Subskill mastery among elementary and middle school students at risk in mathematics          下载免费PDF全文

Peter M. Nelson  David C. Parker  Ethan R. Van Norman 《Psychology in the schools》2018,55(6):722-736

In the present study, we evaluated the number of attempts required to master specific subskills for working with whole and rational numbers among students at risk for math difficulties. Participants included a subset of students in grades four through eight receiving supplemental math support. Mastery—defined as 85% correct on short tests—was assessed following instruction for each subskill. Using survival analysis, we evaluated the number of attempts required to reach a .50 and a .90 probability of mastery on each subskill. The number of required attempts varied across subskills, with many subskills requiring more than one attempt to demonstrate mastery. Further, some of the most difficult content was aligned with curricular standards below students’ grade level. Thus, among students identified for supplemental support, it may be worthwhile to remediate select subskills that fall outside of the grade‐level curriculum before providing additional instruction on grade‐level content. Implications for math subskill assessment and remediation are discussed along with limitations and directions for future research.  相似文献   

Factor structures of Taiwanese teachers' ratings of ADHD: a comparison with U.S. studies     

Yang KN  Schaller JL  Parker R 《Journal of learning disabilities》2000,33(1):72-82

The purpose of this study was to compare factor structures from Taiwanese teachers' ratings with diagnostic definitions of attention-deficit/hyperactivity disorder (ADHD) as described in the DSM-III-R, DSM-IV, and ICD-10; to examine how factor structures of Taiwanese teachers' ratings of ADHD symptoms compare with factor structures reported in research using school-based American participants; and to examine gender differences. One hundred and twenty-one homeroom teachers from six public elementary schools in Taipei County, Taiwan, rated two boys and two girls randomly selected from their homerooms using the ADHD checklist. Findings from this study support the concurrent validity of the DSM-IV ADHD factor structures of hyperactivity-impulsivity and inattention. Comparability of these findings with school-based U.S. studies suggests the cross-cultural congruency of behaviors associated with ADHD.  相似文献   

Books     

Dr. Ronald K. Parker  Ms. Alice Low 《Early Childhood Education Journal》1973,1(2):61-63

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The Teacher Research Update Experience: Perceptions of Practicing Science, Mathematics, and Technology Teachers     

Marianne B. Barnes  Emilia M. Hodge  Melinda Parker  Mary Jo Koroly 《Journal of Science Teacher Education》2006,17(3):243-264

The purpose of this study was to examine how the practicing science and mathematics teachers participating in the University of Florida's Teacher Research Update Experience (TRUE) perceived their experiences in Summer 2000. We conducted in-depth interviews and collected data from survey questionnaires and addressed research in the following areas: How do participants perceive their experiences during the 7-week program designed to enhance science, mathematics, and technology knowledge and skills? How have these experiences contributed to their professional and personal growth and development, and how will they influence teaching and student learning? Findings from interviews provided insights into the thoughts, motivations, and, in some cases, insecurities of these adult learners. Follow-up studies are indicated on long-term impact of immersion professional development programs.  相似文献   

职业教育校本课程开发对教师专业化发展的意义与要求     

张慧敏  饶异伦 《河北职业技术学院学报》2007,7(1):16-17,20

校本课程开发本身赋予教师一定的职能,并对教师的专业化发展提出了素质要求。教师要真正成为职业教育校本课程开发的主体,就应该注重自身的专业化发展,利用自身深厚的专业知识与技能和高尚的职业道德品质与人文素质,积极推进课程的校本化。  相似文献   

Becoming Science Teachers: an evaluation of the initial stages of primary teacher training     

Joan Parker 《Assessment & Evaluation in Higher Education》1997,22(1):17-31

This 3‐year evaluation study explores the development of trainee primary teachers’ attitudes toward the teaching and learning of science during the early stages of their professional education. We demonstrate that science is, for many students, a potentially problematic area of the curriculum in which their past learning experiences are particularly prominent in the development of negative attitudes and feelings of apprehension towards the subject. Through a combination of questionnaire data and reflective writing, origins of attitude development and the impact of both course provision and teaching practice are explored at depth. A dichotomy between student expectation and experience of science teaching is demonstrated and the implications of this are examined with respect to the nature of teacher education, course provision and primary partnership initiatives currently being developed between higher education and primary schools.  相似文献   

High school students’ literacy practices and identities,and the figured world of school     

Wendy Luttrell  Caroline Parker 《Journal of Research in Reading》2001,24(3):235-247

Conventional wisdom holds that American teenagers do not read or write – that they are a media‐driven group who prefer movies, television and playing video games. Ethnographic data gathered in the High School Literacy Project, a study of four North Carolina high schools, showed a far different picture of teenage literacy. This paper reports on partial findings of the larger study and argues that students use their literacy practices to form their identities within, and sometimes in opposition to, the figured worlds of school, work and family. Many students look to school to provide formal literacy experiences, but find their reading and writing passions at odds with the demands of the school curriculum.  相似文献   

Tokamaks and turbulence: research ensembles, policy and technoscientific work   总被引：1，自引：0，他引：1  

Edward J Hackett  David Conz  John Parker  Jonathon Bashford  Susan DeLay 《Research Policy》2004,33(5):747-767

A comparative analysis of two fusion energy research facilities is used to examine how the ensemble of research technologies (materials, methods, instruments, techniques, and the like) constructed and used by a group not only connects the group to other researchers and policymakers but also influences the group’s trajectory, performance, and the work of its members. We use a combination of historical, interview, and questionnaire data to describe the two facilities, position them within the field, and examine the working conditions and job satisfaction of their members. We develop the idea of research ensemble, characterize it in comparison with related concepts, explain how it reflects policy priorities and provides a new way for research groups to accumulate advantage and disadvantage. Using multiple regression models, we demonstrate how differences in research ensembles lead to differences in working conditions and job satisfactions. Some implications are proposed for policy in fast-changing, large-scale fields of science and technology.  相似文献   

Lessons learned in an information skills training programme for a mental health trust     

Parker R  Urquhart C 《Health information and libraries journal》2007,24(1):58-61

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“What’s So Terrible About Swallowing an Apple Seed?” Problem-Based Learning in Kindergarten     

Meilan Zhang  Joyce Parker  Jan Eberhardt  Susan Passalacqua 《Journal of Science Education and Technology》2011,20(5):468-481

Problem-Based Learning (PBL), an instructional approach originated in medical education, has gained increasing attention in K-12 science education because of its emphasis on self-directed learning and real-world problem-solving. Yet few studies have examined how PBL can be adapted for kindergarten. In this study, we examined how a veteran kindergarten teacher, who was experienced with PBL in her own learning, adapted PBL to teach students earth materials, a topic emphasized in the new state curriculum standards but students had difficulty understanding. The pre-post tests showed that students improved their content understanding. Analysis of the classroom discourse showed that PBL and the teacher’s facilitation strategies provided opportunities for students to develop their questioning skills. In conclusion, we discuss the implications of this study for using PBL in kindergarten classrooms.  相似文献