Research–Practice Partnerships to Support the Development of High Quality Mathematics Instruction for All Students     

Brooks A. Rosenquist  Erin C. Henrick  Thomas M. Smith 《Journal of Education for Students Placed at Risk》2015,20(1-2):42-57

The gap in achievement in mathematics between at-risk students and their more advantaged counterparts is a persistent problem of the U.S. education system. Although some research-based curricula and pedagogy have demonstrated promise in supporting students from diverse backgrounds to develop conceptual understanding and procedural fluency in mathematics, scaling up instructional change across a district organization is a significant challenge. The Middle School Mathematics and the Institutional Setting of Teaching (MIST) Project is a research–practice partnership seeking to understand how large urban school districts can support the development of rigorous and equitable middle-school mathematics instruction at scale. This article enumerates the goals and design of this multiyear, multidistrict partnership, and describes one illustrative example of how our partnership activities informed and supported one district's efforts to improve mathematics instruction over multiple years. General recommendations for district–researcher partnerships are discussed.  相似文献   

Kiowa forty-nine singing: A communication perspective     

William R Kennan  L.Brooks Hill 《Int J Intercult Relat》1980,4(2):149-165

Kiowa Forty-Nine singing is a social activity in which important aspects of Kiowa culture are performed and revealed through traditional communicative activities. The purpose of this study was to examine forty-nining as it serves to reveal cultural patterns of interaction. Rooted in ethnomethodology, this field research combined personal interviews and content analysis. The data first provided a general characterization of forty-nining; subsequent analysis produced distinguishable, but interrelated, sets of rules which regulate the nature and structure of forty-nines. Patterns identified in the fortynines can be extended to other intratribal interaction, as well as to intercultural communication. Better conception of these interactive patterns may foster better understanding of Kiowa intercultural relations.  相似文献   

Generation of descriptive text headings     

Larry W. Brooks  Donald F. Dansereau  Charles D. Holley  Joni E. Spurlin 《Contemporary educational psychology》1983,8(2):103-108

The effectiveness of having students generate their own headings for scientific text is assessed. Results reveal that generating headings enhance performance on a number of recall measures compared to either author-provided headings or no headings. Educational implications are discussed.  相似文献   

Repeated bouts of sprint running after induced alkalosis.   总被引：1，自引：0，他引：1  

G C Gaitanos  M E Nevill  S Brooks  C Williams 《Journal of sports sciences》1991,9(4):355-370

Seven healthy male subjects performed 10 maximal 6-s sprints, separated by 30-s recovery periods, on a non-motorized treadmill. On two occasions, separated by 3 days, the subjects ingested a solution of either sodium bicarbonate (NaHCO3; alkaline) or sodium chloride (NaCl; placebo), 2.5 h prior to exercise. The doses were 0.3 g kg-1 body mass for the alkaline treatment and 1.5 g total for the placebo, dissolved in 500 ml of water. The order of testing was randomly assigned. Pre-exercise blood pH was 7.43 +/- 0.02 and 7.38 +/- 0.01 for the alkaline and placebo trials respectively (P less than 0.01). Performance indices (i.e. mean and peak power outputs and mean and peak running speeds) were significantly reduced as a result of the cumulative effects of successive sprints, but not significantly affected by the treatments. However, the total work done (i.e. mean power output) in the alkaline condition was 2% higher than that achieved in the placebo condition. Post-exercise blood lactate concentrations were higher for the alkaline treatment than for the placebo condition (15.3 +/- 3.7 vs 13.6 +/- 3.0 mM respectively; P less than 0.01), but blood pH was similar in both conditions (alkaline: 7.15 +/- 0.13; placebo: 7.09 +/- 0.11). In both conditions, a relationship was found between post-exercise blood lactate and mean power output (alkaline: r = 0.82, P less than 0.01; placebo: r = 0.79, P less than 0.01). No significant differences were found in VE, VO2 and VCO2 between the two experimental conditions. This study demonstrates that alkali ingestion results in significant shifts in the acid-base balance of the blood, but has no effect on the power output during repeated bouts of brief maximal exercise.  相似文献   

“Simultaneous immersion”: How online postgraduate study contributes to the development of reflective practice among public service practitioners     

Sally Brooks  Ellen Roberts 《Interactive Learning Environments》2016,24(7):1692-1705

This paper examines how the process of engaging simultaneously in study and work – through online distance-based study – affects students’ capacity to apply their learning in and for the workplace. The paper takes as its starting point the importance of extending notions of “educational effectiveness” beyond course-based attainment to encompass the impact of learning within the workplace. It explores the interface between study and work, focusing on the case of online postgraduate programmes in public management at the University of York. It finds that simultaneous immersion in study and work can create the conditions for “public reflection” that underpin work-based learning and that a key factor is the student-practitioner's ability to mobilise “episodic power.” The paper suggests ways in which existing approaches to online postgraduate learning might be enhanced in order to capitalise on these conditions of simultaneous immersion.  相似文献   

Visual recognition memory in squirrel monkeys     

William H. Overman  Carol McLain  Gail E. Ormsby  Virginia Brooks 《Learning & behavior》1983,11(4):483-488

Squirrel monkeys (Saimiri sciureus) were trained on visual recognition memory tasks in a Wisconsin General Testing Apparatus with a trial-unique procedure that used 250 objects as stimuli. In Experiment 1, acquisition of a trial-unique delayed non-match-to-sample task (DNMS) was compared with acquisition of a trial-unique delayed match-to-sample (DMS) task. The DNMS task was learned in significantly fewer trials and with significantly fewer errors. Two animals in the DNMS group demonstrated highly accurate retention of the DNMS strategy despite an 11-month hiatus in experimental testing. In Experiment 2, the same procedures were used to study the learning of lists of 3, 5, 10, or 20 serially presented items. Although the animals were able to accurately remember lists of up to 20 items, there was no evidence of serial position effects.  相似文献   

Reinstatement after counterconditioning     

Douglas C. Brooks  Beth Hale  James B. Nelson  Mark E. Bouton 《Learning & behavior》1995,23(4):383-390

Reinstatement after counterconditioning was examined in three experiments with rats. The rats received CS-shock pairings in Phase 1 and then CS-food pairings in Phase 2. When unsignaled shock was presented after appetitive conditioning, fear performance to the CS replaced food performance. This reinstatement effect depended on initial pairings of the CS and shock in Phase 1. It also depended on shock exposure occurring in the test context. The results parallel previous data obtained after extinction. Counterconditioning and extinction yield several parallel effects (spontaneous recovery, renewal, and now reinstatement) which suggest that Phase 2 does not destroy the learning acquired in Phase 1.  相似文献   

FISH: A New Computer Program for Friendly Introductory Statistics Help     

Gordon P. Brooks  Holly Raffle 《Teaching Statistics》2005,27(3):81-88

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Developing and Sustaining K–12 School Technology Innovation Through Lottery Grant Awards: A Multiple Case Study     

Herr  Lynne McKnight  Brooks  David W. 《Journal of Science Education and Technology》2003,12(2):153-182

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Cookbook Procedures in MBL Physics Exercises     

Brent Royuk  David W. Brooks 《Journal of Science Education and Technology》2003,12(3):317-324

This paper presents the results of a controlled experiment comparing the conceptual mechanics learning gains as measured by the FCI between two laboratory groups. One group completed cookbook labs while the other completed the IE labs in RealTime Physics.  相似文献