Archives, records, and power: The making of modern memory   总被引：2，自引：2，他引：0  

Joan M. Schwartz  Terry Cook 《Archival Science》2002,2(1-2):1-19

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All Shook Up: How Rock ‘n’ Roll Changed America     

W. Terry Lindley 《Journal of American culture (Malden, Mass. : 2003)》2004,27(2):224-225

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Repeated failures in reducing rat’s spontaneous alternation through the intertrial disruption of spatial orientation     

Paul M. Bronstein  Terry Dworkin  Benjamin H. Bilder  F. Dmitri Wolkoff 《Learning & behavior》1974,2(3):207-209

Three experiments examined the contention that an extramaze cue representing relative spatial direction controls rats’ spontaneous alternation. Attempts to eliminate this short-term directional memory by horizontally rotating the Ss were without effect. These data, along with other recent findings, cast doubt upon the completeness of Douglas’s model of spontaneous alternation.  相似文献   

Forms and functions of instruction patterns: Direct and nondirect     

Terry Cicchelli 《Instructional Science》1983,12(4):343-353

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Events in learning mathematics: Insights from research in classrooms   总被引：1，自引：0，他引：1  

Terry Wood 《Educational Studies in Mathematics》1996,30(1):85-105

In this paper, it is contended that in order to understand individual student's learning in the complexity of the mathematics classroom it is necessary to examine the events that occur before, during, and after learning. To illustrate, the process by which two children each construct new mathematical meanings is examined in this manner. The detailed analyses of each of these events provides insight into the processes by which individual students construct mathematical meanings in classroom settings. The investigation also reveals that the underlying social norms differ from those found in traditional classes, and that this creates different opportunities for learning. It is contended that it is the differences in the norms that have been established in their respective classes that distinguishes between the events in learning for the two children.Preparation of this paper was supported by the National Science Foundation (RED 9254939) and while the author was the Snodgrass Scholar in the School of Education Purdue University. The final draft was completed at the Mathematics Education Research Centre, Oxford University. All opinions are those of the author.  相似文献   

A follow-up assessment of a second-grade problem-centered mathematics project     

Paul Cobb  Terry Wood  Erna Yackel  Marcela Perlwitz 《Educational Studies in Mathematics》1992,23(5):483-504

Five second-grade classes in two schools participated in a project that was generally compatible with a constructivist theory of knowing. At the end of the school year, the students in these classes and their peers in six non-project classes in the same schools were assigned to ten textbook-based third-grade classes on the basis of reading scores. The two groups of students were compared at the end of the third-grade year on a standardized achievement test and on instruments designed to assess their conceptual development in arithmetic, their personal goals in mathematics, and their beliefs about reasons for success in mathematics. The levels of computation performance on familiar textbook tasks were comparable, but former project students had attained more advanced levels of conceptual understanding. In addition, they held stronger beliefs about the importance of working hard and being interested in mathematics, and about understanding and collaborating. Further, they attributed less importance to conforming to the solution methods of others.  相似文献   

The Keys to STEM: Australian Year 7 Students’ Attitudes and Intentions Towards Science,Mathematics and Technology Courses     

Kennedy  JohnPaul  Quinn  Frances  Lyons  Terry 《Research in Science Education》2020,50(5):1805-1832

Research in Science Education - Educational researchers have long noted the apparent link between positive student attitudes and a student’s desire to continue their study of particular...  相似文献   

Education of teachers     

Hazel Grubb Davis  Anne Davis  Margaret Polhill  Betty Miles  Dennis Hamley  Lesley Harrington  Feenie Ziner  R C Barnes  Mary Croxson  Marilyn Apseloff  Terry Jones  Tony Watkins 《Children‘s Literature in Education》1974,5(2):52-67

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Undergraduate research experiences in biology: alternatives to the apprenticeship model     

Wei CA  Woodin T 《CBE life sciences education》2011,10(2):123-131

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Multimodal literacy learning opportunities within a grade six classroom literacy curriculum: constraints and enablers     

Terry Loerts  Rachel Heydon 《Education 3-13》2017,45(4):490-503

This case study of a grade six classroom literacy curriculum in Ontario, Canada was designed to produce new knowledge of how curricula can promote multimodal literacy learning opportunities for students. With a focus on constraints and enablers, the study found few opportunities for multimodal literacy learning due to standardised assessments, an outcomes-based programmatic curriculum with related standardised report card, and assessment-focused professional learning opportunities. Despite the print-centric nature of the curriculum, however, the study found that students did initiate their own multimodal opportunities. The study has implications for educators across the globe who are interested in expanding students’ literacies.  相似文献