What Teachers Take from Professional Development: Cases and Implications     

Jeff D. Farmer  Helen Gerretson  Marshall Lassak 《Journal of Mathematics Teacher Education》2003,6(4):331-360

In this article, we report on an 18-month longmathematics professional development projectwith elementary school teachers. Using a modelwe developed, three participant case studieswere analyzed with respect to not only theprofessional development milieu, but also howthese teachers interacted with the professionaldevelopment experience. In particular we foundthat having teachers reflect on new, authenticreform-oriented mathematics learningexperiences leads some teachers to take aninquiry stance concerning their own teaching,resulting in self-sustaining changes in theirmathematics instructional practices. Thisimplies that professional development forelementary mathematics teachers should includechallenging mathematics learning experiencescomplete with opportunities to reflect on personal and professional implications.  相似文献   

Response-cost punishment with pigeons: Further evidence of response suppression via token loss     

Raiff BR  Bullock CE  Hackenberg TD 《Learning & behavior》2008,36(1):29-41

Four pigeons responded on a two-component multiple token-reinforcement schedule, in which tokens were produced according to a random-interval 30-sec schedule and exchanged according to a variable-ratio 4 schedule in both components. To assess the effects of contingent token loss, tokens were removed after every second response (i.e., fixed-ratio 2 loss) in one of the components. Response rates were selectively lower in the loss components relative to baseline (no-loss) conditions, as well as to the within-condition no-loss components. Response rates were decreased to a greater degree in the presence of tokens than in their absence. To control for the effects of changes in the density of token and food reinforcement, two parts consisted of additional conditions where food density and token loss were yoked to those in a previous loss condition. In the yoked-food condition, tokens were produced as usual in both components, but the overall density of food reinforcement in one of the components was yoked to that obtained during a previous token-loss condition. In the yoked token-loss condition, tokens were removed during one component of the multiple schedule at a rate that approximately matched the obtained rate of loss from a previous token-loss condition. Response rates in these yoked components were less affected than those in comparable loss components, despite similar densities of token, exchange, and food reinforcement. On the whole, the results support the conclusion that contingent token loss serves as an effective punisher with pigeons.  相似文献   

Framing Health Care Instruction: An Information Literacy Handbook for the Health Sciences     

Bethany Farmer 《Medical reference services quarterly》2020,39(3):293-294

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Explosives. The progressive decomposition of gun-cotton during its storage     

M.M.O. Silberrad  R.C. Farmer 《Journal of The Franklin Institute》1908,166(6):471-486

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Effect of a pedometer-based intervention on daily step counts of community-dwelling older adults     

Croteau KA  Richeson NE  Farmer BC  Jones DB 《Research quarterly for exercise and sport》2007,78(5):401-406

This study investigated the effect of a 12-week pedometer-based intervention on daily step counts of 147 older adults randomly assigned to an intervention or wait-list control group (M age = 72.9 years, SD = 8.8). The intervention group significantly increased their daily step counts after 12 weeks (M=639, SD=2239) and continued to significantly increase during a 12-week maintenance period (M=680, SD=1721). The control group exhibited no change during the control period (M = -393, SD=2050) but had a significant increase in daily step counts (M=1580, SD=2305) when enrolled in the intervention. The pedometer-based intervention was effective in increasing participants' daily step counts.  相似文献   

Academic Self‐Perceptions,Effort, and Strategy Use in Students with Learning Disabilities: Changes Over Time     

Lynn Meltzer  Tamar Katzir  Lynne Miller  Ranjini Reddy  Bethany Roditi 《Learning disabilities research & practice》2004,19(2):99-108

This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4–9 in two urban and suburban communities. After six months of classroom‐based strategy instruction, students with learning disabilities reported more consistent use of strategies with their schoolwork and perceived themselves as struggling less in reading, writing, and spelling. Teachers perceived the students with learning disabilities as more strategic and as applying more effort to their schoolwork. Teachers also perceived their students as showing significant improvements in spelling, regardless of whether they had learning disabilities. These findings extended the results of previous investigations and indicated the small, positive impact of classroom‐based strategy instruction. Further investigations are critical to evaluate the generalizability of these findings.  相似文献   

What Makes Access Services Staff Happy? A Job Satisfaction Survey     

Bethany Badgett Sewell  Charla Gilbert 《Journal Of Access Services》2015,12(3-4):47-74

This article reports the results of a survey that analyzed the job satisfaction of 361 library access services practitioners. Library access services staff were surveyed and asked to rate job satisfaction based on Maslow's Hierarchy of Needs and Herzberg's Two-Factor Theory. Results show that access services staff have opportunities for satisfaction based on higher-level needs. Personal fulfillment, job opportunities, and relationships with coworkers rated as the top three most important factors. There are also contributing factors that affect job satisfaction based on lower-level needs, such as salary. Age, education level, and administrative responsibilities also play a role in job satisfaction of access services staff. The survey results demonstrated that most employees are satisfied, while improvements are needed in certain areas to provide employees with a more fulfilling work environment.  相似文献   

Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task          下载免费PDF全文

Emily R. Fyfe  Nicole M. McNeil  Bethany Rittle‐Johnson 《Child development》2015,86(3):927-935

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Advanced Math Course Taking: Effects on Math Achievement and College Enrollment     

Soo-yong Byun  Matthew J. Irvin  Bethany A. Bell 《Journal of Experimental Education》2015,83(4):439-468

Using data from the Educational Longitudinal Study of 2002–2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low socioeconomic status students than for high socioeconomic status students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed.  相似文献   

Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics     

Bethany Rittle-Johnson  Michael Schneider  Jon R. Star 《Educational Psychology Review》2015,27(4):587-597

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