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Delia Neuman 《TechTrends》2011,55(4):21-26
The information age has given library media specialists an unprecedented opportunity to play a leading role in helping teachers, administrators, and especially students access and use information intelligently. As the school??s premier information specialist; the library media specialist has a unique role to play in helping everyone in the school develop a true twenty-first century habit of mind: a habit of thinking about information itself as a basic and powerful tool for learning deeply and living well in the information age. This article explores this role in the ??brave new?? digital age and offers a number of collaborative strategies that can help the library media specialist work with the entire school community. 相似文献
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Scott J. Goldberg Elana R. Weinberger Nina E. Goodman Shoshana Ross 《Journal of Jewish Education》2013,79(3):198-214
Currently, there are no Hebrew (L2) reading assessments that have been tested to obtain evidence for reliability and validity on which to base decisions about Hebrew instruction. The authors developed a Hebrew benchmark assessment tool for first grade students modeled after Dynamic Indicators of Basic Early Literacy Skills, a standardized test of accuracy and fluency used to identify at-risk students and to monitor student progress. Results of pilot data collection (N=53) provide evidence for strong alternate form reliability for this measure, as well as evidence for content, face and criterion-related validity. Future directions for research and development are discussed. 相似文献
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The selection of books to read to young children matters enormously in the role books play for enriching children’s lives.
This paper reviews the scientific evidence for the appropriate selection of books, and argues that care in selecting books
targeted to children’s developing skills will enhance the power and the pleasures of reading to young children. 相似文献
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This article investigates the extent to which there exist differences in standards for awarding first degrees with distinction amongst universities in Israel (as measured by the percentage of total graduates each year that receive a distinction). Based upon an analysis of annual data for the period 1979–1983, considerable diversity was found in the tendency to award first degrees with distinction between and within universities and faculties, and between the major subject department of the social science faculty, selected for more detailed analysis.This heterogeneity parallels that reported in Nevin's work relating to the situation current at universities in the United Kingdom nearly two decades ago. 相似文献
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Many recent projects have lately explored function-based approaches to algebra. For the last five years we developed and tested
such an approach to algebra, the 'Visual Mathematics'1 curriculum, in grades seven to nine. While teaching this curriculum we learned from our students' work that while functions
form an important basis for solving various sorts of algebra word problems, they introduce some tension in dealing with other
sorts of word problems. The data accumulated during our experiments led us to conjecture that viewing algebra rate problems
through a function lens offers new ways to look at similarities and differences among word problems. This article presents
a theoretical framework for a systematic investigation of the structures of algebra word problems and their relationship to
function-based solutions. We think that for those who take a function approach to algebra, this paper suggests new insights
into the categorization of word problems.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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A naturalistic study investigated the interactions of learning disabled students and their teachers with instructional elements
of commercial courseware. During two academic years, 62 students aged 9 to 18 and seven teachers from five subject areas were
observed and interviewed with regard to their day-to-day uses of 26 packages. Findings reported here relate to students' interactions
with the stimulus, response, and feedback/reinforcement dimensions inherent in those packages. Details of students' problems
and strategies with verbal, numeric, graphics, and problem-solving courseware are explored to elucidate the role of courseware
design in students' pervasive reading difficulties, overreliance on teacher assistance, introduction of competition to provide
motivation, and limited strategies for using courseware independently. Implications are noted for improving course-ware design
not only for LD students, but also for others who would profit from more carefully designed packages. The relationship of
design to the overarching issues of student independence, motivation, and strategy development for computer-based instruction
is discussed.
The original research upon which this article is based was supported in part by a Presidential Fellowship awarded by the Graduate
School of The Ohio State University. Additional work was supported in part by a grant from the Office of Graduate Studies
and Research of The University of Maryland, College Park. 相似文献