Mathematically Gifted Students' Experiences Of Challenge With Cognitively Guided Instruction, 2011 University of Arkansas, Fayetteville
Mathematically Gifted Students' Experiences Of Challenge With Cognitively Guided Instruction, Kim Krusen Mccomas
Theses and Dissertations
This study examined to what extent and in what ways mathematically gifted students were challenged in two elementary classrooms taught by exemplary teachers using the principles of Cognitively Guided Instruction (CGI). The two case studies included a third grade class and a fourth/fifth split grade class, with five mathematically advanced participants from each grade. A top tier and a second tier of mathematically advanced students were identified, with the top tier of five students identified as mathematically gifted. Classroom observations of CGI math lessons, interviews with students and teachers, and analysis of students' problem-solving strategies were conducted over a ...
Causal Attributions Of Nontraditional Students In A Developmental Mathematics Course At A Two-Year College, 2011 University of Southern Mississippi
Causal Attributions Of Nontraditional Students In A Developmental Mathematics Course At A Two-Year College, Jacob Dasinger
The purpose of this study was to determine if a relationship existed between exam grades and students' causal attributions of their grades in a developmental mathematics course at a community college. Also investigated were differences in causal attributions of grades between Traditional and Nontraditional students. In addition, among Nontraditional students, differences based on gender were examined. The sample consisted of 331 completed questionnaires from 24 sections at a southern community college in the Spring 2010 semester.
The instrument used was a self-report questionnaire consisting of four parts: (a) demographic data section; (b) seven questions to determine students' classification; (c) short ...
The Role Of Fictive Kinship Relationships In Mediating Classroom Competition And Supporting Reciprocal Mentoring, 2011 Saint Joseph's University
The Role Of Fictive Kinship Relationships In Mediating Classroom Competition And Supporting Reciprocal Mentoring, Stacy Olitsky
Previous research has suggested that competitive classroom environments can play a role in perpetuating race and class inequalities. However, classroom competition can also promote learning, and eliminating it could do students a disservice. This paper draws on research literature and data from a qualitative study by Konstantinos Alexakos, Jayson K. Jones, and Victor H. Rodriguez on fictive kinship in order to explore the conditions under which classroom competition could benefit students from non-dominant groups. Based on their data, I argue that competition can support the learning of students from non-dominant groups, provided that it takes place in the context of ...
Obituary: Jerry Ronald Choate, 1943-2009, 2011 Fort Hays State University
Obituary: Jerry Ronald Choate, 1943-2009, Elmer J. Finck, Hugh H. Genoways, Justin D. Hoffman, Carleton J. Phillips, Robert J. Baker
Mammalogy Papers: University of Nebraska State Museum
Jerry Ronald Choate (1943–2009) had just retired as Director of the Sternberg Museum of Natural History and Professor of Biological Sciences, Fort Hays State University, Hays, Kansas, at the time of his death. Jerry served the American Society of Mammalogists in numerous capacities, including Recording Secretary, First Vice President, and most notably as a member and chair of the Board of Trustees.
The hallmark of Jerry’s life was to turn the ordinary into something magnificent. Whether it was his photography that changed an ordinary landscape into a magnificent masterpiece, or his convincing a reluctant graduate student that they ...
The Teacher's Role In The Establishment Of Whole-Class Dialogue In A Fifth Grade Science Classroom Using Argument-Based Inquiry, Matthew J. Benus
Theses and Dissertations
The purpose of this study was to examine the patterns of dialogue that were established and emerged in one experienced fifth-grade science teacher's classroom that used the argument-based inquiry (ABI) and the ways in which these patterns of dialogue and consensus-making were used toward the establishment of a grasp of science practice. Most current studies on ABI agree that it does not come naturally and is only acquired through practice. Additionally, the quality of dialogue is also understood to be an important link in support of student learning. Few studies have examined the ways in which a teacher develops ...
Effective Science Teachers’ Professional Development: A Multiple-Case Study Of District-Level Science Supervisors’ Perspectives, 2011 University of Nebraska-Lincoln
Effective Science Teachers’ Professional Development: A Multiple-Case Study Of District-Level Science Supervisors’ Perspectives, Chris J. Schaben
Public Access Theses and Dissertations from the College of Education and Human Sciences
At its heart, science teachers’ professional development is about continual growth and improvement (Yager, 2005). Conducting research to understand what constitutes effective professional development is inherently complex (Hewson, 2007). The imperative to link research on professional development to student achievement (Fishman, Marx, Best, & Tal, 2003) increases complexity of research on the topic. These complexities require multiple research approaches and indicate that all stakeholders could provide insights to identify what constitutes effective professional development. District-level science supervisors’ voices are missing from the data on effective science teachers’ professional development and this provides a potential gap in the literature (Banilower, Heck, & Weiss, 2007; Elmore & Burney, 1999; Shroyer, Miller, Hernandez, & Dunn, 2007).
The purpose of this multiple-case study was to gather information from six district-level science supervisors from six different school districts in six different states to gain a deeper understanding of their insights on what constitutes effective professional development. The empirical data examined in this study resulted from interviews, participant drawings, observations, and document review. The major finding was that the district-level science supervisors mostly confirmed what was known in the field. However, this finding could be used in a variety of ways to support future research; such as providing a potential data source to corroborate self-reported teacher survey data. The findings from this study also identified a few nuances to what is known about effective science teachers’ professional development research. Specifically, a finding suggests that researchers may need to reconceptualize the amount of time before which science teachers’ professional ...
Disenfractioned: How A Blind Spot For Fractions May Be A Hindrance To Democracy, 2011 Bridgewater State University
Disenfractioned: How A Blind Spot For Fractions May Be A Hindrance To Democracy, Matthew Salomone
No abstract provided.
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.
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.
Ists, November 2011, 2011 University of Northern Iowa
Ists, November 2011, Iowa Academy Of Science
In this issue:
--Notes and News
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 ...
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