Zobrazeno 1 - 7
of 7
pro vyhledávání: '"David Klanderman"'
Autor:
Douglas H. Clements, David Klanderman, Craig J. Cullen, Douglas W. Van Dine, Cheryl L. Eames, G. H. Rutherford, Jeffrey E. Barrett, Julie Sarama
Publikováno v:
School Science and Mathematics. 120:67-78
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5c0c388c8925fa5e12b4204e0a2043d6
https://doi.org/10.1111/ssm.12386
https://doi.org/10.1111/ssm.12386
Autor:
David Klanderman, Clayton Carlson, Tina Decker, Fred Haan, Victor Norman, Abbie Schrotenboer, Derek Schuurman, James Turner
Publikováno v:
International Journal of Christianity & Education. :205699712211365
In his book On Christian Teaching, David Smith offers multiple ways in which one’s Christian faith commitments influence pedagogical practices. Specific examples are drawn from the humanities, particularly from languages and literature. Some may co
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::49d48edbe37d6ce94cd23305b61982c8
https://doi.org/10.1177/20569971221136551
https://doi.org/10.1177/20569971221136551
This book provides everything STEM teachers need to use graphic novels in order to engage students, explain difficult concepts, and enrich learning. Drawing upon the latest educational research and over 60 years of combined teaching experience, the a
Publikováno v:
Journal of Adolescent & Adult Literacy. 60:425-432
The Harry Potter series is a favorite for out-of-school reading and has been used in school, largely as an object of study in language arts. Using a content analysis to highlight the ways in which J.K. Rowling's work could be used to teach higher dim
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a313069180405c3b81e5a0dbcf4e44b9
https://doi.org/10.1002/jaal.597
https://doi.org/10.1002/jaal.597
Autor:
Chepina Witkowski-Rumsey, Jenni McCool, David Klanderman, Craig J. Cullen, Jeffrey E. Barrett, Douglas H. Clements, Julie Sarama
Publikováno v:
Mathematical Thinking and Learning. 14:28-54
We examined children's development of strategic and conceptual knowledge for linear measurement. We conducted teaching experiments with eight students in grades 2 and 3, based on our hypothetical learning trajectory for length to check its coherence
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4016e2fa4e2fc8754b202e85f8270e05
https://doi.org/10.1080/10986065.2012.625075
https://doi.org/10.1080/10986065.2012.625075
Autor:
Jeffrey E. Barrett, David Klanderman, Craig J. Cullen, Julie Sarama, Amanda L. Miller, Chepina Witkowski Rumsey, Douglas H. Clements
Publikováno v:
ZDM. 43:637-650
We examined ways of improving students’ unit concepts across spatial measurement situations. We report data from our teaching experiment during a six-semester longitudinal study from grade 2 through grade 5. Data include instructional task sequence
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3223e5e4ab279f98b789d9efa3268dda
https://doi.org/10.1007/s11858-011-0368-8
https://doi.org/10.1007/s11858-011-0368-8
Publikováno v:
School Science and Mathematics. 101:362-371
Understanding mathematical functions as systematic processes involving the covariation of related variables is foundational in learning mathematics. In this article, findings are reported from two investigations examining students' thinking processes
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::be30c5af1672564a1ecb1c21ed1c211f
https://doi.org/10.1111/j.1949-8594.2001.tb17970.x
https://doi.org/10.1111/j.1949-8594.2001.tb17970.x