This study leverages natural language processing (NLP) to deepen our understanding of how students integrate their ideas about genetic inheritance while engaging in an adaptive dialog.
This study leverages natural language processing (NLP) to deepen our understanding of how students integrate their ideas about genetic inheritance while engaging in an adaptive dialog.
This report characterizes forms of dialogic support that a sixth-grade teacher generated during whole-class and small-group conversations to help students develop a practice of statistical modeling. During four weeks of instruction, students constructed and revised models to account for variability and uncertainty across a variety of random processes, many of which they experienced first-hand. Data sources for the research included field notes and video recordings of classroom conversations involving the teacher.
This report characterizes forms of dialogic support that a sixth-grade teacher generated during whole-class and small-group conversations to help students develop a practice of statistical modeling.
The purpose of this study was to explore the problem-solving behaviors of middle-school students with learning disabilities (SLD). Think-aloud interviews were performed with 20 seventh- and eighth-grade students who had learning disabilities to observe their behaviors while solving mathematical word problems (i.e., behaviors and patterns of behaviors). Themes emerged from qualitative analysis indicating that the students engaged in problem-solving behaviors, as well as common patterns of behaviors.
The purpose of this study was to explore the problem-solving behaviors of middle-school students with learning disabilities (SLD). Think-aloud interviews were performed with 20 seventh- and eighth-grade students who had learning disabilities to observe their behaviors while solving mathematical word problems (i.e., behaviors and patterns of behaviors).
The purpose of this study was to explore the problem-solving behaviors of middle-school students with learning disabilities (SLD). Think-aloud interviews were performed with 20 seventh- and eighth-grade students who had learning disabilities to observe their behaviors while solving mathematical word problems (i.e., behaviors and patterns of behaviors). Themes emerged from qualitative analysis indicating that the students engaged in problem-solving behaviors, as well as common patterns of behaviors.
The purpose of this study was to explore the problem-solving behaviors of middle-school students with learning disabilities (SLD). Think-aloud interviews were performed with 20 seventh- and eighth-grade students who had learning disabilities to observe their behaviors while solving mathematical word problems (i.e., behaviors and patterns of behaviors).
The purpose of this study was to explore the problem-solving behaviors of middle-school students with learning disabilities (SLD). Think-aloud interviews were performed with 20 seventh- and eighth-grade students who had learning disabilities to observe their behaviors while solving mathematical word problems (i.e., behaviors and patterns of behaviors). Themes emerged from qualitative analysis indicating that the students engaged in problem-solving behaviors, as well as common patterns of behaviors.
The purpose of this study was to explore the problem-solving behaviors of middle-school students with learning disabilities (SLD). Think-aloud interviews were performed with 20 seventh- and eighth-grade students who had learning disabilities to observe their behaviors while solving mathematical word problems (i.e., behaviors and patterns of behaviors).
The purpose of this study was to explore the problem-solving behaviors of middle-school students with learning disabilities (SLD). Think-aloud interviews were performed with 20 seventh- and eighth-grade students who had learning disabilities to observe their behaviors while solving mathematical word problems (i.e., behaviors and patterns of behaviors). Themes emerged from qualitative analysis indicating that the students engaged in problem-solving behaviors, as well as common patterns of behaviors.
The purpose of this study was to explore the problem-solving behaviors of middle-school students with learning disabilities (SLD). Think-aloud interviews were performed with 20 seventh- and eighth-grade students who had learning disabilities to observe their behaviors while solving mathematical word problems (i.e., behaviors and patterns of behaviors).
Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities.
Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities.
To better understand integrated STEM education, this work explored scores on the STEM Observation Protocol (STEM-OP), a newly developed observation protocol for use in K-12 science and engineering classrooms. The goals of this work were to better understand how integrated STEM might look throughout an integrated STEM unit and identify limitations of the instrument when examining daily scores and full unit implementation scores. The work takes a mixed methods approach to first examine what scores may be typically seen with daily and unit implementations.
To better understand integrated STEM education, this work explored scores on the STEM Observation Protocol (STEM-OP), a newly developed observation protocol for use in K-12 science and engineering classrooms. The goals of this work were to better understand how integrated STEM might look throughout an integrated STEM unit and identify limitations of the instrument when examining daily scores and full unit implementation scores.
To better understand integrated STEM education, this work explored scores on the STEM Observation Protocol (STEM-OP), a newly developed observation protocol for use in K-12 science and engineering classrooms. The goals of this work were to better understand how integrated STEM might look throughout an integrated STEM unit and identify limitations of the instrument when examining daily scores and full unit implementation scores. The work takes a mixed methods approach to first examine what scores may be typically seen with daily and unit implementations.
To better understand integrated STEM education, this work explored scores on the STEM Observation Protocol (STEM-OP), a newly developed observation protocol for use in K-12 science and engineering classrooms. The goals of this work were to better understand how integrated STEM might look throughout an integrated STEM unit and identify limitations of the instrument when examining daily scores and full unit implementation scores.
