Sample records for constructivist classroom contextual

  1. Walking the Talk: Putting Constructivist Thinking into Practice in Classrooms.

    ERIC Educational Resources Information Center

    Riley, Maureen Keohane; And Others

    1993-01-01

    The constructivist approach of the Teacher as Composer project used analog experiences that replicate thinking and social demands. Classroom constraints, inservice limitations, and teacher mindsets impeded its application. Personal narratives and principles of children's thinking helped bridge the gap between theory and practice. (SK)

  2. In Search of Understanding: The Case for Constructivist Classrooms.

    ERIC Educational Resources Information Center

    Brooks, Jacqueline Grennon; Brooks, Martin G.

    This book presents a case for the development of classrooms based on constructivist pedagogy, which seeks to: (1) pose problems of emerging relevance to learners; (2) structure learning around "big ideas" or primary concepts; (3) seek and value students' points of view; (4) adapt curriculum to address students' suppositions; and (5) assess student…

  3. Physical Science in Constructivist Early Childhood Classrooms

    ERIC Educational Resources Information Center

    Kato, Tsuguhiko; Van Meeteren, Beth Dykstra

    2008-01-01

    Teachers at the Freeburg Early Childhood Program know that experimentation with physical science is of great interest to young children, and can begin as early as the age of 3. The constructivist teachers at this experimental school at the University of Northern Iowa worked for six years to develop a center-based approach to physical science with…

  4. Seven Posers in the Constructivist Classroom

    ERIC Educational Resources Information Center

    Kotzee, Ben

    2010-01-01

    In education, "constructivism" constitutes the "grand unified theory" of the moment. In this article, I maintain that constructivism as a theory of knowledge and constructivism as pedagogy are distinct and that the question of what constructivism about knowledge implies for teaching is under-theorised. Seven classroom scenarios are sketched that…

  5. The Effect of Classroom Teachers' Attitudes toward Constructivist Approach on Their Level of Establishing a Constructivist Learning Environment: A Case of Mersin

    ERIC Educational Resources Information Center

    Uredi, Lutfi

    2013-01-01

    This study aims to determine the attitudes of classroom teachers towards constructivist approach and to analyze the effect of their attitudes towards constructivist approach on their level of creating a constructivist learning environment. For that purpose, relational screening model was used in the research. The research sample included 504…

  6. Comparison of Student Learning about Diffusion and Osmosis in Constructivist and Traditional Classrooms.

    ERIC Educational Resources Information Center

    Christianson, Roger G.; Fisher, Kathleen M.

    1999-01-01

    Reports on the effects of constructivist versus traditional teaching approaches on university students' learning about osmosis and diffusion. Students understood diffusion and osmosis more deeply in the constructivist-informed classroom, which used small discussion groups rather than traditional large lecture groups. Suggests ways to improve…

  7. Students' beliefs, attitudes, and conceptual change in a traditional and a constructivistic high school physics classroom

    NASA Astrophysics Data System (ADS)

    Adams, April Dean

    In this study, the relationships between student beliefs about the nature of science, student attitudes, and conceptual change about the nature of forces were investigated within a traditional and within a constructivistic high school physics classroom. Students in both classrooms were honors students taking a first year high school physics course and were primarily white and middle to upper SES. Students in the traditional classroom were all high ability juniors, and physics instruction was integrated with pre-calculus. Students in the constructivistic classroom were a mixture of juniors and seniors. Due to the interrelated nature of these factors and the complexity of their interactions, a naturalistic inquiry design was chosen. The data sources included videotape of 7-9 weeks of instruction; analysis of the videotapes using the Secondary Teacher Analysis Matrix (Gallagher & Parker, 1995); field notes; pretest/posttest assessment with the Force Concept Inventory (Hestenes, Wells, & Swackhammer, 1992); student responses from the Views on Science-Technology-Society questionnaire (Aikenhead & Ryan, 1992), the Questionnaire for the Assessment of a Science Course (Chiappetta, 1995), and the Constructivist Learning Environment Survey (Taylor, Fraser, & White, 1994); student interviews; and teacher interviews. In the traditional classroom, (a) students did not think that physics was relevant to everyday experiences; (b) high conceptual change students were more likely to have an angular world view (Cobern, 1993) and have views more similar to the teacher's about the nature of science; and (c) high conceptual change students were able to develop an internally consistent understanding of the content; however, that content appeared to be isolated knowledge in some students. In the constructivistic classroom, (a) students saw physics as relevant and useful; (b) there was no difference in world view or agreement with the teacher's views on the nature of science between high and low conceptual change students; (c) students appreciated the importance of empirical evidence; and (d) low conceptual change students had low classroom engagement. Mean gains in conceptual change were larger for the traditional classroom.

  8. A Study of Secondary Science Teacher Efficacy and Level of Constructivist Instructional Practice Implementation in West Virginia Science Classrooms

    ERIC Educational Resources Information Center

    Knapp, Amanda Kristen

    2013-01-01

    The purpose of this study was to investigate the level of use of selected constructivist instructional practices and level of teacher efficacy in West Virginia secondary science classrooms. The study next sought to determine if a relationship existed between level of use of the constructivist practices and teacher efficacy. In addition the study…

  9. Student Appropriation of Thinking Strategies in a Constructivist Classroom

    ERIC Educational Resources Information Center

    Hall, Beatrice A.

    2010-01-01

    This mixed method study examined the oral contributions and personal journal writing of 8 focal students in an eleventh-grade integrated history/English classroom to ascertain whether and to what extent the students had appropriated three types of cognitive strategies desired and modeled by their teachers. Quantitative and qualitative analyses of…

  10. Analyzing the Classroom Teachers' Levels of Creating a Constructivist Learning Environments in Terms of Various Variables: A Mersin Case

    ERIC Educational Resources Information Center

    Üredi, Lütfi

    2014-01-01

    In this research, it was aimed to analyze the classroom teachers' level of creating a constructivist learning environment in terms of various variables. For that purpose, relational screening model was used in the research. Classroom teachers' level of creating a constructivist learning environment was determined using the…

  11. Contextual Factors Influencing the Sociability of Preschool Children with Disabilities in Integrated and Segregated Classrooms.

    ERIC Educational Resources Information Center

    Sontag, Joanne Curry

    1997-01-01

    This study compared the contextual classroom features of public school segregated classrooms and community-based integrated classrooms for 16 preschool children with disabilities, by examining the relations between classroom characteristics and child sociability. The two classroom contexts were found to be similar, with no differences in child…

  12. Elementary Teachers' Perceptions of Technology as a Catalyst for Constructivist Practices in the Classroom: A Case Study

    ERIC Educational Resources Information Center

    Menard, Lynne Brown

    2010-01-01

    This research described and analyzed teachers' perceptions of technology as a catalyst for stimulating classroom constructivist practices. The teachers were located at multiple schools in one Florida county. The teachers were selected based on participation in the Education through Dynamic Global Experiences (EDGE) program. This One-to-One program…

  13. An exploratory case study: The impact of constructivist-based teaching on English language learners understanding of science in a middle school classroom

    Microsoft Academic Search

    C. Matt Seimears

    2007-01-01

    The purpose of this exploratory case study was to explore the middle school science classroom of a constructivist teacher and examine how constructivist-based teaching influences ELL students and their learning of science. The researcher's purpose was to discover patterns which emerged after close observations, careful documentation, and thoughtful analysis of the research topic. What was discovered by this exploratory case

  14. Confronting the realities of implementing contextual learning ideas in a biology classroom

    NASA Astrophysics Data System (ADS)

    Akers, Julia B.

    1999-10-01

    The purpose of this study was to describe the implementation of contextual learning practices in a biology class. Research contends that contextual learning classrooms are active learning environments where students are involved in "hands-on" team projects and the teacher assumes a facilitator role. In this student-centered classroom, students take ownership and responsibility for their own learning. This study examined these assertions and other factors that emerged as the study developed. The research methods used were qualitative. The subject for this study was a biology teacher with twenty-six years of experience who implemented contextual learning practices in two of her biology classes in the 1997--98 school year. As the teacher confronted contextual learning, we engaged in collaborative research that included fourteen interviews transcribed verbatim for analysis, classroom observations and the teacher's written reports. Throughout the study, factors developed that adversely affected contextual learning practices. These factors were discipline, curriculum, and administrative decisions over which the teacher had no control. These are examined along with their consequences for implementing a contextual classroom. Successful practices that worked in the teacher's classroom were also determined and included the teacher's "failure is not an option" policy, mandatory tutoring, behavior contracts, high expectations and teamed projects. Besides contextual learning, a key component of the study was the collaborative research process and its meaning to the subject, the researcher and future researchers who attempt this collaborative approach. The study's conclusion indicate that scheduling, multiple repeaters, discipline and the state Standards of Learning moved the teacher away from contextual learning practices to a more teacher-directed classroom. Two recommendations of this study are that further research is needed to study how the state Standards of Learning have affected instructional practices and the effect of administrative decisions that influence the level of teacher success in the classroom.

  15. Formats of Classroom Talk for Integrating Everyday and Scientific Discourse: Replacement, Interweaving, Contextual Privileging and Pastiche

    ERIC Educational Resources Information Center

    Renshawa, Peter; Brown, Raymond A. J.

    2007-01-01

    In this paper we identify four formats of classroom talk for integrating everyday and scientific discourse--replacement, interweaving, contextual privileging and pastiche. In the replacement format, progress in understanding is gauged by the extent to which scientific representations replace the more concrete and everyday representations in…

  16. A Qualitative Participant Observation Study Investigating the Use of Web 2.0 Technologies in One High School Visual Arts Classroom Using a Social Constructivist Lens

    Microsoft Academic Search

    Nicholas R. Napierala

    2011-01-01

    This qualitative project studied the benefits of Web 2.0 technology in one high school visual arts classroom using a participant observation stance. I examined an advanced art class through a social constructivist lens, with student’s ages from 16-18 years. I implemented several lessons teaching the students how artists display ideas within their artwork, through having the students use the blogging

  17. Fostering Intercultural Communicative Competence through Reading Authentic Literary Texts in an Advanced Colombian EFL Classroom: A Constructivist Perspective (Desarrollo de la competencia comunicativa intercultural mediante la lectura de textos literarios auténticos: una perspectiva constructivista)

    ERIC Educational Resources Information Center

    Gómez, Luis Fernando R.

    2012-01-01

    This article describes an action research experience carried out in an advanced English as a foreign language classroom of the language program at a university in Bogotá, Colombia, in 2010. The study proposes the inclusion of authentic literary texts in the English as a foreign language classroom through the implementation of four constructivist

  18. A Comparison of Students' Achievement and Attitudes between Constructivist and Traditional Classroom Environments in Thailand Vocational Electronics Programs

    ERIC Educational Resources Information Center

    Becker, Kurt H.; Maunsaiyat, Somchai

    2004-01-01

    The purpose of this quasi-experimental study was (a) to determine if there was a difference in knowledge achievement by Thailand's vocational students instructed using constructivist instruction (with open-end dialogue, problem-based learning, and cooperative learning) and using traditional instruction (with lectures, directed demonstrations, and…

  19. Validation and Application of the Constructivist Learning Environment Survey in English Language Teacher Education Classrooms in Iran

    ERIC Educational Resources Information Center

    Ebrahimi, Nabi. A.

    2015-01-01

    This article reports the validation and application of an English language teacher education (LTE) version of the Constructivist Learning Environment Survey (CLES). The instrument, called the CLES-LTE, was field tested with a sample of 622 Iranian English language student teachers in 28 classes. When principal components analysis led to the…

  20. The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

    ERIC Educational Resources Information Center

    Alzahrani, Ibraheem; Woollard, John

    2013-01-01

    This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…

  1. Engendering Constructivist Learning in Tertiary Teaching

    ERIC Educational Resources Information Center

    Giridharan, Beena

    2012-01-01

    In constructivist teaching, it is expected that students are able to apply skills and knowledge acquired from their course of study to the various situations that they encounter over the course of their professional lives. Constructivist classrooms engage learners actively in the learning process. Learners actively take knowledge, connect it to…

  2. The Many Faces of Constructivist Discussion

    ERIC Educational Resources Information Center

    Golding, Clinton

    2011-01-01

    Although constructivist discussions in the classroom are often treated as if they were all of the same kind, in this paper I argue that there are subtle but important distinctions that need to be made. An analysis of these distinctions shows that there is a continuum of different constructivist discussions. At one extreme are teacher-directed…

  3. So, What is Constructivist Teaching? A Rubric for Teacher Evaluation.

    ERIC Educational Resources Information Center

    Stork, Steve; Engel, Susan

    1999-01-01

    Drawing on the idea that a constructivist classroom is very different from a traditional setting, this article presents a rubric based on current understanding of constructivist theory and education. The rubric is designed as a formative assessment of teachers to stimulate thinking and improve methods related to constructivist teaching. (SD)

  4. The Role of Contextual Framing: Assessments, Classroom Practice, and Student Perceptions

    E-print Network

    Colorado at Boulder, University of

    ). Initially females perform worse than do males on the contextually rich versions of the assessments when performance was equal on the contextually bland versions of the test. However further assessment reveals performance on assessments as well. This necessitates investigation into the use of contextualized physics

  5. Constructivist Pedagogy in Strategic Reading Instruction: Exploring Pathways to Learner Development in the English as a Second Language (ESL) Classroom

    ERIC Educational Resources Information Center

    Zhang, Lawrence Jun

    2008-01-01

    The study explored English as a Second Language (ESL) learner development. In particular, it focused on investigating learners' understanding of reading and their willingness to be engaged in strategic reading in participatory classroom activities. It also examined possible effects of such pedagogy on reading performance. The context was a…

  6. Contextual Effects of Prekindergarten Classrooms for Disadvantaged Children on Cognitive Development: The Case of Chapter 1.

    ERIC Educational Resources Information Center

    Lee, Valerie E.; Loeb, Susanna; Lubeck, Sally

    1998-01-01

    Used hierarchical linear modeling to explore the effects of the social context of Chapter 1 prekindergarten classrooms on 4-year-olds' learning. Found that children made smaller gains on the Preschool Inventory over the preschool year in classrooms with higher concentrations of minorities, children with special needs, recent immigrants, and…

  7. A Constructivist Approach for Digital Learning: Malaysian Schools Case Study

    ERIC Educational Resources Information Center

    Sultan, Waleed H.; Woods, Peter Charles; Koo, Ah-Choo

    2011-01-01

    The purpose of this study was to investigate the influences of Constructivist Learning Environments (CLEs) through the use of laptops supported within 1:1 e-learning education in Malaysian schools. The main objectives of this study were to investigate (a) different possible gaps between constructivist theory and classroom practices in Malaysian…

  8. A Constructivist View of Music Education: Perspectives for Deep Learning

    ERIC Educational Resources Information Center

    Scott, Sheila

    2006-01-01

    The article analyzes a constructivist view of music education. A constructivist music classroom exemplifies deep learning when students formulate questions, acquire new knowledge by developing and implementing plans for investigating these questions, and reflect on the results. A context for deep learning requires that teachers and students work…

  9. Using Photographs of Contrasting Contextual Complexity to Support Classroom Transitions for Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Siegel, Ellin B.; Lien, Susan E.

    2015-01-01

    A single-subject, alternating treatment study compared the impact of two types of photograph displays of contrasting contextual complexity. The study examined the impact of high-context and no-context photographs, displayed on an iPad, on the ability of three preschool children with autism spectrum disorder (ASD) to transition to play activities.…

  10. Constructivist Teaching Strategies: Projects in Teacher Education.

    ERIC Educational Resources Information Center

    Brown, Jessie C., Ed.; Adams, Arlene, Ed.

    This book provides information from experienced teachers on constructivist teaching, offering examples of preservice teachers' projects, lesson plans, and real-life advice. The 11 chapters are: (1) "Writing Case Studies: Constructing an Understanding of Student and Classroom" (Bettejim Cates); (2) "Educating Children Who are Racial and Ethnic…

  11. Progression in Complexity: Contextualizing Sustainable Marine Resources Management in a 10th Grade Classroom

    ERIC Educational Resources Information Center

    Bravo-Torija, Beatriz; Jimenez-Aleixandre, Maria-Pilar

    2012-01-01

    Sustainable management of marine resources raises great challenges. Working with this socio-scientific issue in the classroom requires students to apply complex models about energy flow and trophic pyramids in order to understand that food chains represent transfer of energy, to construct meanings for sustainable resources management through…

  12. Contextual Differences in Student Motivation and Self-Regulated Learning in Mathematics, English, and Social Studies Classrooms.

    ERIC Educational Resources Information Center

    Wolters, Christopher A.; Pintrich, Paul R.

    1998-01-01

    Examines contextual differences in student motivation and self-regulated learning in seventh- and eighth-grade mathematics, social studies, and English. Results revealed differences by subject area and gender in motivation and cognitive strategy use variables, but not in regulatory strategy use or academic performance; relations among these…

  13. Inspiring creative constructivist play

    Microsoft Academic Search

    Chadwick Wingrave; Juliet Norton; Christopher Ross; Nathan Ochoa; Sergiu Veazanchin; Emiko Charbonneau; Joseph LaViola

    2012-01-01

    Inline with the BSCS 5E instructional model, we are using constructivist learning to teach physics in a heavily modified Minecraft game server. However, not all players like to be creative or are good at it. Because of this, we are creating three inspiration interventions to study their impact on learning and creative outcomes. Our model of inspiration incorporates three of

  14. The Constructivist Learning Model

    NSDL National Science Digital Library

    Robert E. Yager

    2000-01-01

    Much cognitive science research has been used to support a new model of learning. This most promising new model is called the Constructivist Learning Model (CLM). Russell Yeany (University of Georgia) has called CLM the most exciting idea of the past 50 y

  15. Effective Integration of ICT in Jordanian Schools: An Analysis of Pedagogical and Contextual Impediments in the Science Classroom

    ERIC Educational Resources Information Center

    Qablan, Ahmad Mohammad; Abuloum, Amjad; Al-Ruz, Jamal Abu

    2009-01-01

    A series of interviews and classroom observations were conducted with a group of in-service science teachers, students, school principal, and computer lab supervisors, from a "Discovery" female school in Jordan to assess their utilization of information and communication technology (ICT) in teaching science. The study also intended to determine…

  16. Contextually Based Professional Development

    ERIC Educational Resources Information Center

    Blocher, J. Michael; Armfield, Shadow W.; Sujo-Montes, Laura; Tucker, Gary; Willis, Elizabeth

    2011-01-01

    In this article, the authors detail a study of a three-year professional development project designed to increase in-service teachers' classroom technology integration. Participants engaged in learning activities that modeled technology integration from a contextually based perspective that included technology, and pedagogical and content…

  17. Differential Relations of Constructivist and Didactic Instruction to Students' Cognition, Motivation, and Achievement

    ERIC Educational Resources Information Center

    Nie, Youyan; Lau, Shun

    2010-01-01

    This study examined how constructivist and didactic instruction was related to students' cognitive, motivational, and achievement outcomes in English classrooms, using a sample of 3000 Grade 9 students from 108 classrooms in 39 secondary schools in Singapore. Results of hierarchical linear modeling showed differential cross-level relations. After…

  18. Effective Integration of ICT in Jordanian Schools: An Analysis of Pedagogical and Contextual Impediments in the Science Classroom

    Microsoft Academic Search

    Ahmad Mohammad Qablan; Amjad Abuloum; Jamal Abu Al-Ruz

    2009-01-01

    A series of interviews and classroom observations were conducted with a group of in-service science teachers, students, school\\u000a principal, and computer lab supervisors, from a “Discovery” female school in Jordan to assess their utilization of information\\u000a and communication technology (ICT) in teaching science. The study also intended to determine how these participants were using\\u000a ICT and if they had any

  19. Constructivist Pedagogy for the Business Communication Classroom

    ERIC Educational Resources Information Center

    Mathews, Minu

    2007-01-01

    Business education and learning has become formidable and challenging over the last few years. A traditional learning environment is bereft of active learning where students only try to memorise terms and concepts and is unable to apply them to the real corporate world. It was found in the business communication classes that students fail to…

  20. Classrooms.

    ERIC Educational Resources Information Center

    American School & University, 2003

    2003-01-01

    Presents K-12 and college classrooms considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, focusing on concepts and ideas that made them exceptional. For each citation, the article offers information on the firm, client,…

  1. Adlerian Therapy as a Relational Constructivist Approach.

    ERIC Educational Resources Information Center

    Watts, Richard E.

    2003-01-01

    This article affirms that Adlerian therapy--both explicitly and implicitly--is a relational constructivist approach, and consequently may serve as an integrative bridge between cognitive constructivist and social constructivist therapies. Both theory and practice issues are discussed. (Contains 85 references.) (GCP)

  2. The Paradox of Constructivist Instruction: A Communicative Constructivist Perspective.

    ERIC Educational Resources Information Center

    Luppicini, Rocci

    With the advent of constructivist oriented instruction in learning institutions comes an enormous challenge, that of structuring individual-centered learning within a community of learners. Within this instructional framework, struggles to satisfy both individual and group learning needs can lead to one canceling the other out. Tendencies towards…

  3. Validity and Reliability of a Shortened, Revised Version of the Constructivist Learning Environment Survey (CLES)

    ERIC Educational Resources Information Center

    Johnson, Bruce; McClure, Robert

    2004-01-01

    The purpose of the study was to investigate the use of an existing instrument, the Constructivist Learning Environment Survey (CLES)(Taylor, Dawson & Fraser, 1995; Taylor, Fraser & Fisher, 1993, 1997), for providing insights into the classroom learning environments of beginning science teachers. In the first year of the study, the CLES was used…

  4. CONSTRUCTIVIST COMPUTER SCIENCE EDUCATION RECONSTRUCTED

    Microsoft Academic Search

    Meurig Beynon

    2009-01-01

    The merits of Empirical Modelling (EM) principles and tools as a constructivist approach to computer science education are illustrated with reference to ways in which they have been used in teaching topics related to the standard computer science curriculum. The products of EM are interactive models - construals - that serve a sense-making role. Model-building proceeds in an incremental fashion

  5. A Constructivist Approach to Listening

    ERIC Educational Resources Information Center

    Burleson, Brant R.

    2011-01-01

    This article develops a constructivist perspective on listening skill. Listening is conceptualized as "a process that involves the interpretation of messages that others have intentionally transmitted in the effort to understand those messages and respond to them appropriately." This definition allows listening to be understood both as a mindful…

  6. Robotic Jewelry: Inventing Locally Contextualized Mathematics

    E-print Network

    @anteon.com Abstract. This paper describes a design activity carried out in a 4th grade classroom over an academic yearRobotic Jewelry: Inventing Locally Contextualized Mathematics in a Fourth Grade Classroom Fred of 18 fourth grade students. In this collaboration, the students were part of a joint design activity

  7. Using Writing as a Constructivist Instructional Tool

    NASA Astrophysics Data System (ADS)

    Narayanan, M.

    2006-12-01

    Researchers in the area of cognitive science and educational psychology have shown that instructors who encourage student writing are actually helping in motivating a reluctant pupil. It has also been reported that writing indirectly rewards an individual with dynamic interest. Furthermore, it is believed that writing strengthens the self-confidence of a lethargic learner. (Kosakowski, 1998). All in all, promoting writing helps and supports learners cultivate a positive attitude toward the subject matter in question. The constructivist approach promotes a learning paradigm and helps individuals learn and understand by "constructing" knowledge. Learners are effectively encouraged to generate and build their own knowledge base. Learners document progress by constructing new concepts based on previously gained knowledge. The role of the teacher is actually to facilitate the creation of a learning environment. The constructivist approach when used in the classroom enables the students to become more active, independent thinkers of knowledge. Education World writer Gloria Chaika (Chaika, 2000) states that "Talent is important, but practice creates the solid base that allows that unique talent to soar. Like athletes, writers learn by doing. Good writing requires the same kind of dedicated practice that athletes put in. Young writers often lack the support they need to practice writing and develop their talent to the fullest, though." The author has successfully utilized some of these principles and techniques in a senior level course he teaches. He has encouraged students to try to solve problems their own way and has asked them to observe, document, assess and evaluate the results. In the classroom, the author takes the role of a coach and helps the students approach the problem with a different viewpoint. Eventually the students document their conclusions in a page-long essay. This type of writing assignment not only builds critical thinking abilities but also generates improved written communication skills among learners. References: Kosakowski, John, (1998). The Benefits of Information Technology. ERIC Digests; Technology Integration; Technology Role, ED0-IR-98-04 Chaika, Gloria (2000),Encourage Student Writing: Published on the Web, Education World http://www.education-world.com/a_tech/tech042.shtml

  8. The Problem of Pseudoscience in Science Education and Implications of Constructivist Pedagogy

    NASA Astrophysics Data System (ADS)

    Mugaloglu, Ebru Z.

    2014-04-01

    The intrusion of pseudoscience into science classrooms is a problem in science education today. This paper discusses the implications of constructivist pedagogy, which relies on the notions of viability and inter-subjectivity, in a context favourable to the acceptance of pseudoscience. Examples from written statements illustrate how prospective science teachers in Turkey readily accept pseudoscientific explanations of the origin of species. Constructivist pedagogy underestimates, if not ignores, the difficulty of holding rational discussions in the presence of pseudoscientific or absolute beliefs. Moreover, it gives a higher priority to learners' exposure to alternative constructions through social negotiation than to furthering their appreciation of science. Under these circumstances, self-confirmation and social pressure to accept existing pseudoscientific beliefs may be unanticipated consequences of social negotiation. Considering the aim of science education to foster an appreciation of science, the implications of constructivist pedagogy are, or should be, of great concern to science educators.

  9. Reconstructing Mathematics Pedagogy from a Constructivist Perspective.

    ERIC Educational Resources Information Center

    Simon, Martin A.

    1995-01-01

    Begins with an overview of the constructivist perspective and the pedagogical theory development upon which a constructivist teaching experiment with 20 prospective elementary teachers was based. Derives a theoretical framework for mathematics pedagogy with a focus on decisions about content and mathematical tasks. (49 references) (Author/DDD)

  10. A Radical Constructivist does CL Ed Dubinsky

    E-print Network

    Dubinsky, Ed

    A Radical Constructivist does CL Ed Dubinsky I consider myself to be a radical constructivist. Presumably this implies that I know what radical constructivism means. The term was coined by Ernst von among the phenomena we construct that leads to the adjective "radical". For the purpose of discussing

  11. On Contextuality.

    ERIC Educational Resources Information Center

    Thayer-Bacon, Barbara J.

    This exploration of what feminism has to contribute to pragmatism, and vice versa, considers the idea of contextuality through an examination of the role of current pragmatists, such as Cornel West and Richard Rorty, and current feminists, including Charlene Haddock Siegfried, Maxine Greene, and Seyla Benhabib. To set the stage historically for…

  12. Development of constructivist behaviors among four new science teachers prepared at the University of Iowa

    NASA Astrophysics Data System (ADS)

    Lew, Lee Yuen

    The development of constructivist behaviors among four new science teachers was studied during a four year period---student teaching through their first three years of teaching. Constructivist behaviors were examined from four perspectives: actual classroom performances as viewed from videotapes; teacher and student perceptions of use of constructivist practices from surveys; and teacher beliefs as gained from open-ended interviews. Data analyses involved constant comparison of data from two or more sources---descriptive statistics, statistical analyses, levels of teacher expertise regarding constructivist behaviors, qualitative descriptions, and direct quotes from videotapes and interview transcripts. The results indicate that the new teachers were largely early constructivist teachers. Constructivist teaching approaches were used during student teaching. Socialization and induction processes had minimal effects. Both observed practices and beliefs about teaching and learning were student-centered; after declines in years one and two, constructivist behaviors improved by the third year of teaching. Students of the new teachers perceived their lessons as being more interesting, more relevant to them, and that they had more autonomy about instruction than reported by students in other programs. Their perceptions better matched those of students taught by more experienced teachers, who were identified as expert constructivists. Although individual teachers were unique with different focuses and strengths, eleven dominant and consistently espoused student-centered beliefs were identified. The new teachers also shared a range of constructivist behaviors that correspond to national standards. These include: (1) Students sharing the responsibility of learning with teachers; (2) Student engagement in activities and experiences; (3) Students with positive attitudes who are motivated to learn; (4) Teaching that focuses on student relevance; (5) Variation in teaching approaches and assessments; (6) Establishing a friendly, non-judgmental learning environment; (7) Teaching that incorporates higher-order thinking skills and the use of scientific knowledge and ideas; (8) Teacher understanding of subject matter and the integration of content and process skills in context; (9) Teacher understanding of science in natural phenomena; (10) Teacher as intellectual, reflective practitioner.

  13. Contextualizing histogram

    Microsoft Academic Search

    Bingbing Ni; Shuicheng Yan; Ashraf Kassim

    2009-01-01

    In this paper, we investigate how to incorporate spatial and\\/or temporal contextual information into classical histogram features with the aim of boosting visual classification performance. Firstly, we show that the stationary distribution derived from the normalized histogram-bin co-occurrence matrix characterizes the row sums of the original histogram-bin co-occurrence matrix. This underlying rationale of the histogram-bin co-occurrence features then motivates us

  14. Using a metaphor for learning to improve students' metacognition in the chemistry classroom

    NASA Astrophysics Data System (ADS)

    Thomas, Gregory P.; McRobbie, Campbell J.

    2001-02-01

    A constructivist framework was used in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor learning is constructing on students' metacognition and learning processes. The metaphor was used to communicate with students regarding learning processes consistent with constructivism. Students were initially found to be generally non-metacognitive regarding their learning processes. Despite some students possessing metacognitive knowledge consistent with a constructivist learning orientation, their pre-intervention views and preferences in relation to teaching and learning were predominantly consistent with transmission models. The effect of the intervention on students' metacognition was variable. Some students became increasingly metacognitive and reported evidence of revision of their learning processes. Others reported little or no effect. The effects of the intervention can be partially explained by considering changes to students' metacognition as conceptual change. However, this study also shows that contextual factors are key determinants of students' propensity to enhance their metacognition and learning processes. This study highlights the potential of using metaphor as a means to assist teachers and students develop a shared language of learning in classroom settings.

  15. The Effects of Contextual and Personal Factors on Young Adolescents' Social Goals

    ERIC Educational Resources Information Center

    Kiefer, Sarah M.; Matthews, Yanique T.; Montesino, Mario; Arango, Liza; Preece, Krystle K.

    2013-01-01

    This study investigated the proposal that (a) contextual and personal factors affect the endorsement of social goals during early adolescence and (b) contextual factors and social goals may change over time. Self-reports of classroom contextual factors (i.e., promotion of performance goals, social interaction, and mutual respect) and personal…

  16. Do Junior High School Students Perceive Their Learning Environment as Constructivist?

    NASA Astrophysics Data System (ADS)

    Moustafa, Asely; Ben-Zvi-Assaraf, Orit; Eshach, Haim

    2013-08-01

    The purpose of this study is to examine the manner in which the features of a constructivist learning environment, and the mechanisms at its base, are expressed in junior high school students' conceptions. Our research is based on an integration of quantitative and qualitative approaches, deigned to provide a wider ranging and deeper understanding. Eight hundred and forty eighth- and ninth-grade students from over 15 schools participated in the study. Of the 840 students who completed the questionnaire, the explanations of 200 well-written questionnaires were further analyzed qualitatively. The findings of the study are presented in terms of the four scales employed in the CLES, namely the autonomy scale, the prior knowledge scale, the negotiation scale, and the student-centeredness scale. The quantitative results achieved here concur with parallel studies conducted around the world. The findings indicate that a considerable portion of the students perceive their learning environment as a constructivist one and report positive attitudes toward the way they are being taught. In terms of the qualitative results, however, it appears that in some cases, the students' explanations reveal that in fact, and contrary to the bare quantitative results, some students do not perceive their learning environment as being constructivist. This raises the question of whether the fact that students recognize the factors associated with constructivist teaching is indeed an indication that such teaching exists in practice. This finding emphasizes the importance of combining qualitative and quantitative methods for arriving at a balanced view of classroom occurrences.

  17. Using Classroom Assessment to Detect Students' Misunderstanding and Promote Metacognitive Thinking

    E-print Network

    VanDeGrift, Tammy

    Using Classroom Assessment to Detect Students' Misunderstanding and Promote Metacognitive Thinking Sarah Schwarm, Tammy VanDeGrift Computer Science and Engineering, University of Washington, Box 352350, and metacognition (Steadman & Svinicki, 1998). According to the cognitive and constructivist learning theories

  18. Classroom Management Strategies and Behavioral Interventions to Support Academic Achievement

    ERIC Educational Resources Information Center

    Gilpatrick, Robin Sue Holzworth

    2010-01-01

    This mixed method project study identified the need for effective classroom management strategies to dissuade student noncompliant behavior and to ensure academic success for all students. Enhancing classroom management practices is vital to improved student achievement and teacher self-efficacy. Within a constructivist framework, it is critical…

  19. Contextual Effects of Bilingual Programs on Beginning Reading

    ERIC Educational Resources Information Center

    Branum-Martin, Lee; Foorman, Barbara R.; Francis, David J.; Mehta, Paras D.

    2010-01-01

    This study of 1,338 Spanish-speaking 1st graders examined contextual effects of bilingual programs on reading comprehension and the effect of language of instruction within these contexts. The study included 128 classrooms in 32 schools located in border Texas and in urban Texas and California. These classrooms used either English immersion or…

  20. Towards a Cyber-Constructivist Perspective (CCP) of Educational Design.

    ERIC Educational Resources Information Center

    Luppicini, Rocci

    2003-01-01

    This theoretical paper uses cybernetic-based approaches and communications theory to advance knowledge of constructivist learning. Explores a cyber-constructivist perspective (CCP) as a tool for increasing awareness of factors that may contribute to effective constructivist educational design within learning communities, and discusses advantages…

  1. Using an Animated Case Scenario Based on Constructivist 5E Model to Enhance Pre-Service Teachers' Awareness of Electrical Safety

    ERIC Educational Resources Information Center

    Hirca, Necati

    2013-01-01

    The objective of this study is to get pre-service teachers to develop an awareness of first aid knowledge and skills related to electrical shocking and safety within a scenario based animation based on a Constructivist 5E model. The sample of the study was composed of 78 (46 girls and 32 boys) pre-service classroom teachers from two faculties of…

  2. Using Social Impact Games (SIGS) to Support Constructivist Learning: Creating a Foundation for Effective Use in the Secondary Social Studies Education

    ERIC Educational Resources Information Center

    Ray, Beverly; Faure, Caroline; Kelle, Fay

    2013-01-01

    This paper examines how Social Impact Games (SIGs) can provide important instructional support in secondary social studies classrooms. When used within the framework of the constructivist teaching philosophy and teaching methods, as recommended by the NCSS (2010), SIGs have the potential to hone critical thinking, collaboration, and problem…

  3. Constructivist Practices to Increase Student Engagement in the Orchestra Classroom

    ERIC Educational Resources Information Center

    Scruggs, Bernadette

    2009-01-01

    Rehearsal engagement is an important concept sometimes neglected by conductors. For students, to be engaged means that they are actively involved with the music during the rehearsal. Even if the director leads a perfect rehearsal, he or she has not necessarily engaged students in a meaningful musical experience. This may be because conductors…

  4. Implementation Challenges for a Constructivist Physical Education Curriculum

    PubMed Central

    Zhu, Xihe; Ennis, Catherine D.; Chen, Ang

    2015-01-01

    Background Curriculum fidelity describes the extent to which a curriculum is implemented faithfully as planned. Curriculum fidelity issues may arise when teachers implement the curriculum inconsistently due to differences in philosophy, barriers in the setting, or other local concerns. Purpose The study examined challenges that a teacher faced in implementing a constructivist physical education curriculum that had fidelity implications. Research design Ethnographic case study design was employed in the research. Participants and setting One physical education teacher, Daniel, and his students in third, fourth, and fifth grade participated in the study as they were involved in a curriculum intervention in a large urban school district in the U.S. Daniel’s school was assigned randomly to experiment group to implement a physical education curriculum based on health/fitness related science. Data collection The researchers observed 75 lessons taught by Daniel using non-participant observation techniques and conducted two structured interviews with Daniel and eight interviews with his students. Data analysis Constant comparison with open and axial coding was used to analyze the observation and interview data. Findings Two thematic challenges emerged: (a) school contextual constraints that limited the fitness science learning environment in physical education, and (b) Daniel’s personal value and preference for a recreational rather than a science-based physical education program. These challenges impacted Daniel’s decisions when teaching the curriculum.

  5. Nonverbal Communication in Lecturing: A Constructivist Perspective

    Microsoft Academic Search

    Keith Leopold

    1986-01-01

    This paper attempts to develop a communication?based rationale for understanding the lecturing process in colleges and universities. It seeks to demonstrate the importance of nonverbal communication in lecturing. Particular attention is paid to the lecturer's communication of emotional states signalled nonverbally, at the time of delivery. The process of lecturing is explained from a constructivist perspective so as to emphasise

  6. Constructivist Learning Approach in Science Teaching

    ERIC Educational Resources Information Center

    Demirci, Cavide

    2009-01-01

    Constructivism is not a new concept. It has its roots in philosophy and has been applied to sociology and anthropology, as well as cognitive psychology and education. The aim of this research is to reveal if there is a significant difference between the means of achievement and retention learning scores of constructivist learning approach applied…

  7. Technology Teacher Education through a Constructivist Approach

    ERIC Educational Resources Information Center

    Fox-Turnbull, Wendy; Snape, Paul

    2011-01-01

    This paper reviews literature on constructivist learning theories relevant to and evident in teacher education in a New Zealand university. These theories are illustrated within an authentic technology education context which involves students from a primary teacher-education degree programme. It investigates how a practical activity, based on…

  8. Teaching Camera Calibration by a Constructivist Methodology

    ERIC Educational Resources Information Center

    Samper, D.; Santolaria, J.; Pastor, J. J.; Aguilar, J. J.

    2010-01-01

    This article describes the Metrovisionlab simulation software and practical sessions designed to teach the most important machine vision camera calibration aspects in courses for senior undergraduate students. By following a constructivist methodology, having received introductory theoretical classes, students use the Metrovisionlab application to…

  9. Development and Application of the Elementary School Science Classroom Environment Scale (ESSCES): Measuring Student Perceptions of Constructivism within the Science Classroom

    ERIC Educational Resources Information Center

    Peoples, Shelagh M.; O'Dwyer, Laura M.; Wang, Yang; Brown, Jessica J.; Rosca, Camelia V.

    2014-01-01

    This article describes the development, validation and application of a Rasch-based instrument, the Elementary School Science Classroom Environment Scale (ESSCES), for measuring students' perceptions of constructivist practices within the elementary science classroom. The instrument, designed to complement the Reformed Teaching Observation…

  10. A constructivist approach to online college learning

    Microsoft Academic Search

    Alfred P Rovai

    2004-01-01

    The key elements of online course design and pedagogy suggested by research as promoting effective learning are discussed through the lens of constructivist epistemology. Presentation of content, instructor–student and student–student interactions, individual and group activities, and student assessment are each addressed, in turn. The focus is on learning and recognition that, from time-to-time, all students are teachers as they bring

  11. Snakes or Ladders? An Examination of the Experiences of Two Teacher Leaders Returning to Classroom Teaching

    ERIC Educational Resources Information Center

    Munroe, Elizabeth

    2014-01-01

    Teachers who have held leadership roles at the school, district, or provincial level have the potential to contribute to student and school success when they return to classroom teaching. The contrasting experiences of two teacher leaders who returned voluntarily to classroom teaching are analyzed using Owens's (2004) social constructivist

  12. Mentors' Perceptions of Factors Associated with Change in Early Childhood Classrooms

    ERIC Educational Resources Information Center

    Howe, Nina; Jacobs, Ellen

    2013-01-01

    Mentors' perceptions of factors associated with educational change were identified following an individualized mentoring program about constructivist curriculum for early childhood educators. A qualitative case study analysis of the mentors' journals of six classrooms was conducted to review their perceptions of change. Classroom

  13. The effectiveness of constructivist science instructional methods on high school students' motivation

    NASA Astrophysics Data System (ADS)

    Cook, Michele T.

    2007-12-01

    A problem facing educators is students' academic motivation to successfully complete science class offerings and pass state standardized tests. This study focused on the effectiveness of constructivist science instructional methods to motivate high school science students to complete classroom activities. It was the intent of this study to provide a voice for students regarding what activities promote their motivation. A constant comparative analysis including open, axial, and selective coding of participants' interview responses and classroom observations provided codes used to develop a substantive theory of motivation and personal investment in students' learning. The findings of this study were that teachers should provide students with constructivist lessons such as cooperative groups, problem-based learning, and inquiry questions in which to learn content objectives. As social beings, students are more motivated to participate in activities that allow them to work with peers, contribute their own ideas, and relate topics of interest to their own realities. Keeping these ideas in mind during lesson preparation will increase students' motivation and achievement. Variation of instruction should include activities that reflect multiple intelligences and real world situations. The researcher recommends the development of professional learning communities as a way for teachers to share teaching practices that motivate students to learn and become problem solvers, thus promoting social change in educators' pedagogy in the researcher's teaching community. In an era of educational accountability and federal regulations, this study provides an important tool for teachers to employ in order to meet the educational needs of their students.

  14. Knowledge Construction in Wikipedia: A Systemic-Constructivist Analysis

    ERIC Educational Resources Information Center

    Oeberst, Aileen; Halatchliyski, Iassen; Kimmerle, Joachim; Cress, Ulrike

    2014-01-01

    We propose a systemic-constructivist perspective for analyzing knowledge construction. In contrast to theories that focus on individuals as actors, the systemic-constructivist approach emphasizes the relevance of social systems and regards the construction of knowledge as a self-referential process that takes place in social systems. We propose…

  15. Millennial Expectations and Constructivist Methodologies: Their Corresponding Characteristics and Alignment

    ERIC Educational Resources Information Center

    Carter, Timothy L.

    2008-01-01

    In recent years, much emphasis has been placed on constructivist methodologies and their potential benefit for learners of various ages (Brandt & Perkins, 2000; Brooks, 1990). Although certain aspects of the constructivist paradigm have replaced several aspects of the behaviorist paradigm for a large contingency of stakeholders (particularly,…

  16. Transforming Constructivist Learning into Action: Design Thinking in Education

    ERIC Educational Resources Information Center

    Scheer, Andrea; Noweski, Christine; Meinel, Christoph

    2012-01-01

    In an ever changing society of the 21st century, there is a demand to equip students with meta competences going beyond cognitive knowledge. Education, therefore, needs a transition from transferring knowledge to developing individual potentials with the help of constructivist learning. Advantages of constructivist learning, and criteria for its…

  17. Using a Metaphor for Learning To Improve Students' Metacognition in the Chemistry Classroom.

    ERIC Educational Resources Information Center

    Thomas, Gregory P.; McRobbie, Campbell J.

    2001-01-01

    Uses a constructivist framework in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor "learning is constructing" on students' metacognition and learning process. Believes that contextual factors are key determinants of students' propensity towards enhancing their metacognition and learning…

  18. Designing and Implementing a Constructivist Chemistry Laboratory Program

    NSDL National Science Digital Library

    Alan Blakely

    2000-03-01

    The author, an educational program specialist at the University of California, Davis, developed a constructivist chemistry laboratory where students had the opportunity to develop their own experimental procedures. This article describes some of the educa

  19. The Warrant for Constructivist Practice within Educational Technology.

    ERIC Educational Resources Information Center

    Bopry, Jeanette

    1999-01-01

    Discusses educational technology as a form of technical rationality and considers the conflict between practitioners' epistemological position as constructivists and technical rationality. Topics include cybernetics; autonomous systems theory; enactive constructivism; representation versus effective action; mind and memory; enaction in artificial…

  20. The role of a teacher study group in negotiating constructivist science teaching in an elementary school

    NASA Astrophysics Data System (ADS)

    Schiller, Ellen Louise

    2000-12-01

    This study arose from the frustrations expressed by elementary teachers in a mid-size, urban school district who were involved in implementing a new district-wide science curriculum. The new curriculum was designed to meet the recommendations for constructivist teaching espoused in the current science education reform movement. As a fifth-grade teacher in the district as well, as a member of the science curriculum committee that wrote the new curriculum, I was in the position to hear the frustrations vented by fellow teachers as they struggled to make the shift from a loosely-supervised, textbook-based curriculum to one which emphasized hands-on instruction through four in-depth units at each grade level. In response to teachers' frustrations, I conducted an action-research study designed to provide a sustained, personalized, professional development opportunity for a group of elementary teachers in the building in which I taught. The study group of five teachers met during the course of the 1996--97 school year to work on familiarizing ourselves with the tenets of constructivist science teaching and learning and incorporating this type of teaching into our own practice. Activities engaged in included: reading relevant literature, viewing videotapes of teachers practicing constructivist science teaching, attending physics workshops, working with the intermediate school-district science consultant, and videotaping our own science lessons for the purposes of sharing with the other group members and studying our practice. During the year, I conducted individual interviews with the teacher participants and audiotaped all group meetings in an effort to learn if this experience held value as a means of helping the group members become more constructivist science teachers. During the year, it became clear that the teachers continued to face many obstacles as they worked to improve their science teaching. While the participants felt they made progress and all agreed that the initiative was of much value, the teachers also felt that they needed to meet more frequently and for a longer period of time. As the study group was a relatively intensive effort compared to one-time workshops, it illustrated the need for ongoing professional development and district support responsive to teachers' needs. The teachers also valued the study group for the support and collegiality it provided them. It became a means of breaking through the isolation that the teachers felt as they went about their day-to-day business as the only adult within the four walls of their classrooms. The study group created a non-threatening forum for reflection, support, and sharing as each teacher learned she not alone in the struggles and challenges they experienced in negotiating constructivism and the new science curriculum.

  1. Constructivist Learning Theory and Climate Science Communication

    NASA Astrophysics Data System (ADS)

    Somerville, R. C.

    2012-12-01

    Communicating climate science is a form of education. A scientist giving a television interview or testifying before Congress is engaged in an educational activity, though one not identical to teaching graduate students. Knowledge, including knowledge about climate science, should never be communicated as a mere catalogue of facts. Science is a process, a way of regarding the natural world, and a fascinating human activity. A great deal is already known about how to do a better job of science communication, but implementing change is not easy. I am confident that improving climate science communication will involve the paradigm of constructivist learning theory, which traces its roots to the 20th-century Swiss epistemologist Jean Piaget, among others. This theory emphasizes the role of the teacher as supportive facilitator rather than didactic lecturer, "a guide on the side, not a sage on the stage." It also stresses the importance of the teacher making a serious effort to understand and appreciate the prior knowledge and viewpoint of the student, recognizing that students' minds are not empty vessels to be filled or blank slates to be written on. Instead, students come to class with a background of life experiences and a body of existing knowledge, of varying degrees of correctness or accuracy, about almost any topic. Effective communication is also usually a conversation rather than a monologue. We know too that for many audiences, the most trusted messengers are those who share the worldview and cultural values of those with whom they are communicating. Constructivist teaching methods stress making use of the parallels between learning and scientific research, such as the analogies between assessing prior knowledge of the audience and surveying scientific literature for a research project. Meanwhile, a well-funded and effective professional disinformation campaign has been successful in sowing confusion, and as a result, many people mistakenly think climate change science is unreliable or is controversial within the expert community. Thus, an urgent task for climate scientists may be to give the public useful guidelines for recognizing and rejecting junk science and disinformation.

  2. Contextual Variability in Free Recall

    ERIC Educational Resources Information Center

    Lohnas, Lynn J.; Polyn, Sean M.; Kahana, Michael J.

    2011-01-01

    According to contextual-variability theory, experiences encoded at different times tend to be associated with different contextual states. The gradual evolution of context implies that spaced items will be associated with more distinct contextual states, and thus have more unique retrieval cues, than items presented in proximity. Ross and Landauer…

  3. Capturing Classroom Context: The Observation System as Lens for Assessment.

    ERIC Educational Resources Information Center

    Evertson, Carolyn M.; Burry, Judith A.

    This report describes two different applications of the Classroom Activity Record (CAR), an observational approach to capturing contextual features of classrooms. Subject matter content, instructional format, quantity and quality of teacher-student interaction, sequence of routines and events, and student attention and engagement among other…

  4. CONTEXTUALIZING TECHNOLOGY USE

    Microsoft Academic Search

    Amoshaun Toft

    2011-01-01

    This paper presents a contextualized analysis of the ways that organizers did and did not use Internet-enabled communication technologies in an organizing context in which material inequality was a prominent focus: a local homeless movement. Few studies on ICTs and social movements have taken seriously the very real material inequalities that structure technology use. While all movements include participants that

  5. A five year study of the attitudes, perceptions, and philosophies of five secondary science education teachers prepared in the constructivist teaching methodology advanced at the University of Iowa

    NASA Astrophysics Data System (ADS)

    Hollenbeck, James Edward

    1999-11-01

    The present study researched the attitudes, Perceptions, and philosophies of five secondary education science teachers prepared in the constructivist teaching methodology advanced at the University of Iowa. This study is a continuation of a three-year study---the Salish I Project supported by the US Department of Education. The teachers studied are five 1993 University of Iowa Science Education Center graduates who have taught for five years. The main objective of the present study was finding answers to four questions aiming at further understanding of the impact and importance of the preservice education in I the constructivist teaching methodology of new teachers, and the changes they experience in the first five years of teaching. The instruments used in the study are various as they cover a wide range of different categories of beliefs I in terms of teaching, learning, teacher performance and view of school. The following trends came out on reviewing all of the data: in the first year of teaching three of the five teachers studied taught as constructivist teachers. in the third year of teaching, the classroom practices of the teachers converged more closely to their beliefs and preservice preparation. In the fifth year, all five teachers were ranked as constructivist in their teaching methodology in the classroom. Using the Wilcoxson test, significant, positive relationships were revealed between the teacher's philosophy of teaching and learning, with their actual practice. Teacher's philosophy and teaching practice were compared with selected standards set forth by the National Science Education Standards and were found to be in close alignment in their fifth year of teaching. Teachers prepared in the constructivist methodology are concerned about their subject content and value student input and reflection. The teachers reported using student-initiated ideas, alternative assessment strategies and being receptive to alternatives. Other important factors identified by the teachers as condition to their successes are maturation, experience, and acceptance in the school and community. All five teachers attributed their preservice education at the University of Iowa as a significant factor in their successes in the science classroom. in the science classroom.

  6. Contextualized science curriculum: Influence on student learning and attitudes, and teachers' self-efficacy beliefs in an urban middle school

    Microsoft Academic Search

    Geeta Kumari Verma

    2001-01-01

    The purpose of the study was to investigate the influence of a contextualized science curriculum on students' content acquisition, students' attitude toward school science, students' engagement in the science classroom, teachers' perceptions of students' attitudes in the science classroom, and teachers' self-efficacy beliefs in an urban middle school setting. Fifty-six (N = 56) urban school students (seventh graders) in two

  7. A Systemic-Constructivist Approach to the Facilitation and Debriefing of Simulations and Games

    ERIC Educational Resources Information Center

    Kriz, Willy Christian

    2010-01-01

    This article introduces some basic concepts of a systemic-constructivist perspective. These show that gaming simulation corresponds closely to a systemic-constructivist approach to learning and instruction. Some quality aspects of facilitating and debriefing simulation games are described from a systemic-constructivist point of view. Finally, a…

  8. The Roles of Teacher Efficacy in Instructional Innovation: Its Predictive Relations to Constructivist and Didactic Instruction

    ERIC Educational Resources Information Center

    Nie, Youyan; Tan, Gim Hoon; Liau, Albert Kienfie; Lau, Shun; Chua, Bee Leng

    2013-01-01

    Constructivist instruction has been implemented in the current instructional innovation in Singapore. Large scale survey study was conducted to examine the roles of teacher efficacy in implementing the innovative constructivist instruction. The results showed that the positive correlation between teacher efficacy and constructivist instruction was…

  9. Is In-Class Physical Activity at Risk in Constructivist Physical Education?

    ERIC Educational Resources Information Center

    Chen, Ang; Martin, Robert; Sun, Haichun; Ennis, Catherine D.

    2007-01-01

    Constructivist physical education emphasizes cognitive engagement. This study examined the impact of a constructivist curriculum on in-class physical activity. Caloric expenditure in metabolic equivalents (MET) and vector magnitude count (VM) data from a random sample of 41 constructivist lessons were compared with those from a random sample of 35…

  10. What Is the Role of Constructivist Teachers within Faculty Communication Networks?

    ERIC Educational Resources Information Center

    Judson, Eugene; Lawson, Anton E.

    2007-01-01

    Using the biology faculty of one high school (n = 9) and the mathematics faculty of another (n = 16), this study tested the hypothesis that constructivist teachers play an active role within teacher communication networks (the constructivist-teacher hypothesis). This hypothesis contrasts with the view that constructivist teachers operate alone and…

  11. Development and Validation of a Modified Turkish Version of the Teacher Constructivist Learning Environment Survey (TCLES)

    ERIC Educational Resources Information Center

    Anagun, Sengul S.; Anilan, Huseyin

    2013-01-01

    The Constructivist Learning Environment Survey is an instrument used for assessing students' and teachers' perceptions of their learning environments. The Teacher Constructivist Learning Environment Survey (TCLES) was created to better enable teachers and researchers to determine teachers' perception of their use of constructivist approaches in…

  12. It's All about Talking: Oral Language Development in a Bilingual Classroom.

    ERIC Educational Resources Information Center

    Riojas-Cortez, Mari

    2001-01-01

    Describes a bilingual prekindergarten teacher's approach to oral language development with children who are Spanish-language dominant, considering the links between her approach and constructivist learning theory. Describes how children in the classroom interact socially with adults and peers to develop oral language skills. (JPB)

  13. A Joyful Classroom Learning System with Robot Learning Companion for Children to Learn Mathematics Multiplication

    ERIC Educational Resources Information Center

    Wei, Chun-Wang; Hung, I-Chun; Lee, Ling; Chen, Nian-Shing

    2011-01-01

    This research demonstrates the design of a Joyful Classroom Learning System (JCLS) with flexible, mobile and joyful features. The theoretical foundations of this research include the experiential learning theory, constructivist learning theory and joyful learning. The developed JCLS consists of the robot learning companion (RLC), sensing input…

  14. Classroom Constructivism.

    ERIC Educational Resources Information Center

    Trotter, Andrew

    1995-01-01

    Constructivism, which holds that knowledge is created out of each individual's own experience, is recapturing researchers' attention. To constructivists, teachers are not omniscient oracles, but nutritionists providing an environment for children to grow their own knowledge. Students might learn division by planning a field trip instead of…

  15. Placing Cybereducation in the UK Classroom

    ERIC Educational Resources Information Center

    Menchik, Daniel A.

    2004-01-01

    The use of the Internet in the classroom has often been characterized as a practice that disconnects the teacher from traditional forms of externally imposed influence. This paper examines this assertion by mapping the emerging field of cybereducation and considering how endemic knowledge is contextualized by national curricular authorities. The…

  16. Hidden Mathematics in the Preschool Classroom

    ERIC Educational Resources Information Center

    McGee, Mileen

    2005-01-01

    It is described how mathematics instruction is addressed in an early childhood classroom and how it reflects state and national mathematics standards. Mathematics emerges during natural interactions among children and is often spontaneous, arising from the meaningful contextual base of the activity.

  17. Factors that Predict Quality Classroom Technology Use

    ERIC Educational Resources Information Center

    Hastings, Tricia A.

    2009-01-01

    Despite technological advancements intended to enhance teaching and learning in the 21st century, numerous teacher and school factors continue to impede quality classroom technology use. Determining the effectiveness of educational technology is challenging and requires a detailed understanding of multifaceted, complex, contextual relationships.…

  18. Designing a Web-Based Constructivist Learning Environment

    ERIC Educational Resources Information Center

    Wang, Qiyun

    2009-01-01

    The constructivist learning environment was designed on three perspectives: pedagogical, social and technological. A group of 24 trainee teachers used the environment and participated in the formative evaluation. Results showed that the trainee teachers liked the design specifications and perceived the learning environment to be useful. The…

  19. Agent-based modelling of collective identity: testing constructivist theory

    Microsoft Academic Search

    Ian S. Lustick

    2000-01-01

    Agent-based modeling is an alternative and complementary approach to the study of political identities, including ethnicity and nationalism. By generating many runs with different initial conditions large data sets of virtual histories can be accumulated. This paper presents the ABIR (Agent-Based Identity Repertoire) model which seeks to refine, elaborate, and test constructivist theories of identity and identity change. In this

  20. Telephone Teaching: Towards Constructivist Teaching for Rural and Remote Students.

    ERIC Educational Resources Information Center

    Finger, Glenn; Rotolo, Carolyn

    In 1998 the Charleville School of Distance Education (SDE) in Queensland, Australia, began using telephone teaching to replace high frequency radio as its means of communicating with rural and remote students. A study investigated the extent to which telephone teaching has contributed to the development of a constructivist teaching and learning…

  1. Learning Science-Based Fitness Knowledge in Constructivist Physical Education

    ERIC Educational Resources Information Center

    Sun, Haichun; Chen, Ang; Zhu, Xihe; Ennis, Catherine D.

    2012-01-01

    Teaching fitness-related knowledge has become critical in developing children's healthful living behavior. The purpose of this study was to examine the effects of a science-based, constructivist physical education curriculum on learning fitness knowledge critical to healthful living in elementary school students. The schools (N = 30) were randomly…

  2. Understanding teacher responses to constructivist learning environments: Challenges and resolutions

    NASA Astrophysics Data System (ADS)

    Rosenfeld, Melodie; Rosenfeld, Sherman

    2006-05-01

    The research literature is just beginning to uncover factors involved in sustaining constructivist learning environments, such as Project-Based Learning (PBL). Our case study investigates teacher responses to the challenges of constructivist environments, since teachers can play strong roles in supporting or undermining even the best constructivist environments or materials. We were invited to work as mediators with a middle-school science staff that was experiencing conflicts regarding two learning environments, PBL (which was the school's politically correc learning environment) and traditional. With mediated group workshops, teachers were sensitized to their own and colleagues' individual learning differences (ILDs), as measured by two styles inventories (the LSI - Kolb, 1976; and the LCI - Johnston & Dainton, 1997). Using these inventories, a learning-environment questionnaire, field notes, and delayed interviews a year later, we found that there was a relationship between teachers' preferred styles, epistemological beliefs, and their preferred teaching environment. Moreover, when the participating teachers, including early-adopters and nonvolunteers to PBL, became more sensitive to their colleagues' preferences, many staff conflicts were resolved and some mismatched teachers expressed more openness to PBL. We argue that having teachers understand their own ILDs and related responses to constructivist learning environments can contribute to resolving staff conflicts and sustaining such environments. We present a cognitive model and a strategy which illustrate this argument.

  3. Teacher Evaluation, Performance-Related Pay, and Constructivist Instruction

    ERIC Educational Resources Information Center

    Liang, Guodong; Akiba, Motoko

    2015-01-01

    Using statewide longitudinal teacher survey data collected in 2009 and 2010, this study examined the characteristics of teacher evaluation used to determine performance-related pay (PRP), and the association between PRP and improvement in the practice of constructivist instruction. The study found that 10.9% of middle school mathematics teachers…

  4. Curriculum Assessment: Constructivist Primary Mathematics Curriculum in Turkey

    ERIC Educational Resources Information Center

    Sahin, Ismet

    2010-01-01

    Many national and international studies put forward the idea that primary education in Turkey is questionable in many aspects. As a result, the Ministry of National Education changed primary curriculums in 2004 in Turkey. The curriculum for primary mathematics was redeveloped taking into consideration constructivist theory of education. The…

  5. Developing a Constructivist Learning Environment in Online Postsecondary Science Courses

    ERIC Educational Resources Information Center

    Hackworth, Sylvester N.

    2010-01-01

    This Delphi study addressed the concerns of postsecondary educators regarding the quality of education received by postsecondary science students who receive their instruction online. This study was framed with the constructivist learning theory and Piaget's and Dewey's cognitive development theories. The overarching question addressed a gap in…

  6. Science studies, climate change and the prospects for constructivist critique

    Microsoft Academic Search

    David Demeritt

    2006-01-01

    Starting from the debates over the 'reality' of global warming and the politics of science studies, I seek to clarify what is at stake politically in constructivist understandings of science and nature. These two separate but related debates point to the centrality of modern science in political discussions of the environment and to the difficulties, simultaneously technical and political, in

  7. Towards a Constructivist Pedagogy for Year 12 Mathematics

    ERIC Educational Resources Information Center

    Sheppard, Ian

    2008-01-01

    Constructivist pedagogies are generally not considered to support the teaching of mathematics for externally assessed examination-based courses. In large part, teachers have believed that such approaches are inefficient in covering a set syllabus. This article summarises the author's learning journey in Year 12 mathematics in 2004 where attempts…

  8. Reflection of Constructivist Theories in Current Educational Practice

    ERIC Educational Resources Information Center

    Juvova, Alena; Chudy, Stefan; Neumeister, Pavel; Plischke, Jitka; Kvintova, Jana

    2015-01-01

    In this overview study, we would like to present the basic constructivist approaches that have affected or influenced the current concept of education. The teacher-student interaction is reflected by personality, psychological traits, attitudes and cultural capital of the participants of the educational process as well as the teacher's effort to…

  9. Web-Enhanced Learning: Engaging Students in Constructivist Learning

    ERIC Educational Resources Information Center

    Neo, Mai

    2005-01-01

    Purpose: The purpose of this paper is to study the impact of a web-based constructivist learning environment, which was developed based on a course given to students in the Faculty of Creative Multimedia (FCM) on student learning. Design/methodology/approach: In this paper, a web-based multimedia-mediated project was developed based on an Internet…

  10. Modelling between Epistemological Beliefs and Constructivist Learning Environment

    ERIC Educational Resources Information Center

    Çetin-Dindar, Ayla; Kirbulut, Zübeyde Demet; Boz, Yezdan

    2014-01-01

    The purpose of this study was to model the relationship between pre-service chemistry teachers' epistemological beliefs and their preference to use constructivist-learning environment in their future class. The sample was 125 pre-service chemistry teachers from five universities in Turkey. Two instruments were used in this study. One of the…

  11. Engaging Students with Constructivist Participatory Examinations in Asynchronous Learning Networks

    ERIC Educational Resources Information Center

    Wu, Dezhi; Bieber, Michael; Hiltz, Starr Roxanne

    2008-01-01

    The online participatory exam transforms the traditional exam into a constructivist, cooperative and engaging learning experience. Students learn from designing and answering exam questions, from evaluating their peers' performance, and from reading questions, answers and evaluations. This paper, aimed at faculty who teach online and at…

  12. A Constructivist-Informed Approach to Teaching Swimming

    ERIC Educational Resources Information Center

    Light, Richard; Wallian, Nathalie

    2008-01-01

    Interest in constructivism has fueled enthusiasm for the development of games and team-sport pedagogy over the past decade, but individual sports have yet to receive the same attention. In this article we redress this oversight by suggesting that constructivist perspectives on learning can be used to develop student-centered, inquiry-based…

  13. Constructivist Learning of Anatomy: Gaining Knowledge by Creating Anatomical Casts

    ERIC Educational Resources Information Center

    Hermiz, David J.; O'Sullivan, Daniel J.; Lujan, Heidi L.; DiCarlo, Stephen E.

    2011-01-01

    Educators are encouraged to provide inquiry-based, collaborative, and problem solving activities that enhance learning and promote curiosity, skepticism, objectivity, and the use of scientific reasoning. Making anatomical casts or models by injecting solidifying substances into organs is an example of a constructivist activity for achieving these…

  14. Implementation challenges for a constructivist physical education curriculum

    Microsoft Academic Search

    Xihe Zhu; Catherine D. Ennis; Ang Chen

    2011-01-01

    Background: Curriculum fidelity describes the extent to which a curriculum is implemented faithfully as planned. Curriculum fidelity issues may arise when teachers implement the curriculum inconsistently due to differences in philosophy, barriers in the setting, or other local concerns.Purpose: The study examined challenges that a teacher faced in implementing a constructivist physical education curriculum that had fidelity implications.Research design: Ethnographic

  15. Contextual and non-contextual performance evaluation of edge detectors

    Microsoft Academic Search

    T. B. Nguyen; Djemel Ziou

    2000-01-01

    This paper presents two new evaluation methods for edge detectors. First is non-contextual and concerns the evaluation of edge detector performance in terms of detection errors. The second contextual method evaluates the performance of edge detectors in the context of image reconstruction. Both methods study the influence of image characteristics and edge detector properties on detector performance. Five detectors are

  16. Edinburgh Research Explorer Contextual Lumpability

    E-print Network

    Millar, Andrew J.

    Edinburgh Research Explorer Contextual Lumpability Citation for published version: Hillston, J, Piazza, C, Marin, A & Rossi, S 2013, 'Contextual Lumpability'. in Proceedings of ValueTools 2013. 7th edn, ICST, ValueTools 2013 -- 7th International Conference on Performance Evaluation Methodologies and Tools

  17. Classroom Management.

    ERIC Educational Resources Information Center

    Doyle, Walter

    This booklet describes a foundation for effective classroom management and focuses on some of the basic processes involved in creating a cooperative atmosphere in the classroom. Four topics are considered: the beginning of the school year, selecting and arranging activities, monitoring and timing activities in the classroom, and stopping…

  18. Using the Contextual Orientation to Facilitate the Study of Bible with Generation X

    ERIC Educational Resources Information Center

    Cousens, Beth; Morrison, Jeremy S.; Fendrick, Susan P.

    2008-01-01

    This article investigates the use of the contextual orientation to the Bible--which seeks to understand the Bible as a product of its time, and in the context of historical-critical biblical scholarship--as a deliberate, significant aspect of a teacher's overall approach to reaching Jewish adults in their 20s and 30s. Through classroom observation…

  19. Contextual and Mathematics Accommodation Test Effects for English-Language Learners.

    ERIC Educational Resources Information Center

    Hofstetter, Carolyn Huie

    2003-01-01

    Examined selected contextual variables, their impact on test performance, and how the variables interact with the type of test accommodation that a student received. Data from 849 eighth graders suggest that numerous student and classroom-level variables are associated with mathematics test performance, English reading proficiency in particular.…

  20. Contextual Influences on Gendered Racial Identity Development of African American Young Women

    ERIC Educational Resources Information Center

    Thomas, Anita Jones; Hoxha, Denada; Hacker, Jason Daniel

    2013-01-01

    The aim of the study was to identify the contextual factors and socialization experiences most salient to the identity development of African American girls. Seventeen African American young women participated in dyadic focus groups. Themes that emerged included exposure to stereotypes, negative classroom environments, and parental and peer…

  1. Teacher-Student Talk in Singapore Chinese Language Classrooms: A Case Study of Initiation/Response/Follow-Up (IRF)

    ERIC Educational Resources Information Center

    Liu, Yongbing

    2008-01-01

    In this article, I analyse the initiation/response/follow-up (IRF) exchanges between teachers and students in teacher-fronted instruction by using transcribed classroom data. Adopting a social constructivist position, I examine ways in which teachers construct or reduce students' learning opportunities in these communications. Furthermore, I…

  2. An Investigation of the Use of Real-Time, Authentic Geospatial Data in the K-12 Classroom

    ERIC Educational Resources Information Center

    Doering, Aaron; Veletsianos, George

    2007-01-01

    This article situates geospatial technologies as a constructivist tool in the K-12 classroom and examines student experiences with real-time authentic geospatial data provided through a hybrid adventure learning environment. Qualitative data from seven student focus groups demonstrate the effectiveness of using real-time authentic data, peer…

  3. Constructivist Science Teaching: Intellectual and Strategic Teaching Acts

    Microsoft Academic Search

    Carol Scarff Seatter

    2003-01-01

    This paper attempts to provide some productive starting points for discussion in the context of science teaching. Embedded in the current practice of methodologies such as “messing about,” hands-on, minds-on activities, science-technology-society related approaches, and inquiry-based learning, is often a sense of confusion and frustration. Such current methodologies in elementary science teaching are founded on constructivist learning theory. This paper

  4. Self-Evaluation of Expertise in Teaching Elementary Physical Education from Constructivist Perspectives

    Microsoft Academic Search

    Weiyun Chen; Judith A. Burry-Stock; Inez Rovegno

    2000-01-01

    The Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) was developed for the purpose of this study to assess teachers’ expertise in constructivist-oriented physical education teaching. One hundred and eighty-three elementary physical education teachers completed the CTPI-EPE. Four subscales of the CTPI-EPE emerged from an exploratory factor analysis and were in line with major dimensions of constructivist-oriented teaching practices.

  5. Georgia Tech: Contextual Computing Group

    NSDL National Science Digital Library

    The Contextual Computing Group is a research organization at Georgia Tech College of Computing that focuses on the field of contextually-aware, wearable computing systems. The group is interested in "how the continued emergence of on-body computational resources will impact society." Topics addressed in its work include Wearable Computing, Augmented Reality, Lifelong Everyday Interfaces, Natural Gestural Interfaces, First-Person Perceptive Agents, Contextual Computing Devices, Human Computer Interaction, Computer Vision, Memory Prostheses, Embedded Computers, and Sensor Fusion. Projects related to Wearable Computing have yielded hardware products that are available to purchase. Resources that the group has found useful are available to download free of charge.

  6. Context clues and contextual guessing

    Microsoft Academic Search

    YANG Na

    2009-01-01

    This study intends to explore the effects of context clues in contextual guessing among 60 first-year non-English majors by using two guessing tests as the research instrument. According to the quantitative analysis of the statistics processed by SPSS (14.0), it is revealed that (1) context clues affect the outcome of contextual guessing significantly, and (2) English proficiency level plays a

  7. Toward A Critical Constructivist Approach to School Administration: Invisibility, Legitimation, and the Study of Non-Events

    Microsoft Academic Search

    Gary L. Anderson

    1990-01-01

    This article advocates a critical constructivist approach to educational administration that combines the explanatory power of constructivist social theory with the insights of critical theory. The author argues that \\

  8. Experiencing a constructivist museum exhibit: A case study of twelve children and their families

    NASA Astrophysics Data System (ADS)

    Hill, Martha Anne Leech

    2002-04-01

    The American Association for the Advancement of Science and the National Research Council have called for the creation of a scientifically literate populace and introduced science standards and guidelines to direct this process. Science education in traditional school settings plays a key role in reaching this goal, but individuals over their lifetimes will have more exposure to science ideas through informal science experiences such as visits to museums and through diverse media sources. The purpose of this study was to explore the role museums play in this journey to science literacy. This qualitative collective case study examined the experience of 12 children and their families in a children's museum as they interacted with an exhibit designed along the tenets of constructivist theory to introduce children to ideas of science. Twelve children and their families were videotaped interacting with a model of a watershed that included the stream, surrounding land, gravel, and dam building and erosion abatement manipulatives. Children were interviewed to ascertain their stream-related ideas and conceptual understanding prior to and after using the exhibit. Parents completed demographic and post-exhibit experience questionnaires. Two museum staff members who played key roles in the development of the exhibit and surrounding gallery were also interviewed. Individual and cross-case analyses were done to describe the experience of each child and family, and to elucidate the commonalities of these experiences to describe the phenomenon of using a constructivist-based science exhibit. Results of the study indicate (1) the type of experience children and families had at the exhibit depended on child and parent interactions and roles each assumed, and (2) experience with the exhibit encouraged children to think more deeply about water topics, past experiences, and ideas they had previously constructed. Implications of this research include (1) parents should engage children physically and mentally, focusing attention on their children and their interests, and encourage the children to analyze their actions, (2) museum professionals need to be aware of ways they can help parents interact effectively with their children, and (3) museum researchers need to examine how research in science classrooms can inform research in informal environments.

  9. The effects of a new constructivist science curriculum (PIPS) for prospective elementary teachers

    NASA Astrophysics Data System (ADS)

    Liang, Ling L.

    This study examines the effectiveness of a new constructivist curriculum model (Powerful Ideas in Physical Science, PIPS) in promoting preservice teachers' understanding of science concepts, in fostering a learning environment supporting conceptual change, and in improving preservice teachers' attitudes toward science as well as their science teaching efficacy beliefs. The PIPS curriculum model integrates a conceptual change perspective with a hands-on, inquiry-based approach and other promising effective teaching strategies such as cooperative learning. Three instructors each taught one class section using the PIPS and one using the existing curriculum for an introductory science course. Their students were 121 prospective elementary teachers at a large mid-western university. ANCOVA and Repeated Measures Analyses of Variance were performed to analyze the scores on concept tests and attitude surveys. Data from videotaped observations of lab sessions and interviews of prospective teachers and their instructors were analyzed by employing a naturalistic inquiry method to get insights into the process of science learning and teaching for the prospective teachers. The interpretations were made based on the findings that could be corroborated by both methodologies. For the twelve prospective teachers interviewed, it was found that the PIPS model was more effective in promoting conceptual understanding and positive attitudes toward science learning for those with lower past science performance. The PIPS approach left more room for self-reflection on the development of understanding of science concepts in contrast to the lecture-lab type teaching. Factors that might have influenced the teacher trainees' attitudes and beliefs about learning and teaching science were identified and discussed. It was also found that better cooperative learning and a more supportive learning environment have been promoted in the PIPS classrooms. However, the differential treatment effects on learning outcomes for all participants of the study, as measured by the paper-pencil instruments, were not statistically significant. Both students' and instructors' perspectives of the PIPS approach are presented in the study. Limitations of the present study as well as recommendations for future revision of the PIPS curriculum and effective implementation of the constructivist teaching in general, are also included.

  10. Classroom Management.

    ERIC Educational Resources Information Center

    Dinsmore, Terri Sue

    This paper is a report of a middle-school teacher's study of classroom management. The teacher/researcher was interested in how some of the techniques in the Kovalik Integrated Thematic Instruction model of training would influence the teacher/researcher's classroom management; the effects of direct instruction within a community circle; the…

  11. Behavioral versus cognitive classroom friendship networks

    Microsoft Academic Search

    Matthew Pittinsky; Brian V. Carolan

    2008-01-01

    Researchers of social networks commonly distinguish between “behavioral” and “cognitive” social structure. In a school context,\\u000a for example, a teacher’s perceptions of student friendship ties, not necessarily actual friendship relations, may influence\\u000a teacher behavior. Revisiting early work in the field of sociometry, this study assesses the level of agreement between teacher\\u000a perceptions and student reports of within-classroom friendship ties. Using

  12. An Ever-Changing Meaning: A Career Constructivist Application to Working with African Refugees

    ERIC Educational Resources Information Center

    Pierce, L. Marinn; Gibbons, Melinda M.

    2012-01-01

    Refugees are expected to determine how to integrate past experiences into their lives in a new culture. Constructivist approaches to counseling allow refugees opportunities to determine how to integrate these experiences into their future career choices. Refugee experiences throughout the resettlement process and a constructivist career counseling…

  13. Assessment of a Socio-constructivist Model for Teacher Training: A Case Study.

    ERIC Educational Resources Information Center

    Joia, Luiz Antonio

    2002-01-01

    Studied a socio-constructivist model for training teachers in Brazil, in the use of Informatics in education. Findings from a case study of the training of 29 teachers show the importance of care and coherence for knowledge creation in the socio-constructivist training model. (SLD)

  14. Developing a Survey for Assessing Preferences in Constructivist Context-Aware Ubiquitous Learning Environments

    ERIC Educational Resources Information Center

    Tsai, P.-S.; Tsai, C.-C.; Hwang, G.-J.

    2012-01-01

    This study developed a survey to explore students' preferences in constructivist context-aware ubiquitous learning environments. A constructivist context-aware ubiquitous learning (u-learning) environment survey (CULES) was developed, consisting of eight scales, including ease of use, continuity, relevance, adaptive content, multiple sources,…

  15. Taiwanese teachers’ implementation of a new ‘constructivist mathematics curriculum’: How cognitive and affective issues are addressed

    Microsoft Academic Search

    Mei-Shiu Chiu; David Whitebread

    2011-01-01

    This paper aims to investigate the ways in which four Grade 5 teachers perceived and implemented a new constructivist mathematics curriculum, after all their past experience of traditional mathematics in Taiwan. The meaning and indicators of constructivist and traditional mathematics were explored and developed based on reviews of three countries’ mathematics curricula and studies on mathematics teaching. Through interviews and

  16. A Triphasic Model of the Teaching-Learning Environment Based on Constructivist Principles.

    ERIC Educational Resources Information Center

    Anderson, Roger; And Others

    A model of the teaching-learning environment, based on cognitive-constructivist theories of learning, is presented. The model consists of three dimensions. Dimension One (Opportunity for Constructivist Activity) represents the proportion of teaching-learning activity that is directed to encouraging self-reflection, mobilization of individual…

  17. A Constructivist Learning Experience: Reconstructing a Web Site Using Web Based Multimedia Authoring Tools.

    ERIC Educational Resources Information Center

    Neo, Ken T. K.; Neo, Mai

    2001-01-01

    Uses multimedia to create a constructivist learning experience and to innovate a multimedia constructivist learning model based on a course at Multimedia University (Malaysia). Assessed students' problem solving skills and ability to evaluate a Web site's design, creativity, and navigational structure by requiring them to reconstruct and improve…

  18. Constructivist-Visual Mind Map Teaching Approach and the Quality of Students' Cognitive Structures

    ERIC Educational Resources Information Center

    Dhindsa, Harkirat S.; Makarimi-Kasim; Anderson, O. Roger

    2011-01-01

    This study compared the effects of a constructivist-visual mind map teaching approach (CMA) and of a traditional teaching approach (TTA) on (a) the quality and richness of students' knowledge structures and (b) TTA and CMA students' perceptions of the extent that a constructivist learning environment (CLE) was created in their classes. The sample…

  19. The effects of constructivist teaching approaches on middle school students' algebraic understanding

    E-print Network

    Ross, Amanda Ann

    2009-06-02

    ). 6 CHAPTER II BACKGROUND LITERATURE Representations, constructivist teaching approaches, and engagement are important contributors to students? learning. These variables rest upon the ideas of Jerome Bruner, Jean Piaget, Lev Vygotsky, Ernst von... both kinds of learning acquisition. 3 Purpose of This Dissertation This study examined a hypothesized model whereby representations (Bruner, 1966) and constructivist teaching approaches (Piaget, 1954; Piaget, 1970; Piaget, 1973; Vygotsky, 1978...

  20. Relationships between Students' Conceptions of Constructivist Learning and Their Regulation and Processing Strategies

    ERIC Educational Resources Information Center

    Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G.

    2008-01-01

    The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as…

  1. Constructivist Education and Epistemological Development in Online and Face-to-Face Higher Learning Environments

    ERIC Educational Resources Information Center

    Pruitt, Rebecca J.

    2011-01-01

    Scope and Method of Study. This study examined two sections of a course in child development, one online and one face-to-face, to determine similarities and differences between the two related to constructivist education and constructivist processes. Course documents, instructor reflections, online discussion forum text, student-instructor…

  2. Applying the Subject "Cell" through Constructivist Approach during Science Lessons and the Teacher's View

    ERIC Educational Resources Information Center

    Dogru, Mustafa; Kalender, Suna

    2007-01-01

    In this study our purpose is to determine how the teachers are applying the constructivist approach in their classes by classifying the teachers according to graduated faculty, department and their years in the duty. Besides understanding the difference of the effects of constructivist approach and traditional education method on student success…

  3. Web-Based Designed Activities for Young People in Health Education: A Constructivist Approach

    ERIC Educational Resources Information Center

    Goldman, Juliette D. G.

    2006-01-01

    Modern Health Education in primary schools is increasingly using computer technologies in a variety of ways to enhance teaching and learning. Here, a Constructivist approach for a web-based educational activity for Grade 7 is discussed using an example of designing a healthy Food Handling Manual in the food industry. The Constructivist principles…

  4. Responsive Classroom

    NSDL National Science Digital Library

    The Responsive Classroom addresses some of the challenges present in any elementary classroom, be it first-grade mathematics or third-grade science, by offering "an approach to teaching and learning that fosters safe, challenging, and joyful classrooms and schools, kindergarten through eighth grade." Through this website, classroom teachers share "practical strategies for bringing together social and academic learning throughout the school day." They report that teachers in urban, rural, and suburban settings nationwide find that these strategies have increased student investment, responsibility, and learning, and decreased problem behaviors. Studies detailing the effectiveness of the program are posted on this website. The basic principles of the program are also described, but the books detailing their approach must be purchased. The newsletter, however, is available free of charge and the archive includes previously published articles, which can be searched by topic, such as technology in the classroom and family involvement.

  5. Reframing a Constructivist Model of the Development of Mental Representation: The Role of Higher-Order Operations.

    ERIC Educational Resources Information Center

    Muller, Ulrich; Sokol, Bryan; Overton, Willis F.

    1998-01-01

    Suggests a model for the development of mental representation. Explores empiricist and constructivist models and maintains that the constructivist model provides a better ground for theory building. Evaluates Piaget's constructivist account of the emergence of mental representation. Proposes that his account is insufficient and suggests a…

  6. Is In-Class Physical Activity at Risk in Constructivist Physical Education?

    PubMed Central

    Chen, Ang; Martin, Robert; Sun, Haichun; Ennis, Catherine D.

    2015-01-01

    Constructivist physical education emphasizes cognitive engagement. This study examined the impact of a constructivist curriculum on in-class physical activity. Caloric expenditure in metabolic equivalents (MET) and vector magnitude count (VM) data from a random sample of 41 constructivist lessons were compared with those from a random sample of 35 nonconstructivist lessons. Statistical analyses revealed that students in both curriculum conditions were active at a similarly law-moderate level (MET = 2.6 for experimental, 2.5 for comparison, p = .30). Differences (p < .05) were found between the three units within the constructivist curriculum. The findings suggest that the constructivist approach may facilitate knowledge learning with little risk of reducing in-class physical activity. PMID:18274221

  7. Thermodynamics in Context: A Case Study of Contextualized Teaching for Undergraduates

    NASA Astrophysics Data System (ADS)

    Holman, John; Pilling, Gwen

    2004-03-01

    Thermodynamics is often considered to be a dry and theoretical area of undergraduate chemistry. To make it more accessible, a contextualized approach to first-year university thermodynamics has been developed, building on the experiences at the high school level of ChemCom in the United States and Salters Advanced Chemistry in the United Kingdom. A constructivist approach takes into account students' prior understanding of enthalpy and energy transfer from high school chemistry. Contextualized lectures, tutorials, workshops, and examination questions are supported by a bank of Web-based questions designed to practice the basic mathematical manipulations. Contexts used include fuels, explosives, food, and bioenergetics. The course, which is aimed at chemistry majors, has been used at the University of Leeds and the University of York in the United Kingdom. Initial evaluation suggests that the approach increases the appeal of thermodynamics and improves learning of fundamental principles. The article seeks responses from other instructors who are interested in bringing the benefits of contextualized teaching to undergraduate chemistry.

  8. Empathy and contextual social cognition.

    PubMed

    Melloni, Margherita; Lopez, Vladimir; Ibanez, Agustin

    2014-03-01

    Empathy is a highly flexible and adaptive process that allows for the interplay of prosocial behavior in many different social contexts. Empathy appears to be a very situated cognitive process, embedded with specific contextual cues that trigger different automatic and controlled responses. In this review, we summarize relevant evidence regarding social context modulation of empathy for pain. Several contextual factors, such as stimulus reality and personal experience, affectively link with other factors, emotional cues, threat information, group membership, and attitudes toward others to influence the affective, sensorimotor, and cognitive processing of empathy. Thus, we propose that the frontoinsular-temporal network, the so-called social context network model (SCNM), is recruited during the contextual processing of empathy. This network would (1) update the contextual cues and use them to construct fast predictions (frontal regions), (2) coordinate the internal (body) and external milieus (insula), and (3) consolidate the context-target associative learning of empathic processes (temporal sites). Furthermore, we propose these context-dependent effects of empathy in the framework of the frontoinsular-temporal network and examine the behavioral and neural evidence of three neuropsychiatric conditions (Asperger syndrome, schizophrenia, and the behavioral variant of frontotemporal dementia), which simultaneously present with empathy and contextual integration impairments. We suggest potential advantages of a situated approach to empathy in the assessment of these neuropsychiatric disorders, as well as their relationship with the SCNM. PMID:23955101

  9. Effects of Classroom Assessment Practices on Students' Achievement Goals

    ERIC Educational Resources Information Center

    Alkharusi, Hussain

    2008-01-01

    This study examined the effects of classroom assessment practices on students' achievement goals. The study included 1,636 ninth grade students and 83 science teachers from Muscat public schools in Oman. Results from hierarchical linear modeling techniques showed that class contextual features and teachers' teaching experiences and assessment…

  10. Factors Affecting Teachers' Student-Centered Classroom Computer Use

    ERIC Educational Resources Information Center

    Friedrich, Helmut Felix; Hron, Aemilian

    2011-01-01

    The present study aims at investigating which factors are relevant to induce teachers' student-centered classroom computer use. Survey data were collected from 361 teachers at comprehensive schools. Based on a systemic view of technology use in schools, different individual teacher characteristics and school contextual factors were examined.…

  11. TWO FORMS OF EPISTEMOLOGICAL CONTEXTUALISM Duncan PRITCHARD

    E-print Network

    Edinburgh, University of

    TWO FORMS OF EPISTEMOLOGICAL CONTEXTUALISM Duncan PRITCHARD University of Stirling, Scotland in which contextualism might be developed. 0. Introduction Contextualist epistemological theories--are, without doubt, the new vogue in epistemology. The popularity of this general approach belies, however

  12. A study to modify, extend, and verify, an existing model of interactive-constructivist school science teaching

    NASA Astrophysics Data System (ADS)

    Numedahl, Paul Joseph

    The purpose of this study was to gain an understanding of the effects an interactive-constructive teaching and learning approach, the use of children's literature in science teaching and parental involvement in elementary school science had on student achievement in and attitudes toward science. The study was done in the context of Science PALS, a professional development program for inservice teachers. An existing model for interactive-constructive elementary science was modified to include five model variables; student achievement, student attitudes, teacher perceptions, teacher performance, and student perceptions. Data were collected from a sample of 12 teachers and 260 third and fourth grade students. Data analysis included two components, (1) the examination of relationships between teacher performance, teacher perceptions, student achievement and attitudes, and (2) the verification of a model using path analysis. Results showed a significant correlation between teacher perceptions and student attitude. However, only one model path was significant; thus, the model could not be verified. Further examination of the significant model path was completed. Study findings included: (1) Constructivist notions of teaching and learning may cause changes in the traditional role relationship between teachers and students leading to negative student attitudes. (2) Children who perceive parental interest toward science education are likely to have a positive attitude toward science learning, increased self-confidence in science and possess accurate ideas concerning the nature of science. (3) Students who perceive science instruction as relevant are likely to possess a positive attitude toward science learning, increased self-confidence in science, and possess accurate ideas concerning the nature of science. (4) Students who perceive their classroom as aligning with constructivist principles are likely to possess a positive attitude toward science, an increased self-confidence in science, and possess accurate ideas concerning the nature of science. (5) The inclusion of children's literature in elementary school science promotes a positive attitude toward science, an increase in student self-confidence in science, and fosters accurate understandings of the nature of science. Recommendations focus on student change, constructivist pedagogy, use of literature in science, and parental involvement in science education.

  13. "Friending" Vygotsky: A Social Constructivist Pedagogy of Knowledge Building through Classroom Social Media Use

    ERIC Educational Resources Information Center

    Churcher, Kalen M. A.; Downs, Edward; Tewksbury, Doug

    2014-01-01

    Social media and web 2.0 technologies are an attractive supplement to the higher education experience and are embraced as a way to foster intra-and extracurricular knowledge generation among a class community. However, these collaborative media require a rethinking of the theoretical framework through which we engage student communities of…

  14. Teaching Constructivist Science, K-8: Nurturing Natural Investigators in the Standards-Based Classroom

    ERIC Educational Resources Information Center

    Bentley, Michael L.; Ebert, Edward S., II; Ebert, Christine

    2007-01-01

    Good teachers know that science is more than just a collection of facts in a textbook and that teaching science goes beyond the mere transmission of information. Actively engaging students in the learning process is critical to building their knowledge base, assessing progress, and meeting science standards. This book shows teachers how to…

  15. Big Science for Growing Minds: Constructivist Classrooms for Young Thinkers. Early Childhood Education Series

    ERIC Educational Resources Information Center

    Brooks, Jacqueline Grennon

    2011-01-01

    Strong evidence from recent brain research shows that the intentional teaching of science is crucial in early childhood. "Big Science for Growing Minds" describes a groundbreaking curriculum that invites readers to rethink science education through a set of unifying concepts or "big ideas." Using an integrated learning approach, the author shows…

  16. Science Made Up: Constructivist Sociology of Scientific Knowledge.

    E-print Network

    Fine, Arthur

    and contextual nature of science. Oxford: Pergamon Press. Latour, B and S.Woolgar. 1979. Laboratory life: The construction of scientific facts. Princeton: Princeton University Press, 1986. Latour, B. 1987. Science in action. Cambridge: Harvard University Press. Laudan, L. 1981. The pseudo-science of science? Philosophy

  17. The Self in Contextualized Action

    Microsoft Academic Search

    Shaun Gallagher; Anthony J. Marcel

    1999-01-01

    This paper suggests that certain traditional ways of analysing the self start off in situations that are abstract or detached from normal experience, and that the conclusions reached in such approaches are, as a result, inexact or mistaken. The paper raises the question of whether there are more contextualized forms of self- consciousness than those usually appealed to in philosophical

  18. Mapping Golf: A Contextual Study

    Microsoft Academic Search

    Chris Perkins

    2006-01-01

    A contextual study of the employment of golf mapping reveals the diversity of products, designs and uses. This research describes the different roles played by a very specialized range of products employed on and off the golf course and places them in social, historical and technological contexts. It argues for a relational approach to mapping as a process, based upon

  19. Contextual Information and Reading Comprehension.

    ERIC Educational Resources Information Center

    Teale, William H.

    Following a discussion of the differences between oral and written speech, this paper examines the act of reading written speech and the role that contextual information plays in reading comprehension. It notes the interaction that occurs between reader and text, points out the way in which written language makes demands upon readers'…

  20. Strategy, Contextual Factors, and Performance

    Microsoft Academic Search

    Michael A. Hitt; R. Duane Ireland

    1985-01-01

    Relationships between multiple contextual factors and performance in 185 large industrial firms were examined. Medium size, external acquisitive growth grand strategy, unit and small batch predominant production system, consumer nondurable goods industry, and high perceived environmental uncertainty were positive predictors of firm performance. Functional structure, geographic divisional structure, and large batch and mass predominant production systems were negative predictors. The

  1. Contextual Replication for Mobile Users

    Microsoft Academic Search

    Murali Rangan; Edward Swierk; Douglas B. Terry

    2005-01-01

    The classic tension between designing systems around thin client applications to facilitate controlling and sharing an enterprise's information resources and thick client applications to avoid dependence on a centralized, potentially unreliable infrastructure has never been more prominent than in today's mobile computing environments. Contextual replication can mitigate this tension by providing mobile users with the benefits of shared information managed

  2. Distraction of Symbolic Behavior in Regular Classrooms

    PubMed Central

    Billinger, Stefan

    2012-01-01

    The purpose of the present study is to develop more precise methods to explore the interaction between contextual factors in teacher instructions in regular classroom settings and students’ abilities to use symbolic information in the instruction. The ability to easily show symbolic behavior could be expected to influence student’s capacity to be active and participate. The present study examines distraction in students’ shifts from the use of “non-symbolic” to “symbolic” behavior in regular classroom settings. The 53 students (29 boys and 24 girls), ages 11–13?years old, who participated in the study were from three classes in the same Swedish compulsory regular school. Based on their test performances in a previous study, 25 students (47%) were defined as showing symbolic behavior (symbolic), and 28 students (53%) as not showing it (non-symbolic). In the present study, new test trials with distractors were added. Students from both the symbolic and non-symbolic groups scored significantly fewer correct answers on the post-training test trials with distraction stimuli (p?contextual factors in regular classroom. The main conclusion to be drawn from the results is that the observational procedure used in this study seems to have a potential to be used to explore the interaction between contextual factors and more complex student behavior such as cognition and the pragmatic use of language in regular classroom. PMID:23189068

  3. Distraction of symbolic behavior in regular classrooms.

    PubMed

    Billinger, Stefan

    2012-01-01

    The purpose of the present study is to develop more precise methods to explore the interaction between contextual factors in teacher instructions in regular classroom settings and students' abilities to use symbolic information in the instruction. The ability to easily show symbolic behavior could be expected to influence student's capacity to be active and participate. The present study examines distraction in students' shifts from the use of "non-symbolic" to "symbolic" behavior in regular classroom settings. The 53 students (29 boys and 24 girls), ages 11-13?years old, who participated in the study were from three classes in the same Swedish compulsory regular school. Based on their test performances in a previous study, 25 students (47%) were defined as showing symbolic behavior (symbolic), and 28 students (53%) as not showing it (non-symbolic). In the present study, new test trials with distractors were added. Students from both the symbolic and non-symbolic groups scored significantly fewer correct answers on the post-training test trials with distraction stimuli (p?contextual factors in regular classroom. The main conclusion to be drawn from the results is that the observational procedure used in this study seems to have a potential to be used to explore the interaction between contextual factors and more complex student behavior such as cognition and the pragmatic use of language in regular classroom. PMID:23189068

  4. How Do Teachers Facilitate Writing for Bilingual Learners in "Sheltered Constructivist" Science?

    ERIC Educational Resources Information Center

    Merino, Barbara J.; Hammond, Lorie

    2001-01-01

    Describes how elementary school teachers who work with bilingual students facilitate the learning of scientific concepts and skills through writing as they implement a science-based, interdisciplinary curriculum that uses a sheltered constructivist approach. (Author/NB)

  5. Constructivist-Visual Mind Map Teaching Approach and the Quality of Students’ Cognitive Structures

    Microsoft Academic Search

    Harkirat S. Dhindsa; Makarimi-Kasim; O. Roger Anderson

    2011-01-01

    This study compared the effects of a constructivist-visual mind map teaching approach (CMA) and of a traditional teaching\\u000a approach (TTA) on (a) the quality and richness of students’ knowledge structures and (b) TTA and CMA students’ perceptions\\u000a of the extent that a constructivist learning environment (CLE) was created in their classes. The sample of the study consisted\\u000a of six classes

  6. Contextual in-image advertising

    Microsoft Academic Search

    Tao Mei; Xian-sheng Hua; Shipeng Li

    2008-01-01

    The community-contributed media contents over the Internet have become one of the primary sources for online advertising. However, conventional ad-networks such as Google AdSense treat image and video advertising as general text advertising without considering the inherent characteristics of visual contents. In this work, we propose an innovative contextual advertising system driven by images, which automatically associates relevant ads with

  7. Classroom Notes

    ERIC Educational Resources Information Center

    International Journal of Mathematical Education in Science and Technology, 2007

    2007-01-01

    In this issue's "Classroom Notes" section, the following papers are discussed: (1) "Constructing a line segment whose length is equal to the measure of a given angle" (W. Jacob and T. J. Osler); (2) "Generating functions for the powers of Fibonacci sequences" (D. Terrana and H. Chen); (3) "Evaluation of mean and variance integrals without…

  8. JPA Classroom.

    ERIC Educational Resources Information Center

    Howard, Elizabeth; And Others

    This instructional guide offers classroom lesson plans that can be used by teachers or police officers with a videotape to present a "Junior Police Academy" (JPA) program for middle school students. The guide also contains lesson plans and student activities to be used independently of the videotape. Following a description of the goals of the…

  9. Classroom Tech

    ERIC Educational Resources Information Center

    Instructor, 2006

    2006-01-01

    This article features the latest classroom technologies namely the FLY Pentop, WriteToLearn, and a new iris scan identification system. The FLY Pentop is a computerized pen from Leapster that "magically" understands what kids write and draw on special FLY paper. WriteToLearn is an automatic grading software from Pearson Knowledge Technologies and…

  10. Classroom Notes

    ERIC Educational Resources Information Center

    International Journal of Mathematical Education in Science and Technology, 2007

    2007-01-01

    In this issue's "Classroom Notes" section, the following papers are described: (1) "Sequences of Definite Integrals" by T. Dana-Picard; (2) "Structural Analysis of Pythagorean Monoids" by M.-Q Zhan and J. Tong; (3) "A Random Walk Phenomenon under an Interesting Stopping Rule" by S. Chakraborty; (4) "On Some Confidence Intervals for Estimating the…

  11. Classroom Behavior

    ERIC Educational Resources Information Center

    Segal, Carmit

    2008-01-01

    This paper investigates the determinants and malleability of noncognitive skills. Using data on boys from the National Education Longitudinal Survey, I focus on youth behavior in the classroom as a measure of noncognitive skills. I find that student behavior during adolescence is persistent. The variation in behavior can be attributed to…

  12. Classroom Vocabulary Classroom Vocabulary [msamiati wa darasani

    E-print Network

    Lesson 3: Classroom Vocabulary Classroom Vocabulary [msamiati wa darasani] A). Vocabulary. Darasa hili lina vitu gani? [What things does this classroom have?] Darasa hili lina meza, mkoba, chaki, ubao... [This classroom has a table, backpack, chalk, board...] 2. Hii ni nini? [What is this?] Hii ni

  13. Classroom climate indicators and attitudes towards foreigners.

    PubMed

    Gniewosz, Burkhard; Noack, Peter

    2008-10-01

    The school has been described as an important socialization agent in the process of political development. But the mechanism concerning how school contributes to political development has rarely been investigated. In this study we focus on contextual variables, i.e., classroom climate indicators that are seen as important aspects of the context in which adolescent development takes place. The study was based on the total of 1312 German students. In multilevel analyses, we regressed students' reports on intolerant attitudes towards foreigners on background characteristics as well as on the perceived classroom climate. Fairness in the classroom as perceived by the individual student was found to be negatively related to intolerance and achievement pressure was positively related. Students attending the high college-bound track reported less antiforeigner attitudes as did students where parents had a more sophisticated educational background. The results are discussed proposing schools to provide an open climate as a contextual framework for the development of tolerant attitudes among adolescents. PMID:18083222

  14. An Investigation of the Use of Real-Time, Authentic Geospatial Data in the K–12 Classroom

    Microsoft Academic Search

    Aaron Doering; George Veletsianos

    2008-01-01

    This article situates geospatial technologies as a constructivist tool in the K-12 classroom and examines student experiences with real-time authentic geospatial data provided through a hybrid adventure learning environment. Qualitative data from seven student focus groups demonstrate the effectiveness of using real-time authentic data, peer collaboration, and geospatial technologies in learning geography. We conclude with recommendations about geospatial technology curricula,

  15. Multilevel and Diverse Classrooms

    ERIC Educational Resources Information Center

    Baurain, Bradley, Ed.; Ha, Phan Le, Ed.

    2010-01-01

    The benefits and advantages of classroom practices incorporating unity-in-diversity and diversity-in-unity are what "Multilevel and Diverse Classrooms" is all about. Multilevel classrooms--also known as mixed-ability or heterogeneous classrooms--are a fact of life in ESOL programs around the world. These classrooms are often not only multilevel…

  16. The Use of Constructivist Teaching Practices by Four New Secondary School Science Teachers: A Comparison of New Teachers and Experienced Constructivist Teachers

    ERIC Educational Resources Information Center

    Lew, Lee Yuen

    2010-01-01

    The author examines the use of constructivist teaching practices by four new secondary school science teachers (NSTs) from a preparation program with a focus on constructivism. Data of the NSTs is compared to data of secondary school teachers from two different sources: (i) new teachers (NTs) from a broad-scale nationally-funded project involving…

  17. Guiding Student Research: Social Studies for Constructivist Schools. Supreme Collaboration; History in Hyperstudio; Constructivist Learning with Primary Sources; Supporting World Opinion Research.

    ERIC Educational Resources Information Center

    Farmer, Leslie S. J.; Yucht, Alice H.; Lincoln, Margaret; Valenza, Joyce

    2001-01-01

    These four articles discuss constructivist practices for social studies in middle schools and high schools. Highlights include simulations; collaboration between teachers and librarians; the use of HyperStudio for collaborative interdisciplinary projects; using online primary source materials; and Web resources that help provide background…

  18. Introductory geology for elementary education majors utilizing a constructivist approach

    USGS Publications Warehouse

    Brown, L.M.; Kelso, P.R.; Rexroad, C.B.

    2001-01-01

    "Field Excursions in Earth Science" is designed as a non-prerequisite field-based course for elementary education majors. Classic Canadian Shield and Michigan Basin outcrops and Quaternary features are used to teach those Earth science objectives considered most important for K-8 teachers by the Michigan State Board of Education and by others. We integrated these objectives into five conceptual pathways rather than presenting them as discrete pieces of information. A variety of teaching techniques based on constructivist educational theory are employed, so that pre-service teachers experience active-learning strategies in the context of how science is practiced. Our learning strategies address the cognitive and affective domains and utilize personal experiences in conjunction with pre- and post-experience organizers to allow students to develop individual meanings. We place emphasis on observations and concepts and we encourage students to explain their understanding of concepts verbally and in a variety of written formats. Activities address spatial concepts and map reading; mineral, rock, and fossil identification; formation of rocks; surficial processes and landform development; structural deformation and plate tectonics; and environmental issues. Students keep field notes and have daily projects. They address the pedagogical structure of the course in a daily diary.

  19. ML 725 Contextualized Leadership Training

    Microsoft Academic Search

    Russell W. West

    2004-01-01

    • Flynn, Tjiong, West. A Well-Furnished Heart: Restoring the Spirit’s Place in the Leadership Classroom. Washington, D.C.: Xulon Press, 2002. • Ford, LeRoy. A Curriculum Design Manual for Theological Education. Nashville: Broadman Press. 1991 • Ferris, Robert. The Renewal of Theological Education. • Freire, Paulo. The Pedagogy of the Oppressed. New York: Continuum. • Ong, Walter J. Orality and Literacy:

  20. Contextual logic for quantum systems

    E-print Network

    Graciela Domenech; Hector Freytes

    2007-02-02

    In this work we build a quantum logic that allows us to refer to physical magnitudes pertaining to different contexts from a fixed one without the contradictions with quantum mechanics expressed in no-go theorems. This logic arises from considering a sheaf over a topological space associated to the Boolean sublattices of the ortholattice of closed subspaces of the Hilbert space of the physical system. Differently to standard quantum logics, the contextual logic maintains a distributive lattice structure and a good definition of implication as a residue of the conjunction.

  1. Contextual factors and effective school improvement

    Microsoft Academic Search

    Hechuan Sun; Bert P. M. Creemers; Rob de Jong

    2007-01-01

    This research provides policy-makers, researchers, and educators at all levels with a glimpse of the contextual influence on effective school improvement (ESI) in 8 European countries. What are the factors at the contextual level, particularly at the national level, which influence ESI? Are there any similarities or differences between the influences they exert on ESI in different countries? Can common

  2. Contextual Cueing Effects across the Lifespan

    ERIC Educational Resources Information Center

    Merrill, Edward C.; Conners, Frances A.; Roskos, Beverly; Klinger, Mark R.; Klinger, Laura Grofer

    2013-01-01

    The authors evaluated age-related variations in contextual cueing, which reflects the extent to which visuospatial regularities can facilitate search for a target. Previous research produced inconsistent results regarding contextual cueing effects in young children and in older adults, and no study has investigated the phenomenon across the life…

  3. Use of Contextual Data in Admissions

    E-print Network

    Mottram, Nigel

    -economic backgrounds, and any educational disadvantage that may have been experienced. The use of this data assists data set. A contextual data flag will be applied to an application where the postcode falls within a Higher Education Progression rate of 25% or less, a contextual data flag will be applied. Care Background

  4. Contextual Factors and Effective School Improvement

    ERIC Educational Resources Information Center

    Sun, Hechuan; Creemers, Bert P. M.; de Jong, Rob

    2007-01-01

    This research provides policy-makers, researchers, and educators at all levels with a glimpse of the contextual influence on effective school improvement (ESI) in 8 European countries. What are the factors at the contextual level, particularly at the national level, which influence ESI? Are there any similarities or differences between the…

  5. Contextual medical-image viewer

    NASA Astrophysics Data System (ADS)

    Moreno, Ramon A.; Furuie, Sergio S.

    2004-04-01

    One of the greatest difficulties of dealing with medical images is their distinct characteristics, in terms of generation process and noise that requires different forms of treatment for visualization and processing. Besides that, medical images are only a compounding part of the patient"s history, which should be accessible for the user in an understandable way. Other factors that can be used to enhance the user capability and experience are: the computational power of the client machine; available knowledge about the case; if the access is local or remote and what kind of user is accessing the system (physician, nurse, administrator, etc...). These information compose the context of an application and should define its behavior during execution time. In this article, we present the architecture of a viewer that takes into account the contextual information that is present at the moment of execution. We also present a viewer of X-Ray Angiographic images that uses contextual information about the client's hardware and the kind of user to, if necessary, reduce the image size and hide demographic information of the patient. The proposed architecture is extensible, allowing the inclusion of new tools and viewers, being adaptive along time to the evolution of the medical systems.

  6. The Classroom Animal: Crickets.

    ERIC Educational Resources Information Center

    Kramer, David C.

    1985-01-01

    Suggests using crickets for classroom activities, providing background information on their anatomy and reproduction and tips on keeping individual organisms or a breeding colony in the classroom. (JN)

  7. Constructivist-Informed Pedagogy in Teacher Education: An Overview of a Year-Long Study in Fiji.

    ERIC Educational Resources Information Center

    Taylor, Neil; Coll, Richard

    2002-01-01

    This year-long study exposed preservice elementary teachers in Fiji to pedagogy based on a constructivist view of learning in order to improve their content knowledge and provide them with greater confidence to teach science. Qualitative and quantitative analysis indicated that the constructivist-based teaching approach led to improved learning,…

  8. Analyzing and Critiquing the Concepts of Professional Autonomy and Accountability through the Prisms of Decentralization and Constructivist Theory

    ERIC Educational Resources Information Center

    Shapiro, Arthur; Koren, Andrej

    2012-01-01

    This analysis and synthesis explores constructs of professional autonomy and accountability using constructivist theory and practice to examine the organizational dynamics of centralization/decentralization, particularly as applied to educational organizations. Major schools of constructivist thought are explored to shed light on…

  9. Influences of Constructivist-Oriented Nutrition Education on Urban Middle School Students' Nutrition Knowledge, Self-Efficacy, and Behaviors

    ERIC Educational Resources Information Center

    McCaughtry, Nate; Fahlman, Mariane; Martin, Jeffrey J.; Shen, Bo

    2011-01-01

    Background: Health professionals are looking to nutrition-based youth health interventions in K-12 schools to combat the growing obesity crisis; however, none have explored the influences of interventions guided by constructivist learning theory. Purpose: This study examined the influences of a constructivist-oriented nutrition education program…

  10. The Correlation of Students' Views on Constructivist Teaching Environment and Teachers' Student Control Ideologies

    ERIC Educational Resources Information Center

    Beyhan, Omer

    2013-01-01

    The purpose of this study is to examine the correlation between elementary teachers' student control ideology and students' views on constructivist learning environment. In this study, the correlation between the views of teachers working in elementary schools on student control ideology and students' views on constructivist

  11. A contextual exploration of siblicide.

    PubMed

    Gebo, Erika

    2002-04-01

    This article contextualizes the exploration of sibling homicide, or siblicide, a phenomenon that traditionally has received very little attention within the academic literature. Siblicide is examined in relation to other family homicides and other known homicides. Given the traditional frequency, duration, and intensity of youthful sibling relationships, juvenile homicides are disaggregated from adult homicides to reveal whether there are any differences. Although previous research has questioned the use of the Supplementary Homicide Reports for this type of analysis (Daly, Wilson, Salmon, Hiraiwa-Hasegawa, & Hasegawa 2001), the utility of the data set is demonstrated. The results of this exploration suggest that siblicide may be examined within the theoretical contexts of sociobiology and routine activities theory. PMID:12033552

  12. Contextual analysis framework for bursty dynamics

    NASA Astrophysics Data System (ADS)

    Jo, Hang-Hyun; Pan, Raj Kumar; Perotti, Juan I.; Kaski, Kimmo

    2013-06-01

    To understand the origin of bursty dynamics in natural and social processes we provide a general analysis framework in which the temporal process is decomposed into subprocesses and then the bursts in subprocesses, called contextual bursts, are combined to collective bursts in the original process. For the combination of subprocesses, it is required to consider the distribution of different contexts over the original process. Based on minimal assumptions for interevent time statistics, we present a theoretical analysis for the relationship between contextual and collective interevent time distributions. Our analysis framework helps to exploit contextual information available in decomposable bursty dynamics.

  13. Conflict between Learners' Beliefs and Actions: Speaking in the Classroom

    ERIC Educational Resources Information Center

    Yoshida, Reiko

    2013-01-01

    Based on sociocultural and contextual perspectives, this study examines how Japanese language learners perceive a conflict between their beliefs and actions when speaking the target language in the classroom context, and how these learners change their beliefs or actions to overcome the conflict. Data were collected during a second-year level…

  14. A Tale of Two Cultures: The Omani-Indian Encounter in the Literature Classroom

    ERIC Educational Resources Information Center

    Heble, Ayesha; Mehta, Sandhya Rao

    2013-01-01

    The inclusion of cultural and contextual approaches in the study of literature has long been accepted as imperative in the literature classroom, fostering, as it does, the sensitization of students to diverse worldviews. This article aims to explore the way in which literature could affect students' preconceived notions of communities and…

  15. Generalizability and Decision Studies to Inform Observational and Experimental Research in Classroom Settings

    ERIC Educational Resources Information Center

    Bottema-Beutel, Kristen; Lloyd, Blair; Carter, Erik W.; Asmus, Jennifer M.

    2014-01-01

    Attaining reliable estimates of observational measures can be challenging in school and classroom settings, as behavior can be influenced by multiple contextual factors. Generalizability (G) studies can enable researchers to estimate the reliability of observational data, and decision (D) studies can inform how many observation sessions are…

  16. An Investigation of Factors Influencing Student Use of Technology in K-12 Classrooms Using Path Analysis

    ERIC Educational Resources Information Center

    Ritzhaupt, Albert D.; Dawson, Kara; Cavanaugh, Cathy

    2012-01-01

    The purpose of this research was to examine the effects of teachers' characteristics, school characteristics, and contextual characteristics on classroom technology integration and teacher use of technology as mediators of student use of technology. A research-based path model was designed and tested based on data gathered from 732 teachers from…

  17. Teaching Intercultural English Learning/Teaching in World Englishes: Some Classroom Activities in South Korea

    ERIC Educational Resources Information Center

    Lee, Kang-Young

    2012-01-01

    This paper discusses what intercultural English learning/teaching (IELT) is in English as a world Englishes (WEes) and how IELT can contribute to the development of proficiency/competence among WEes and can be fitted into actual WEes classrooms. This is to claim that IELT be a pivotal contextual factor facilitating success in…

  18. From Neoliberal Policy to Neoliberal Pedagogy: Racializing and Historicizing Classroom Management

    ERIC Educational Resources Information Center

    Casey, Zachary A.; Lozenski, Brian D.; McManimon, Shannon K.

    2013-01-01

    In this article we first trace the history of "management," particularly in the United States, from the plantation to the factory to the corporation, with the intention of understanding and contextualizing "classroom management" in today's educational lexicon. To do so, we look at the intertwining history of racial…

  19. Concept Formation in Scientific Knowledge Discovery from a Constructivist View

    NASA Astrophysics Data System (ADS)

    Peng, Wei; Gero, John S.

    The central goal of scientific knowledge discovery is to learn cause-effect relationships among natural phenomena presented as variables and the consequences their interactions. Scientific knowledge is normally expressed as scientific taxonomies and qualitative and quantitative laws [1]. This type of knowledge represents intrinsic regularities of the observed phenomena that can be used to explain and predict behaviors of the phenomena. It is a generalization that is abstracted and externalized from a set of contexts and applicable to a broader scope. Scientific knowledge is a type of third-person knowledge, i.e., knowledge that independent of a specific enquirer. Artificial intelligence approaches, particularly data mining algorithms that are used to identify meaningful patterns from large data sets, are approaches that aim to facilitate the knowledge discovery process [2]. A broad spectrum of algorithms has been developed in addressing classification, associative learning, and clustering problems. However, their linkages to people who use them have not been adequately explored. Issues in relation to supporting the interpretation of the patterns, the application of prior knowledge to the data mining process and addressing user interactions remain challenges for building knowledge discovery tools [3]. As a consequence, scientists rely on their experience to formulate problems, evaluate hypotheses, reason about untraceable factors and derive new problems. This type of knowledge which they have developed during their career is called "first-person" knowledge. The formation of scientific knowledge (third-person knowledge) is highly influenced by the enquirer's first-person knowledge construct, which is a result of his or her interactions with the environment. There have been attempts to craft automatic knowledge discovery tools but these systems are limited in their capabilities to handle the dynamics of personal experience. There are now trends in developing approaches to assist scientists applying their expertise to model formation, simulation, and prediction in various domains [4], [5]. On the other hand, first-person knowledge becomes third-person theory only if it proves general by evidence and is acknowledged by a scientific community. Researchers start to focus on building interactive cooperation platforms [1] to accommodate different views into the knowledge discovery process. There are some fundamental questions in relation to scientific knowledge development. What aremajor components for knowledge construction and how do people construct their knowledge? How is this personal construct assimilated and accommodated into a scientific paradigm? How can one design a computational system to facilitate these processes? This chapter does not attempt to answer all these questions but serves as a basis to foster thinking along this line. A brief literature review about how people develop their knowledge is carried out through a constructivist view. A hydrological modeling scenario is presented to elucidate the approach.

  20. Synthesising Contextually Appropriate Intonation in Limited Domains 

    E-print Network

    Baker, Rachel; Clark, Robert A J; White, Michael

    We describe a method of synthesising contextually appropriate intonation with limited domain unit selection voices. The method enables the natural language generation component of a dialogue system to specify its intonation ...

  1. Contextual alignment of cognitive and neural dynamics.

    PubMed

    Ames, Daniel L; Honey, Christopher J; Chow, Michael A; Todorov, Alexander; Hasson, Uri

    2015-04-01

    Effective real-world communication requires the alignment of multiple individuals to a common perspective or mental framework. To study how this alignment occurs at the level of the brain, we measured BOLD response during fMRI while participants (n = 24) listened to a series of vignettes either in the presence or absence of a valid contextual cue. The valid contextual cue was necessary to understand the information in each vignette. We then examined where and to what extent the shared valid context led to greater intersubject similarity of neural processing. Regions of the default mode network including posterior cingulate cortex and medial pFC became more aligned when participants shared a valid contextual framework, whereas other regions, including primary sensory cortices, responded to the stimuli reliably regardless of contextual factors. Taken in conjunction with previous research, the present results suggest that default mode regions help the brain to organize incoming verbal information in the context of previous knowledge. PMID:25244122

  2. Contextual advertising for web article printing

    Microsoft Academic Search

    Shengwen Yang; Jianming Jin; Joshi Parag; Sam Liu

    2010-01-01

    Advertisements provide the necessary revenue model supporting the Web ecosystem and its rapid growth. Targeted or contextual ad insertion plays an important role in optimizing the financial return of this model. Nearly all the current ad payment strategies such as \\

  3. Design of the Model of Constructivist Learning Theory for Moral Education in Physical Education Teaching

    ERIC Educational Resources Information Center

    Wang, Chenyu

    2011-01-01

    In order to achieve better effect of moral education in physical education teaching, this article employed constructivist learning theory to design the model of moral education according to the characteristics of physical education teaching, in order that the majority of P.E. teachers draw lessons from it in their teaching practice, and service to…

  4. Professional Learning in Initial Teacher Education: Vision in the Constructivist Conception of Teaching and Learning

    ERIC Educational Resources Information Center

    Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.

    2012-01-01

    With the constructivist view of learning as a conceptual lens, this paper examines student teachers' professional learning in initial teacher education (ITE). A mixed-method study was conducted with student teachers of a Bachelor of Education Programme in Hong Kong. The quantitative element of the study reveals that student teachers held a…

  5. Effectiveness of Explicit and Constructivist Mathematics Instruction for Low-Achieving Students in the Netherlands

    ERIC Educational Resources Information Center

    Kroesbergen, Evelyn H.; Van Luit, Johannes E.H.; Maas, Cora J.M.

    2004-01-01

    In this study we compared the effects of smallgroup constructivist and explicit mathematics instruction in basic multiplication on low-achieving students' performance and motivation. A total of 265 students (aged 8-11 years) from 13 general and 11 special elementary schools for students with learning and/or behavior disorders participated in the…

  6. Constructivist Mathematics Education for Students with Mild Mental Retardation. Short Report

    ERIC Educational Resources Information Center

    Kroesbergen, Evelyn H.; Van Luit, Johannes E. H.

    2005-01-01

    This study examined the effects of a constructivist mathematics intervention for students with mild mental retardation, as compared to direct instruction, which is often recommended for these children. A total of 69 students from elementary schools for special education participated in the study, which focused on multiplication learning. They…

  7. APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research

    E-print Network

    Dubinsky, Ed

    1 APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research Ed, we describe one such perspective, APOS Theory, in the context of undergraduate mathematics education for building a community of researchers in undergraduate mathematics education, and indicate the use of APOS

  8. Factors Influencing Pre-Service Teachers' Perception of Teaching Games for Understanding: A Constructivist Perspective

    ERIC Educational Resources Information Center

    Wang, Lijuan; Ha, Amy S.

    2012-01-01

    This study aims to examine the factors influencing pre-service Physical Education (PE) teachers' perception of a specific constructivist approach--Teaching Games for Understanding (TGfU) in Hong Kong. By adopting a qualitative approach, 20 pre-service PE teachers were recruited for individual semi-structured interviews. Deductive data analysis was…

  9. Academically At-Risk Students' Perceptions of a Constructivist High School Biology Pedagogy

    ERIC Educational Resources Information Center

    Sweeney, Heidi

    2010-01-01

    Successful completion of the Living Environment, one state's high school biology course, is a state graduation requirement. The academically at-risk students enrolled in one suburban public high school had been disproportionately unsuccessful at achieving a passing grade in this course. In response, a constructivist biology curriculum was created…

  10. Effectiveness of Instruction Based on the Constructivist Approach on Understanding Chemical Equilibrium Concepts

    ERIC Educational Resources Information Center

    Akkus, Huseyin; Kadayifci, Hakki; Atasoy, Basri; Geban, Omer

    2003-01-01

    The purpose of this study was to identify misconceptions concerning chemical equilibrium concepts and to investigate the effectiveness of instruction based on the constructivist approach over traditional instruction on 10th grade students' understanding of chemical equilibrium concepts. The subjects of this study consisted of 71 10th grade…

  11. Crossing Boundaries: What Constructivists Can Teach Intensive-Explicit Instructors and Vice Versa.

    ERIC Educational Resources Information Center

    Knight, Jim

    2002-01-01

    This article compares two educational approaches, intensive-explicit instruction and constructivist instruction, considering how both can affect instruction for students with disabilities. It concludes by urging the integration of these two approaches, possibly by using models focused on the transformation of explicit knowledge into tacit…

  12. Prospective High School Physics Teachers' Beliefs about Teaching Practices: From Traditionalist to Constructivist

    ERIC Educational Resources Information Center

    Demirci, Neset

    2015-01-01

    The main aim of this study was to determine the teaching practices of prospective high school physics teachers with respect to their preference for teaching as a traditionalist or as a constructivist. To study the beliefs of prospective high school physics teachers on this subject, firstly, the Teacher Belief Survey was administered to 135…

  13. Students' Perceptions in Developing a Multimedia Project within a Constructivist Learning Environment: A Malaysian Experience

    ERIC Educational Resources Information Center

    Neo, Mai; Neo, Tse-Kian

    2010-01-01

    This paper presents a research study that was conducted in the Faculty of Creative Multimedia, Multimedia University, Malaysia, to investigate students' perceptions in developing a multimedia project within a constructivist-based learning environment. Students worked in groups to create an interactive multimedia application using an authoring…

  14. Engaging Students in Multimedia-Mediated Constructivist Learning--Students' Perceptions

    ERIC Educational Resources Information Center

    Neo, Mai; Neo, Tse-Kian

    2009-01-01

    This study was conducted in the Faculty of Creative Multimedia, Multimedia University, Malaysia and investigated students' perceptions while working on a multimedia project that was embedded within a constructivist-based learning environment. We studied the impact of using multimedia on students who have little experience with working in a…

  15. A Meta-Analysis of Constructivist Learning Approach on Learners' Academic Achievements, Retention and Attitudes

    ERIC Educational Resources Information Center

    Semerci, Çetin; Batdi, Veli

    2015-01-01

    This study attempts to answer the question "Does a Constructivist Learning Approach have any effect on learners' academic achievement, retention and attitude scores?" As a result of a systematic investigation of experimental studies carried out between 2002 and 2015 in national and international area, 324 (218 articles, 106 theses)…

  16. Facilitating Students' Conceptual Understanding of Boiling Using a Four-Step Constructivist Teaching Method

    ERIC Educational Resources Information Center

    Calik, Muammer

    2008-01-01

    The aim of the work presented here was to devise an activity associated with factors affecting boiling points. The intervention used a four-step constructivist-based teaching strategy, which was subsequently evaluated by a cohort of students. Data collection consisted of application of a purpose designed questionnaire consisting of four open-ended…

  17. Conceptualizing Mind and Consciousness: Using Constructivist Ideas to Transcend the Physical Bind

    ERIC Educational Resources Information Center

    Becker, Joe

    2008-01-01

    Philosophers and scientists seeking to conceptualize consciousness, and subjective experience in particular, have focused on sensation and perception, and have emphasized binding--how a percept holds together. Building on a constructivist approach to conception centered on separistic-holistic complexes incorporating multiple levels of abstraction,…

  18. Techniques of Teaching Arabic as a Foreign Language through Constructivist Paradigm: Malaysian Perspective

    ERIC Educational Resources Information Center

    Faryadi, Qais

    2007-01-01

    This analysis discusses the constructivist paradigm of teaching Arabic as a foreign language in Malaysian settings. This review examines the role of interactive multimedia in enhancing the chalk and talk methods of teaching Arabic in Malaysian schools. This paper also investigates the importance of Arabic Language in Malaysia. Furthermore, the…

  19. Critical Thinking Development in Nursing: An Integration of Constructivist and Traditional Methodologies

    ERIC Educational Resources Information Center

    York, Kimberly

    2010-01-01

    The implementation of constructivist teaching strategies has vast professional benefits in nursing education through the promotion of critical thinking skills, as students must demonstrate success on the National Council Licensing Examination for Registered Nurses and ultimately perform competently within the nursing profession. While literature…

  20. Involving older people in research: practical considerations when using the authenticity criteria in constructivist inquiry

    PubMed Central

    Wilson, Christine Brown; Clissett, Philip

    2011-01-01

    Aim The purpose of this paper is to identify practical suggestions that could enable other researchers to consider how quality may be evidenced using constructivist principles including the perspectives of older people and their caregivers. Background Constructivism suggests that reality is part of a social construction, which holds different meanings for each person, in which people are active agents, making autonomous decisions. This approach to research has been identified as suitable for health and social care professionals because these underpinning principles reflect the values of these professions, facilitating the involvement of users and carers. The authenticity criteria have been developed to reflect these philosophical principles but have been criticized for their inaccessible language. To incorporate user and carer perspectives, the criteria have been revised into a more accessible model matrix known as the AldreVast Sjuharad criteria. Discussion This paper reports on two constructivist studies that explored relationships between older people, families and staff in different settings – the community and care homes. Examples from both settings demonstrate how the perspectives of users and carers were incorporated throughout the research process. Following the AldreVast Sjuharad model matrix, practical guidance is provided on how the quality of constructivist research may be implemented in nursing research. Conclusions The different settings in this paper influenced how the AldreVast Sjuharad model matrix was applied. Further work is needed in exploring how the perspective of users and carers may be incorporated into the quality process of constructivist research. PMID:21073505

  1. Applying Constructivist Instructional Strategies to E-Learning: A Case Study of a Web Development Course

    ERIC Educational Resources Information Center

    Wang, Ye Diana

    2014-01-01

    As the practice of e-learning continues to proliferate, online educators, especially in the computing disciplines, are facing special challenges, due to the lack of relevant literature, the technical nature of the courses, and the perceived need for direct student support mechanisms. This paper presents a constructivist instructional approach to…

  2. Investigating the Effectiveness of Mental Imagery Strategies in a Constructivist Approach to Mathematics Instruction

    E-print Network

    Spagnolo, Filippo

    mental imagery as a fertile arena of investigation. Because of the complexity of the imagery process107 Investigating the Effectiveness of Mental Imagery Strategies in a Constructivist Approach with mental imagery. Mental imagery and its concomitant representations have been demonstrated to play

  3. Inspiring Creative Constructivist Play Inline with the BSCS 5E instructional model, we are

    E-print Network

    LaViola Jr., Joseph J.

    are using constructivist learning to teach physics in a heavily modified Minecraft game server. However-building indie game Minecraft. Much of the games for education phenomenon focuses on fun to motivate learning to see how they can use different aspects of Minecraft to tell a story, motivate play and create

  4. Effects of Constructivist-Oriented Instruction on Elementary School Students' Cognitive Structures

    ERIC Educational Resources Information Center

    Wu, Ying-Tien; Tsai, Chin-Chung

    2005-01-01

    The purpose of this study was primarily to explore the effects of constructivist-oriented instruction on fifth graders' cognitive structures about biological reproduction. Furthermore, such effects on different science achievers were also investigated. The subjects of this study were 69 eleven year olds in Taiwan, who were assigned to either a…

  5. The Effects of Restructuring Biology Teaching by a Constructivist Teaching Approach: An Action Research.

    ERIC Educational Resources Information Center

    Lin, Wan-Ju

    This study reports on the improvement of a teacher researcher's teaching practice by adopting a constructivist teaching approach. Four biology units on the nervous system, human circulatory system, evolution, and vertebrate classification were selected to illustrate a model of biology teaching. Data were drawn from student responses to…

  6. Early Literacy: A Constructivist Foundation for Whole Language. NEA Early Childhood Education Series.

    ERIC Educational Resources Information Center

    Kamii, Constance, Ed.; And Others

    The purpose of this book is to consider early literacy education and whole language from the perspective of constructivist theory (which states that human beings acquire knowledge by building it from the inside in interaction with the environment) and research. More specifically, the book intends to show that the whole language movement is part of…

  7. Preservice Elementary School Teachers' Conceptual Understanding of Place Value within a Constructivist Framework

    ERIC Educational Resources Information Center

    Murawska, Jaclyn Marie

    2013-01-01

    This research study examined the development of 43 preservice elementary school teachers' conceptual understanding of place value after participating in a research-based constructivist unit of instruction in place value. The preservice teachers were enrolled in one of three terms of an elementary mathematics methods course in a private…

  8. The Effects of Constructivist Learning Environment on Prospective Mathematics Teachers' Opinions

    ERIC Educational Resources Information Center

    Narli, Serkan; Baser, Nes'e

    2010-01-01

    To explore the effects of constructivist learning environment on prospective teachers' opinions about "mathematics, department of mathematics, discrete mathematics, countable and uncountable infinity" taught under the subject of Cantorian Set Theory in discrete mathematics class, 60 first-year students in the Division of Mathematics Education at…

  9. A Moderate Constructivist E-Learning Instructional Model Evaluated on Computer Specialists

    ERIC Educational Resources Information Center

    Alonso, Fernando; Manrique, Daniel; Vines, Jose M.

    2009-01-01

    This paper presents a novel instructional model for e-learning and an evaluation study to determine the effectiveness of this model for teaching Java language programming to information technology specialists working for the Spanish Public Administration. This is a general-purpose model that combines objectivist and constructivist learning…

  10. Does Constructivist Teaching Help Students Move Their Epistemological Beliefs in Physics through Uppers Levels?

    ERIC Educational Resources Information Center

    Ogan-Bekiroglu, Feral; Sengul-Turgut, Gulsen

    2008-01-01

    The examination of the development of students' epistemological beliefs is important. There is little empirical evidence for precisely how epistemological beliefs are altered. Therefore, the purpose of this study was to investigate the effects of constructivist teaching on students' epistemological beliefs in physics. One-group pretest-posttest…

  11. Applying a Constructivist-Developmental Practice-Based Learning Framework to the Recreation Internship Experience

    ERIC Educational Resources Information Center

    Craig, Patricia J.; Sable, Janet R.

    2011-01-01

    The recreation internship is one of the most critical components of professional preparation education, yet educators have done little to explore the experience from a constructivist-developmental growth perspective. This article presents a practice-based learning framework that shows promise for fostering moral development among recreation…

  12. Determinants of Learning Outcome for Students at High School in Norway: A Constructivist Approach

    ERIC Educational Resources Information Center

    Okland, Gunnar Magne

    2012-01-01

    A vital part of student learning is the construction of mental structures encompassing categories believed to affect learning outcome. In this study we investigate this research question through the lenses of a constructivist approach. As the first study on our research question at high school in Norway, our empirical findings make up the main…

  13. A Constructivist Approach in a Blended E-Learning Environment for Statistics

    ERIC Educational Resources Information Center

    Poelmans, Stephan; Wessa, Patrick

    2015-01-01

    In this study, we report on the students' evaluation of a self-constructed constructivist e-learning environment for statistics, the compendium platform (CP). The system was built to endorse deeper learning with the incorporation of statistical reproducibility and peer review practices. The deployment of the CP, with interactive workshops and…

  14. Do Junior High School Students Perceive Their Learning Environment as Constructivist?

    ERIC Educational Resources Information Center

    Moustafa, Asely; Ben-Zvi-Assaraf, Orit; Eshach, Haim

    2013-01-01

    The purpose of this study is to examine the manner in which the features of a constructivist learning environment, and the mechanisms at its base, are expressed in junior high school students' conceptions. Our research is based on an integration of quantitative and qualitative approaches, deigned to provide a wider ranging and deeper…

  15. Using the Constructivist Tridimensional Design Model for Online Continuing Education for Health Care Clinical Faculty

    ERIC Educational Resources Information Center

    Seo, Kay Kyeong-Ju; Engelhard, Chalee

    2014-01-01

    This article presents a new paradigm for continuing education of Clinical Instructors (CIs): the Constructivist Tridimensional (CTD) model for the design of an online curriculum. Based on problem-based learning, self-regulated learning, and adult learning theory, the CTD model was designed to facilitate interactive, collaborative, and authentic…

  16. Reinforcing Constructivist Teaching in Advanced Level Biochemistry through the Introduction of Case-Based Learning Activities

    ERIC Educational Resources Information Center

    Hartfield, Perry J.

    2010-01-01

    In the process of curriculum development, I have integrated a constructivist teaching strategy into an advanced-level biochemistry teaching unit. Specifically, I have introduced case-based learning activities into the teaching/learning framework. These case-based learning activities were designed to develop problem-solving skills, consolidate…

  17. The Effect of Constructivist Instruction on Prospective Teachers' Attitudes toward Human Rights Education

    ERIC Educational Resources Information Center

    Gundogdu, Kerim

    2010-01-01

    Introduction: This study investigates the effect of employing constructivist methods and materials on the attitudes of prospective teachers' (psychological counseling students) toward human rights education. Method: The research employed a quasi-experimental pre test-post test control group design. The experimental group, consisted of 23 male and…

  18. A Constructivist Computational Tool to Assist in Learning Primary School Mathematical Equations

    ERIC Educational Resources Information Center

    Figueira-Sampaio, Aleandra da Silva; dos Santos, Eliane Elias Ferreira; Carrijo, Gilberto Arantes

    2009-01-01

    In constructivist principles, learning is a process in which individuals construct knowledge. Research in Mathematics Education looks for ways to make mathematics education less dry and more attractive. When solving polynomial equations of the first degree, it is very common for teachers to work with the mistaken idea of "changing the sign" when…

  19. Fifth-grade students' perspectives of learning through a constructivist approach

    NASA Astrophysics Data System (ADS)

    Harling, Frederick Jibran

    The purpose of this study was to examine elementary students' perspectives of a constructivist approach to enhance their knowledge about stress. Participants were fifth grade students in an elementary school in the northeast. Data collection included a pretest-posttest, teacher reflective journal and student interviews. A multiple choice pre-test was administered to students to obtain information about students' knowledge of stress. The pre-test was followed by a four day unit that focused on the concept of stress employing a constructivist approach. The four day unit was monitored in two ways. First, a daily reflective journal was recorded by the teacher about each lesson. Second, students were interviewed at the end of the unit regarding their perceptions of learning through a constructivist approach. A post-test was administered to evaluate students' knowledge. Data analysis for the pre-test consisted of descriptive statistics. The teaching reflective journal and students' interviews were analyzed using constant-comparison. An overview of the results of the study indicates that students reported increased self awareness, appreciation, and understanding of the feelings of others, and enhanced appreciation of human relations from the unit. Other findings indicate that the females scored higher on the pre and post test than the males. Both the individual groups of males and females improved as a result of the unit. The implications of this study may provide educators with insights into the possible effectiveness of a constructivist approach to teaching various health concepts.

  20. Relationships among Constructivist Learning Environment Perceptions, Motivational Beliefs, Self-Regulation and Science Achievement

    ERIC Educational Resources Information Center

    Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Vural, Semra Sungur

    2013-01-01

    Background: There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose: This study explored the relationships among constructivist learning environment perception…

  1. Mathematics Tutoring through a Constructivist Lens: The Challenges of Sense-Making.

    ERIC Educational Resources Information Center

    Arcavi, Abraham; Schoenfeld, Alan H.

    1992-01-01

    Discusses dilemmas teachers may face when shifting their concept of teaching or tutoring from explaining or telling to a constructivist perspective of facilitating the development of students' knowledge structures. Examines teachers' decisions during a 20-minute segment of dialogue between a student and teacher while studying linear functions. (14…

  2. The Impact of Students' Conceptions of Constructivist Assumptions on Academic Achievement and Drop-out

    ERIC Educational Resources Information Center

    Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G.

    2007-01-01

    This study investigated the impact of students' conceptions of constructivist learning activities on academic achievement and drop-out. Although constructivism represents an influential view of learning, studies investigating how students conceptualize this perspective have not been conducted before. A structural equation modelling approach was…

  3. Teacher Views about Constructivist Instruction and Personal Epistemology: A National Study in Taiwan

    ERIC Educational Resources Information Center

    Yang, Fang-Ying; Chang, Chun-Yuan; Hsu, Ying-Shou

    2008-01-01

    This study investigated the views about constructivist instruction and personal epistemology of the secondary earth science teachers in Taiwan. Participants were assessed through a paper-and-pencil survey and a "Learning environment preference questionnaire" (LEP) designed to explore personal epistemology. On a five-point Likert scale, teachers,…

  4. Culture Learning from a Constructivist Perspective: An Investigation of Spanish Foreign Language Teachers' Views

    ERIC Educational Resources Information Center

    Sercu, Lies; Garcia, Maria del Carmen Mendez; Prieto, Paloma Castro

    2005-01-01

    Today, teaching and learning tend to be viewed from a constructivist perspective. Learning is regarded as a self-directed process of constructing meaning, which takes place in interaction. The teacher supports the learning process by selecting input and approaches that can scaffold the learning process and guide learners towards independent…

  5. Perceptions of Turkish Pre-Service Science Teachers Concerning Constructivist Perspectives to Teach

    ERIC Educational Resources Information Center

    Taskin-Can, Bilge

    2013-01-01

    The purpose of this study is to identify how a four-semester sequence teacher education program helps change pre-service teachers' perceptions about constructivist teaching and learning as they progress through the program. The participants of the study included a total of 194 science pre-service teachers in four different semesters of their…

  6. Enhancing Teachers' Application of Inquiry-Based Strategies Using a Constructivist Sociocultural Professional Development Model

    ERIC Educational Resources Information Center

    Brand, Brenda R.; Moore, Sandra J.

    2011-01-01

    This two-year school-wide initiative to improve teachers' pedagogical skills in inquiry-based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the…

  7. Contextual dependencies in a stimulus equivalence paradigm

    Microsoft Academic Search

    P. Dibbets; J. H. R. Maes; J. M. H. Vossen

    2002-01-01

    Two experiments with human subjects assessed contextual dependencies in a stimulus equivalence paradigm. Subjects learned to form two sets of stimuli in a matching-to-sample training procedure. Each set was presented against one of two different background colours, the contextual cues. At test, the influence of a context change—that is, presenting each set against the other context—was measured on baseline, symmetry,

  8. Contextual Simulations for Information Retrieval Evaluation

    Microsoft Academic Search

    Ryen W. White

    Non-interactive evaluations of Information Retrieval (IR) systems do not model many of the contextual factors that influence real users' information seeking. As such, they may give overly- simplified grounds for IR system comparison. This paper advocates the use of rich contextual simulations (i.e., simulations of user behavior and the factors that influence it) to extend and enhance the non-interactive evaluation

  9. A Combinatorial Approach to Nonlocality and Contextuality

    E-print Network

    Antonio Acín; Tobias Fritz; Anthony Leverrier; Ana Belén Sainz

    2015-01-12

    So far, most of the literature on (quantum) contextuality and the Kochen-Specker theorem seems either to concern particular examples of contextuality, or be considered as quantum logic. Here, we develop a general formalism for contextuality scenarios based on the combinatorics of hypergraphs which significantly refines a similar recent approach by Cabello, Severini and Winter (CSW). In contrast to CSW, we explicitly include the normalization of probabilities, which gives us a much finer control over the various sets of probabilistic models like classical, quantum and generalized probabilistic. In particular, our framework specializes to (quantum) nonlocality in the case of Bell scenarios, which arise very naturally from a certain product of contextuality scenarios due to Foulis and Randall. In the spirit of CSW, we find close relationships to several graph invariants. The recently proposed Local Orthogonality principle turns out to be a special case of a general principle for contextuality scenarios related to the Shannon capacity of graphs. Our results imply that it is strictly dominated by a low level of the Navascu\\'es-Pironio-Ac\\'in hierarchy of semidefinite programs, which we also apply to contextuality scenarios. We derive a wealth of results in our framework, many of these relating to quantum and supraquantum contextuality and nonlocality, and state numerous open problems. For example, we show that the set of quantum models on a contextuality scenario can in general not be characterized in terms of a graph invariant. In terms of graph theory, our main result is this: there exist two graphs $G_1$ and $G_2$ with the properties \\begin{align*} \\alpha(G_1) &= \\Theta(G_1), & \\alpha(G_2) &= \\vartheta(G_2), \\\\[6pt] \\Theta(G_1\\boxtimes G_2) & > \\Theta(G_1)\\cdot \\Theta(G_2),& \\Theta(G_1 + G_2) & > \\Theta(G_1) + \\Theta(G_2). \\end{align*}

  10. Study of classroom practice and classroom contexts amongst senior high school biology teachers in Harare, Zimbabwe

    NASA Astrophysics Data System (ADS)

    Gwimbi, Eric M.; Monk, Martin

    2003-03-01

    Thirty-three senior high-school biology teachers in Harare, Zimbabwe, participated in the study. Self-report data on school contexts was used to cluster the teachers according to their own perceptions of the contextual circumstances in their schools. The clustering differentiated self-perceived better and poorer resourced schools. In theory lessons, teachers from the self-perceived better resourced schools were observed to use less individual organization, less written exercises, more whole class organization, and more listening to the teacher than to the teachers in the poorer schools. In practical lessons teachers in the better self-perceived better resourced schools were observed to use less whole class organization, less small group organization, more individual organization, less listening to teacher, less teacher explanation, less teacher questioning, and to conduct more practical. An interpretation of these findings is made in terms of the fit between a teacher's classroom practice and their self-perceived classroom context.

  11. UNCORRECTEDPROOF Challenging Mathematics: Classroom Practices

    E-print Network

    Sriraman, Bharath

    UNCORRECTEDPROOF Chapter 7 Challenging Mathematics: Classroom Practices Gloria Stillman, Kwok classroom practice issues related to teachers provid- ing mathematical challenges in their everyday classrooms. We examine how challenging mathematics can become the essence of mathematics classrooms, how

  12. Inside the Primary Classroom.

    ERIC Educational Resources Information Center

    Simon, Brian

    1980-01-01

    Presents some of the findings of the ORACLE research program (Observational Research and Classroom Learning Evaluation), a detailed observational study of teacher-student interaction, teaching styles, and management methods within a sample of primary classrooms. (Editor/SJL)

  13. Calculators in the Classroom?

    ERIC Educational Resources Information Center

    Royce, George; Shank, James

    1977-01-01

    Reports results of a student attitude survey among junior high school students who had been allowed to utilize classroom calculators to check results of mathematical computations. Students displayed a significant preference for using calculators in the classroom. (SL)

  14. Quick Guide: Democratic Classrooms

    ERIC Educational Resources Information Center

    National Service Learning Clearinghouse, 2004

    2004-01-01

    Democratic classrooms are those in which the curriculum actively engages students in collaborative inquiry, decision making is shared between students and staff, and students choose their daily activities. Compared with traditional classrooms, students in democratic classrooms take more ownership of and responsibility for their own learning.…

  15. Cockroaches in the Classroom

    NSDL National Science Digital Library

    Christine Moseley

    2005-03-01

    Welcome the Madagascar hissing cockroach into your classroom--they are not your average pest! This article describes the basic biology of this relatively tame creature, and how to set up and care for a classroom colony. It includes a list of suggested inquiry-centered classroom activities that you and your students will find both educational and fun!

  16. Classroom Quick Breaks

    Microsoft Academic Search

    Steven D Smith

    2010-01-01

    Classroom Quick Breaks helps classroom teachers get their kids moving during the course of the day! Hundreds of creative fitness activities, plus informative fitness tips, make classroom-based physicalEducation programs fun and exciting without the need for specialized equipment.

  17. Competition in the Classroom

    ERIC Educational Resources Information Center

    Jameson, Daphne

    2007-01-01

    In this article, the author shares the strategy she adopted to even out the participation among her multicultural students during their classroom discussions. The author realized that her students had different concepts about the classroom and different philosophies about competition. For the Americans and Indians, the classroom was a site of…

  18. Geometry of contextuality from Grothendieck's coset space

    NASA Astrophysics Data System (ADS)

    Planat, Michel

    2015-07-01

    The geometry of cosets in the subgroups of the two-generator free group nicely fits, via Grothendieck's dessins d'enfants, the geometry of commutation for quantum observables. In previous work, it was established that dessins stabilize point-line geometries whose incidence structure reflects the commutation of (generalized) Pauli operators. Now we find that the nonexistence of a dessin for which the commutator precisely corresponds to the commutator of quantum observables on all lines of the geometry is a signature of quantum contextuality. This occurs first at index : in Mermin's square and at index in Mermin's pentagram, as expected. Commuting sets of -qubit observables with are found to be contextual as well as most generalized polygons. A geometrical contextuality measure is introduced.

  19. Non-contextual chocolate ball versus value indefinite quantum cryptography

    E-print Network

    Svozil, Karl

    Non-contextual chocolate ball versus value indefinite quantum cryptography Karl Svozil Institute on chocolate ball configurations utilizable for cryptography which cannot be realized by quantum systems. The possibility that quantum cryptography supported by value indefiniteness (contextuality) has practical

  20. Fundamental Monogamy Relation between Contextuality and Nonlocality

    NASA Astrophysics Data System (ADS)

    Kurzy?ski, Pawe?; Cabello, Adán; Kaszlikowski, Dagomir

    2014-03-01

    We show that the no-disturbance principle imposes a tradeoff between locally contextual correlations violating the Klyachko-Can-Binicio?lu-Shumovski inequality and spatially separated correlations violating the Clauser-Horne-Shimony-Holt inequality. The violation of one inequality forbids the violation of the other. We also obtain the corresponding monogamy relation imposed by quantum theory for a qutrit-qubit system. Our results show the existence of fundamental monogamy relations between contextuality and nonlocality that suggest that entanglement might be a particular form of a more fundamental resource.

  1. Quantum contextuality in classical information retrieval

    E-print Network

    Zapatrin, Roman

    2012-01-01

    Document ranking based on probabilistic evaluations of relevance is known to exhibit non-classical correlations, which may be explained by admitting a complex structure of the event space, namely, by assuming the events to emerge from multiple sample spaces. The structure of event space formed by overlapping sample spaces is known in quantum mechanics, they may exhibit some counter-intuitive features, called quantum contextuality. In this Note I observe that from the structural point of view quantum contextuality looks similar to personalization of information retrieval scenarios. Along these lines, Knowledge Revision is treated as operationalistic measurement and a way to quantify the rate of personalization of Information Retrieval scenarios is suggested.

  2. Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development

    Microsoft Academic Search

    Paul Cobb

    1994-01-01

    Currently, considerable debate focuses on whether mind is loca- ted~in }he head or ~n the-indfv!dual-in-social-action, and whether development is cognitive self-organization or enculturation into established practices. In this articlf; I question a ss_umptions that initiate this app~ent forced choice between constructivist and sociocultural perspectives. I contend th~ the two perspectives are comd~mentar~: Also, claims that either perspective captures the essence

  3. The theory of planned behaviour: predicting pre-service teachers' teaching behaviour towards a constructivist approach

    Microsoft Academic Search

    Carrie Lijuan Wang; Amy S. Ha

    2011-01-01

    The two-pronged purpose of this study is to examine factors determining the teaching behaviour of pre-service physical education (PE) teachers towards a constructivist approach, likewise referred to as teaching games for understanding (TGfU). Theory of planned behaviour (TPB) was applied to guide the formulation of research purpose and design. Six pre-service teachers participated in this study. Data collection consisted of

  4. ELT Teacher Trainees' Attitudes towards Environmental Education and Their Tendency to Use It in the Language Classroom

    ERIC Educational Resources Information Center

    Gursoy, Esim; Saglam, Gulderen T.

    2011-01-01

    With the change of focus in language teaching from grammar-based approaches to more communicative approaches, contextual language learning gained importance and found body in the English Language classroom. Global issues constitute one of the most popular contexts for purposeful language learning and meaningful language use. Increasing number of…

  5. Locally Developed Oral Skills Evaluation in ESL/EFL Classrooms: A Checklist for Developing Meaningful Assessment Procedures

    ERIC Educational Resources Information Center

    Ishii, David N.; Baba, Kyoko

    2003-01-01

    This article explores how teachers, students, and other stakeholders collaboratively develop classroom-based assessment procedures for the evaluation of oral skills. By considering crucial issues in assessment such as validity, teacher-learner collaboration, and contextual factors, the authors provide a checklist that will help ESL/EFL teachers…

  6. Information Integration Using Contextual Knowledge and Ontology Merging

    E-print Network

    Polz, Martin

    Information Integration Using Contextual Knowledge and Ontology Merging by Aykut Firat M.S. Systems;2 #12;Information Integration Using Contextual Knowledge and Ontology Merging by Aykut Firat Submitted that indicates that there are three fundamental types of heterogeneities in data sources: contextual, ontological

  7. Distinguishing Contextual Performance From Task Performance for Managerial Jobs

    Microsoft Academic Search

    James M. Conway

    1999-01-01

    The purpose of this study was to extend previous research on the contextual and task performance distinction to managerial jobs. It was hypothesized that, unlike results for nonmanagerial work, the job dedication facet of contextual performance would contribute uniquely to overall managerial performance. The interpersonal facilitation facet of contextual performance was expected to be redundant with leadership task performance and

  8. Effects of Task Performance and Contextual Performance on Systemic Rewards

    Microsoft Academic Search

    James R. Van Scotter; Stephan J. Motowidlo; Thomas C. Cross

    2000-01-01

    Evidence from 2 samples of Air Force mechanics supported the hypothesis that contextual performance affects employees’ career advancement and rewards over time. Results of hierarchical regressions controlling for experience showed task performance and contextual performance each predicted systemic rewards. Each facet explained separate variance in promotability ratings over 2 years. In both samples, contextual performance explained separate variance in informal

  9. Contextual Action Recognition in Multisensor Nighttime Video Sequences

    Microsoft Academic Search

    Iqbal Gondal; Manzur Murshed

    2011-01-01

    Contextual information is important for interpreting human actions especially when actions exhibit interactive relationship with their context. Contextual clues become even more crucial when videos are captured in unfavorable conditions like extreme low light nighttime scenarios. These conditions encourage the use of multi-senor imagery and context enhancement. In this paper, we explore the importance of contextual knowledge for recognizing human

  10. Necessary and Sufficient Condition for Quantum State-Independent Contextuality

    NASA Astrophysics Data System (ADS)

    Cabello, Adán; Kleinmann, Matthias; Budroni, Costantino

    2015-06-01

    We solve the problem of whether a set of quantum tests reveals state-independent contextuality and use this result to identify the simplest set of the minimal dimension. We also show that identifying state-independent contextuality graphs [R. Ramanathan and P. Horodecki, Phys. Rev. Lett. 112, 040404 (2014)] is not sufficient for revealing state-independent contextuality.

  11. Master Classrooms: Classroom Design with Technology in Mind.

    ERIC Educational Resources Information Center

    Conway, Kathryn

    Technology is changing the classroom requiring new design features and considerations to make the classroom flexible and interactive with the teaching process. The design of a Master Classroom, a product of the Classroom Improvement Project at the University of North Carolina at Chapel Hill, is described. These classrooms are specially-equipped to…

  12. Implicit Spatial Contextual Learning in Healthy Aging

    Microsoft Academic Search

    Darlene V. Howard; Nancy A. Dennis; Helen Yankovich; Chandan J. Vaidya

    2004-01-01

    Three experiments investigated the aging of implicit spatial and spatiotemporal context learning in 2 tasks. In contextual cuing, people learn to use repeated spatial configurations to facilitate search for a target, whereas in higher order serial learning, they learn to use subtle sequence regularities to respond more quickly and accurately to a series of events. Results reveal a dissociation; overall

  13. Contextual Affordances of Rural Appalachian Individuals

    ERIC Educational Resources Information Center

    Bennett, Sara Lynne Rieder

    2008-01-01

    Vocational psychology has recently begun examining the career development of marginalized and underrepresented populations. Social cognitive career theory provides a theoretical understanding of how cultural differences, resources, and barriers may affect the vocational choices and actions of individuals from minority populations. Contextual

  14. Specialist Review 99. Contextual inference of protein

    E-print Network

    Babu, M. Madan

    FIR ST PAG E PR O O FS Specialist Review 99. Contextual inference of protein function Aswin Sai is by identifying the function of proteins and RNAs encoded in its genome. Traditionally, computational methods used to assign protein function are based on the simple assumption that proteins with similar sequences (homologs

  15. Does contextual information bias bitemark comparisons?

    PubMed

    Osborne, Nikola K P; Woods, Sally; Kieser, Jules; Zajac, Rachel

    2014-07-01

    A growing body of research suggests that the interpretation of fingerprint evidence is open to contextual bias. While there has been suggestion in the literature that the same might apply to bitemarks - a form of identification evidence in which a degree of contextual information during the comparison phase is generally unavoidable - there have so far been no empirical studies to test this assertion. We explored dental and non-dental students' ability to state whether two bitemarks matched, while manipulating task ambiguity and the presence and emotional intensity of additional contextual information. Provision of the contextual information influenced participants' decisions on the ambiguous bitemarks. Interestingly, when participants were presented with highly emotional images and subliminally primed with the words 'same' and 'guilty', they made fewer matches relative to our control condition. Dental experience also played a role in decision-making, with dental students making more matches as the experiment progressed, regardless of context or task ambiguity. We discuss ways that this exploratory research can be extended in future studies. PMID:25002044

  16. Quantifying Ecosystem Controls and Their Contextual Interactions

    E-print Network

    Vermont, University of

    Quantifying Ecosystem Controls and Their Contextual Interactions on Nutrient Export from Developing The complexity of natural ecosystems makes it difficult to compare the relative importance of abiotic and biotic factors and to assess the effects of their interactions on ecosystem development. To improve our

  17. Contextuality is About Identity of Random Variables

    E-print Network

    Ehtibar N. Dzhafarov; Janne V. Kujala

    2015-01-29

    Contextual situations are those in which seemingly "the same" random variable changes its identity depending on the conditions under which it is recorded. Such a change of identity is observed whenever the assumption that the variable is one and the same under different conditions leads to contradictions when one considers its joint distribution with other random variables (this is the essence of all Bell-type theorems). In our Contextuality-by-Default approach, instead of asking why or how the conditions force "one and the same" random variable to change "its" identity, any two random variables recorded under different conditions are considered different "automatically". They are never the same, nor are they jointly distributed, but one can always impose on them a joint distribution (probabilistic coupling). The special situations when there is a coupling in which these random variables are equal with probability 1 are considered non-contextual. Contextuality means that such couplings do not exist. We argue that the determination of the identity of random variables by conditions under which they are recorded is not a causal relationship and cannot violate laws of physics.

  18. Contextual Petri Nets, Asymmetric Event Structures,

    E-print Network

    Baldan, Paolo

    nets. Extending Winskel's seminal work on safe nets, the truly concurrent event based semantics of contextual nets is given at categorical level via a chain of coreflections leading from the category SW systems [Pet62, Rei85]. In fact the state of a net has an intrinsic distributed nature, being a set

  19. Contextual advertisement placement in printed media

    Microsoft Academic Search

    Sam Liu; Parag Joshi

    2010-01-01

    Advertisements today provide the necessary revenue model supporting the WWW ecosystem. Targeted or contextual ad insertion plays an important role in optimizing the financial return of this model. Nearly all the current ads that appear on web sites are geared for display purposes such as banner and \\

  20. Clarifying Functional Contextualism: A Reply to Commentaries

    ERIC Educational Resources Information Center

    Fox, Eric J.

    2006-01-01

    In this article, the author, who wrote "Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism," feels honored that his article received commentary from several distinguished scholars in the field of instructional design and technology (IDT). In response to their comments, the author briefly discusses some of…

  1. Equivalence Relations, Contextual Control, and Naming

    ERIC Educational Resources Information Center

    Randell, Tom; Remington, Bob

    2006-01-01

    This paper reports two experiments that investigated the role of verbal behavior in the emergence and generalization of contextually controlled equivalence classes. During both experiments, participants were trained with two different combinations of the same easily nameable, yet formally unrelated, pictorial stimuli. Match-to-sample baselines for…

  2. Contextual Vocabulary Acquisition: From Algorithm to Curriculum

    E-print Network

    Rapaport, William J.

    of Linguistics, and Center for Cognitive Science rapaport@buffalo.edu 2Department of Learning and Instruction and Center for Literacy and Reading Instruction mwkibby@gmail.com http://www.cse.buffalo.edu/rapaport/CVA/ State University of New York at Buffalo, Buffalo, NY 14260 Abstract Deliberate contextual vocabulary

  3. Generation and Memory for Contextual Detail

    ERIC Educational Resources Information Center

    Mulligan, Neil W.

    2004-01-01

    Generation enhances item memory but may not enhance other aspects of memory. In 12 experiments, the author investigated the effect of generation on context memory, motivated in part by the hypothesis that generation produces a trade-off in encoding item and contextual information. Participants generated some study words (e.g., hot-___) and read…

  4. Real-Life Contextual Manifestations of Wisdom

    ERIC Educational Resources Information Center

    Yang, Shih-Ying

    2008-01-01

    Wisdom pertains to managing human affairs, and it arises in highly contextualized situations. The present study aims to investigate manifestations of wisdom in real-life contexts through semi-structured interviews with 66 individuals nominated as wise persons. All nominees were ethnic Chinese from Taiwan, an East Asian country which has…

  5. Contextualized Science for Teaching Science and Technology.

    ERIC Educational Resources Information Center

    Koul, Ravinder; Dana, Thomas M.

    1997-01-01

    Discusses science education in India, arguing that a contextualized curriculum is a powerful means of improvement. The paper presents results from an analysis of the treatment of the nature of science and technology in current Indian textbooks and uses India's controversial Sadar Sarovar Hydro-Electric Project as a case example. (SM)

  6. Significant Statistics: Viewed with a Contextual Lens

    ERIC Educational Resources Information Center

    Tait-McCutcheon, Sandi

    2010-01-01

    This paper examines the pedagogical and organisational changes three lead teachers made to their statistics teaching and learning programs. The lead teachers posed the research question: What would the effect of contextually integrating statistical investigations and literacies into other curriculum areas be on student achievement? By finding the…

  7. Modeling Contextual Concerns in Enterprise Architecture

    E-print Network

    Modeling Contextual Concerns in Enterprise Architecture Gonc¸alo Antunes, Jos´e Barateiro Vienna University of Technology, Vienna, Austria Abstract--Enterprise Architecture approaches are used in an architecture. Thus, an effective Enterprise Architecture ap- proach assists in the management of relations

  8. The Contextual Interference Effect in Applied Settings

    ERIC Educational Resources Information Center

    Barreiros, Joao; Figueiredo, Teresa; Godinho, Mario

    2007-01-01

    This paper analyses the research literature that approaches the contextual interference effect in applied settings. In contrast to the laboratory settings, in which high interference conditions depress acquisition and promote learning evaluated in retention and transfer tests, in applied settings most of the studies (60%) fail to observe positive…

  9. Gaps in college biology students' understanding of photosynthesis: Implications for human constructivist learning theory and college classroom practice

    NASA Astrophysics Data System (ADS)

    Griffard, Phyllis Baudoin

    1999-11-01

    The main research question of this study was: What gaps in biochemical understanding are revealed by a range of university introductory biology students as they work through a critically acclaimed multimedia program on photosynthesis, and what are the corresponding implications for elaboration of the Ausubel-Novak-Gowin Learning Theory (ANG, now Human Constructivism)? Twelve students, mixed for ability, gender and ethnicity, were recruited from two sections of "Bio 101." Before and after instruction in photosynthesis, in-depth clinical interviews were conducted during which participants completed a range of cognitive tasks such as sorting, concept mapping, explaining and predicting. Some tasks involved interacting with a computer simulation of photosynthesis. This study primarily employed qualitative case study and verbal analysis methods. Verbal analysis of the clinical interviews revealed numerous gaps that were categorized into typologies. The two major categories were propositional gaps and processing gaps. Propositional gaps were evident in development of participants' concepts, links and constructs. Significant among these were conceptual distance gaps and continuity of matter gaps. Gaps such as convention gaps and relative significance gaps seem to be due to naivete in the discipline. Processing gaps included gaps in graphic decoding skills and relevant cognitive habits such as self-monitoring and consulting prior knowledge. Although the gaps were easier to detect and isolate with the above-average participants, all participants showed evidence of at least some of these gaps. Since some gaps are not unexpected at all but the highest literacy levels, not all the gaps identified are to be considered deficiencies. The gaps identified support the attention given by ANG theorists to the role of prior knowledge and metacognition as well as the value of graphic organizers in knowledge construction. In addition, this study revealed numerous gaps in graphic decoding, indicating that both direct experience and explicit instruction are needed if students are to "learn how to learn with graphics," especially those graphics central to understanding a computer simulation's representations of structures, inputs, processes and outputs. It is hypothesized that gaps similar to those revealed in this study may be at the root of some alternative conceptions documented in the literature.

  10. Calling All Classrooms.

    ERIC Educational Resources Information Center

    Sturgeon, Julie

    1999-01-01

    Presents examples of innovative public/private partnerships that have successfully provided affordable telephone access to school classrooms. Contact information for each of the programs is provided. (GR)

  11. The Classroom Animal.

    ERIC Educational Resources Information Center

    Science and Children, 1986

    1986-01-01

    Provides background information on the earthworm. Reviews basic anatomical, behavioral, and reproductive facts. Offers suggestions for procuring, maintaining, and breeding colonies for classroom use. (ML)

  12. Contextual classification on the massively parallel processor

    NASA Technical Reports Server (NTRS)

    Tilton, James C.

    1987-01-01

    Classifiers are often used to produce land cover maps from multispectral Earth observation imagery. Conventionally, these classifiers have been designed to exploit the spectral information contained in the imagery. Very few classifiers exploit the spatial information content of the imagery, and the few that do rarely exploit spatial information content in conjunction with spectral and/or temporal information. A contextual classifier that exploits spatial and spectral information in combination through a general statistical approach was studied. Early test results obtained from an implementation of the classifier on a VAX-11/780 minicomputer were encouraging, but they are of limited meaning because they were produced from small data sets. An implementation of the contextual classifier is presented on the Massively Parallel Processor (MPP) at Goddard that for the first time makes feasible the testing of the classifier on large data sets.

  13. State-recycling method for testing contextuality

    E-print Network

    Marek Wajs; Su-Yong Lee; Pawel Kurzynski; Dagomir Kaszlikowski

    2015-05-08

    Quantum nonlocality and contextuality are two phenomena stemming from nonclassical correlations. Whereas the former requires entanglement that is consumed in the measurement process the latter can occur for any state if one chooses a proper set of measurements. Despite this stark differences experimental tests of both phenomena were similar so far. For each run of the experiment one had to use a different copy of a physical system prepared according to the same procedure, or the system had to be brought to its initial state. Here we show that this is not necessary and that the state-independent contextuality can be manifested in a scenario in which each measurement round is done on an output state from the previous round.

  14. Comparing student achievement in the problem-based learning classroom and traditional teaching methods classroom

    NASA Astrophysics Data System (ADS)

    Dobbs, Vicki

    Significant numbers of students fail high school chemistry, preventing them from graduating. Starting in the 2013-2014 school year, 100% of the students must pass a science assessment for schools to meet Adequate Yearly Progress (AYP) in accordance to No Child Left Behind (NCLB). Failure to meet AYP results in sanctions, such as state management or closure of a school or replacing a school staff. The purpose of this study was to determine whether the teaching strategy, Problem Based Learning (PBL), will improve student achievement in high school chemistry to a greater degree than traditional teaching methods. PBL is a student-centered, inquiry-based teaching method based on the constructivist learning theory. The research question looked at whether there was a difference in student achievement between students a high school chemistry classroom using PBL and students in a classroom using traditional teaching methods as measured by scores on a 20-question quiz. The research study used a quasi-experimental pretest/posttest control group design. An independent samples t-test compared gains scores between the pretest and posttest. Analysis of quiz scores indicated that there was not a significant difference (t(171) = 1.001, p = .318) in student achievement between the teaching methods. Because there was not a significant difference, each teacher can decide which teaching method best suites the subject matter and the learning styles of the students. This study adds research based data to help teachers and schools choose one teaching method over another so that students may gain knowledge, develop problem-solving skills, and life-long learning skills that will bring about social change in the form of a higher quality of life for the students and community as a whole.

  15. A Constructivist Approach to the Design and Delivery of an Online Professional Development Course: A Case of the iEARN Online Course

    ERIC Educational Resources Information Center

    Chitanana, Lockias

    2012-01-01

    This study examined the International Education and Resource Network Science Technology and Math (iEARN-STM) online professional development course. The study used the constructivist framework as the conceptual model to examine the way in which the constructivist theory has shaped the design and implementation of the course, as reflected by the…

  16. Axiomatic approach to contextuality and nonlocality

    E-print Network

    Karol Horodecki; Andrzej Grudka; Pankaj Joshi; Waldemar K?obus; Justyna ?odyga

    2015-06-01

    We present a unified axiomatic approach to contextuality and non-locality based on the fact that both are resource theories. In those theories the main objects are consistent boxes, which can be transformed by certain operations to achieve certain tasks. The amount of resource is quantified by appropriate measures of the resource. Following recent paper [J.I. de Vicente, J. Phys. A: Math. Theor. {\\bf 47}, 424017 (2014)], and recent development of abstract approach to resource theories, such as entanglement theory, we propose axioms and welcome properties for operations and measures of resources. As one of the axioms of the measure we propose the asymptotic continuity: the measure should not differ on boxes that are close to each other by more than the distance with a factor depending logarithmically on the dimension of the boxes. We prove that relative entropy of contextuality is asymptotically continuous. Considering another concept from entanglement theory---the convex roof of a measure---we prove that for some non-local and contextual polytopes, the relative entropy of a resource is upper bounded up to a constant factor by the cost of the resource. Finally, we prove that providing a measure $X$ of resource does not increase under allowed class of operations, such as e.g. wirings, the maximal distillable resource which can be obtained by these operations is bounded from above by the value of $X$ up to a constant factor. We show explicitly which axioms are used in the proofs of presented results, so that analogous results may remain true in other resource theories with analogous axioms. We also make use of the known distillation protocol of bipartite nonlocality to show how contextual resources can be distilled.

  17. Research and Teaching: Traditional and Constructivist Teaching Techniques--Comparing Two Groups of Undergraduate Nonscience Majors in a Biology Lab

    NSDL National Science Digital Library

    Holly Travis

    2004-11-01

    Constructivist teaching techniques work well in various instructional settings, but many teachers remain skeptical because there is a lack of quantitative data supporting this model. This study compared an undergraduate nonmajors biology lab section taught in a traditional teacher-centered style to a similar section taught as a constructivist class. Weekly lab quiz scores, attendance, a science attitude inventory, and an analysis of videotapes were used to determine whether student interest and performance were affected by the teaching style used. Evaluative tests showed many significant differences between the groups and demonstrated that the constructivist class had higher quiz scores, more appreciation of science, better attendance, and increased participation in the lab activities than the traditional group.

  18. Evaluation in the Classroom.

    ERIC Educational Resources Information Center

    Becnel, Shirley

    Six classroom research-based instructional projects funded under Chapter 2 are described, and their outcomes are summarized. The projects each used computer hardware and software in the classroom setting. The projects and their salient points include: (1) the Science Technology Project, in which 48 teachers and 2,847 students in 18 schools used…

  19. Classroom Assessment in Action

    ERIC Educational Resources Information Center

    Shermis, Mark D.; DiVesta, Francis J.

    2011-01-01

    "Classroom Assessment in Action" clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then provide…

  20. Defining Authentic Classroom Assessment

    ERIC Educational Resources Information Center

    Frey, Bruce B.; Schmitt, Vicki L.; Allen, Justin P.

    2012-01-01

    A commonly advocated best practice for classroom assessment is to make the assessments authentic. Authentic is often used as meaning the mirroring of real-world tasks or expectations. There is no consensus, however, in the actual definition of the term or the characteristics of an authentic classroom assessment. Sometimes, the realistic component…

  1. Speaking in the Classroom

    ERIC Educational Resources Information Center

    McBain, Robert

    2011-01-01

    Too much speaking and indiscipline in class is an on-going problem for any teacher, it is at its least disruptive and at most it destroys a good positive classroom atmosphere. This article recognizes this and continues this debate and suggests key clues to support teachers in their efforts to maintain a positive classroom atmosphere and discipline…

  2. Ideas for the Classroom

    ERIC Educational Resources Information Center

    Mathematics Teaching Incorporating Micromath, 2006

    2006-01-01

    In this article, the author shares some of the activities for the classroom invented by Gill Hatch. One of those activities is the activity for older students, which is for the five-year-olds through to post-graduates. Card-sorting game, geometry games, algebra games, and loop games are also some of those activities for the classroom invented by…

  3. Classroom versus Online Assessment

    ERIC Educational Resources Information Center

    Spivey, Michael F.; McMillan, Jeffrey J.

    2014-01-01

    The authors examined students' effort and performance using online versus traditional classroom testing procedures. The instructor and instructional methodology were the same in different sections of an introductory finance class. Only the procedure in which students were tested--online versus in the classroom--differed. The authors measured…

  4. Copyrights and the Classroom.

    ERIC Educational Resources Information Center

    Zirkel, Perry A.; Gluckman, Ivan B.

    1983-01-01

    A copyright infringement suit involving duplication of material for classroom use without permission or acknowledgement and related cases are discussed with reference to the fair use privilege, the Copyright Act of 1976, and congressional guidelines. Generally, fair use has been rejected as a blanket defense in classroom copying. (MJL)

  5. Classrooms and Literacy.

    ERIC Educational Resources Information Center

    Bloome, David, Ed.

    This book is intended for researchers and teachers interested in literacy and concerned about classrooms as a context for literacy activity and learning. The book contains the following chapters: (1) "What It Means to be Literate about Classrooms" (Lyn Corno); (2) "Beyond Access: An Ethnographic Study of Reading and Writing in a Seventh Grade…

  6. Classroom Assessment. Third Edition.

    ERIC Educational Resources Information Center

    Airasian, Peter W.

    "Classroom Assessment" is designed for students taking a first course in classroom assessment and measurement. It shows how assessment principles apply to the full range of teacher decision making, and not just the formal evaluation of student learning. For this reason, the book has been organized in a manner that follows the natural progression…

  7. Contextual Risk and Its Relevance in Economics

    E-print Network

    Diederik Aerts; Sandro Sozzo

    2011-05-09

    Uncertainty in economics still poses some fundamental problems illustrated, e.g., by the Allais and Ellsberg paradoxes. To overcome these difficulties, economists have introduced an interesting distinction between 'risk' and 'ambiguity' depending on the existence of a (classical Kolmogorovian) probabilistic structure modeling these uncertainty situations. On the other hand, evidence of everyday life suggests that 'context' plays a fundamental role in human decisions under uncertainty. Moreover, it is well known from physics that any probabilistic structure modeling contextual interactions between entities structurally needs a non-Kolmogorovian quantum-like framework. In this paper we introduce the notion of 'contextual risk' with the aim of modeling a substantial part of the situations in which usually only 'ambiguity' is present. More precisely, we firstly introduce the essentials of an operational formalism called 'the hidden measurement approach' in which probability is introduced as a consequence of fluctuations in the interaction between entities and contexts. Within the hidden measurement approach we propose a 'sphere model' as a mathematical tool for situations in which contextual risk occurs. We show that a probabilistic model of this kind is necessarily non-Kolmogorovian, hence it requires either the formalism of quantum mechanics or a generalization of it. This insight is relevant, for it explains the presence of quantum or, better, quantum-like, structures in economics, as suggested by some authors, and can serve to solve the aforementioned paradoxes.

  8. Children's Evaluations of Classroom Friend and Classroom Best Friend Relationships.

    ERIC Educational Resources Information Center

    Meurling, Carl-Johan Nils; Ray, Glen E.; LoBello, Steven G.

    1999-01-01

    Examined second-, third-, fifth-, and sixth graders' evaluations of a classroom friend and a classroom best-friend relationship. Found that children rated a classroom best friend higher than a classroom friend on caring, help/guidance, companionship, intimacy, conflict resolution, and exclusivity. Older children distinguished more between friends…

  9. Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland

    ERIC Educational Resources Information Center

    Salminen, Jenni; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Pakarinen, Eija; Siekkinen, Martti; Hannikainen, Maritta; Poikonen, Pirjo-Liisa; Rasku-Puttonen, Helena

    2012-01-01

    Research Findings: The aim of the present study was to examine classroom quality profiles of kindergarten classrooms using a person-centered approach and to analyze these patterns in regard to teacher and classroom characteristics. Observations of the domains of Emotional Support, Classroom Organization, and Instructional Support were conducted in…

  10. Contextual modulation and stimulus selectivity in extrastriate cortex.

    PubMed

    Krause, Matthew R; Pack, Christopher C

    2014-11-01

    Contextual modulation is observed throughout the visual system, using techniques ranging from single-neuron recordings to behavioral experiments. Its role in generating feature selectivity within the retina and primary visual cortex has been extensively described in the literature. Here, we describe how similar computations can also elaborate feature selectivity in the extrastriate areas of both the dorsal and ventral streams of the primate visual system. We discuss recent work that makes use of normalization models to test specific roles for contextual modulation in visual cortex function. We suggest that contextual modulation renders neuronal populations more selective for naturalistic stimuli. Specifically, we discuss contextual modulation's role in processing optic flow in areas MT and MST and for representing naturally occurring curvature and contours in areas V4 and IT. We also describe how the circuitry that supports contextual modulation is robust to variations in overall input levels. Finally, we describe how this theory relates to other hypothesized roles for contextual modulation. PMID:25449337

  11. Classroom Management and the Librarian

    ERIC Educational Resources Information Center

    Blackburn, Heidi; Hays, Lauren

    2014-01-01

    As librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. Unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. Different classroom settings such as one-shot instruction sessions…

  12. The influence of contextual diversity on eye movements in reading.

    PubMed

    Plummer, Patrick; Perea, Manuel; Rayner, Keith

    2014-01-01

    Recent research has shown contextual diversity (i.e., the number of passages in which a given word appears) to be a reliable predictor of word processing difficulty. It has also been demonstrated that word-frequency has little or no effect on word recognition speed when accounting for contextual diversity in isolated word processing tasks. An eye-movement experiment was conducted wherein the effects of word-frequency and contextual diversity were directly contrasted in a normal sentence reading scenario. Subjects read sentences with embedded target words that varied in word-frequency and contextual diversity. All 1st-pass and later reading times were significantly longer for words with lower contextual diversity compared to words with higher contextual diversity when controlling for word-frequency and other important lexical properties. Furthermore, there was no difference in reading times for higher frequency and lower frequency words when controlling for contextual diversity. The results confirm prior findings regarding contextual diversity and word-frequency effects and demonstrate that contextual diversity is a more accurate predictor of word processing speed than word-frequency within a normal reading task. (PsycINFO Database Record (c) 2013 APA, all rights reserved). PMID:23937235

  13. The transfer of Cfunc contextual control through equivalence relations.

    PubMed

    Perez, William F; Fidalgo, Adriana P; Kovac, Roberta; Nico, Yara C

    2015-05-01

    Derived relational responding is affected by contextual stimuli (Cfunc) that select specific stimulus functions. The present study investigated the transfer of Cfunc contextual control through equivalence relations by evaluating both (a) the maintenance of Cfunc contextual control after the expansion of a relational network, and (b) the establishment of novel contextual stimuli by the transfer of Cfunc contextual control through equivalence relations. Initially, equivalence relations were established and contingencies were arranged so that colors functioned as Cfunc stimuli controlling participants' key-pressing responses in the presence of any stimulus from a three-member equivalence network. To investigate the first research question, the three-member equivalence relations were expanded to five members and the novel members were presented with the Cfunc stimuli in the key-pressing task. To address the second goal of this study, the colors (Cfunc) were established as equivalent to certain line patterns. The transfer of contextual cue function (Cfunc) was tested replacing the colored backgrounds with line patterns in the key-pressing task. Results suggest that the Cfunc contextual control was transferred to novel stimuli that were added to the relational network. In addition, the line patterns indirectly acquired the contextual cue function (Cfunc) initially established for the colored backgrounds. The conceptual and applied implications of Cfunc contextual control are discussed. PMID:25892218

  14. Examining Secondary School Physics Teachers' Beliefs about Teaching and Classroom Practices in Lesotho as a Foundation for Professional Development

    ERIC Educational Resources Information Center

    Qhobela, Makomosela; Kolitsoe Moru, Eunice

    2014-01-01

    The classroom practices of science teachers are indicative of their beliefs and pedagogical content knowledge (PCK). PCK is an amalgam of knowledge about subject matter, pedagogy, and contextual issues. This article identifies areas where physics teachers in Lesotho may need professional development support by addressing the research question: How…

  15. Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

    NASA Astrophysics Data System (ADS)

    Tolbert, Sara E.

    2011-12-01

    This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching placements---in particular, the extent to which their cooperating teachers gave them the autonomy and planning time to design and implement their own activities and lessons. While the "integrated approach" to diversity and equity in science teacher education was, overall, successful in helping preservice teachers' move closer toward developing the beliefs, knowledge, and practices necessary for effective instruction in underserved classrooms, suggestions are given for increasing the effectiveness of the "integrated approach," particularly in the context of a one-year credentialing program.

  16. KEKE ET. AL.: CONTEXTUALLY CONSTRAINED DN FOR SCENE LABELING 1 Contextually Constrained Deep Networks for

    E-print Network

    Wolf, Christian

    advances in deep learning methods allow them to scale to big vision datasets. For example, convolutional5205, F-69622, France Abstract Learning using deep learning architectures is a difficult problem to similar networks where contextual cues are available at training time. 1 Introduction Deep learning

  17. Bell Inequalities, Experimental Protocols and Contextuality

    NASA Astrophysics Data System (ADS)

    Kupczynski, Marian

    2015-07-01

    In this paper we give additional arguments in favor of the point of view that the violation of Bell, CHSH and CH inequalities is not due to a mysterious non locality of nature. We concentrate on an intimate relation between a protocol of a random experiment and a probabilistic model which is used to describe it. We discuss in a simple way differences between attributive joint probability distributions and generalized joint probability distributions of outcomes from distant experiments which depend on how the pairing of these outcomes is defined. We analyze in detail experimental protocols implied by local realistic and stochastic hidden variable models and show that they are incompatible with the protocols used in spin polarization correlation experiments. We discuss also the meaning of "free will", differences between quantum and classical filters, contextuality of Kolmogorov models, contextuality of quantum theory (QT) and show how this contextuality has to be taken into account in probabilistic models trying to explain in an intuitive way the predictions of QT. The long range imperfect correlations between the clicks of distant detectors can be explained by partially preserved correlations between the signals created by a source. These correlations can only be preserved if the clicks are produced in a local and deterministic way depending on intrinsic parameters describing signals and measuring devices in the moment of the measurement. If an act of a measurement was irreducibly random they would be destroyed. It seems to indicate that QT may be in fact emerging from some underlying more detailed theory of physical phenomena. If this was a case then there is a chance to find in time series of experimental data some fine structures not predicted by QT. This would be a major discovery because it would not only prove that QT does not provide a complete description of individual physical systems but it would prove that it is not predictably complete.

  18. Effective Tweet Contextualization with Hashtags Performance Prediction and Multi-Document

    E-print Network

    Paris-Sud XI, Université de

    Effective Tweet Contextualization with Hashtags Performance Prediction and Multi participation in the INEX 2013 Tweet Contextualization track and present our contributions. Our ap- proach the Tweet is about. The INEX Tweet Contextualization track makes the assumption that it is possible

  19. Social Constructivist Teaching Methods in Australian Universities-- Reported Uptake and Perceived Learning Effects: A Survey of Lecturers

    ERIC Educational Resources Information Center

    Hanson, James M.; Sinclair, Kenneth E.

    2008-01-01

    Pragmatic social constructivist teaching methods require students to construct knowledge by engaging collaboratively with realistic problems, cases or projects. It is hypothesized that they are more effective than traditional didactic teaching methods in developing undergraduate students': (1) theoretical knowledge; (2) profession-specific skills;…

  20. The Theory of Planned Behaviour: Predicting Pre-Service Teachers' Teaching Behaviour towards a Constructivist Approach

    ERIC Educational Resources Information Center

    Wang, Carrie Lijuan; Ha, Amy S.

    2013-01-01

    The two-pronged purpose of this study is to examine factors determining the teaching behaviour of pre-service physical education (PE) teachers towards a constructivist approach, likewise referred to as teaching games for understanding (TGfU). Theory of planned behaviour (TPB) was applied to guide the formulation of research purpose and design. Six…

  1. Cognitive-Metacognitive and Content-Technical Aspects of Constructivist Internet-Based Learning Environments: A LISREL Analysis

    ERIC Educational Resources Information Center

    Wen, Meichun Lydia; Tsai, Chin-Chung; Lin, Hung-Ming; Chuang, Shih-Chyueh

    2004-01-01

    Through a LISREL analysis, this study validated the Constructivist Internet-based Learning Environment Survey (CILES). CILES consisted of six scales, sorted by two aspects. The first aspect, the cognitive-metacognitive aspect, included the scales of student negotiation, inquiry learning, and reflective thinking, whereas the second aspect, the…

  2. A Constructivist Approach to Inquiry-Based Learning: A TUNEL Assay for the Detection of Apoptosis in Cheek Cells

    ERIC Educational Resources Information Center

    Correiro, Elizabeth E.; Griffin, Leanne R.; Hart, Peter E.

    2008-01-01

    A laboratory exercise is presented that incorporates constructivist principles into a learning experience designed for upper-level university biology courses. The specific objectives for this exercise are as follows: (1) To introduce students to cancer biology and to the regulation of programmed cell death as part of the cell cycle; (2) To engage…

  3. Opinions of Turkish Language and Literature Teachers on the Curriculum of Turkish Literature Course Based on the Constructivist Learning Theory

    ERIC Educational Resources Information Center

    Epcacan, Cahit

    2013-01-01

    The main objective of this study is to collect the opinions of Turkish Language and Literature teachers at secondary schools about the Curriculum of the Turkish Literature Course based on the constructivist learning theory. To this end, the descriptive method was employed to collect teacher opinions. Structured interview was used as a data…

  4. East Coast/West Coast Art Project: A Constructivist and Technological Approach to Middle Level and Higher Education Collaboration

    ERIC Educational Resources Information Center

    Johnson, Margaret H.; Kieling, Linda W.; Cooper, Susan L.

    2014-01-01

    In this article, the authors report on usage of 21st-century technology, and a collaborative project that allowed middle school art students and preservice teachers to share their artwork and receive feedback in a constructivist learning environment. Middle school students often deal with issues such as bullying, divorce, and depression; they can…

  5. Equipping athletes to make informed decisions about performance-enhancing drug use: a constructivist perspective from educational psychology

    Microsoft Academic Search

    James M. Hanson

    2009-01-01

    This essay introduces some prominent constructivist theories of learning and shows how they can be applied to the design of anti-doping education programmes. It briefly outlines the ATLAS and ATHENA programmes, which have had some success in the USA, and explores the potential for educational research to make further contributions to the development of successful anti-doping education programmes. Recommended directions

  6. Effects of Instructional Support within Constructivist Learning Environments for Elementary School Students' Understanding of "Floating and Sinking"

    ERIC Educational Resources Information Center

    Hardy, Ilonca; Jonen, Angela; Moller, Komelia; Stern, Elsbeth

    2006-01-01

    In a repeated measures design (pretest, posttest, 1-year follow-up) with 161 3rd-grade students, the authors compared 2 curricula on floating and sinking within constructivist learning environments, varying in instructional support. The 2 curricula differed in the sequencing of content and the teacher's cognitively structuring statements. At the…

  7. Enhancing a Low-Cost Virtual Reality Application through Constructivist Approach: The Case of Spatial Training of Middle Graders

    ERIC Educational Resources Information Center

    Samsudin, Khairulanuar; Rafi, Ahmad; Mohamad Ali, Ahmad Zamzuri; Abd. Rashid, Nazre

    2014-01-01

    The aim of this study is to develop and to test a low-cost virtual reality spatial trainer in terms of its effectiveness in spatial training. The researchers adopted three features deriving from the constructivist perspective to guide the design of the trainer, namely interaction, instruction, and support. The no control pre test post test…

  8. Using a Conceptual-Change Approach to Help Preservice Science Teachers Reorganize Their Knowledge Structures for Constructivist Teaching

    ERIC Educational Resources Information Center

    Dhindsa, H. S.; Anderson, O. R.

    2004-01-01

    This study, based on constructivist learning theory, examined how effectively preservice chemistry teachers (N = 43) can be educated to think flexibly and to reorganize their thinking in a way that may complement diverse ways students approach the subject domain. The teacher's cognitive structure was assessed prior to and after a conceptual change…

  9. Development of Elementary School Students' Cognitive Structures and Information Processing Strategies under Long-Term Constructivist-Oriented Science Instruction

    ERIC Educational Resources Information Center

    Wu, Ying-Tien; Tsai, Chin-Chung

    2005-01-01

    The main purpose of this study was to explore the effects of long-term constructivist-oriented science instruction on elementary school students' process of constructing cognitive structures. Furthermore, such effects on different science achievers were also investigated. The subjects of this study were 69 fifth graders in Taiwan, while they were…

  10. Constructivist Pedagogies of Interactivity on a CD-ROM To Enhance Academic Learning at a Tertiary Institution.

    ERIC Educational Resources Information Center

    Goldman, Juliette D. G.; Torrisi-Steele, Geraldine

    2002-01-01

    Describes a CD-ROM written by faculty in an Australian university that is based on principles of a constructivist theory of learning. Examines three examples of appropriate interactivity to indicate the variety, relevance, pedagogical principles, and interest that can be generated to enhance student learning by using multimedia. (Author/LRW)

  11. From practice-based knowledge to the practice of research: Revisiting constructivist research works on knowledge1

    E-print Network

    Paris-Sud XI, Université de

    1 From practice-based knowledge to the practice of research: Revisiting constructivist research works on knowledge1 Sandra Charreire-Petit, University Paris Sud 11, PESOR Isabelle Huault, University Paris Dauphine, DRM-DMSP Abstract Research studies within organizational knowledge are good examples

  12. Experiences of Social Work Students with Learning Theoretical Knowledge in Constructivist Higher Vocational Education: A Qualitative Exploration

    ERIC Educational Resources Information Center

    van Bommel, Marijke; Kwakman, Kitty; Boshuizen, Henny P. A.

    2012-01-01

    An important learning goal in higher vocational education concerns the professional domain's shared body of knowledge. Constructivist programmes use "authentic learning contexts" and "self-directed learning" to create a close connection throughout the learning process between theoretical knowledge and other forms of professional knowledge. Critics…

  13. Exploring Constructivist Social Learning Practices in Aiding Russian-Speaking Teachers to Learn Estonian: An Action Research Approach

    ERIC Educational Resources Information Center

    Kiilo, Tatjana; Kutsar, Dagmar

    2012-01-01

    Based on appreciative inquiry and threshold concepts from an intercultural learning perspective, the article makes insights into the constructivist social learning practice of Estonian language learning amongst Russian-speaking teachers in Estonia. The application of educational action research methodology, more specifically that of Bridget…

  14. The Effect of Constructivist Learning Principles Based Learning Materials to Students' Attitudes, Success and Retention in Social Studies

    ERIC Educational Resources Information Center

    Karaduman, Hidir; Gultekin, Mehmet

    2007-01-01

    The present study aims to investigate whether the learning materials that based on constructivist learning principles have an effect on fifth grade Social Studies students' attitudes, their academic success and their retention. The study was conducted at Sehit Ali Gaffar Okkan Elementary School, Eskisehir. The participants of the study were 5th…

  15. Outdoor Classroom Adventures

    NSDL National Science Digital Library

    Kathy Jacobs Maher

    2010-02-01

    In this outdoor classroom adventure, students learn to work cooperatively when facing challenges during overnight camping trips. Perhaps most importantly, students gain direction and purpose in their lives. They also gain self-assurance, which in turn giv

  16. Climatic Conditions in Classrooms.

    ERIC Educational Resources Information Center

    Kevan, Simon M.; Howes, John D.

    1980-01-01

    Presents an overview of research on the ways in which classroom thermal environment, lighting conditions, ion state, and electromagnetic and air pollution affect learning and the performance of students and teachers. (SJL)

  17. The Classroom Animal: Mealworms.

    ERIC Educational Resources Information Center

    Kramer, David C., Ed.

    1985-01-01

    Describes appearance, longevity, and changes in each step of the mealworm life cycle. Guidelines for starting a classroom colony are given with housing and care instructions. Suggested observations, activities, and questions for students are included. (DH)

  18. Critters in the Classroom.

    ERIC Educational Resources Information Center

    Smith, Robert W.; Fleisher, Paul

    1984-01-01

    The use of invertebrates as classroom "pets" can develop students' skills in scientific inquiry and instill respect for science. Few materials are needed for projects involving invertebrates. Suggested activities using snails, crickets, earthworms, crayfish, and guppies are offered. (DF)

  19. The Classroom Space Project.

    ERIC Educational Resources Information Center

    Verbickas, Sarah

    2002-01-01

    Introduces the Classroom Space project aimed at revitalizing science education at Key Stages 3 and 4 by using exciting examples from Space Science and Astronomy to illustrate key science concepts. (Author/YDS)

  20. Science beyond the classroom

    SciTech Connect

    Petric, J.; Bonkalski, J. (Illinois Junior Academy of Science, Morris (United States))

    1992-01-01

    Not every student is meant to be a scientist. Students come into a classroom with a variety of experiences, interests, and abilities. Therefore, the goal of any science program is not the production of chemists, physicists, or biologists but the development of scientifically literature individuals: students who can question, hypothesize, test, record, and conclude. The classroom environment cannot always provide the range of real-life experiences necessary for students to internalize the scientific method. The Illinois Junior Academy of Science (IJAS), through its sponsorship of local, regional, and state science fair competitions, seeks to assist the schools by providing just such practical hands-on experiences. The IJAS-sponsored expositions allow students the opportunity to translate classroom knowledge into a form that is tangible and concrete, an event that goes beyond the walls of a classroom into the reality of the world in which they will live and work.

  1. For the Classroom: Scrimshaw.

    ERIC Educational Resources Information Center

    Current, 1979

    1979-01-01

    Procedures are described for practicing the art of scrimshaw in the classroom. Several materials are suggested for use. These include beef soup bones, old piano keys, nails, sandpaper, and lampblack or charcoal. (SA)

  2. Classroom Assessment Techniques (CATs)

    NSDL National Science Digital Library

    This site provides information on various classroom assessment techniques (CATs) such as primary trait analysis, using anonymous assessments, goal ranking and matching, self assessment, active learning, transfer and applied learning, and group work assessment.

  3. Solar Powered Classroom

    ScienceCinema

    none

    2013-06-27

    A group of fourth graders in Durham, North Carolina, are showing America the way to a clean energy future. They are installing solar panels on their classroom roof for a project that goes above and beyond a normal day in school. From researching solar panel installation, to generating funds for the project via Kickstarter, these are students who put their plans into action. Their accomplishments go beyond the classroom and stress the importance of getting people of all ages involved in renewable energy.

  4. Solar Powered Classroom

    SciTech Connect

    none

    2013-06-13

    A group of fourth graders in Durham, North Carolina, are showing America the way to a clean energy future. They are installing solar panels on their classroom roof for a project that goes above and beyond a normal day in school. From researching solar panel installation, to generating funds for the project via Kickstarter, these are students who put their plans into action. Their accomplishments go beyond the classroom and stress the importance of getting people of all ages involved in renewable energy.

  5. Cable in the Classroom

    NSDL National Science Digital Library

    Cable in the Classroom is an "initiative by Canada's cable companies and programming services to provide copyright cleared, commercial free, educationally relevant television programming for Canadian schools." Included are a list of hyperlinked program service providers, a searchable and browsable list of classroom TV programs all over Canada, and a large list of Internet resources including schools on the Internet, resources for teachers, and information on getting your school on the Internet. http://www.cableducation.ca/

  6. Data for the Classroom

    NSDL National Science Digital Library

    The Data for the Classroom collection gathers datasets that have accompanying instructional materials or other pertinent information for using the dataset in a classroom setting for grades K-16. The data may be numerical, visual, maps, charts, tables or images. The data may be observational, remotely sensed or model data. The primary component is that there are materials supporting the use and understanding of the data either by educators or directly by students. Additionally, the dataset itself is desribed.

  7. Stability of Recent and Remote Contextual Fear Memory

    ERIC Educational Resources Information Center

    Frankland, Paul W.; Ding, Hoi-Ki; Takahashi, Eiki; Suzuki, Akinobu; Kida, Satoshi; Silva, Alcino J.

    2006-01-01

    Following initial encoding, memories undergo a prolonged period of reorganization. While such reorganization may occur in many different memory systems, its purpose is not clear. Previously, we have shown that recall of recent contextual fear memories engages the dorsal hippocampus (dHPC). In contrast, recall of remote contextual fear memories…

  8. Two-Level Contextual Grammars: The Internal Case

    Microsoft Academic Search

    Carlos Martín-vide; Joan Miquel-verges; Gheorghe Paun

    1997-01-01

    We consider generative mechanisms similar to contextual grammars with infinite sets of contexts, such that the contexts are also generated in a contextual way (by adjoining contexts, depending on given selectors). In this way one generalizes a proposal from [6], where grammars generating sets of contexts are suggested (here we also use the produced contexts in order to generate a

  9. Contextual Sequential Pattern Mining Julien Rabatel, Sandra Bringay, Pascal Poncelet

    E-print Network

    Boyer, Edmond

    his strategy considering the type of customers. In this paper we propose to mine more precise patterns users do not follow this same behavior". Mining such contextual sequential patterns is a difficult taskContextual Sequential Pattern Mining Julien Rabatel, Sandra Bringay, Pascal Poncelet Tecnalia Cap

  10. Exploiting Contextual Handover Information for Versatile Services in NGN Environments

    E-print Network

    Cambridge, University of

    Exploiting Contextual Handover Information for Versatile Services in NGN Environments Edson D. S. Handover, the vital event in which a user changes the attachment point in a Next Generation Network (NGN for businesses. This paper describes the capabilities of a platform which intends to exploit contextual handover

  11. Is Context Actually Helpful? Preliminary Experiments in Contextual Question Answering

    E-print Network

    Kosseim, Leila

    Is Context Actually Helpful? Preliminary Experiments in Contextual Question Answering Steven Winikoff and Leila Kosseim Department of Computer Science Concordia University Montreal, Canada [smw|kosseim]@cs.concordia.ca Abstract In this paper, we present a preliminary experiment in contextual question- answering

  12. Contextual Conditional Models for Smartphone-based Human Mobility Prediction

    E-print Network

    Gatica-Perez, Daniel

    ]. As phones are usually kept in relatively close proximity [18] and contain many use- ful sensors that canContextual Conditional Models for Smartphone-based Human Mobility Prediction Trinh Minh Tri Do to exploit this "mul- tidimensional" contextual variable for human mobility pre- diction. We use an ensemble

  13. The Influence of Contextual Diversity on Eye Movements in Reading

    ERIC Educational Resources Information Center

    Plummer, Patrick; Perea, Manuel; Rayner, Keith

    2014-01-01

    Recent research has shown contextual diversity (i.e., the number of passages in which a given word appears) to be a reliable predictor of word processing difficulty. It has also been demonstrated that word-frequency has little or no effect on word recognition speed when accounting for contextual diversity in isolated word processing tasks. An…

  14. Very ample line bundles, contextuality and quantum computation

    E-print Network

    Raouf Dridi

    2014-12-09

    I relate contextuality to line bundles. Line bundles are important in algebraic geometry, they determine, through their global sections, rational maps to projective spaces. I explain how such maps, if they exist, relate linearly the input and output of measurement based computation (MBQC) and show geometrically that, indeed, contextuality is a necessary resource for the computational advantage in MBQC.

  15. Contextual Stress and Health Risk Behaviors among African American Adolescents

    ERIC Educational Resources Information Center

    Copeland-Linder, Nikeea; Lambert, Sharon F.; Chen, Yi-Fu; Ialongo, Nicholas S.

    2011-01-01

    This study examined the longitudinal association between contextual stress and health risk behaviors and the role of protective factors in a community epidemiologically-defined sample of urban African American adolescents (N = 500; 46.4% female). Structural equation modeling was used to create a latent variable measuring contextual stress…

  16. Language Independent Named Entity Recognition Combining Morphological and Contextual Evidence

    E-print Network

    Yarowsky, David

    Language Independent Named Entity Recognition Combining Morphological and Contextual Evidence­ strapping algorithm based on iterative learning and re­estimation of contextual and morphological pat­ terns competitive performance when trained on a very short labelled name list with no other required language

  17. Evidence That Task Performance Should Be Distinguished From Contextual Performance

    Microsoft Academic Search

    Stephan J. Motowidlo; James R. Van Scotter

    1994-01-01

    This study tests the merit of the distinction made by W. C. Borman and S. J. Motowidlo (1993) between task performance and contextual performance. Supervisors rated 421 U.S. Air Force mechanics on their task performance, contextual performance, and overall performance. Data on length of air force experience, ability, training performance, and personality were also available for many of these mechanics.

  18. Learning What and How of Contextual Models for Scene Labeling

    E-print Network

    Davis, Larry

    Learning What and How of Contextual Models for Scene Labeling Arpit Jain1 , Abhinav Gupta2 structure construction model eliminates spurious edges and improves performance over fully with contextual information based on pair- wise relationships between objects. These relationships can be co

  19. Multiple Overlapping Tiles for Contextual Monte Carlo Tree Search

    E-print Network

    Paris-Sud XI, Université de

    Multiple Overlapping Tiles for Contextual Monte Carlo Tree Search Arpad Rimmel and Fabien Teytaud only a small relevant part of the whole problem, this allows it to ob- tain good performance to be automatically modified depending on the context: Contextual Monte Carlo (CMC) simulations. We show

  20. Performance Appraisal Process and System Facets: Relationships With Contextual Performance

    Microsoft Academic Search

    Henry M. Findley; William F. Giles; Kevin W. Mossholder

    2000-01-01

    Because appraisal-related interactions between supervisors and employees may influence more than task performance, the authors considered the potential effects of social and interpersonal processes in performance appraisal on contextual performance. They hypothesized that performance appraisal process and system facets were associated with employees’ contextual performance as well as with their perceptions of appraisal accuracy. After controlling relevant variables, they found

  1. The Research on Contextual Performance Management of the Core Employees

    Microsoft Academic Search

    Ping Wang; Qiongqiong Wang

    2011-01-01

    It is the focus of our business that how can we manage the contextual performance of the core employees which can create 80% of the profits for enterprises and effectively promote the development of the organization. From the unique contextual performance of the core employees which is different from that of the general ones some advices are proposed to manage

  2. Contextual Modeling for Meeting Translation Using Unsupervised Word Sense Disambiguation

    E-print Network

    Kirchhoff, Katrin

    Contextual Modeling for Meeting Translation Using Unsupervised Word Sense Disambiguation Yang Mei, with a particu- lar view towards analyzing the importance of modeling contextual factors such as the larger discourse context and topic/domain information on translation performance. We describe the collection

  3. Multiple Overlapping Tiles for Contextual Monte Carlo Tree Search

    E-print Network

    on the context: Contextual Monte Carlo (CMC) simulations. We show that it improves the performance for the gameMultiple Overlapping Tiles for Contextual Monte Carlo Tree Search Arpad Rimmel1 and Fabien Teytaud1 relevant part of the whole problem, this allows it to ob- tain good performance in such situations

  4. On Holism and The Contextual Character of Natural Qualities

    Microsoft Academic Search

    Vuk Uskokovi?

    2012-01-01

    Presented is a discourse on the contextual nature of physical qualities. The realistic and observational contexts in which a system exists are demonstrated as equally involved in defining its qualities. Each quality could be consequently considered as natural and experiential at the same time. The subsequently proposed thesis of the contextual co-definition of natural\\/experiential qualities in the relationship between the

  5. Contextual Concept Language Model for Answering Biomedical Questions

    Microsoft Academic Search

    Qi Sun; Jinguo Yao; Junyu Niu

    2009-01-01

    In this paper, we utilize MeSH vocabulary to capture concepts of each word appearing in questions and documents and two new methods, contextual concept smoothing language model (CCSLM) and contextual concept language model (CCLM), are proposed to find the answer sentences from biomedical literature to questions proposed by biomedical experts. The concepts employed in the models, instead of keywords, guarantee

  6. Contextual Control of Slot-Machine Gambling: Replication and Extension

    ERIC Educational Resources Information Center

    Hoon, Alice; Dymond, Simon; Jackson, James W.; Dixon, Mark R.

    2008-01-01

    Participants were trained and tested to select stimuli of differing physical quantities in the presence of 2 color contextual cues for more than and less than. Following more than and less than relational training, participants allocated the majority of their responses to the slot machine that shared formal properties of color with the contextual

  7. Contextual poverty, nutrition, and chronic kidney disease.

    PubMed

    Gutiérrez, Orlando M

    2015-01-01

    Nutrition plays an important role in CKD outcomes. One of the strongest factors that affects nutrition is socioeconomic status as evidenced by the large body of epidemiologic data showing that income and education are directly associated with diet quality. Apart from individual-level markers of socioeconomic status such as income and education, contextual factors such as availability of and transportation to food outlets that provide healthy food options and the density of fast-food restaurants within particular regions markedly affect the ability of individuals to comply with nutrition recommendations. This is particularly true for nutrition guidelines most specific to individuals with CKD such as the consumption of protein, saturated fat, sodium, and phosphorus, all of which have been shown to affect CKD health and are influenced by the availability of healthy food options within individual neighborhood food environments. Because of the strong association of contextual poverty with the diet quality, any serious attempt to improve the diet of CKD patients must include a discussion of the environmental barriers that each individual faces in trying to access healthy foods, and health care providers should take account of these barriers when tailoring specific recommendations. PMID:25573510

  8. Wimba Classroom Version 6.0

    E-print Network

    Yang, Eui-Hyeok

    Wimba Classroom Version 6.0 Participant Guide #12;Wimba Classroom 6.0 Participant Guide ___________________________________ 1 The Wimba Classroom Interface ______________________________________________ 1 Text Chat Area and Video in Wimba Classroom ________________________________________10 Authorizing Wimba

  9. Barnes and Sutherland Researching classroom interactions

    E-print Network

    Paris-Sud XI, Université de

    Barnes and Sutherland Researching classroom interactions: A methodology for teachers on classroom learning is "conducted jointly by outsiders and insiders" (p 250). The work we present classroom interactions which incorporates the perspectives of both classroom teachers and educational

  10. Classroom norms of bullying alter the degree to which children defend in response to their affective empathy and power.

    PubMed

    Peets, Kätlin; Pöyhönen, Virpi; Juvonen, Jaana; Salmivalli, Christina

    2015-07-01

    This study examined whether the degree to which bullying is normative in the classroom would moderate associations between intra- (cognitive and affective empathy, self-efficacy beliefs) and interpersonal (popularity) factors and defending behavior. Participants were 6,708 third- to fifth-grade children (49% boys; Mage = 11 years) from 383 classrooms. Multilevel modeling analyses revealed that children were more likely to defend in response to their affective empathy in classrooms with high levels of bullying. In addition, popular students were more likely to support victims in classrooms where bullying was associated with social costs. These findings highlight the importance of considering interactions among individual and contextual influences when trying to understand which factors facilitate versus inhibit children's inclinations to defend others. (PsycINFO Database Record PMID:25961871

  11. Examinee Non-Effort on Contextualized and Non-Contextualized Mathematics Items in Large-Scale Assessments

    ERIC Educational Resources Information Center

    Nijlen, Daniel Van; Janssen, Rianne

    2015-01-01

    In this study it is investigated to what extent contextualized and non-contextualized mathematics test items have a differential impact on examinee effort. Mixture item response theory (IRT) models are applied to two subsets of items from a national assessment on mathematics in the second grade of the pre-vocational track in secondary education in…

  12. Using a constructivist approach with online concept maps: relationship between theory and nursing education.

    PubMed

    Conceição, Simone C O; Taylor, Linda D

    2007-01-01

    Concept maps have been used in nursing education as a method for students to organize and analyze data. This article describes an online course that used concept maps and self-reflective journals to assess students' thinking processes. The self-reflective journals of 21 students collected over two semesters were qualitatively examined. Three major themes emerged from students' use of concept maps: 1) factors influencing the map creation, 2) developmental learning process over time, and 3) validation of existing knowledge and construction of new knowledge. The use of concept maps with reflective journaling provided a learning experience that allowed students to integrate content consistent with a constructivist paradigm. This integration is a developmental process influenced by the personal preferences of students, concept map design, and content complexity. This developmental process provides early evidence that the application of concept mapping in the online environment, along with reflective journaling, allows students to make new connections, integrate previous knowledge, and validate existing knowledge. PMID:17944263

  13. 23. CLASSROOM 302 (SECOND FLOOR). VIEW TO SOUTHWEST. OTHER CLASSROOMS ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    23. CLASSROOM 302 (SECOND FLOOR). VIEW TO SOUTHWEST. OTHER CLASSROOMS IN EAST AND WEST WINGS ARE SIMILAR - Frederika Bremer Intermediate School, 1214 Lowry Avenue North, Minneapolis, Hennepin County, MN

  14. 22. CLASSROOM 303 (SECOND FLOOR). VIEW TO NORTHWEST. OTHER CLASSROOMS ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    22. CLASSROOM 303 (SECOND FLOOR). VIEW TO NORTHWEST. OTHER CLASSROOMS IN EAST AND WEST WINGS ARE SIMILAR - Frederika Bremer Intermediate School, 1214 Lowry Avenue North, Minneapolis, Hennepin County, MN

  15. Long term effectiveness of a team-taught, constructivist, experiential secondary science methods course

    NASA Astrophysics Data System (ADS)

    Townsend, Jeffery Scott

    The purpose of this study was to examine the long-term effects of a secondary science methods course that was moved to an on-site setting in a local high school. The methods course was team taught by the university science methods instructor and two teachers---one biology and one chemistry---from the school in which the class was located. During the sequence of the course, the instructors often traded classes based on topic expertise. As a result of the experiential situation, the preservice teachers were able to participate in constructivist-based lessons, observe the teacher---administered lessons and ultimately have day-to-day interactions with high school students while teaching their own lessons. The theoretical background of this research is based on a constructivist teaching and learning model. In order for the preservice science teachers to build knowledge of popular pedagogical practices, they had to be given the opportunity to experience the ideas and try them out for themselves. They had to experience and judge for themselves the methods for which current reform documents in science education propose. This study utilized an exploratory mixed-methods approach with observations, semi-structured interviews, surveys and Rasch analysis techniques to investigate the practices and beliefs of several former students---now practicing teachers---that participated in the teacher preparation program both before and after the major changes were made. Findings suggest that participants from the experiential methods course were more likely to both identify elaborate upon the methods course as being a major philosophical and pedagogical influence than those who had the university-based methods course. The findings did not, however, find a difference between the groups regarding pedagogical practices or teacher and student beliefs about the learning environment.

  16. Constructing Media Artifacts in a Social Constructivist Environment to Enhance Students' Environmental Awareness and Activism

    NASA Astrophysics Data System (ADS)

    Karahan, Engin; Roehrig, Gillian

    2015-02-01

    Current science education reforms and policy documents highlight the importance of environmental awareness and perceived need for activism. As "environmental problems are socially constructed in terms of their conceptualized effects on individuals, groups, other living things and systems research based on constructivist principles provides not only a coherent framework in which to theorize about learning, but also a context for understanding socially constructed issues" (Palmer and Suggate in Res Pap Educ 19(2), 2004, p. 208). This research study investigated the impacts of the learning processes structured based on the theories of constructionism and social constructivism on students' environmental awareness and perceived need for activism. Students constructed multimedia artifacts expressing their knowledge, attitudes, awareness, and activism about environmental issues through a constructionist design process. In addition, a social networking site was designed and used to promote social interaction among students. Twenty-two high school environmental science students participated in this study. A convergent mixed methods design was implemented to allow for the triangulation of methods by directly comparing and contrasting quantitative results with qualitative findings for corroboration and validation purposes. Using a mixed method approach, quantitative findings are supported with qualitative data (student video projects, writing prompts, blog entries, video projects of the students, observational field notes, and reflective journals) including spontaneous responses in both synchronous and asynchronous conversations on the social network to provide a better understanding of the change in students' environmental awareness and perceived need for activism. The findings of the study indicated that students' environmental awareness and perceived need for activism were improved at different scales (personal, community, global) throughout the constructionist and social constructivist learning processes.

  17. Learning to write in science in the primary grades: A contextual study

    NASA Astrophysics Data System (ADS)

    Honig, Sheryl L.

    This study described the way three children appropriated scientific discourse in their writing (and drawing) during second and third grades. Their scientific writing was situated within an "integrated" curriculum in which science instruction included hands-on activities as well as literacy events such as the reading of informational books and the writing of various scientific texts. The study included long-term participant observation of the children during their science lessons. Interviews of the teachers and children were also conducted. The findings indicate that, in this community, the process of learning how to express new scientific ideas in word and images is a complex one, in which children must simultaneously take up distinct theoretical ideas, scientific vocabulary, generic text structure, generic linguistic skills, methods of illustration to express empirical and theoretical ideas, and audience awareness. Writing in this science classroom was highly scaffolded by classroom discussion, teacher read-alouds, hands-on activities, and teacher modeling, as well as by the kinds of writing tasks (or genre set) that were made available to children. Three children, Hannah, Jason, and Rose, took up various aspects of this scaffolding in unique ways, producing unique forms of scientific writing and drawing as they constructed meanings in science. The study provides insights into the relationship between contextual influences and young children's appropriation of scientific discourse. The study has implications for elementary school science instruction, at a time when "scientific literacy" is highly contested.

  18. Teachers' Practical Knowledge about Classroom Management in Multicultural Classrooms

    ERIC Educational Resources Information Center

    van Tartwijk, Jan; den Brok, Perry; Veldman, Ietje; Wubbels, Theo

    2009-01-01

    Creating a positive working atmosphere in the classroom is the first concern of many student and beginning teachers in secondary education. Teaching in multicultural classrooms provides additional challenges for these teachers. This study identified shared practical knowledge about classroom management strategies of teachers who were successful in…

  19. Expert Secondary Inclusive Classroom Management 

    E-print Network

    Montague, Marcia

    2011-02-22

    The purpose of this study was to gain an understanding of the management practices of expert secondary general education teachers in inclusive classrooms. Specifically, expert teachers of classrooms who included students ...

  20. Security for Classroom Learning Partner

    E-print Network

    Iancu, Karin

    2006-01-01

    This MENG thesis implements a security system for a classroom presentation system called the Classroom Learning Partner (CLP). The goal of the security system is to prevent cheating on electronic quizzes. CLP is a system ...

  1. Visualization in Multicultural Mathematics Classrooms.

    ERIC Educational Resources Information Center

    Presmeg, Norma C.

    1989-01-01

    Deals with the issue of visualization as it is related to the learning of mathematics in multicultural classrooms. Discusses the importance and the role of visualization in multicultural classrooms. (YP)

  2. The Dirt on Outdoor Classrooms.

    ERIC Educational Resources Information Center

    Rich, Steve

    2000-01-01

    Explains the planning procedure for outdoor classrooms and introduces an integrated unit on monarch butterflies called the Monarch Watch program. Makes recommendations to solve financial problems of outdoor classrooms. (YDS)

  3. Quantum pigeonhole effect, Cheshire cat and contextuality

    E-print Network

    Sixia Yu; C. H. Oh

    2014-08-23

    A kind of paradoxical effects has been demonstrated that the pigeonhole principle, i.e., if three pigeons are put in two pigeonholes then at least two pigeons must stay in the same hole, fails in certain quantum mechanical scenario. Here we shall show how to associate a proof of Kochen-Specker theorem with a quantum pigeonhole effect and vise versa, e.g., from state-independent proofs of Kochen-Specker theorem some kind of state-independent quantum pigeonhole effects can be demonstrated. In particular, a state-independent version of the quantum Cheshire cat, which can be rendered as a kind of quantum pigeonhole effect about the trouble of putting two pigeons in two or more pigeonholes, arises from Peres-Mermin's magic square proof of contextuality.

  4. Improving Classroom Behavior

    NASA Astrophysics Data System (ADS)

    Blanton, Patricia

    2004-03-01

    Frustration with one's ability to deal with classroom discipline is cited as a primary problem facing new teachers and a major factor in teacher retention. As a novice teacher, perhaps you had never been in a classroom where you felt as if the teacher was not in control until it came your time to be the "teacher." Now you are faced with what you expect your students to do and the reality of what they actually will do. How do you develop and nurture a classroom environment where learning is the primary objective of both the students and the teacher? While there is no magic formula that will work for everyone, there are some guidelines to follow and pitfalls to avoid that can increase your chances for success.

  5. Sound Advice on Classroom Acoustics.

    ERIC Educational Resources Information Center

    Sturgeon, Julie

    2003-01-01

    Discusses the importance of acoustic standards in classroom design, presenting an interview with the Acoustical Society of America's (ASA's) standards manager which focuses on reasons for the new ASA standards, the standards document (which was written for K-12 classroom but applies to college classrooms), the need to avoid echo and be able to…

  6. Cooperative Learning and Classroom Climate.

    ERIC Educational Resources Information Center

    Zahn, G. Lawrence; And Others

    1986-01-01

    Compared a traditional whole class format to the impact of two cooperative learning techniques, Student Teams-Achievement Divisions and Teams-Games-Tournaments, on classroom climate among students. Supports the conclusion that choice of classroom structure can bias classroom climate in favor of or against different ethnic groups. (Author/ABB)

  7. Expert Secondary Inclusive Classroom Management

    E-print Network

    Montague, Marcia

    2011-02-22

    ...................................................................... 5 Definition of Terms ..................................................................... 6 II REVIEW OF LITERATURE............................................................. 9 Classroom Management Decisions of Teachers... (Savage & Wolcott, 1994). 9 CHAPTER II REVIEW OF LITERATURE Classroom Management Decisions of Teachers Research has consistently shown that effective classroom management is associated with student achievement gains (Brophy & Evertson, 1976...

  8. Agriculture in the Classroom

    NSDL National Science Digital Library

    The US Department of Agriculture's (USDA) Agriculture in the Classroom Web site(last mentioned in the October 27, 1999 Scout Report for Science & Engineering) has recently been updated. One of the current features, Listening to the Prairie - Farming in Nature's Image, is a useful resource which has many lesson plans and classroom activities for all grades and can be downloaded in Adobe Acrobat (.pdf) format. These lesson plans explore subjects like how energy passes through food webs, where our food comes from, how agriculture affects our lives, and soil and erosion. This is a useful site that focuses on a subject that many urban students may not normally be exposed to.

  9. Reasoning with Contextual Requirements: Detecting Inconsistency and Conflicts Raian Alia,b

    E-print Network

    acceptable performance of these mechanisms when processing up to medium-sized contextual goal modelsReasoning with Contextual Requirements: Detecting Inconsistency and Conflicts Raian Alia in contextual requirements models. METHOD. We study the analysis of the contextual goal model which

  10. Effects of Instructional Support Within Constructivist Learning Environments for Elementary School Students' Understanding of Floating and Sinking

    Microsoft Academic Search

    Ilonca Hardy; Angela Jonen; Kornelia Möller; Elsbeth Stern

    2006-01-01

    In a repeated measures design (pretest, posttest, 1-year follow-up) with 161 3rd-grade students, the authors compared 2 curricula on floating and sinking within constructivist learning environments, varying in instructional support. The 2 curricula differed in the sequencing of content and the teacher's cognitively structuring statements. At the posttest, both instructed groups showed significant gains on a test on understanding the

  11. The impact of a STS\\/Constructivist learning approach on the beliefs and attitudes of preservice science teachers

    Microsoft Academic Search

    Hakan Akcay

    2007-01-01

    The purpose of this study was to determine the impact of an Science-Technology-Society (STS) course for preservice science teachers. The course was designed to change not only preservice science teachers' attitudes toward science, scientists and science courses, but also the awareness and use of STS\\/Constructivist approaches in teaching. It also focuses on changes in preservice science teachers regarding the effectiveness

  12. Analyzing Verbal Classroom Interaction.

    ERIC Educational Resources Information Center

    Kryspin, William J.; Feldhusen, John F.

    This textbook on verbal classroom interaction is designed to be used as one unit in an educational psychology course at the postsecondary level. The book is divided into three sections which discuss the Flanders' Interaction Analysis System (FIAS), the categories in the system, and the use of the system. The first section gives the underlying…

  13. LOGO in the Classroom.

    ERIC Educational Resources Information Center

    The Computing Teacher, 1985

    1985-01-01

    This collection of articles and features reprinted from "The Computing Teacher" begins with an outline (the table of contents) of a 20-session course, "Logo in the Classroom," by Shirley Torgerson, Mary Kay Kriley, and Janet Stone. The text of the first session and a student exercise sheet are also provided. Five articles included in the…

  14. Salvage in the Classroom

    ERIC Educational Resources Information Center

    McCollum, Dannel

    1977-01-01

    Describes the development of a program to establish in-school salvage systems for school-generated and nonschool-generated waste materials. Students from conservation classes became involved in collecting waste from "recycle" boxes in every classroom, in field trips, newspaper drives, and salvage of aluminum cans. (CS)

  15. Tips from the Classroom.

    ERIC Educational Resources Information Center

    TESOL Journal, 1993

    1993-01-01

    Four short articles are combined: "Adding Discourse-Level Practice to Sentence-Level Exercises" (Eric S. Nelson); "Presenting Picture Books in the ESL Classroom" (Lijun Shen); "Role Playing in a Large Class" (Ellen Rosen); and "Calvin and Hobbes and Other Icons of Americana" (Daniel J. Conrad). (Contains seven references.) (LB)

  16. Robots in the Classroom.

    ERIC Educational Resources Information Center

    Marsh, George; Spain, Tom

    1984-01-01

    Educational robots are defined, their essential characteristics and features are outlined, and their educational applications and what makes them run are discussed. Classroom experiences with five educational robots--Topo, Rhino XR-2, RB5X, Hero I and Tasman Turtle--are described. (MBR)

  17. The Classroom as Community.

    ERIC Educational Resources Information Center

    Ritschel, Robert E.

    1995-01-01

    Discusses the importance of creating a learning community in the classroom to help stimulate community college student success. Urges teachers to examine teaching methods and modify content and delivery to meet the complex needs of each new community. Urges instructors to encourage cooperation among students and respect diverse talents and ways of…

  18. Implementing the Synchronous Classroom

    ERIC Educational Resources Information Center

    Furman, Jan A.

    2010-01-01

    This commentary describes an action research project conducted by selected staff at the Northern Valley Regional High School District in New Jersey. The project focused on the idea of developing a synchronous classroom to provide world language learning opportunities to students. Relevant research is provided as are ideas regarding logistics and…

  19. Classroom of the Sea

    NSDL National Science Digital Library

    Denise Monte

    2000-03-01

    Although most students do not have the opportunity to conduct in situ research projects until college, the Classroom of the Sea program at the American School for the Deaf (ASD) provides an unusual opportunity for students to work directly with scientists

  20. Culture in the Classroom.

    ERIC Educational Resources Information Center

    Le, Thuong Van; Le, Nancylee

    New methods are proposed for teachers to increase the cultural knowledge of their students. Rather than emphasizing food, festivals, and famous faces from other lands, there should be an attempt to use culture in the classroom as content in the regular instruction of speaking, listening, writing, mathematics, reading, and science. Teaching…

  1. The CAS Classroom

    ERIC Educational Resources Information Center

    Garner, Sue

    2004-01-01

    The Victorian Curriculum and Assessment Authority (VCAA) Computer Algebra System (CAS)Pilot study (2001-2005) is monitoring the use of CAS in senior secondary mathematics. This article explores the author's experiences in the CAS classroom and delineates changes in teaching style, as a result of the introduction of CAS into the senior mathematics…

  2. Poetry in the Classroom.

    ERIC Educational Resources Information Center

    Wyman, Linda, Ed.

    1984-01-01

    The articles in this journal issue focus on the use of poetry for study in classrooms at all levels. Titles and authors of the articles include (1) "Summoning the Poem: Several Roads to Xanadu" by Ben F. Nelms; (2) "ABC's of Reading and Writing Poetry in Junior High" by Barbara Arnold; (3) "Invitations" by Elizabeth D. Nelms; (4) "Teaching Poetry…

  3. Dimensions of Classroom Behavior.

    ERIC Educational Resources Information Center

    Emmer, Edmund T.; Peck, Robert F.

    Relationships among behaviors, defined within each of several observation systems, were determined and relationships across systems were examined to empirically derive dimensions of classroom behavior. These four observation systems were selected to include as broad a range of categories as possible: Fuller Affective Interaction Records (FAIR),…

  4. Cockroaches in the Classroom

    ERIC Educational Resources Information Center

    Wagler, Ron; Moseley, Christine

    2005-01-01

    The Madagascar hissing cockroach (MHC) provides an excellent avenue to introduce students to the joys of inquiry-centered learning. MHC's are relatively tame, produce little odor, do not bite, and are easy to handle and breed. Because of these characteristics, they are ideal for classroom activities, science projects, and as pets. They also help…

  5. Windows into Art Classrooms.

    ERIC Educational Resources Information Center

    Grauer, Kit, Ed.

    1995-01-01

    An editorial by Kit Grauer introduces this collection of articles which establish that there is no such thing as a simple definition of art education even within one culture, and that people's views can be reflected by art educators across the world. The first article, "A Window on Three Singapore Art Classrooms" (Jane Chia; John Matthews; Paul…

  6. Existentialism: Practical Classroom Applications.

    ERIC Educational Resources Information Center

    Hunter, Gary

    1993-01-01

    Existential principles--celebrating authenticity and fostering the courage to be--can be applied in the classroom by using teachable moments, varying questions (imaginative-divergent, evaluative, hypothetical), and providing students opportunities to make meaningful decisions and accept responsibility. (SK)

  7. Inquiry in the Classroom

    ERIC Educational Resources Information Center

    Stohl, Christina

    2010-01-01

    (Purpose) As schools scramble to restructure in the hope of thwarting failure, administrators often appropriate money for outside experts who counsel on professional development as well as outside magic-pill programs for student achievement. High-stakes testing remains the arbiter. Perhaps the use of the best practice of inquiry, or classroom

  8. Your Outdoor Classroom

    ERIC Educational Resources Information Center

    Hinman, Laurie

    2005-01-01

    Physical education is still taught in outdoor settings in many warmer climates of the United States. Even when indoor facilities are available, physical education may be moved outside because of other curricular needs or facility issues. How can physical educators make the outdoor setting seem more like an indoor classroom? Outdoor teaching…

  9. A Monopoly Classroom Experiment.

    ERIC Educational Resources Information Center

    Oxoby, Robert J.

    2001-01-01

    Uses a simple classroom experiment to develop the economic model of monopoly. Introduces students to the nature of the monopoly problem and motivates them to think of the associated effects. Highlights the role of information and fairness ideals in determining economic outcomes. (RLH)

  10. Ag in the Classroom

    NSDL National Science Digital Library

    Ag in the Classroom is a resource for teachers who teach about agriculture. Information is provided about grants for teaching agriculture, links for resources, conferences, and a teacher page. The teachers page contains downloadable issues of Acres of Agventures, Ag Mags for kids, many agriculture lessons, kits for teachers available to loan, and a 4 Kids Only page.

  11. Flipping the Classroom Revisited

    NASA Astrophysics Data System (ADS)

    Riendeau, Diane

    2013-02-01

    I received many emails following the first column on flipping the classroom. Many of my local colleagues also approached me at our physics alliance, Physics Northwest. Teachers are very interested in this new pedagogy. As I result, I wanted to share some more videos to inspire you.

  12. The Cultivated Classroom.

    ERIC Educational Resources Information Center

    Schilder, Rosalind

    1983-01-01

    Teachers who follow this monthly schedule for starting and cultivating plants in their classrooms can look forward to blooms and greenery throughout the year. Advice on choosing plants, making cuttings, forcing bulbs, rooting sweet potatoes and pineapples, and holding a Mother's Day plant sale is included. (PP)

  13. Recommendations on Classroom Feedback.

    ERIC Educational Resources Information Center

    Miami-Dade Community Coll. District, FL.

    Prepared by the Classroom Feedback Subcommittee of the Teaching/Learning Project, this report offers recommendations on "the sharing of constructive information between students and faculty relative to each other's performance through a process by which faculty learn about their teaching and students learn about their learning." After presenting…

  14. The Electronic Classroom.

    ERIC Educational Resources Information Center

    Mizell, Al P.; Centini, Barry M.

    The role of telecommunications in establishing the electronic classroom in distance education is illustrated. Using a computer-based doctoral program and the UNIX operating system as an example, how a personal computer and modem may be combined with a telephone line for instructional delivery is described. A number of issues must be addressed in…

  15. Injuries in preschool classrooms

    Microsoft Academic Search

    Cecilia Obeng

    2009-01-01

    Purpose – The primary purpose of this paper is to examine the kinds of injuries that preschool teachers working in Indiana, USA, believed to be the most common in their preschool (3-6 year olds) classrooms, the causes of such injuries, and the most important precautions they take to prevent them. Also examined are the measures the teachers take when an

  16. Assessing Classroom Assessment Techniques

    ERIC Educational Resources Information Center

    Simpson-Beck, Victoria

    2011-01-01

    Classroom assessment techniques (CATs) are teaching strategies that provide formative assessments of student learning. It has been argued that the use of CATs enhances and improves student learning. Although the various types of CATs have been extensively documented and qualitatively studied, there appears to be little quantitative research…

  17. Classroom influences on bullying

    Microsoft Academic Search

    Erling Roland; David Galloway

    2002-01-01

    The relationship between estimates of teachers' management of the class, the social structure of the class and bullying otherswas investigated by questionnaires answered by 2,002 pupils and 99 teachers in Norwegian primary schools. A path analysis demonstrated that the social structure of the class had a direct impact on bullying behaviour. Classroom management had a direct impact on the prevalence

  18. Calculators in the Classroom

    ERIC Educational Resources Information Center

    Pendleton, Deedee

    1975-01-01

    Presents the pro and con of the use of calculators in the classroom. Some feel that calculators make learning mathematics more fun and when used for creative problem solving provide student motivation. Others feel that dependence on the calculators will result in students unable to do simple mathematics on paper. (GS)

  19. Teachers' Classroom Assessment Practices

    ERIC Educational Resources Information Center

    Frey, Bruce B.; Schmitt, Vicki L.

    2010-01-01

    This study examined classroom assessment practices of 3rd- through 12th-grade teachers in a Midwestern state. In addition to determining the frequency with which specific assessment item formats were utilized, the level of use of selected "best practice" approaches to assessment was considered ("performance-based assessment, teacher-made tests,…

  20. The Classroom Coffeehouse.

    ERIC Educational Resources Information Center

    Brown, A. Howard

    1993-01-01

    Describes the way one teacher created in her English classroom an environment similar to a coffeehouse. Claims that using the coffeehouse model, a class meeting devoted to students reading aloud their own creative writing provided inspiration for the students to write. (HB)

  1. Growing a Nurturing Classroom

    ERIC Educational Resources Information Center

    Boorn, Clare; Dunn, Paula Hopkins; Page, Claire

    2010-01-01

    "Growing a nurturing classroom" is an awareness training programme presented by educational psychologists in Leicestershire for professionals working in primary schools with the aim of promoting an optimal environment for learning and emotional well-being. The training helps primary school staff to take a holistic approach to education; see…

  2. The Engineered Adjustment Classroom.

    ERIC Educational Resources Information Center

    Spilker, George

    Described are the curriculum, behavioral modification program, summer activities, and parent involvement in the Papillion (Nebraska) Title III elementary level "engineered classroom" program for emotionally disturbed students. Noted is program initiation after parents and teachers became upset over poor academic progress and behaviors of an…

  3. Tips from the Classroom.

    ERIC Educational Resources Information Center

    Glick, Christopher; Niemeyer, Susan; Rebscher, Mary; Smith, Bryan; Turner, Rebecca Heaton

    1998-01-01

    Five ideas for English-as-a-Second-Language classroom activities are described, including a geography pronunciation drill, a project in which students design retail stores, a real-life business role-playing exercise, student-designed coats of arms, and use of prizes for student motivation, followed by prize-related assignments. (MSE)

  4. Deprivatizing the Classroom.

    ERIC Educational Resources Information Center

    Armstrong, Paul B.

    1994-01-01

    Discusses the "ADE Statement of Good Practice: Teaching, Evaluation, and Scholarship" and the related issue of peer evaluation and the deprivatization of the classroom. Outlines the benefits of peer review of teaching. Argues for increased attention to the documentation of teaching. Appends the "Statement." (HB)

  5. Researching Classroom Questioning

    ERIC Educational Resources Information Center

    Lores Gonzalez, Adriana

    2010-01-01

    The complexities of the modern society and interconnected world in which we live requires students who are able to problem solve and think critically. The research on which this article is based aims to explore how classroom questioning can help students guide their learning and model the spirit of inquiry to become lifelong learners. The research…

  6. Idea Bank: Classroom Newsletter

    NSDL National Science Digital Library

    Mackenzie O'Connor

    2005-02-01

    Have you ever struggled with trying to motivate your students to learn science? If your answer is a resounding "yes!"-- the implementation of a class newsletter may be the solution. A class newsletter project can improve student self-confidence and motivate students to learn science. This article describes how to incorporate this effective strategy into your science classroom.

  7. Connellys' Classroom Cutaway

    ERIC Educational Resources Information Center

    Connelly, John; Connelly, Marilyn

    2008-01-01

    This article aims to help classroom teachers use the educational tool of student-produced media to meet their curriculum objectives. It has been the authors' experience in three decades of utilizing this tool personally and observing other teachers utilizing this tool, across nearly all grades and course content areas, that it is very effective.…

  8. Contextual view of bridge, showing singlespan pin connected parker through ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of bridge, showing single-span pin connected parker through truss design, looking north from downstream of the kettle river - Orient Bridge, Spanning Kettle River at Richardson Road, Orient, Ferry County, WA

  9. Contextual view to southwest of Our Corner Saloon building. Scandia ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view to southwest of Our Corner Saloon building. Scandia Hotel (HABS-CA-) at center, H.H. Buhne Warehouse at right (90mm lens) - Our Corner Saloon, 301 First Street, Eureka, Humboldt County, CA

  10. CONTEXTUAL VIEW FROM HOTEL; HAMILTON BUNGALOW IN FOREGROUND; BUNGALOW NO. ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    CONTEXTUAL VIEW FROM HOTEL; HAMILTON BUNGALOW IN FOREGROUND; BUNGALOW NO. 3 DIRECTLY BEHIND; HINDS & CONNER AND "A" BUNGALOWS IN REAR. VISTA DEL ARROYO HOTEL ON RIGHT - Vista del Arroyo Hotel, 125 South Grand Avenue, Pasadena, Los Angeles County, CA

  11. 91. Frank Deras Jr., Photographer July 1998 CONTEXTUAL AERIAL VIEW ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    91. Frank Deras Jr., Photographer July 1998 CONTEXTUAL AERIAL VIEW OF EAST BAY CROSSING SHOWING THROUGH TRUSS SPANS, SOUTH SIDE, FACING NORTH-NORTHWEST. - San Francisco Oakland Bay Bridge, Spanning San Francisco Bay, San Francisco, San Francisco County, CA

  12. 93. Frank Deras Jr., Photographer June 1998 CONTEXTUAL VIEW OF ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    93. Frank Deras Jr., Photographer June 1998 CONTEXTUAL VIEW OF EAST BAY SPANS WITH SUBSTATION IN FOREGROUND, SOUTH SIDE, FACING WEST. - San Francisco Oakland Bay Bridge, Spanning San Francisco Bay, San Francisco, San Francisco County, CA

  13. 89. Frank Deras Jr., Photographer June 1998 CONTEXTUAL AERIAL VIEW ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    89. Frank Deras Jr., Photographer June 1998 CONTEXTUAL AERIAL VIEW OF EAST BAY CROSSING FROM YERBA BUENA ISLAND TO OAKLAND, FACING NORTHEAST. - San Francisco Oakland Bay Bridge, Spanning San Francisco Bay, San Francisco, San Francisco County, CA

  14. 90. Frank Deras Jr., Photographer June 1998 CONTEXTUAL VIEW OF ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    90. Frank Deras Jr., Photographer June 1998 CONTEXTUAL VIEW OF EAST BAY CROSSING, SOUTH SIDE, FACING NORTH-NORTHEAST. - San Francisco Oakland Bay Bridge, Spanning San Francisco Bay, San Francisco, San Francisco County, CA

  15. 83. Frank Deras Jr., Photographer June 1998 CONTEXTUAL AERIAL VIEW ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    83. Frank Deras Jr., Photographer June 1998 CONTEXTUAL AERIAL VIEW OF EAST BAY CROSSING FROM YERBA BUENA ISLAND TO OAKLAND, NORTH SIDE, FACING EAST. - San Francisco Oakland Bay Bridge, Spanning San Francisco Bay, San Francisco, San Francisco County, CA

  16. 1. CONTEXTUAL VIEW OF LITTLE FALLS DAM POWERPLANT AND NORTHWEST ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    1. CONTEXTUAL VIEW OF LITTLE FALLS DAM POWERPLANT AND NORTHWEST END OF LITTLE FALLS TIE LINE. LOOKING WEST - Little Falls Tie Line Towers, Near Little Dam Falls on Spokane River, Wellpinit, Stevens County, WA

  17. Contextual Plan Circa 1972 The Smokey Hollow Community, Informal ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual Plan Circa 1972 - The Smokey Hollow Community, Informal boundaries by street name: North to South: East Jefferson Street to East Van Buren Street. West to East: South Gadsden Street to Marvin Street., Tallahassee, Leon County, FL

  18. Contextual Plan Circa 1938 The Smokey Hollow Community, Informal ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual Plan Circa 1938 - The Smokey Hollow Community, Informal boundaries by street name: North to South: East Jefferson Street to East Van Buren Street. West to East: South Gadsden Street to Marvin Street., Tallahassee, Leon County, FL

  19. Contextual Plan Circa 1960 The Smokey Hollow Community, Informal ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual Plan Circa 1960 - The Smokey Hollow Community, Informal boundaries by street name: North to South: East Jefferson Street to East Van Buren Street. West to East: South Gadsden Street to Marvin Street., Tallahassee, Leon County, FL

  20. 94. Frank Deras Jr., Photographer July 1998 CONTEXTUAL AERIAL VIEW ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    94. Frank Deras Jr., Photographer July 1998 CONTEXTUAL AERIAL VIEW OF OAKLAND APPROACH AT TOLL PLAZA WITH SAN FRANCISCO IN BACKGROUND, FACING WEST SOUTHWEST. - San Francisco Oakland Bay Bridge, Spanning San Francisco Bay, San Francisco, San Francisco County, CA

  1. 7. OBLIQUE CONTEXTUAL VIEW FROM NORTHEAST, SHOWING NORTH AND EAST ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    7. OBLIQUE CONTEXTUAL VIEW FROM NORTHEAST, SHOWING NORTH AND EAST WALLS OF ADDITION, AND ALL OF EAST WALL OF MILLS HALL NORTH WING. - Mills Hall, Mills College, 5000 MacArthur Boulevard, Oakland, Alameda County, CA

  2. 3. CONTEXTUAL VIEW OF NORTHEAST CORNER OF TAN 629 HANGAR, ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    3. CONTEXTUAL VIEW OF NORTHEAST CORNER OF TAN 629 HANGAR, TAKEN FROM OUTSIDE FENCE, FACING SOUTHWEST. - Idaho National Engineering Laboratory, Test Area North, Hangar No. 629, Scoville, Butte County, ID

  3. 4. CONTEXTUAL VIEW OF NORTHWEST CORNER OF TAN 629 HANGAR, ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    4. CONTEXTUAL VIEW OF NORTHWEST CORNER OF TAN 629 HANGAR, TAKEN FROM OUTSIDE FENCE, FACING SOUTHEAST. - Idaho National Engineering Laboratory, Test Area North, Hangar No. 629, Scoville, Butte County, ID

  4. Contextual view of building 505 Cedar avenue, showing south and ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of building 505 Cedar avenue, showing south and east elevations; camera facing northwest. - Mare Island Naval Shipyard, Defense Electronics Equipment Operating Center, I Street, terminus west of Cedar Avenue, Vallejo, Solano County, CA

  5. Contextual view of building 505 showing west elevation from marsh; ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of building 505 showing west elevation from marsh; camera facing east. - Mare Island Naval Shipyard, Defense Electronics Equipment Operating Center, I Street, terminus west of Cedar Avenue, Vallejo, Solano County, CA

  6. 4. CONTEXTUAL VIEW TO NORTHEAST: UNIT 4, WITH BELTDRIVEN BACKUP ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    4. CONTEXTUAL VIEW TO NORTHEAST: UNIT 4, WITH BELT-DRIVEN BACKUP SYSTEM ADJACENT TO GENERATOR - Washington Water Power Company Monroe Street Plant, Units 4 & 5, South Bank Spokane River, below Monroe Street Bridge, Spokane, Spokane County, WA

  7. 3. CONTEXTUAL VIEW TO EAST (INTERIOR, FROM CONTROL BALCONY): WEST ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    3. CONTEXTUAL VIEW TO EAST (INTERIOR, FROM CONTROL BALCONY): WEST SIDE OF UNIT 4 (CENTER, LIGHTED) - Washington Water Power Company Monroe Street Plant, Units 4 & 5, South Bank Spokane River, below Monroe Street Bridge, Spokane, Spokane County, WA

  8. 1. West portal of Tunnel 25, contextual view to northeast ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    1. West portal of Tunnel 25, contextual view to northeast from Tunnel 24 (HAER CA-200), 135mm lens. - Central Pacific Transcontinental Railroad, Tunnel No. 25, Milepost 133.09, Applegate, Placer County, CA

  9. 1. West portal of Tunnel 17, contextual view to northeast, ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    1. West portal of Tunnel 17, contextual view to northeast, 135mm lens. The tunnel penetrates the toe of Dorris Hill, which rises to the left. - Southern Pacific Railroad Natron Cutoff, Tunnel No. 17, Milepost 408, Dorris, Siskiyou County, CA

  10. 1. West side of bridge. Overall contextual view (looking) eastsoutheast ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    1. West side of bridge. Overall contextual view (looking) east-southeast or upstream. (Deer Creek flows east to west). 90mm lens. - Gault Bridge, Spanning Deer Creek at South Pine Street, Nevada City, Nevada County, CA

  11. Terminological Acquaintance: the Importance of Contextual Information in Terminology

    E-print Network

    Maynard, Diana

    Terminological Acquaintance: the Importance of Contextual Information in Terminology Diana Maynard to termino- logical entities. Terminological contexts, how- ever, are vast information sources waiting ontology developmen- t. 1 Introduction Research in terminology has tended to focus largely on statistical

  12. Frank Deras Jr., Photographer May 1998 CONTEXTUAL VIEW OF TORPEDO ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Frank Deras Jr., Photographer May 1998 CONTEXTUAL VIEW OF TORPEDO ASSEMBLY BUILDING AND BRIDGE, FACING SOUTHEAST - Torpedo Assembly Building, Eastern end of Yerba Buena Island, San Francisco, San Francisco County, CA

  13. Frank Deras Jr., Photographer June 1998 CONTEXTUAL VIEW OF TORPEDO ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Frank Deras Jr., Photographer June 1998 CONTEXTUAL VIEW OF TORPEDO ASSEMBLY BUILDING, EAST SIDE, WITH BRIDGE IN BACKGROUND, FACING SOUTHWEST - Torpedo Assembly Building, Eastern end of Yerba Buena Island, San Francisco, San Francisco County, CA

  14. Practical Linguistic Steganography using Contextual Synonym Substitution and a

    E-print Network

    Practical Linguistic Steganography using Contextual Synonym Substitution and a Novel Vertex Coding steganography is concerned with hiding information in natural language text. One of the major transformations used in linguistic steganography is synonym substitution. However, few existing studies have studied

  15. CONTEXTUAL VIEW OF THE WEST (REAR) AND SOUTH FACADES, SHOWING ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    CONTEXTUAL VIEW OF THE WEST (REAR) AND SOUTH FACADES, SHOWING THE REAR LOADING DOCK, LOOKING NORTHEAST - Eglin Air Force Base, Motor Repair Shop, Northwest of Flager Road, Chisk Lane & southern edge of Weekly Bayou, Valparaiso, Okaloosa County, FL

  16. Contextual view of building showing relation to building 91 at ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of building showing relation to building 91 at right; camera facing southwest. - Mare Island Naval Shipyard, Mechanics Shop, Waterfront Avenue, west side between A Street & Third Street, Vallejo, Solano County, CA

  17. 2. Contextual view of bridge in setting, from northwest end ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    2. Contextual view of bridge in setting, from northwest end of bridge, view to south-southeast with Rawson Road in foreground. - Red Bank Creek Bridge, Spanning Red Bank Creek at Rawson Road, Red Bluff, Tehama County, CA

  18. Simulating Quantum Mechanics by Non-Contextual Hidden Variables

    E-print Network

    Rob Clifton; Adrian Kent

    2000-05-29

    No physical measurement can be performed with infinite precision. This leaves a loophole in the standard no-go arguments against non-contextual hidden variables. All such arguments rely on choosing special sets of quantum-mechanical observables with measurement outcomes that cannot be simulated non-contextually. As a consequence, these arguments do not exclude the hypothesis that the class of physical measurements in fact corresponds to a dense subset of all theoretically possible measurements with outcomes and quantum probabilities that \\emph{can} be recovered from a non-contextual hidden variable model. We show here by explicit construction that there are indeed such non-contextual hidden variable models, both for projection valued and positive operator valued measurements.

  19. The persistence of women in STEM: A constructivist grounded theory study

    NASA Astrophysics Data System (ADS)

    Gamm, Ryan

    Men and women have reached relative parity in most sectors of the United States workforce. Yet women remain underrepresented in science, technology, engineering, and mathematics (STEM) fields (AAUW, 2010). Underrepresentation persists despite several decades of research, legislation, and intervention focused on gender equality in STEM fields (Clewell, 2002). The underrepresentation or shortage of women in STEM fields is identifiable primarily in degree attainment, in workforce demographics, and in a gender wage gap. Situated in constructivist grounded theory, this study asks how do women in science, technology, engineering, and mathematics (STEM) fields, particularly those in established career positions, persist when encountering personal and institutional barriers, resistance, and hostility? I use an interpretive-constructivist lens to conduct a grounded theory study exploring the experiences of women who persist in STEM fields, their relation to extant literature on this topic, and the connections to K-12 education practices, specifically curriculum. To understand the connections to curriculum I employ Pinar's (2012) method of currere. Pinar (2012) contends currere "provides a strategy for students of curriculum to study the relations between academic knowledge and life history in the interests of self-understanding and social reconstruction" (p.44). This qualitative study explored nine female STEM workers stories of persistence as each respondent works in STEM fields were gender parity has yet to be established. This study presents a substantive theory: As women persist in STEM fields they reframe themselves to be situated in the overlapping intersection of the social processes that correspond to "engagement" and "persistence." This reframing is possible by interpreting one's present day circumstances by independently removing oneself from current circumstances to understand the cumulative effect of both past and present. The findings highlight the importance of early educative experiences and their reinforcement throughout formal education including the STEM pipeline. The findings suggest that how one understands and interprets STEM work, and the compatibility ones' own identity with this work are crucial, reinforcing the some of the diverse body of literature that seeks to understand women's underrepresentation in STEM. Although literature focused on STEM related education, including work examining gender, offers suggestions compatible with the findings of this study, experiences that are match the stories of the respondents appear to be outside of the norm.

  20. Is there contextuality in behavioral and social systems?

    E-print Network

    Ehtibar Dzhafarov; Ru Zhang; Janne Kujala

    2015-05-25

    Most behavioral and social experiments aimed at revealing contextuality are confined to cyclic systems with binary outcomes. In quantum physics, this broad class of systems includes as special cases Klyachko-Can-Binicioglu-Shumovsky-type, Einstein-Podolsky-Rosen-Bell-type, and Suppes-Zanotti-Leggett-Garg-type systems. The theory of contextuality known as Contextuality-by-Default allows one to define and measure contextuality in all such system, even if there are context-dependent errors in measurements, or if something in the contexts directly interacts with the measurements. This makes the theory especially suitable for behavioral and social systems, where direct interactions of "everything with everything" are ubiquitous. For cyclic systems with binary outcomes the theory provides necessary and sufficient conditions for noncontextuality, and these conditions are known to be breached in certain quantum systems. We review several behavioral and social data sets (from polls of public opinion to visual illusions to conjoint choices to word combinations to psychophysical matching), and none of these data provides any evidence for contextuality. Our working hypothesis is that this may be a general rule: behavioral and social systems are noncontextual, i.e., all "contextual effects" in them result from the ubiquitous dependence of response distributions on the elements of contexts other than the ones to which the response is presumably or normatively directed.

  1. Measurement contextuality is implied by macroscopic realism

    SciTech Connect

    Chen Zeqian; Montina, A. [Wuhan Institute of Physics and Mathematics, Chinese Academy of Sciences, 30 West District, Xiao-Hong-Shan, Wuhan 430071 (China); Perimeter Institute for Theoretical Physics, 31 Caroline Street North, Waterloo, Ontario, N2L 2Y5 (Canada)

    2011-04-15

    Ontological theories of quantum mechanics provide a realistic description of single systems by means of well-defined quantities conditioning the measurement outcomes. In order to be complete, they should also fulfill the minimal condition of macroscopic realism. Under the assumption of outcome determinism and for Hilbert space dimension greater than 2, they were all proved to be contextual for projective measurements. In recent years a generalized concept of noncontextuality was introduced that applies also to the case of outcome indeterminism and unsharp measurements. It was pointed out that the Beltrametti-Bugajski model is an example of measurement noncontextual indeterminist theory. Here we provide a simple proof that this model is the only one with such a feature for projective measurements and Hilbert space dimension greater than 2. In other words, there is no extension of quantum theory providing more accurate predictions of outcomes and simultaneously preserving the minimal labeling of events through projective operators. As a corollary, noncontextuality for projective measurements implies noncontextuality for unsharp measurements. By noting that the condition of macroscopic realism requires an extension of quantum theory, unless a breaking of unitarity is invoked, we arrive at the conclusion that the only way to solve the measurement problem in the framework of an ontological theory is by relaxing the hypothesis of measurement noncontextuality in its generalized sense.

  2. Curriculum & Instruction for All Learners: Blending Systematic and Constructivist Approaches in Inclusive Elementary Schools.

    ERIC Educational Resources Information Center

    Rainforth, Beverly, Ed.; Kugelmass, Judy W., Ed.

    This collection of papers shows how an integrated approach to classroom teaching can support and advance inclusion in elementary schools. There are 10 papers in three sections. Section 1, "Designing Elementary Education for All," includes: (1) "Searching for a Pedagogy of Success" (Judy W. Kugelmass and Beverly Rainforth); (2) "Addressing Issues…

  3. Portraiture of constructivist parental involvement: A model to develop a community of practice

    NASA Astrophysics Data System (ADS)

    Dignam, Christopher Anthony

    This qualitative research study addressed the problem of the lack of parental involvement in secondary school science. Increasing parental involvement is vital in supporting student academic achievement and social growth. The purpose of this emergent phenomenological study was to identify conditions required to successfully construct a supportive learning environment to form partnerships between students, parents, and educators. The overall research question in this study investigated the conditions necessary to successfully enlist parental participation with students during science inquiry investigations at the secondary school level. One hundred thirteen pairs of parents and students engaged in a 6-week scientific inquiry activity and recorded attitudinal data in dialogue journals, questionnaires, open-ended surveys, and during one-one-one interviews conducted by the researcher between individual parents and students. Comparisons and cross-interpretations of inter-rater, codified, triangulated data were utilized for identifying emergent themes. Data analysis revealed the active involvement of parents in researching with their child during inquiry investigations, engaging in journaling, and assessing student performance fostered partnerships among students, parents, and educators and supported students' social skills development. The resulting model, employing constructivist leadership and enlisting parent involvement, provides conditions and strategies required to develop a community of practice that can help effect social change. The active involvement of parents fostered improved efficacy and a holistic mindset to develop in parents, students, and teachers. Based on these findings, the interactive collaboration of parents in science learning activities can proactively facilitate a community of practice that will assist educators in facilitating social change.

  4. Opening new institutional spaces for grappling with uncertainty: A constructivist perspective

    SciTech Connect

    Duncan, Ronlyn, E-mail: Ronlyn.Duncan@lincoln.ac.nz

    2013-01-15

    In the context of an increasing reliance on predictive computer simulation models to calculate potential project impacts, it has become common practice in impact assessment (IA) to call on proponents to disclose uncertainties in assumptions and conclusions assembled in support of a development project. Understandably, it is assumed that such disclosures lead to greater scrutiny and better policy decisions. This paper questions this assumption. Drawing on constructivist theories of knowledge and an analysis of the role of narratives in managing uncertainty, I argue that the disclosure of uncertainty can obscure as much as it reveals about the impacts of a development project. It is proposed that the opening up of institutional spaces that can facilitate the negotiation and deliberation of foundational assumptions and parameters that feed into predictive models could engender greater legitimacy and credibility for IA outcomes. - Highlights: Black-Right-Pointing-Pointer A reliance on supposedly objective disclosure is unreliable in the predictive model context in which IA is now embedded. Black-Right-Pointing-Pointer A reliance on disclosure runs the risk of reductionism and leaves unexamined the social-interactive aspects of uncertainty. Black-Right-Pointing-Pointer Opening new institutional spaces could facilitate deliberation on foundational predictive model assumptions.

  5. Transfer of specific contextual functions to novel conditional discriminations.

    PubMed Central

    Pérez-González, Luis Antonio; Serna, Richard W

    2003-01-01

    Three adolescents and 4 children participated in studies designed to examine contextually controlled conditional discrimination performance. In Study 1, participants selected Comparison B1 in the presence one stimulus (A1) and Comparison B2 in the presence of another stimulus (A2) using a matching-to-sample procedure. Next, contextual stimuli X1 or X2 were presented, such that in the presence of X1, selection of B1 given A1 and selection of B2 given A2 were reinforced; and in the presence of X2, selection of B2 given A1 and selection of B1 given A2 were reinforced. Then, new conditional discriminations were taught with Stimuli E and F. When the contextual Stimuli X1 and X2 were presented, participants selected the same comparisons as previously established in the EF relations in the presence of X1, but the opposite comparison as in the EF relations in the presence of X2. The results then were replicated with new Stimuli G and H. In Study 2, a new conditional discrimination, CD, was taught. Then, four combinations of two-element samples--C1 and D1, C2 and D2, C1 and D2, or C2 and D1--were presented with X1 and X2 as comparisons. Five of 6 participants selected X1 in the presence of C1 and D1 or C2 and D2, and selected X2 in the presence of C1 and D2 or C2 and D1. Finally, in Study 3, two new discriminations IJ and JK were taught. Then, the transitive IK relations were tested with X1 and X2 as contextual stimuli. The 4 participants selected K1 in the presence of I1 and K2 in the presence of I2 when the contextual stimulus was X1--demonstrating class formation--and selected the other comparisons when the contextual stimulus was X2. These results suggest that the contextual control functions of X1 and X2 transferred even to relations that had not been directly taught. These results extend those demonstrating generalized contextual control by showing transfer of functions of the contextual stimuli in transitivity tests and when the former contextual stimuli were presented as comparisons. PMID:12908765

  6. Agriculture in the Classroom

    NSDL National Science Digital Library

    The Agriculture in the Classroom initiative is designed to "improve agricultural literacy." The organization's work is supported by the United States Department of Agriculture (USDA) which works to develop the classroom programs, including fact sheets, lesson plans, and interactive activities. Visitors can make their way through five sections on the homepage, including State Programs, Teacher Center, and Student Center. In the Teacher Center, visitors will find lesson plans, state agricultural facts, and current and back issues of "AgroWorld." This publication brings together helpful information for students and teachers seeking to learn about integrated science, Earth systems, and family and consumer science. Moving along, the Student Center includes fun activities for younger children in the Kids' Zone, such as games that allow students to learn about farm activities and the world of agricultural science.

  7. Classroom Assessment Techniques: Interviews

    NSDL National Science Digital Library

    Mike U. Smith

    This page describes the technique of using interviews to assess student understanding. The assessment tool is one of a series of Classroom Assessment Techniques (CATs) provided by the Field-tested Learning Assessment Guide (FLAG) website. The CATs of FLAG were constructed as a resource for science, technology, engineering and mathematics (STEM) instructors to emphasize deeper levels of learning and to give instructors valuable feedback during a course. Interviews enable instructors to judge the extent of understanding students have developed with respect to a series of well-focused, conceptually-related scientific ideas. This site provides an overview of this assessment instrument including information about how to use classroom interviews to their maximum benefit. The site is also linked to a set of discipline-specific "tools" that can be downloaded for immediate use, as well as supplementary links and sources to further explore this assessment tool.

  8. C-SPAN Classroom

    NSDL National Science Digital Library

    The C-SPAN in the classroom website is geared toward teachers of political science - or specifically U.S. Government. The site is split into six segments: Principles of Government, the Constitution, Political Participation and each of the three branches of government. Each of these sections features video clips, and questions for class discussion. Free site membership is available, but not required to use the site. Some additional content and services are available with membership.

  9. The Virtual Science Classroom

    NSDL National Science Digital Library

    Rick Ferdig

    2008-01-01

    Virtual schooling offers students the opportunity to enroll in a science course not taught at their home school or school district, interact with expert instructors in a particular field, and gain access to subject matter they may have otherwise missed (i.e., teenage moms, home-schooled students, expelled students, etc.). This chapter examines best teaching practices emerging within this new field and showcases specific examples of how various technologies are used within virtual science classrooms.

  10. Sustainable Seas Classroom Ideas

    NSDL National Science Digital Library

    Multimedia approach promotes ocean exploration and conservation. Underwater expeditions to National Marine Sanctuaries provide case studies and data for lesson plans. Topics include: biological oceanography; ocean regions and habitats; physical ocean process; human links to and impacts on the ocean; applications of oceanography. Virtual expeditions link the classroom experience with the individual National Marine Sanctuaries, research methods and technology, and researchers' experiences. Free, on-line teacher workshops feature top ocean researchers and policy makers.

  11. CIESE Online Classroom Projects

    NSDL National Science Digital Library

    Teachers of all grades can use these projects to enhance their science curriculum through use of the Internet. Many projects utilize real time data, others draw from primary/historical information sources. In collaborative projects, students from around the world contribute data for comparison. Each project includes a brief description, teacher guide, standards, classroom activities, data source links, even online help. Many projects focus on water, water quality, weather, oceanography topics. Undergraduate science education is also featured.

  12. Hydrogen Fuel Classroom Activity

    NSDL National Science Digital Library

    This activity page introduces hydrogen and facts on how it is used as an automobile power source. In this lesson, students will participate in a hands-on activity in generating hydrogen. The classroom activity involves generating hydrogen gas by splitting water in an electrolysis process. Step by step directions are provided for the experiment. This lesson plan is intended for grades 9-12 but may also be useful for undergraduate classes.These materials may be downloaded in PDF file format.

  13. Contextual specificity in perception and action

    NASA Technical Reports Server (NTRS)

    Proffitt, Dennis R.

    1991-01-01

    The visually guided control of helicopter flight is a human achievement, and, thus, understanding this skill is, in part, a psychological problem. The abilities of skilled pilots are impressive, and yet it is of concern that pilots' performance is less than ideal: they suffer from workload constraints, make occasional errors, and are subject to such debilities as simulator sickness. Remedying such deficiencies is both an engineering and a psychological problem. When studying the psychological aspects of this problem, it is desirable to simplify the problem as much as possible, and thereby, sidestep as many intractable psychological issues as possible. Simply stated, we do not want to have to resolve such polemics as the mind-body problem in order to contribute to the design of more effective helicopter systems. On the other hand, the study of human behavior is a psychological endeavor and certain problems cannot be evaded. Four related issues that are of psychological significance in understanding the visually guided control of helicopter flight are discussed. First, a selected discussion of the nature of descriptive levels in analyzing human perception and performance is presented. It is argued that the appropriate level of description for perception is kinematical, and for performance, it is procedural. Second, it is argued that investigations into pilot performance cannot ignore the nature of pilots' phenomenal experience. The conscious control of actions is not based upon environmental states of affairs, nor upon the optical information that specifies them. Actions are coupled to perceptions. Third, the acquisition of skilled actions in the context of inherent misperceptions is discussed. Such skills may be error prone in some situations, but not in others. Finally, I discuss the contextual relativity of human errors. Each of these four issues relates to a common theme: the control of action is mediated by phenomenal experience, the veracity of which is context specific.

  14. Contextual control of discriminated operant behavior.

    PubMed

    Bouton, Mark E; Todd, Travis P; León, Samuel P

    2014-01-01

    Previous research has suggested that changing the context after instrumental (operant) conditioning can weaken the strength of the operant response. That result contrasts with the results of studies of Pavlovian conditioning, in which a context switch often does not affect the response elicited by a conditioned stimulus. To begin to make the methods more similar, Experiments 1-3 tested the effects of a context switch in rats on a discriminated operant response (R; lever pressing or chain pulling) that had been reinforced only in the presence of a 30-s discriminative stimulus (S; tone or light). As in Pavlovian conditioning, responses and reinforcers became confined to presentations of the S during training. However, in Experiment 1, after training in Context A, a switch to Context B caused a decrement in responding during S. In Experiment 2, a switch to Context B likewise decreased responding in S when Context B was equally familiar, equally associated with reinforcement, or equally associated with the training of a discriminated operant (a different R reinforced in a different S). However, there was no decrement if Context B had been associated with the same response that was trained in Context A (Experiments 2 and 3). The effectiveness of S transferred across contexts, whereas the strength of the response did not. Experiment 4 found that a continuously reinforced response was also disrupted by context change when the same response manipulandum was used in both training and testing. Overall, the results suggest that the context can have a robust general role in the control of operant behavior. Mechanisms of contextual control are discussed. PMID:24000907

  15. Tangible Programming in the Classroom with Tern

    E-print Network

    Jacob, Robert J.K.

    attempt to provide the ability for teachers to conduct engaging programming activities in their classrooms): User Interfaces. Introduction Incorporating computer programming activities into classroom curriculumTangible Programming in the Classroom with Tern Abstract This interactivity demonstrates Tern

  16. 5 Keys to Effective Classroom Management

    NSDL National Science Digital Library

    Kimberly Kode

    When new teachers walk into their first classroom, they take on many new responsibilities, including establishing and enforcing classroom rules. Five simple guidelines can help new teachers develop an effective classroom management that reflects their teaching style.

  17. Lesson 1: Classroom Instructions rudia repeat

    E-print Network

    Lesson 1: Classroom Instructions rudia repeat mwalimu teacher profesa professor mwanafunzi student mention tamka pronounce soma read; study andika write Classroom Instructions [maagizo ya darasani] #12;Lesson 1: Classroom Instructions andika kwa Kiswahili write in Kiwahili tafadhali soma please read

  18. Contextuality in Three Types of Quantum-Mechanical Systems

    E-print Network

    Ehtibar N. Dzhafarov; Janne V. Kujala; Jan-Åke Larsson

    2015-03-03

    We present a formal theory of contextuality for a set of random variables grouped into different subsets (contexts) corresponding to different, mutually incompatible conditions. Within each context the random variables are jointly distributed, but across different contexts they are stochastically unrelated. The theory of contextuality is based on the analysis of the extent to which some of these random variables can be viewed as preserving their identity across different contexts when one considers all possible joint distributions imposed on the entire set of the random variables. We illustrate the theory on three systems of traditional interest in quantum physics (and also in non-physical, e.g., behavioral studies). These are systems of the Klyachko-Can-Binicioglu-Shumovsky-type, Einstein-Podolsky-Rosen-Bell-type, and Suppes-Zanotti-Leggett-Garg-type. Listed in this order, each of them is formally a special case of the previous one. For each of them we derive necessary and sufficient conditions for contextuality while allowing for experimental errors and contextual biases or signaling. Based on the same principles that underly these derivations we also propose a measure for the degree of contextuality and compute it for the three systems in question.

  19. Contextual Knowledge Reduces Demands on Working Memory during Reading

    PubMed Central

    Soederberg Miller, Lisa M.; Cohen, Jason A.; Wingfield, Arthur

    2009-01-01

    An experiment is reported in which young, middle-aged, and older adults read and recalled ambiguous texts either with or without the topic title which supplied contextual knowledge. Within each of the age groups, participants were divided into those with high or low working memory (WM) spans, with available WM capacity further manipulated by the presence or absence of an auditory target detection task concurrent with the reading task. Differences in reading efficiency (reading time per proposition recalled) between low WM span and high WM span groups were greater among readers who had access to contextual knowledge relative to those who did not, suggesting that contextual knowledge reduces demands on working memory capacity. This position was further supported by the finding that increased age and attentional demands, two factors associated with reduced WM capacity, exaggerated the benefits of contextual knowledge on reading efficiency. The relative strengths of additional potential predictors of reading efficiency (e.g., interest, effort, and memory beliefs) along with knowledge, working memory span, and age are reported. Findings showed that contextual knowledge was the strongest predictor of reading efficiency even after controlling for the effects of all of the other predictors. PMID:17225514

  20. Contextuality in Three Types of Quantum-Mechanical Systems

    NASA Astrophysics Data System (ADS)

    Dzhafarov, Ehtibar N.; Kujala, Janne V.; Larsson, Jan-Åke

    2015-07-01

    We present a formal theory of contextuality for a set of random variables grouped into different subsets (contexts) corresponding to different, mutually incompatible conditions. Within each context the random variables are jointly distributed, but across different contexts they are stochastically unrelated. The theory of contextuality is based on the analysis of the extent to which some of these random variables can be viewed as preserving their identity across different contexts when one considers all possible joint distributions imposed on the entire set of the random variables. We illustrate the theory on three systems of traditional interest in quantum physics (and also in non-physical, e.g., behavioral studies). These are systems of the Klyachko-Can-Binicioglu-Shumovsky-type, Einstein-Podolsky-Rosen-Bell-type, and Suppes-Zanotti-Leggett-Garg-type. Listed in this order, each of them is formally a special case of the previous one. For each of them we derive necessary and sufficient conditions for contextuality while allowing for experimental errors and contextual biases or signaling. Based on the same principles that underly these derivations we also propose a measure for the degree of contextuality and compute it for the three systems in question.

  1. Banzhuren and Classrooming: Democracy in the Chinese Classroom

    ERIC Educational Resources Information Center

    Li, Jiacheng; Chen, Jing

    2013-01-01

    The issue of education and democracy has become more and more important in China. This paper firstly explains the theory of democracy in Chinese classrooms, and then focuses on the Chinese banzhuren who is responsible for classrooming, an important educational area equal to instruction. We illustrate how Chinese students achieve development…

  2. Creating a Conducive Classroom Environment: Classroom Management Is the Key

    ERIC Educational Resources Information Center

    Findley, Bev; Varble, Dale

    2006-01-01

    Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore,…

  3. Integrated Contextual Representation for Objects' Identities and Their Locations

    Microsoft Academic Search

    Nurit Gronau; Maital Neta; Moshe Bar

    2008-01-01

    Abstract Visual context,plays,a prominent,role in every,day,perception. Contextual,information,can facilitate recognition,of objects,within scenes,by providing,predictions,about,objects,that are most likely to appear in a specific setting, along with the locations that are most likely to contain objects,in the scene. Is such,identity-related (“semantic”) and,location-related (“spatial”) contextual,knowledge,represented,separately,or jointly as,a bound,representation?,We conducted,an fMRI priming,experiment,whereby,semantic,and spatial relations between,prime and,target,object,pictures,were,independently,manipulated.,This method,allowed,us,to determine,whether,the,two,contextual,factors,affect object,recognition,with,or without interacting, supporting a unified vs. independent

  4. Contextual profiles of young adult Ecstasy users: a multisite study

    PubMed Central

    Ramtekkar, Ujjwal P.; Striley, Catherine W; Cottler, Linda B

    2010-01-01

    These analyses assess contextual profiles of 612 young adult Ecstasy users, 18–30 years of age, from St. Louis (USA), Miami (USA) and Sydney (Australia). Bivariate analyses revealed different contextual factors influencing Ecstasy use. Friends were the most common sources of Ecstasy at all sites and most used with friends. St. Louis and Miami use mostly occurred in residences, whereas in Sydney use was mostly at clubs, bars or restaurants. Ecstasy consumption at public places and in cars, trains or ferries was significantly higher in Miami (89% and 77%) than in St. Louis (67% and 65%) and Sydney (67% and 61%). At all sites, simultaneous use of LSD/mushroom and nitrous oxide with Ecstasy was common; concurrent amphetamines predominated in Sydney and heroin/opiates in St. Louis Contextual factors influencing Ecstasy use among young adults vary by geographic region. Their inclusion may help tailor effective prevention programs to reduce or ameliorate Ecstasy use. PMID:21094585

  5. CLASSROOM CENTRAL RESERVATION FORM Please understand the Classroom Central Policies and Procedures. sure the information you provide is accurate.

    E-print Network

    CLASSROOM CENTRAL RESERVATION FORM Please understand the Classroom Central Policies and Procedures): ___________________________ Signature: ___________________________ Date: ____________ Send via campus mail to Classroom Central, Albert implies that you have read and understand the Policies and Procedures of Classroom Central. Classroom

  6. GLOBE Assessment Classroom Tools

    NSDL National Science Digital Library

    1999-01-01

    The GLOBE Classroom Assessment site provides sample student assessment tools and frameworks to provide teachers and students with evidence about progress on NASA's Global Learning and Observations to Benefit the Environment (GLOBE) program goals. GLOBE Assessment has three main components: (1) GLOBE Assessment Standards - Broad overview of assessment indexing to standards and frameworks that specify commonly referenced science content areas and inquiry strategies (2) GLOBE Assessment Tools - Templates, rubrics, and guided exemplars to tailor your assessments. Exemplars are designed to assess students' deep understanding of GLOBE framework strategies. (3) GLOBE Assessment Alignment - Materials from GLOBE Conference 2001 Alignment Binder which provided tools to link GLOBE to National and State standards.

  7. The Virtual Classroom

    NSDL National Science Digital Library

    Created by Dr. James Hardy of the University of Akron, the Virtual Classroom contains complete materials for nine separate chemistry courses. Undergraduates can access lecture slides and animations for courses like General Chemistry or Concepts in Biochemistry. Graduate offerings include online materials for a course in modern chromatographic methods or chemometrics, among others. Ancillary materials are comprised of an interactive periodic table, a scientific calculator, slides outlining the major metabolic pathways, and a hazardous chemical database with information on over 1,900 chemicals. Presented in a simple, no-frills manner, this exceptional site provides complete lessons to supplement undergraduate and graduate university chemistry courses.

  8. The Physics Classroom

    NSDL National Science Digital Library

    Henderson, Tom

    Hosted by Study Works Online and written by science teacher Tom Henderson, The Physics Classroom is an online physics tutorial written for high school physics students. Through individual lessons and accompanying quizzes, this very informative site includes a physics tutorial that covers everything from Newton's Laws to Refraction. The Multimedia Physics Studio portion of the site gives excellent animations and movies that allow students to reinforce their learning by visualizing what is being discussed. One of the available QuickTime movies shows a simplified roller coaster doing loops and illustrates the varying kinetic and potential energy throughout the ride.

  9. Slime: Classroom Demonstration

    NSDL National Science Digital Library

    Goodwin, Debbie

    The Materials Education Resource Center has provided this hands on lab activity created by Andrew Nydam and Debbie Goodwin. The activity demonstrates property change due to crosslinking in slime formed from mixing PVA and Borax solution. This lab will teach the students the important concepts of plastic flow vs. elastic flow, hydrogen bonding, and viscosity. This pdf document provides instructions for the instructor, recommendations to ensure the experiment goes smoothly for both students and teacher, and an evaluation packet for the students to complete once the lab is finished. All in all, this is a fun and education tool for any high school or community college science classroom.

  10. Learning outside the Primary Classroom

    ERIC Educational Resources Information Center

    Sedgwick, Fred

    2012-01-01

    In "Learning Outside the Primary Classroom," the educationalist and writer Fred Sedgwick explores in a practical way the many opportunities for intense learning that children and teachers can find outside the confines of the usual learning environment, the classroom. This original work is based on tried and tested methods from UK primary schools.…

  11. Classroom Roles and School Adjustment

    ERIC Educational Resources Information Center

    Van Rossem, Ronan; Vermande, Marjolijn M.

    2004-01-01

    The peer group is an important developmental context for children. In this paper we present a method to operationalize a child's integration into the classroom by their informal social classroom roles, which we obtained using a blockmodel analysis based on role equivalence. This method differs in several respects from the common socio-metric…

  12. Acoustical evaluation of preschool classrooms

    NASA Astrophysics Data System (ADS)

    Yang, Wonyoung; Hodgson, Murray

    2003-10-01

    An investigation was made of the acoustical environments in the Berwick Preschool, Vancouver, in response to complaints by the teachers. Reverberation times (RT), background noise levels (BNL), and in-class sound levels (Leq) were measured for acoustical evaluation in the classrooms. With respect to the measured RT and BNL, none of the classrooms in the preschool were acceptable according to the criteria relevant to this study. A questionnaire was administered to the teachers to assess their subjective responses to the acoustical and nonacoustical environments of the classrooms. Teachers agreed that the nonacoustical environments in the classrooms were fair, but that the acoustical environments had problems. Eight different classroom configurations were simulated to improve the acoustical environments, using the CATT room acoustical simulation program. When the surface absorption was increased, both the RT and speech levels decreased. RASTI was dependent on the volumes of the classrooms when the background noise levels were high; however, it depended on the total absorption of the classrooms when the background noise levels were low. Ceiling heights are critical as well. It is recommended that decreasing the volume of the classrooms is effective. Sound absorptive materials should be added to the walls or ceiling.

  13. Trends in Classroom Observation Scores

    ERIC Educational Resources Information Center

    Casabianca, Jodi M.; Lockwood, J. R.; McCaffrey, Daniel F.

    2015-01-01

    Observations and ratings of classroom teaching and interactions collected over time are susceptible to trends in both the quality of instruction and rater behavior. These trends have potential implications for inferences about teaching and for study design. We use scores on the Classroom Assessment Scoring System-Secondary (CLASS-S) protocol from…

  14. Classroom Management in Business Education.

    ERIC Educational Resources Information Center

    Green, Eddie L., Ed.

    1986-01-01

    This theme issue on classroom management in business education includes 17 chapters on such topics as combating teacher burnout, curriculum improvement, declining enrollments in business education, human relations in the classroom, team cohesiveness and the business department, communicating the essentials for the first week of class, and…

  15. Science beyond the Classroom Boundaries

    ERIC Educational Resources Information Center

    Feasey, Rosemary; Bianchi, Lynne

    2011-01-01

    There have been many years of innovation in primary science education. Surprisingly, however, most of this has taken place within the confines of the classroom. What primary science has not yet done with universal success is step outside the classroom boundaries to use the school grounds for teaching and learning across all aspects of the science…

  16. The Saga of Relocatable Classrooms.

    ERIC Educational Resources Information Center

    Fleming, James A.

    1997-01-01

    Describes Capistrano (California) Unified School District's use of portable classrooms to solve overenrollment problems while complying with Governor Wilson's directive to reduce class size in primary grades. When evaluating the merits of relocatable classrooms, school leaders should consider acquisition and use, identification of responsible…

  17. Engaging Immigrant Students. Classroom Tips

    ERIC Educational Resources Information Center

    Patterson, Lynn; Bloomdahl, Susana Contreras

    2011-01-01

    For an educator who speaks only English, engaging immigrant English language learners (ELL) in the classroom can be a significant challenge. As a former classroom teacher, elementary school principal and guidance counselor, the authors have worked with immigrant student populations in K-12 schools. They have found that a good way to overcome the…

  18. Fight Obesity in the Classroom

    ERIC Educational Resources Information Center

    Bratsis, Michael E.

    2012-01-01

    U.S. health experts declared obesity an epidemic over a decade ago. Schools have tried to implement prevention programs for students, but as budgets shrink, educating students about obesity is increasingly falling to classroom instructors, including science teachers. The good news is that obesity-related classroom activities can be engaging, and…

  19. Realistic Planning with Portable Classrooms.

    ERIC Educational Resources Information Center

    Roman, Michael I.

    2002-01-01

    Discusses why it is not wise to address the need for short-term space with the least expensive portable classrooms available. Explains that the problem is not that minimum specification trailers deteriorate rapidly with poor maintenance, but that perceived short-term requirements often turn out to be long-term. Asserts that portable classrooms

  20. Negotiating Critical Literacies in Classrooms.

    ERIC Educational Resources Information Center

    Comber, Barbara, Ed.; Simpson, Anne, Ed.

    This book brings together accounts of educators who have sought to make a difference in the lives of their students through literacy education--from university classrooms in the United States, England, and South Africa, to policy and curriculum development in Singapore and Australia. The literacy classrooms explored in the book range from the…