed science education research article with relevance to, applications in, or implications for undergraduate science education
Week of Mon. Oct. 31: Dr. Marilyne Stains (CHEM Dept) on “TBA”
Week of Mon. Nov. 7: CHEM Ed ...
Using Computable Documents For Online Mathematics Instruction, 2011 University of Maryland University College
Using Computable Documents For Online Mathematics Instruction, James Howard
Teaching mathematics online introduces new problems and difficulties to an already complex task. Besides the normal issues of notation and anxiety, online instructions bring challenges introduced by the technology itself. First, there is almost no ability to work directly with a student who is having problems, though modern technology, such as video conferencing, partially addresses this. Second, asynchronous classes place a lag between a question and an answer, interfering with the learning experience. Third, static examples walked through in textbooks and videos cannot show the subtlety and nuance of responsive examples on a blackboard led by an instructor. These issues ...
Embedding Content Into And Instrument Designed To Measure Novice Science And Mathematics Teachers' Strategic Knowledge: A Challenge For Validity, 2011 School of Education and Human Development at the University of Colorado Denver
Embedding Content Into And Instrument Designed To Measure Novice Science And Mathematics Teachers' Strategic Knowledge: A Challenge For Validity, Robert Talbot Iii
Robert (Bud) Talbot
Teachers' Decisions To Use Student Input During Class Discussion, 2011 Brigham Young University - Provo
Teachers' Decisions To Use Student Input During Class Discussion, Heather Taylor Toponce
All Theses and Dissertations
One of the most vital decisions that teachers make during classroom discussion is whether to and how to validate the thinking that students present to the class. In this thesis I describe a study that addressed the issues that are associated with the decisions that teachers make in regards to validating students' ideas. Through qualitative research I explored these issues through videotaping an expert teacher, taking field notes, and conducting interviews. I share a description of what it looks like for one middle school mathematics teacher to make different decisions to use student input during class. The expert teacher in ...
Cebs Magazine, The College Of Education And Behavioral Sciences At Wku, Fall 2011, 2011 Western Kentucky University
Cebs Magazine, The College Of Education And Behavioral Sciences At Wku, Fall 2011, Sam Evans, Dean, Michelle Kahler, College Of Education And Behavioral Sciences At Wku
College of Education and Behavioral Sciences Publications
No abstract provided.
Iowa Academy Of Science: The New Bulletin, V7n3, Fall 2011, 2011 University of Northern Iowa
Iowa Academy Of Science: The New Bulletin, V7n3, Fall 2011, Iowa Academy Of Science
The New Bulletin
Inside This Issue:
--Message from the Executive Director
--Welcome Corporate Members
--IAS Corporate Memberships
-- 124th Annual Meeting of the Iowa Academy of Science
--Academy seeking Tech Savy students/teachers for service project
--Iowa Math & Science Coalition Funds pass to ISTS
--REAP-CEP Grant Awards value Natural Resources and Science
--Academy receives GLOBE Grant to pilot Webinar GLOBE Workshop
--Wanted: Saylorville Gift Shop Coordinator
--Announcements, Events & Deadlines
A Qualitative Study Of The Use Of Content-Related Comics To Promote Student Participation In Mathematical Discourse In A Math I Support Class, Jeni M. Halimun
Dissertations, Theses and Capstone Projects
The purpose of this study is to contribute to existing research on classroom discourse by investigating whether a content-related comic that is closely linked to the learning task can stimulate mathematical discourse in a real high school classroom. To build a math-talk learning community and to analyze the effectiveness of content-related comics in eliciting student participation, I employed the combined theoretical frameworks consisting of a Hufferd-Ackles’ et al. (2004) math-talk learning community and Nathan and Knuth’s (2003) social and analytical scaffolding. The combined frameworks provided a multilevel analytical tool for studying classroom interactions. The results suggested that the content-related ...
Meeting Their Fullest Potential: The Beliefs And Teaching Of A Culturally Relevant Science Teacher, 2011 Kennesaw State University
Meeting Their Fullest Potential: The Beliefs And Teaching Of A Culturally Relevant Science Teacher, Charlease P. Kelly-Jackson, Tambra O. Jackson
As elementary and middle school children of color continue to score poorly on science standardized tests, culturally relevant teaching has been shown to be an effective approach to addressing the social and academic needs of students from diverse backgrounds. This article illustrates how the theory of culturally relevant pedagogy is embraced in the teaching beliefs of a sixth grade science teacher in a rural, low socioeconomic, predominantly African American school. The findings from a qualitative case study reveal beliefs and teaching practices consistent with three major tenets of culturally relevant pedagogy: conceptions of self and students; social relations; and perceptions ...
Inquiry-Based Instruction: Not All Fun And Games, 2011 The College at Brockport
Inquiry-Based Instruction: Not All Fun And Games, Sharon Kinsley
Education and Human Development Master's Theses
This study seeks to examine the role of play in learning in order to define how games may be used as an effective tool for instruction in an inquiry-based classroom. Given the multitude of games that are available that purport to be educational, an effective means of choosing games for the classroom is explored. The connection between the use of inquiry-based instruction and games is investigated with an eye toward developing criteria for assessing games for use in the classroom. Numerous online games were evaluated from four different websites to determine the usefulness of these criteria for discriminating between games ...