Introducing the empty number line     

Rod Bramald 《Education 3-13》2013,41(3):5-12

The empty number line (ENL) is an essential element of Dutch mathematics education, already internationally acknowledged as a successful model for developing mental strategies. The concept is a deceptively simple one but is based upon a complex structure of previous research findings. Several recent and influential UK publications have already misused the concept. This article is based upon the original work of Beishuisen from Leiden University and sets out a very simplified version of how the ENL is derived and built up for use in mental mathematics.  相似文献   

Important Partners—AECT Affiliates     

Rod P. Githens 《TechTrends》2009,53(4):5-5

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Early Years: an international research journal     

Rod Parker-Rees 《Early Years: An International Journal of Research and Development》2014,34(3):207-209

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Biologic Influences on Exercise Adherence     

Rod K. Dishman 《Research quarterly for exercise and sport》2013,84(2):143-159

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Editorial     

Rod Parker-Rees 《Early Years: An International Journal of Research and Development》2013,33(3):209-211

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Input-Based Approaches to Teaching Grammar： A Review of Classroom-oriented Research     

Rod Ellis 《通化师范学院学报》2006,(2):40-45

2．Input-processing studies The input-processing studies examined here involve experimental comparisons of input-based and production- based instruction．Whereas traditional grammar teaching attempts to manipulate learner production,‘processing instruction’emplys‘interpretation tasks’(Ellis 1995)that invite learners to engage in intentional learning by consciously noticing how a target grammatical feature is used in input specially contrived to contain numerous exemplars of the structure.  相似文献   

Editorial     

Rod Parker‐Rees 《Early Years: An International Journal of Research and Development》2008,28(1):1-3

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Self-monitoring and knowledge-building in learning by teaching     

Rod D. Roscoe 《Instructional Science》2014,42(3):327-351

Prior research has established that learning by teaching depends upon peer tutors’ engagement in knowledge-building, in which tutors integrate their knowledge and generate new knowledge through reasoning. However, many tutors adopt a knowledge-telling bias defined by shallow summarizing of source materials and didactic lectures. Knowledge-telling contributes little to learning with deeper understanding. In this paper, we consider the self-monitoring hypothesis, which states that the knowledge-telling bias may arise due to tutors’ limited or inadequate evaluation of their own knowledge and understanding of the material. Tutors who fail to self-monitor may remain unaware of knowledge gaps or other confusions that could be repaired via knowledge-building. To test this hypothesis, sixty undergraduates were recruited to study and then teach a peer about a scientific topic. Data included tests of recall and comprehension, as well as extensive analyses of the explanations, questions, and self-monitoring that occurred during tutoring. Results show that tutors’ comprehension-monitoring and domain knowledge, along with pupils’ questions, were significant predictors of knowledge-building, which was in turn predictive of deeper understanding of the material. Moreover, tutorial interactions and questions appeared to naturally promote tutors’ self-monitoring. However, despite frequent comprehension-monitoring, many tutors still displayed a strong knowledge-telling bias. Thus, peer tutors appeared to experience more difficulty with self-regulatory aspects of knowledge-building (i.e., responding appropriately to perceived knowledge gaps and confusions) than with self-monitoring. Implications and alternative hypotheses for future research are discussed.  相似文献   

Filling in the gaps: European governance,the open method of coordination and the European Commission     

Manuel Souto‐Otero  Timo Fleckenstein  Rod Dacombe 《教育政策杂志》2013,28(3):231-249

The article addresses the way in which EU policy‐making operates, explains the relevance of ‘lifelong learning’ for the European Commission and analyses the mechanisms by which the Commission has advanced policy‐making in education and training since the Lisbon Summit. The article reviews in particular the alleged lack of effectiveness of the Open Method of Coordination in education and, second, the notion that the EU advances ‘slowly and persistently’ in its acquisition of competences in this area.  相似文献   

DEVELOPING EDUCATIONAL SERVICES FOR OLDER ADULTS AND THOSE WHO WORK WITH THEM     

Rufus S. Lynch  Edward A. Brawley 《Educational gerontology》2013,39(4):327-337

The results of a community college's efforts to develop a range of educational services for the aging are presented. Cultural, educational, and recreational activities provided within a college setting and through a network of neighborhood centers are described, as well as continuing education and in‐service training programs for persons who work with the elderly. The processes and problems involved in planning, organizing, and administering such a comprehensive program for the elderly in an educational institution are described and discussed.

The authors attempt to demonstrate that a wide range of opportunities exists for colleges and universities in most localities to develop a variety of services that can enhance the quality of life of the elderly. Their central message is that it is possible to accomplish a lot with quite limited resources if available resources are used well. A variety of educational services to a large number of older persons and to people who work with them was generated by a small initial grant. This grant enabled the college not only to begin to identify the educational needs of the elderly in a particular locality but also to locate a wide range of available resources (money, people, facilities) that could be used immediately to provide services.  相似文献