Open Access. Powered by Scholars. Published by Universities.®
- Publication Year
- Publication
-
- William H. Robertson (7)
- Lisa De Bortoli (3)
- Ross Turner (3)
- Catherine Pearn (2)
- Gayl O'Connor (2)
-
- Ryan Andrew Nivens (2)
- Stephanie Pace Marshall, Ph.D. (2)
- Associate Professor Anne Porter (1)
- Christopher G. Kolar (1)
- Dr Daniel Edwards (1)
- Dr Jacob Pearce (1)
- Dr John Ainley (1)
- Dr Sarah Buckley (1)
- Dr. Tracie McLemore Salinas (1)
- Eric L Mann (1)
- James Cressey (1)
- Karin Keith (1)
- Karl W Kosko (1)
- Kate Perkins (1)
- Kylie Hillman (1)
- Ray Peck (1)
- Ron Buckmire (1)
- Ryan Flessner (1)
- Sara Snarr (1)
- File Type
Articles 31 - 38 of 38
Full-Text Articles in Education
Stem Talent: Moving Beyond Traditional Boundaries, Stephanie Pace Marshall
Stem Talent: Moving Beyond Traditional Boundaries, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
The future well-being, prosperity and sustainability of our nation, the global community and our planet resides in igniting and nurturing decidedly different STEM minds that can advance both the new STEM frontier and the human future.
Improving Automaticity With Basic Addition Facts: Do Taped Problems Work Faster Than Cover, Copy, Compare?, James Cressey, Kristin Ezbicki
Improving Automaticity With Basic Addition Facts: Do Taped Problems Work Faster Than Cover, Copy, Compare?, James Cressey, Kristin Ezbicki
James Cressey
This small pilot study compared the effectiveness of two interventions to improve automaticity with basic addition facts: Taped Problems (TP) and Cover, Copy, Compare (CCC), in students aged 6-10. Automaticity was measured using Mathematics Curriculum-Based Measurement (M-CBM) at pretest, after 10 days, and after 20 days of intervention. Our hypothesis was that the TP group will gain higher levels of automaticity more quickly than the CCC and control groups. However, when gain scores were compared, no significant differences were found between groups. Limitations to the study include low treatment integrity and a short duration of intervention.
Specialized Science High Schools: Exploring Contributions Of The Model To Adolescent Talent Development Specialized Science, Christopher G. Kolar, Tracy L. Cross, Rena F. Subotnik, Paula Olszewski-Kubilius
Specialized Science High Schools: Exploring Contributions Of The Model To Adolescent Talent Development Specialized Science, Christopher G. Kolar, Tracy L. Cross, Rena F. Subotnik, Paula Olszewski-Kubilius
Christopher G. Kolar
As the field of gifted education shifts much of its focus to domain-specific talent development, specialized science high schools are taking their place on the stage. Back in 1981,Bloom and Sosniak argued persuasively that talent development cannot take place exclusively in schools. They stressed that schools were not prepared to offer the required levels of expert teaching, time, and effort. Yet, specialized science high schools, by design, are staffed with teachers with advanced degrees, offer relatively flexible schedules, interested peers,reasonable access to appropriate technology, and connections with research institutions to provide apprenticeships for the most motivated and interested students.
Integrating Mathematical Modeling For Undergraduate Pre-Service Science Education Learning And Instruction In The Middle School Classroom, William H. Robertson, David Carrejo
Integrating Mathematical Modeling For Undergraduate Pre-Service Science Education Learning And Instruction In The Middle School Classroom, William H. Robertson, David Carrejo
William H. Robertson
El Paso is a bicultural, bilingual community with a 76.6% Hispanic population. Combining El Paso’s population with that of its sister city, Ciudad Juárez, Mexico, our community is the largest metropolitan area on any international border in the world. Students at the University of Texas at El Paso (UTEP) are mostly female, and 50% of the total student population is made up of first-generation college students. These demographics are accompanied by low socioeconomic and educational factors: 23.6% of local families live below the poverty level, compared to 12.5% nationally; 32.9% of 25-year-olds have not graduated from high school; 19% of …
Letter Writing: Providing Preservice Teachers With Experience In Posing Appropriate Mathematical Tasks To High School Students, Karl Kosko, Anderson Norton, Angie Conn, Jan Michael San Pedro
Letter Writing: Providing Preservice Teachers With Experience In Posing Appropriate Mathematical Tasks To High School Students, Karl Kosko, Anderson Norton, Angie Conn, Jan Michael San Pedro
Karl W Kosko
No abstract provided.
Pisa – The Programme For International Student Assessment – An Overview, Ross Turner
Pisa – The Programme For International Student Assessment – An Overview, Ross Turner
Ross Turner
The Development Of A Single Scale For Mapping Progress In Mathematical Competence, Ross Turner, Gayl O'Connor
The Development Of A Single Scale For Mapping Progress In Mathematical Competence, Ross Turner, Gayl O'Connor
Gayl O'Connor
The authors’ intention is to develop a progress map that describes increasing mathematical competence. The main purpose of this chapter is to describe the means by which the research team has been able to use the data from a longitudinal testing program to build and refine a picture of growth in mathematical competence. In this chapter, conceptualisation of the underlying variable to be measured in developing a mathematical progress map is considered, and approaches to its development are discussed. The approach adopted is described and the results of the application of that methodology to the data generated through this research …
Scale For Mapping Progress In Mathematical Competencies, Ross Turner, Gayl O'Connor, Thomas Romberg
Scale For Mapping Progress In Mathematical Competencies, Ross Turner, Gayl O'Connor, Thomas Romberg
Gayl O'Connor
No abstract provided.