The role of play in a differentiated curriculum for the young gifted child     

Sandra N. Kaplan 《Roeper Review》2013,35(2):12-13

Play should be an integral part of a curriculum designed for young gifted children.  相似文献   

Teaching Objectives in Chemistry: a Comparison of Teachers’ and Students’ Priorities     

Avi Hofstein  Vera Mandler  Ruth Ben‐Zvi  David Samuel 《International Journal of Science Education》2013,35(1):61-66

Summaries

English

An inventory which consisted of 12 objectives of chemistry teaching was constructed from lists compiled from the responses of 12th‐grade students and given to 10th, 11th and 12th graders and to their teachers. All four groups were asked to rank the objectives according to their order of significance.

The analysis of the order of rankings gives an insight into what are considered as the most important and interesting aspects of chemistry by students and by teachers.

The use of an objectives questionnaire in this manner is recommended to curriculum developers as part of the process of development and implementation of any curriculum. This may help to make the subject matter more suitable for the needs of both students and teachers.  相似文献   

THE ‘NEW LEARNING’ IN ADULT JEWISH EDUCATION     

Avi Bernstein‐Nahar 《Journal of Jewish Education》2013,79(3):33-40

The period between Passover and Shavuot has been dramatic from time immemorial, because it signifies the Exodus from Egypt — physical rescue — and culminates with the stand at Mount Sinai — the attainment of spiritual nationhood. Modern Jewish history has added an unprecedented tone of tragedy and drama, which is symbolized by Yom Hashoah and Yom Haatzmaut. The March of the Living to the Sites of Struggle and Extermination and to the Land of Life and Promise, took place during that two week period, April 18th – May 4th, 1990.  相似文献   

Number sense growth in kindergarten: a longitudinal investigation of children at risk for mathematics difficulties   总被引：3，自引：0，他引：3  

Jordan NC  Kaplan D  Nabors Oláh L  Locuniak MN 《Child development》2006,77(1):153-175

Number sense development of 411 middle- and low-income kindergartners (mean age 5.8 years) was examined over 4 time points while controlling for gender, age, and reading skill. Although low-income children performed significantly worse than middle-income children at the end of kindergarten on all tasks, both groups progressed at about the same rate. An exception was story problems, on which the low-income group achieved at a slower rate; both income groups made comparable progress when the same problems were presented nonverbally with visual referents. Holding other predictors constant, there were small but reliable gender effects favoring boys on overall number sense performance as well as on nonverbal calculation. Using growth mixture modeling, 3 classes of growth trajectories in number sense emerged.  相似文献   

Medical illustration: from caves to cyberspace‡     

Jenni Tsafrir  Avi Ohry 《Health information and libraries journal》2001,18(2):99-109

  相似文献   

A Gentle Introduction to Bayesian Analysis: Applications to Developmental Research   总被引：1，自引：0，他引：1  

Rens van de Schoot  David Kaplan  Jaap Denissen  Jens B. Asendorpf  Franz J. Neyer  Marcel A.G. van Aken 《Child development》2014,85(3):842-860

Bayesian statistical methods are becoming ever more popular in applied and fundamental research. In this study a gentle introduction to Bayesian analysis is provided. It is shown under what circumstances it is attractive to use Bayesian estimation, and how to interpret properly the results. First, the ingredients underlying Bayesian methods are introduced using a simplified example. Thereafter, the advantages and pitfalls of the specification of prior knowledge are discussed. To illustrate Bayesian methods explained in this study, in a second example a series of studies that examine the theoretical framework of dynamic interactionism are considered. In the Discussion the advantages and disadvantages of using Bayesian statistics are reviewed, and guidelines on how to report on Bayesian statistics are provided.  相似文献   

The Learning Environment of High School Students in Chemistry and Biology Laboratories     

Avi Hofstein  Ita Cohen  Reuven Lazarowitz 《Research in Science & Technological Education》2013,31(1):103-116

In this article a comparison of students’ perceptions of laboratory classes in chemistry and biology is presented. By using the Science Laboratory Environment Inventory (SLEI), pronounced and significant differences between chemistry and biology laboratory environments were found on two of the subscales: ‘Integration’ that describes the extent to which its laboratory activities are integrated with non‐laboratory and classroom learning and ‘Open‐endedness’, a subscale that measures the extent to which the laboratory emphasises an open‐ended, divergent, and an individualised approach to experimentation. It is suggested that the SLEI can be considered as a sensitive tool to measure students’ perceptions of their learning environment in different subject matters during the laboratory work. In this study the SLEI was also used to compare students’ actual and preferred learning environments and to explore gender differences regarding this issue.  相似文献   

The use of modern standard and spoken Arabic in mathematics lessons: the case of a diglossic language / El uso del árabe estándar moderno y del árabe hablado en las clases de matemáticas: el caso de una lengua diglósica     

Randa Abbas  Vered Vaknin-Nusbaum  Ari Neuman  Geraldine Mongillo  Dorothy Feola  Rochelle Goldberg Kaplan 《Cultura y Educación》2013,25(4):730-765

Abstract

Researchers have shown an increased interest in the way teachers use their knowledge about language (KAL) to enhance student understanding and learning. This qualitative case study investigated first- and second-grade teachers’ use of KAL in Arabic. We investigated the linguistic transitions from standard Arabic to spoken Arabic made by the teachers during mathematics lessons. The results suggested that Arab-speaking mathematics teachers were aware of the gap between home language (Spoken Arabic) and school language (Modern Standard Arabic) and used linguistic transition as a teaching strategy to develop academic thinking and behaviour among their students. The results suggested that Arab teachers built a non-formal bilingual education programme where the two languages were used to teach mathematics. Despite the requirement to use Modern Standard Arabic, participants bridged the gap between the languages, which suggests an inherent understanding that ‘language and identity are ultimately inseparable’.  相似文献   

Lexical ambiguity: making a case against spread     

Jennifer J. Kaplan  Neal T. Rogness  Diane G. Fisher 《Teaching Statistics》2012,34(2):56-60

We argue for decreasing the use of the word spread when describing the statistical idea of dispersion or variability in introductory statistics courses. In addition, we argue for increasing the use of the word variability as a replacement for spread.  相似文献   

III. SLEEP ASSESSMENT METHODS          下载免费PDF全文

Avi Sadeh 《Monographs of the Society for Research in Child Development》2015,80(1):33-48

  相似文献