Group items tagged

By Debra Viadero in Inside School Research, an Education Week blog, posted June 10 2009. Viadero describes the poster sessions at the annual federal Institute of Education Sciences, including a poster looking at the effectiveness of frequent quizzes for improving retention among 8th grade science students. For updated information on the study, follow the roediger tag.

Video example of "clicker" use in classroom setting. On McGill University's Faculty of Science website.

By David Hayward and originally published in April 2009 Integrating Technology column of Beyond Penguins and Polar Bears; here it is part of the blog Expert Voices published by the National Sciences Digital Library. The post provides a great overview of Diigo, with advice on how middle school teachers can use it.

By Pam Belluck in the Science section of the New York Times. January 20, 2011. Research indicates that students who were tested on material retained more than those who repeatedly study the material and those who draw detailed diagrams documenting what they are learning.

Shared by K.P. in January coffeeklatch.

By Benedict Carey in the Science section, NewYorkTimes.com, December 6th 2010. Studies have been underway to detect what sparks the creative insight needed to solve puzzles. Humor is one characteristic that research suggests.

Lisa noted this article in December coffeeklatch. She says "Try the test in the interactive box on the left. Interesting!"

By Michael W. Galbraith, and Melanie Jones in Journal of Developmental Education; 30.2 (2006): 20-27. Author's abstract: This article suggests that a balance of the art and science of teaching is essential if the learning and teaching process is to be a meaningful and rewarding educational journey. This notion is explored through a dialogue, held over a 3 year period, with a developmental mathematics instructor at a community college who discovered that technique alone was not sufficient to becoming a good instructor. An unusual situation occurred as a result of the dialogue: Discussion of research-based literature on college teaching and personal experiential reflectivity merged and resulted in an organizing framework for understanding the artistic and mechanic elements of effective instruction. Full text by subscription. Check with your local library. This is a link to the TOC on the National Center for Developmental Education's website.

The website's tag line is "songs for teaching, learning & fun." Created, in part, with an NSF grant, the site's founders are interested in studying the "usefulness of music in science and math education." The searchable database is great, and the blog is interesting -- conferences and other updates on topics of interest to those interested in the intersection of music and education.

Produced by the Harvard-Smithsonian Center for Astrophysics and Massachusetts Corporation for Educational Telecommunications (MCET), 1997, and posted to the web by the Annenberg Foundation. This series of 8 90-minute videos are now all available for free. The videos look at all aspects of assessment, with a focus on math and science. NOTE: The project is nearly 15 years old and is likely somewhat dated.

These links are posted on Math DL, the MAA Mathematical Sciences Digital Library. The links point to a variety of probability-related resources, from rules of basic probability to famous problems to "randomizing gadgets."

Part of the Mathematical Association of America (MAA)'s Mathematical Science Digital Library (MathDL), this site offers resources for math teachers who want to help their students better communicate as mathematicians. The site includes assessments, rubrics, sample assignments, and things that teachers might consider before adding a communication component to their math classes.

Scientists have discovered proof that the evolution of intelligence and larger brain sizes can be driven by cooperation and teamwork, shedding new light on the origins of what it means to be human. The study appears online in the journal Proceedings of the Royal Society B and was led by scientists at Trinity College Dublin: PhD student, Luke McNally and Assistant Professor Dr Andrew Jackson at the School of Natural Sciences in collaboration with Dr Sam Brown of the University of Edinburgh.

Scientific study of how working collaboratively enlarges brain size

WHEN a college textbook, "Principles of Biology," comes out from the Nature Publishing Group in January, one place it won't be is on the shelves of school bookstores. Enlarge This Image An interactive graphic in "Principles of Biology," an electronic textbook from Nature Publishing, teaches students about the symptoms of a stroke. Enlarge This Image An interactive graphic from Wolfram Research lets readers change the display parameters of an oil spill. That's because the book was designed to be digital-only. Students will pay not for a printed edition at a bookstore, but for permanent access on the Internet ($49).

This edition of UPDATE focuses on partnerships, beginning with an interview with Dr. Gene Bottoms, founder of High Schools That Work (HSTW). Dr. Bottoms provides important insights into the ways partnerships were used to create HSTW, as well as the ways they are necessary to involving high schools and community colleges in the implementation of Programs of Study. This volume also includes two invited articles, one by Dr. Pamela Eddy, College of William and Mary University, and Dr. Marilyn Amey, Michigan State University, that give OCCRL readers a glimpse into their new book on partnerships and collaboration, and a second by Dr. Louise Yarnell, who shares a model that she and her colleagues at SRI are developing for the Advanced Technological Education (ATE) program of the National Science Foundation (NSF).

"The NASA Electronic Professional Development Network (ePDN) program, located at the Georgia Institute of Technology campus, brings together multiple partners to tackle developing effective electronic professional development courses for use in NASA programs and by STEM teachers across the nation. The three Georgia Tech partners are the Distance Learning and Professional Education (DLPE) department, the Center for Education Integrating Science, Mathematics and Computing (CEISMC), and ORBIT Education, Inc, a NASA-themed educational service provider. "

By Benjamin Wardhaugh in Loci: Convergence, the online publication of the Mathematical Sciences Digital Library, Aug 2012. This article (with photographs) looks at two geometry "copybooks" created in the 1700s. The author provides detailed analysis of the math that each student is doing, as well as some biographical information about the students.

Fun article!

By Juan Carlos Calcagno and Bridget Long, originally published as NBER Working Paper No W14194, July 2008. Here, the article is part of the Social Science Research Network (SSRN). This link provides a brief abstract and citation information. Full article is available for purchase, and may be available through your local library.

Full text of this article is available in GSCC Polilogue. Login required.

From the Department of Life Sciences, Santa Rosa Junior College. This page identifies strategies to help students be successful as students. Similar sites are also bookmarked, see success tag.

LC used this site as part of her unit on student success.

By Harold Pasher, Mark McDaniel, Doug Rohrer, and Robert Bjork. Published in Psychological Science in the Public Interest, vol 9 (3), Dec 2008, pp. 105-119. The authors looked at scientific evidence related to learning-style assessments in education. They concluded that evidence did not bear out the use of such assessments, but also point out that many versions of learning styles have not been tested at all (and thus there is no evidence).

Edited by Angela T. Ragusa, published by Information Science Reference, 2010. Ragusa is a sociologist at Charles Stuart University (Australia). With contributions from Europe, North America, and the South Pacific, the book "looks at how we communicate and interact in a computerised, connected and inter-connected world..."

ALEKS produces web-based, artificially intelligent educational software used for assessment and then individualized lesson plans. Developed at the University of California, Irvine with funding from the National Science Foundation.

Mentioned in pedagogy circle, radical ideas: variety vs. monotony.