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Full-Text Articles in Education
Forces And Motion (Ps2): An Integrated K–8 Hands-On Approach Supporting The Ngss And Ccss Ela, Laura Robertson, Lashay Jennings, Huili Hong, Karin Keith, Chih-Che Tai
Forces And Motion (Ps2): An Integrated K–8 Hands-On Approach Supporting The Ngss And Ccss Ela, Laura Robertson, Lashay Jennings, Huili Hong, Karin Keith, Chih-Che Tai
LaShay Jennings
Explore the benefits of merging experiential science and literacy instruction to deepen students’ understanding of force and motion.
Forces And Motion (Ps2): An Integrated K–8 Hands-On Approach Supporting The Ngss And Ccss Ela, Laura Robertson, Lashay Jennings, Huili Hong, Karin Keith, Chih-Che Tai
Forces And Motion (Ps2): An Integrated K–8 Hands-On Approach Supporting The Ngss And Ccss Ela, Laura Robertson, Lashay Jennings, Huili Hong, Karin Keith, Chih-Che Tai
Chih-Che Tai
Explore the benefits of merging experiential science and literacy instruction to deepen students’ understanding of force and motion.
Photosynthesis And Cellular Respiration (Ls1): A Hands-On Approach For Grades 6–12, Laura Robertson, Lashay Jennings, Scott Honeycutt, Karin Keith, Chih-Che Tai
Photosynthesis And Cellular Respiration (Ls1): A Hands-On Approach For Grades 6–12, Laura Robertson, Lashay Jennings, Scott Honeycutt, Karin Keith, Chih-Che Tai
Laura Robertson
Integrate the NGSS and CCSS ELA by using a cycle of science and ELA activities to help students learn about the flow of energy between photosynthesis and cellular respiration.
Hybrid Plcs: Building Collaboration Among Teachers In Different Schools, Laura Robertson, Pamela Cromie, Lindsay Lester, Jennifer Hill, Diana O'Neal
Hybrid Plcs: Building Collaboration Among Teachers In Different Schools, Laura Robertson, Pamela Cromie, Lindsay Lester, Jennifer Hill, Diana O'Neal
Laura Robertson
How do highly motivated teachers from different schools collaborate? We formed a hybrid PLC that included face-to-face meetings and online interactions to improve student learning.
Forces And Motion (Ps2): An Integrated K–8 Hands-On Approach Supporting The Ngss And Ccss Ela, Laura Robertson, Lashay Jennings, Huili Hong, Karin Keith, Chih-Che Tai
Forces And Motion (Ps2): An Integrated K–8 Hands-On Approach Supporting The Ngss And Ccss Ela, Laura Robertson, Lashay Jennings, Huili Hong, Karin Keith, Chih-Che Tai
Laura Robertson
Explore the benefits of merging experiential science and literacy instruction to deepen students’ understanding of force and motion.
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
Ryan Andrew Nivens
Analysis is typically listed in taxonomies of higher order thinking. Academics consider these taxonomies worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K-12 education, Race to the Top and Common Core requirements are placing new demands on K-12 teacher preparation, which include evaluation of the analysis skills of pre-service teachers. But professors do not always view their disciplines as the proper place for …
Explicating The Teacher's Perspective From The Researchers' Perspectives: Generating Accounts Of Mathematics Teachers' Practice, Marty Simon, Ron Tzur
Explicating The Teacher's Perspective From The Researchers' Perspectives: Generating Accounts Of Mathematics Teachers' Practice, Marty Simon, Ron Tzur
Ron Tzur
In this article we articulate a methodology for studying mathematics teacher development in the context of reform. The generation of accounts of teachers'practice, an adaptation of the case study, provides an approach to understanding teachers' current practice and to viewing their current practice in the context of development toward envisioned reforms. The methodology is an alternative both to studies that focus on teachers' deficits and to teachers' own accounts of their practice. Conceptual frameworks developed within the mathematics education research community are applied to the task of investigating the nature of practice developed by teachers in transition. We characterize this …
Moving Students Through Steps Of Mathematical Knowing: An Account Of The Practice Of An Elementary Mathematics Teacher In Transition, Karen Heinz, Margaret Kinzel, Marty Simon, Ron Tzur
Moving Students Through Steps Of Mathematical Knowing: An Account Of The Practice Of An Elementary Mathematics Teacher In Transition, Karen Heinz, Margaret Kinzel, Marty Simon, Ron Tzur
Ron Tzur
We present an account of a sixth-grade teacher's practice as she responds to the challenges of current reform initiatives. We analyzed classroom observations and interviews to understand how the teacher, Ivy, teaches and thinks about teaching mathematics to her students. For Ivy, mathematical meaning is available in particular experiences. She creates these experiences for her students by leading them through a predetermined sequence of steps of mathematical knowing. This account contributed to our postulation of a perspective on mathematics learning that we refer to as perceptionbased, in which the goal of instruction is to create opportunities for students to perceive, …
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
Ross Turner
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 …
Integrating Games To Teach A First Programming Course, Soumia Ichoua
Integrating Games To Teach A First Programming Course, Soumia Ichoua
Soumia Ichoua
In the past few years, there has been an increased interest in game-based learning as a powerful tool to stimulate students’ interest and promote their engagement in the learning process. In this paper, we discuss our experience in integrating gaming to teach a first programming course. The course is restructured and redesigned to allow teaching the basics of programming through games. Students actively use fundamental programming concepts learned to modify and create two dimension games using C# and XNA with .Net framework. This is an on-going work. Surveys and worksheets are developed to be used in assessing the effectiveness of …
Creative Activities In Mathematics : Problem-Based Maths Investigations For Lower And Middle Primary : Book 1., Derek Holton, Catherine Pearn
Creative Activities In Mathematics : Problem-Based Maths Investigations For Lower And Middle Primary : Book 1., Derek Holton, Catherine Pearn
Catherine Pearn
Problem-based learning is a powerful alternative to drill-and practice or skills-based learning, especially within maths, but it can be difficult to source rich materials that engage an entire class. The Creative Activities in Mathematics series provides a wealth of investigations and open-ended active learning activities, designed to engage students with mathematics and develop their problem-solving, collaboration and mathematical skills. Book One provides 12 different class activities suitable for students in lower and middle primary school (Foundation to Year 4), along with teaching notes and staged lesson plans. Each activity is a whole-class investigation with open-ended answers that takes a particular …
The Nature Of Science: A Perspective From The Philosophy Of Science, Juli T. Eflin, Stuart Glennan, George Reisch
The Nature Of Science: A Perspective From The Philosophy Of Science, Juli T. Eflin, Stuart Glennan, George Reisch
Stuart Glennan
In a recent article in this journal, Brian Alters (1997) argued that, given the many ways in which the nature of science (NOS) is described and poor student responses to NOS instruments such as Nature of Scientific Knowledge Scale (NSKS), Nature of Science Scale (NOSS), Test on Understanding Science (TOUS), and others, it is time for science educators to reconsider the standard lists of tenets for the NOS. Alters suggested that philosophers of science are authorities on the NOS and that consequently, it would be wise to investigate their views of current NOS tenets. To that end, he conducted a …
"Best Practices" At The Illinois Mathematics And Science Academy, Steven Rogg
"Best Practices" At The Illinois Mathematics And Science Academy, Steven Rogg
Steven R Rogg
No abstract provided.
How Design Can Get Kids On The Path To Tech Careers: A Conversation With Dr. Stephanie Pace Marshall, The Founder Of A New Type Of Science And Math Academy, Stephanie Marshall
How Design Can Get Kids On The Path To Tech Careers: A Conversation With Dr. Stephanie Pace Marshall, The Founder Of A New Type Of Science And Math Academy, Stephanie Marshall
Stephanie Pace Marshall, Ph.D.
An interview with Dr. Stephanie Pace Marshall about educational design and the design of the Illinois Mathematics and Science Academy. "IMSA sought not only to develop decidedly different scientific minds, but also to develop a decidedly different residential learning community -- one that was nurturing and innovative, and one that instilled a sense of stewardship, and an obligation to give back. As a dynamic teaching and learning laboratory, IMSA continues to evolve, yet the roots of our founding ideas and goals remain."
The Power To Transform: Leadership That Brings Learning And Schooling To Life, Stephanie Pace Marshall
The Power To Transform: Leadership That Brings Learning And Schooling To Life, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
The Power to Transform is a call to re-conceive and re-design schooling. Rather than offer “best practices” or “prescriptive solutions,” it invites leaders of all ages and walks of life to think differently about learning and schooling. It illuminates the “why” and “what” of educational transformation and explores its deepest roots. It offers new language, new design principles, a new framework, and a new map for creating vibrant, imaginative and adaptive learning landscapes that integrate the dynamic properties of living systems with the generative principles of learning. It is from this natural integration that the new story of learning and …
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 …
Transforming Science And Technology: Has The Elephant Yet Flicked Its Trunk?, Donna M. Hughes Dr.
Transforming Science And Technology: Has The Elephant Yet Flicked Its Trunk?, Donna M. Hughes Dr.
Donna M. Hughes
No abstract provided.