Zobrazeno 1 - 10
of 34
pro vyhledávání: '"A. K. Gilbert"'
Autor:
Amy M. Elleman, Donald L. Compton, Jennifer K. Gilbert, Jane Lawrence Spencer, Natalie G. Olinghouse
Publikováno v:
The Elementary School Journal. 118:232-256
This study compared the effects of 2 strategy-based comprehension treatments intended to promote vocabulary and content knowledge for elementary students at risk for developing reading diff...
Autor:
Lynn S. Fuchs, Carol L. Hamlett, Paul T. Cirino, Jennifer K. Gilbert, Douglas Fuchs, Sarah R. Powell, Tammy D. Tolar, Pamela M. Seethaler
Publikováno v:
Developmental psychology. 52(12)
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. C
Autor:
John K. Gilbert
Publikováno v:
Studies in Science Education. 48:217-221
by Marcia C. Linn and Bat-Sheva Eylon, New York, Routledge, 2011, 339 pp., £85 (hardback), ISBN13: 978-0-8058-6054-2, £26.66 (paperback), ISBN13: 978-0-8058-6055-9 A great deal of money, relative t...
Autor:
John K. Gilbert, Rosária Justi
Publikováno v:
Modelling-based Teaching in Science Education ISBN: 9783319290386
If a greater emphasis on modelling in the science education curriculum is to be justified, it will have to be as ‘authentic’ as possible. From the three approaches to authenticity (the child-developmental, the subject-developmental, and the pract
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1c0a8c670639cb0991545915adb988e6
https://doi.org/10.1007/978-3-319-29039-3_3
https://doi.org/10.1007/978-3-319-29039-3_3
Autor:
Rosária Justi, John K. Gilbert
Publikováno v:
Modelling-based Teaching in Science Education ISBN: 9783319290386
The grounds are laid for the advocacy of an increased role for modelling in science education. Anecdotal evidence of students’ lack of engagement in science classes is used to support widespread dissatisfaction by governments with students’ level
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4dc12022e52c48eba988298866b3e7fd
https://doi.org/10.1007/978-3-319-29039-3_1
https://doi.org/10.1007/978-3-319-29039-3_1
Publikováno v:
Teaching and Teacher Education. 27:289-297
This study describes efforts in a U.S. teacher education program to raise the teacher candidates' awareness of how place impacts schooling. The preservice teachers and second graders exchanged pen pal letters based on books set in contemporary rural
Publikováno v:
Studies in Science Education. 46:1-44
For many years, formal school science education has been criticised by students, teachers, parents and employers throughout the world. This article presents an argument that a greater collaboration between the formal and the informal sector could add
Autor:
Nada Dabbagh, Patricia K. Gilbert
Publikováno v:
British Journal of Educational Technology. 36:5-18
This study examined the impact of structuredness of asynchronous online discussion protocols and evaluation rubrics on meaningful discourse. Transcripts of twelve online discussions involving 87 participants from four sections of a graduate course en
Publikováno v:
Chem. Educ. Res. Pract.. 5:5-14
The ideas of chemistry are not getting the attention they deserve in either formal or informal educational provision. It is argued that an improvement in this position requires the further development of the nature and quality of chemical education i
Autor:
John K. Gilbert, Rosária Justi
Publikováno v:
International Journal of Science Education. 24:1273-1292
A semi-structured interview was used to enquire into the knowledge of models and modelling held by a total sample of 39 Brazilian science teachers working in 'fundamental' (ages 6-14 years) and 'medium' (ages 15-17 years) schools, student teachers, a