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Don Doehla

Johnson: Language networks: When bigger isn't better | The Economist - 20 views

www.economist.com/...johnson-language-networks

economist language research resources

shared by Don Doehla on 23 Jan 15 - No Cached
  • Don Doehla on 23 Jan 15
     
    HOW would you rank "important" languages? If asked to rattle them off, many people start with English, but after that are reluctant to go further. Important how, they ask. One approach would be to look at people and money: surely a language is important if it is spoken by lots of people, in countries with great wealth (and presumably, therefore, power).
Elaine Matheny

What Works Clearinghouse - 53 views

ies.ed.gov/wwc

research education clearinghouse what_works resources

shared by Elaine Matheny on 22 Jul 14 - No Cached
  • Elaine Matheny on 22 Jul 14
     
    This is a collection of education studies for what really works.
Nick Creach

Best Infographics 41.jpg (1560×1031) - 75 views

infographicality.com/...Best%20Infographics%2041.jpg

infographics research resources tools

shared by Nick Creach on 16 Jul 14 - No Cached
  • Nick Creach on 16 Jul 14
     
    Think about an infographic project(s)
Matt Renwick

http://carnegie.org/fileadmin/Media/Publications/WritingToRead_01.pdf - 34 views

carnegie.org/...WritingToRead_01.pdf

Writing reading Research resources

shared by Matt Renwick on 29 Oct 13 - No Cached
  • Matt Renwick on 29 Oct 13
     
    Writing to Read: Evidence for How Writing Can Improve Reading
Karen Van Vliet

Games in Education - 80 views

sites.google.com/kbkvgenz

education gaming resources research learners

shared by Karen Van Vliet on 21 Oct 13 - No Cached
  • Karen Van Vliet on 21 Oct 13
     
    Gaming is the newest trend in education, but what resources are there for teachers? This website is a storehouse of gaming resources and research to support this popular way of learning.
Don Doehla

The Importance of Fluency and Automaticity for Efficient Reading - 43 views

www.resourceroom.net/...2002_automaticity.asp

Reading fluency research article resources

shared by Don Doehla on 21 Aug 13 - Cached
  • Don Doehla on 21 Aug 13
     
    The reading process involves two separate but highly interrelated areas - word identification and comprehension. It is well established that difficulties in automatic word recognition significantly affect a reader's ability to effectively comprehend what they are reading (Lyon, 1995; Torgeson, Rashotte, and Alexander, 2001). Even mild difficulties in word identification can pull attention away from the underlying meaning, reduce the speed of reading, and create the need to reread selections to grasp the meaning. Many students who struggle to learn to read are able, with appropriate instruction, to compensate for initial reading problems by becoming accurate decoders but fail to reach a level of sufficient fluency to become fast and efficient readers. Thus, the development of techniques for improving automaticity and fluency is critical. Although the research is clear that a systematic alphabetic approach to teaching beginning readers is more effective than a whole word approach (Adams, 1990; Chall, 1996; Snow, Burns and Griffin, 1009), the most effect ways to develop fluency are less well understood.
Gerald Carey

The KYVL for Kids Research Portal - How to do research Home Base - 3 views

www.kyvl.org/homebase.html

research library resources

shared by Gerald Carey on 20 Jul 13 - Cached
  • Gerald Carey on 20 Jul 13
     
    Mainly for younger children but I think it would work for middle school.
    The good thing about it is that each step has a link that explains the step in more detail.
Don Doehla

Knowledge in Action: "AP+" Project: Research on a Project-Based Learning Approach to AP... - 25 views

www.edutopia.org/sed-learning-approach-ap-video

project research learning edutopia news resources review

shared by Don Doehla on 22 Jun 13 - No Cached
  • Don Doehla on 22 Jun 13
     
    Knowledge in Action, AP+Project-Research-a #PBL Approach to #AP via @Edutopia http://ow.ly/mi8gB #actfl #langchat @ascd @biepbl #pblchat
Thieme Hennis

mLearning Guide - 2 views

mlearn.adlnet.mobi/#menu

mobile learning tips research reference development mlearning guide resources

shared by Thieme Hennis on 22 Apr 13 - No Cached
  • Thieme Hennis on 22 Apr 13
     
    very good guide on developing mobile learning solutions. rich resource
Michael Ashley

100 Search Engines For Academic Research - 10 views

www.teachthought.com/...-engines-for-academic-research

research search engines search academic search_engines resources tools

shared by Michael Ashley on 05 Feb 13 - No Cached
  • Michael Ashley on 05 Feb 13
     
    A collection of different search engines and a description of what they are good for
Marc Hamlin

Reintroducing students to Research - 144 views

homepages.gac.edu/...LakeForest.html

research resources tools

shared by Marc Hamlin on 01 Dec 12 - Cached
  • First, we think research, broadly defined, is a valuable part of an undergraduate education. Even at a rudimentary level, engaging in research implicates students in the creation of knowledge. They need to understand that knowledge isn’t an inert substance they passively receive, but is continually created, debated, and reformulated—and they have a role to play in that process.
  • we recognize that research is situated in disciplinary frameworks and needs to be addressed in terms of distinct research traditions.
  • research is a complex and recursive process involving not just finding information but framing and refining a question, perhaps gathering primary data through field or lab work, choosing and evaluating appropriate evidence, negotiating different viewpoints, and composing some kind of response, all activities that are not linear but intertwined.
  • ...6 more annotations...
  • learning to conduct inquiry is itself complex and recursive. These skills need to be developed throughout a research project and throughout a student’s education.
  • the hybrid nature of libraries today requires students to master both traditional and emerging information formats, but the skills that students need to conduct effective inquiry—for example, those mentioned in your mission statement of reading critically and reasoning analytically—are the same whether the materials they use are in print or electronic.
  • Too often, traditional research paper assignments defeat their own purpose by implying that research is not discovery, but rather a report on what someone else has already discovered. More than once I’ve had to talk students out of abandoning a paper topic because, to their dismay, they find out it’s original. If they can’t find a source that says for them exactly what they want to say—better yet, five sources—they think they’ll get in trouble.
  • In reality, students doing researched writing typically spend a huge percentage of their time mapping out the research area before they can focus their research question. This is perfectly legitimate, though they often feel they’re spinning wheels. They have to do a good bit of reading before they really know what they’re looking for.
  • she has students seek out both primary and secondary sources, make choices among them, and develop some conclusions in presentations that are far from standard literary criticism. One lab focuses on collecting and seeking relationships among assigned literary texts and other primary sources from the second half of the twentieth century to illuminate American society in that time period.
  • For this lab, groups of students must find ten primary sources that relate in some way to literary texts under discussion and then—here’s the unusual bit—write three new verses of “America the Beautiful” that use the primary sources to illuminate a vision of American society. Instead of amber waves of grain and alabaster cities, they select images that reformulate the form of the song to represent another vision of the country. At the end of the course, her final essay assignment calls upon all of the work the previous labs have done, asking students to apply the skills they’ve practiced through the semester. While students in this course don’t do a single, big research project, they practice skills that will prepare them to do more sophisticated work later.
  • Marc Hamlin on 01 Dec 12
     
    What are our assumptions about how students get research done in the humanities? How do those assumptions affect our instruction, and what really is our students' approach to research?
Thieme Hennis

Seven Interesting and Different Slidedecks on #Gamification | Kapp Notes - 60 views

www.uleduneering.com/...ent-slidedecks-on-gamification

research gamification games theory reference resources presentation

shared by Thieme Hennis on 16 Oct 12 - No Cached
  • Thieme Hennis on 16 Oct 12
     
    9 deck slides about gamification. Very interesting and worthwhile
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