Prospective Elementary Mathematics Specialists’ developing instructional practices: support and mentorship during an authentic residency     

Myers  Kayla D.  Auslander  Susan Swars  Smith  Stephanie Z.  Smith  Marvin E. 《Journal of Mathematics Teacher Education》2021,24(3):309-330

Journal of Mathematics Teacher Education - This case study explored Prospective Elementary Mathematics Specialists’ (PEMSs) pedagogical practices during a K-5 Mathematics Endorsement (K-5 ME)...  相似文献   

Making on the Move: Mobility,Makerspaces, and Art Education     

Alvaro Jordan  Aaron D. Knochel  Nicholas Meisel  Kelsey Reiger  Swapnil Sinha 《The International Journal of Art & Design Education》2021,40(1):52-65

Combining the excitement from the maker movement and the novel creation of deployable makerspaces, we review the development of the Mobile Atelier for Kinaesthetic Education (MAKE) 3D. MAKE 3D is a mobile makerspace platform that can be deployed anywhere there is electricity to create a curricular spectacle of digital fabrication in particular additive manufacturing or what is more commonly referred to as 3D printing. Our project combines this notion of curricular spectacle and a mobile makerspace platform, to develop strategies in how to meet the novice user almost anywhere and to entice them into a series of hands‐on activities that would give them a range of knowledge and aptitude for additive techniques in digital fabrication. We review the component parts of our Material to Form curriculum and explore thematic connections between the maker movement and art education including STEAM and interdisciplinarity; design thinking and kinaesthetic learning; and place‐based education and the mobile platform. Informal practices in art education and the mobile makerspace advances forms of place and kinaesthetic learning. Similar curricular setups are therefore encouraged to reinforce and expand prior knowledge, broaden participation and provide an adaptable learning space for STEAM initiatives.  相似文献   

Faculty Liaisons: an embedded approach for enriching teaching and learning in higher education     

Afsaneh Sharif  Ashley Welsh  Jason Myers  Brian Wilson  Judy Chan  Sunah Cho 《International Journal for Academic Development》2019,24(3):260-271

This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex ‘third spaces’, providing support through an embedded partnership relationship that requires lateral movement across functional and organizational boundaries to create new professional spaces, knowledge, and relationships. The authors utilize narrative inquiry and auto-ethnographic approaches to present an interpretive qualitative analysis of their experiences supporting Faculty and University projects across complex and evolving organizational boundaries. From this analysis, they highlight key roles and responsibilities associated with their blended context and identify challenges that academic developers who occupy third spaces within academic organizations face as they negotiate competing interests, identities, and requirements associated with the diverse range of their projects and the blended experience of working in scholarly and administrative, central- and Faculty-based roles. The lessons they have learned from these experiences will be of particular interest to academic developers who are experiencing the flux of change within higher education settings that are impacting teaching and learning practices both for faculty in the classroom and for those across the institution who support them.  相似文献   

Specific reading disability in historically famous persons   总被引：1，自引：0，他引：1  

P G Aaron  S Phillips  S Larsen 《Journal of learning disabilities》1988,21(9):523-38, 545

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From Page to Stage: Locating the Spirit of Branar’s Adaptation of Oliver Jeffers’ How to Catch a Star     

Myers  Lindsay 《Children‘s Literature in Education》2021,52(3):396-410

Children's Literature in Education - Oliver Jeffers’ best-selling picturebook How to Catch a Star (2004) has been the subject of several recent theatre adaptations for children. This...  相似文献   

Electrical conduction in solid materials: J.P. Suchet,Vol. 9. 224 pp., 98 illus. 534 x 814in., Pergamon Press,Oxford, 1975, Price $14.00.     

Aaron Wold 《Journal of The Franklin Institute》1977,303(3):316-317

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Negotiating status hierarchies in middle school inquiry science: implications for marginal non-participation     

Adams-Wiggins  Karlyn R.  Myers  Michelle N.  Dancis  Julia S. 《Instructional Science》2020,48(4):427-451

Instructional Science - While previous classroom studies of status hierarchies tell us who has low status and how to increase those learners’ participation in small group contexts via...  相似文献   

Do infants see emotional expressions in static faces?   总被引：2，自引：0，他引：2  

R F Caron  A J Caron  R S Myers 《Child development》1985,56(6):1552-1560

To determine whether young infants discriminate photographs of different emotions on an affect-relevant basis or on the basis of isolated features unrelated to emotion, groups of 17-, 23-, and 29-week-olds were habituated to slides of 8 women posing either Toothy Angry, Nontoothy Angry, or Nontoothy Smiling facial expressions and were then shown 2 new women in the familiarized expression and in a novel Toothy Smiling expression. At all 3 ages, recovery to the novel Toothy Smiling faces occurred only after habituation to Nontoothy faces (whether smiling or angry), not after habituation to Toothy Angry faces, indicating that infants had been responsive to nonspecific features of the photographs (presence or absence of bared teeth) rather than to affectively relevant configurations of features. In a second experiment, 2 older age groups (35 and 41 weeks) also proved to be insensitive to affect-related aspects of still faces, though more so for angry than for happy expressions. It is suggested that the young infant's difficulty in extracting emotional information from static stimuli may be attributable to the absence of the critical invariants (dynamic, multimodally specified) that characterize naturalistic expressions of emotion.  相似文献   

PERSONAL BACKGROUND,EXPERIENCE AND SCHOOL ACHIEVEMENT: AN INVESTIGATION OF THE CONTRIBUTION OF QUESTIONNAIRE DATA TO ACADEMIC PREDICTION1     

Thomas L. Hilton  Albert E. Myers 《Journal of Educational Measurement》1967,4(2):69-80

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Actual Instructional Time in African Primary Schools: Factors that Reduce School Quality in Developing Countries     

Aaron?BenavotEmail author  Limor?Gad 《Prospects》2004,34(3):291-310

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