The effects of strategic counting instruction,with and without deliberate practice,on number combination skill among students with mathematics difficulties     

Lynn S. Fuchs  Sarah R. Powell  Pamela M. Seethaler  Paul T. Cirino  Jack M. Fletcher  Douglas Fuchs  Carol L. Hamlett 《Learning and individual differences》2010,20(2):89-100

The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty) and site (proximal versus distal to the intervention developer) and then randomly assigned to control (no tutoring) or 1 of 2 variants of NC remediation. Both remediations were embedded in the same validated word-problem tutoring protocol (i.e., Pirate Math). In 1 variant, the focus on NCs was limited to a single lesson that taught strategic counting. In the other variant, 4–6 min of practice per session was added to the other variant. Tutoring occurred for 16 weeks, 3 sessions per week for 20–30 min per session. Strategic counting without deliberate practice produced superior NC fluency compared to control; however, strategic counting with deliberate practice effected superior NC fluency and transfer to procedural calculations compared with both competing conditions. Also, the efficacy of Pirate Math word-problem tutoring was replicated.  相似文献   

Technology‐loving Luddites? Declining participation in high school computing studies in Australia     

Carol Reid 《British Journal of Sociology of Education》2009,30(3):289-302

The research discussed in this article is based on an Australian Research Council‐funded study carried out over three years (2005–2007) in three states ¹ 1. New South Wales, Victoria, and South Australia View all notes in Australia. The study sought to understand students’ experiences and decisions at secondary school to ascertain why few girls choose to enter tertiary‐level Communication and Information Technology (CIT) courses, and what strategies could be implemented in schools to remedy this problem. The results suggest that while boys still tend to dominate the higher levels of CIT subjects in Australian high schools across the three states, there was also a general decline in participation at all levels. Drawing on qualitative and quantitative data, the article examines patterns and explanations regarding the nature of participation in CIT subjects. The article develops a Luddite analysis in order to understand the strong rejection of this area of study in the three Australian states.  相似文献   

Exceptional Scholarship and Democratic Agendas: Interviews with John Goodlad,John Hoyle,Joseph Murphy,and Thomas Sergiovanni     

Carol A. Mullen 《Interchange》2009,40(2):165-203

This portraiture study of four exceptional scholars in education – John Goodlad, John Hoyle, Joseph Murphy, and Thomas Sergiovanni – provides insight into their scholarly work and life habits, direction and aspirations, assessment and analysis of major trends in the profession, and advice for aspiring leaders and academics. Telephone interviews with the leading scholars (4) and their referral colleagues (8), in addition to document analysis, validated the following criteria for the selection of exceptional scholarship previously generated via survey respondents (educational leadership professors): The scholar (a) publishes widely, (b) has broad impact, (c) has multiple spheres of influence, and (d) has established mentoring systems. Democratic concepts and agendas for education emerged from the interviews focused on exceptional scholarship, an outcome incorporated within the results.  相似文献   

Habitus, social fields, and circuits in rural science education     

Carol B. Brandt  Wesley Shumar  Lorie Hammond  Heidi Carlone  Sue Kimmel  Christina Tschida 《Cultural Studies of Science Education》2010,5(2):477-493

Schooling and science education are embedded within larger socio-cultural, political and economic contexts, influenced by global flows of capital, labor, ideas, and images. In this article we consider the ways in which ethnography traces the web of interactions (circuits), in a rural community and the ways that science inquiry was associated with character education. Our discussion examines the relationship between social fields, habitus, and meritocracy under new and ever-changing neoliberal conditions. These macro-level forces play out in everyday practices in the community and reveal schools, as well as science education, as sites for struggle.  相似文献   

Embracing change: perceptions of e‐journals by faculty members     

Kitty McCLANAHAN  Lei WU  Carol TENOPIR  Donald W. KING 《Learned Publishing》2010,23(3):209-223

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Postmodern Truth?     

Carol Iannone 《Academic Questions》2017,30(2):129-133

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Who Was Sylvia? In Memoriam: Sylvia C. Ettenberg, 1917–2012     

Carol K. Ingall 《Journal of Jewish Education》2014,80(3):158-159

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The Once and Future Core     

Carol Iannone 《Academic Questions》2015,28(4):398-400

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Finding the Optimal Match     

Carol J. Mills  Arne E. Tangherlini 《Equity & Excellence in Education》2013,46(2-4):205-208

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Listening to People Listening to Music: Lessons for Museums     

Joe E. Heimlich  Carol Argiro  Christy Farnbauch 《Curator: The Museum Journal》2015,58(2):195-207

The language people use to talk about something can constrain as well as facilitate understanding. This essay explores the lessons learned through a study of how people talked about music to examine what it can mean for museums and museum experiences. The study itself had people talk about their interest, background, and ways of engaging with music, then listen to random cuts of preselected music to talk about what they were hearing. Several themes emerged from the study, suggesting there are clusters to ways in which people frame their experiences of music, which extend to how people might understand the museum experience and what museums might do to make that experience more relevant.  相似文献