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| modeling instruction 2013: Modeling Students' Mathematical Modeling Competencies Richard Lesh, Peter L. Galbraith, Christopher R. Haines, Andrew Hurford, 2009-12-15 As we enter the 21st century, there is an urgent need for new approaches to mathematics education emphasizing its relevance in young learners’ futures. Modeling Students’ Mathematical Modeling Competencies explores the vital trend toward using real-world problems as a basis for teaching mathematics skills, competencies, and applications. Blending theoretical constructs and practical considerations, the book presents papers from the latest conference of the ICTMA, beginning with the basics (Why are models necessary? Where can we find them?) and moving through intricate concepts of how students perceive math, how instructors teach—and how both can become better learners. Dispatches as varied as classroom case studies, analyses of math in engineering work, and an in-depth review of modeling-based curricula in the Netherlands illustrate modeling activities on the job, methods of overcoming math resistance, and the movement toward replicable models and lifelong engagement. A sampling of topics covered: How students recognize the usefulness of mathematics Creating the modeling-oriented classroom Assessing and evaluating students’ modeling capabilities The relationship between modeling and problem-solving Instructor methods for developing their own models of modeling New technologies for modeling in the classroom Modeling Students’ Mathematical Modeling Competencies offers welcome clarity and focus to the international research and professional community in mathematics, science, and engineering education, as well as those involved in the sciences of teaching and learning these subjects. |
| modeling instruction 2013: Modeling Theory in Science Education Ibrahim A. Halloun, 2007-01-25 The book focuses as much on course content as on instruction and learning methodology, and presents practical aspects that have repeatedly demonstrated their value in fostering meaningful and equitable learning of physics and other science courses at the secondary school and college levels. The author shows how a scientific theory that is the object of a given science course can be organized around a limited set of basic models. Special tools are introduced, including modeling schemata, for students to meaningfully construct models and required conceptions, and for teachers to efficiently plan instruction and assess and regulate student learning and teaching practice. A scientific model is conceived to represent a particular pattern in the structure or behavior of physical realities and to explore and reify the pattern in specific ways. The author further shows how to engage students in modeling activities through structured learning cycles. |
| modeling instruction 2013: Transitioning to Concept-Based Curriculum and Instruction H. Lynn Erickson, Lois A. Lanning, 2013-12-10 A cutting-edge model for 21st century curriculum and instruction Looking for that one transformative moment when a student’s eyes light up, signaling he or she has finally grasped that big idea behind critical academic content? Concept-based curriculum and instruction is a way to make those moments many. H. Lynn Erickson and Lois Lanning offer new insight on: How to design and implement concept-based curriculum and instruction across all subjects and grade levels Why content and process are two equally important aspects of any effective concept-based curriculum How to ensure students develop the all-important skill of synergistic thinking |
| modeling instruction 2013: The Smart Classroom Management Way Michael Linsin, 2019-05-03 The Smart Classroom Management Way is a collection of the very best writing from ten years of Smart Classroom Management (SCM). It isn't, however, simply a random mix of popular articles. It's a comprehensive work that encompasses every principle, theme, and methodology of the SCM approach. The book is laid out across six major areas of classroom management and includes the most pressing issues, problems, and concerns shared by all teachers. The underlying SCM themes of accountability, maturity, independence, personal responsibility, and intrinsic motivation are all there and weave their way throughout the entirety of the book. Together, they form a simple, unique, and sometimes contrarian approach to classroom management that anyone can do. Whether you're an elementary, middle, or high school teacher, The Smart Classroom Management Way will give you the strategies, skills, and know-how to turn any group of students into the motivated, well-behaved class you love teaching. |
| modeling instruction 2013: Handbook of Research on Learning and Instruction Richard E. Mayer, Patricia A. Alexander, 2016-10-04 During the past 30 years, researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This second edition of the Handbook of Research on Learning and Instruction is intended to provide an overview of these research advances. With chapters written by leading researchers from around the world, this volume examines learning and instruction in a variety of learning environments including in classrooms and out of classrooms, and with a variety of learners including K-16 students and adult learners. Contributors to this volume demonstrate how and why educational practice should be guided by research evidence concerning what works in instruction. The Handbook is written at a level that is appropriate for graduate students, researchers, and practitioners interested in an evidence-based approach to learning and instruction. The book is divided into two sections: learning and instruction. The learning section consists of chapters on how people learn in reading, writing, mathematics, science, history, second language, and physical education, as well as how people acquire the knowledge and processes required for critical thinking, studying, self-regulation, and motivation. The instruction section consists of chapters on effective instructional methods—feedback, examples, questioning, tutoring, visualizations, simulations, inquiry, discussion, collaboration, peer modeling, and adaptive instruction. Each chapter in this second edition of the Handbook has been thoroughly revised to integrate recent advances in the field of educational psychology. Two chapters have been added to reflect advances in both helping students develop learning strategies and using technology to individualize instruction. As with the first edition, this updated volume showcases the best research being done on learning and instruction by traversing a broad array of academic domains, learning constructs, and instructional methods. |
| modeling instruction 2013: Dependence Modeling Harry Joe, Dorota Kurowicka, 2011 1. Introduction : Dependence modeling / D. Kurowicka -- 2. Multivariate copulae / M. Fischer -- 3. Vines arise / R.M. Cooke, H. Joe and K. Aas -- 4. Sampling count variables with specified Pearson correlation : A comparison between a naive and a C-vine sampling approach / V. Erhardt and C. Czado -- 5. Micro correlations and tail dependence / R.M. Cooke, C. Kousky and H. Joe -- 6. The Copula information criterion and Its implications for the maximum pseudo-likelihood estimator / S. Gronneberg -- 7. Dependence comparisons of vine copulae with four or more variables / H. Joe -- 8. Tail dependence in vine copulae / H. Joe -- 9. Counting vines / O. Morales-Napoles -- 10. Regular vines : Generation algorithm and number of equivalence classes / H. Joe, R.M. Cooke and D. Kurowicka -- 11. Optimal truncation of vines / D. Kurowicka -- 12. Bayesian inference for D-vines : Estimation and model selection / C. Czado and A. Min -- 13. Analysis of Australian electricity loads using joint Bayesian inference of D-vines with autoregressive margins / C. Czado, F. Gartner and A. Min -- 14. Non-parametric Bayesian belief nets versus vines / A. Hanea -- 15. Modeling dependence between financial returns using pair-copula constructions / K. Aas and D. Berg -- 16. Dynamic D-vine model / A. Heinen and A. Valdesogo -- 17. Summary and future directions / D. Kurowicka |
| modeling instruction 2013: Modelling and Sculpting the Human Figure Edouard Lanteri, 1985-10-01 Offering meticulous descriptions of the body's anatomical features, Lanteri — an intimate friend of Rodin — covers modelling from casts and live models; measurements; frameworks; scale of proportions; composition in both relief and in the round; drapery; adding inscriptions; and much more. 107 full-page photographic plates. 27 other photographs. 175 drawings and diagrams. |
| modeling instruction 2013: Instructional Models in Physical Education Michael Metzler, 2017-06-30 Ensures that physical educators are fully armed with a comprehensive plan for incorporating instructional models in their teaching! Instructional Models for Physical Education has two primary goals for its readers. The first is to familiarize them with the notion of model-based instruction for physical education, including the components and dimensions that determine a model's pattern of teaching and how to select the most effective model for student learning in a particular unit. The second goal is to describe each of the instructional models in such a way to give readers enough information to use any of the models with confidence and good results. The book includes everything readers will need for planning, implementing, and assessing when teaching with instructional models. It will help readers incorporate research-based practices in their lessons, adapt activities to include students of varying abilities, and teach to standards. Models tied to NASPE standards! The author has revised the third edition to show how using the instructional models can help teachers meet specific NASPE standards. The book demonstrates the connection of NASPE standards with the models and clarifies that connection for students. In addition, a table in each of the model chapters shows explicitly how the model aligns with NASPE standards. |
| modeling instruction 2013: Teaching Models Clare R. Kilbane, Natalie B. Milman, 2014 Practical help for transforming time-tested models of teaching with digital tools to to make 21st century learning more efficient, effective, and engaging. This book is focused on helping educators design effective instruction that successfully addresses the individual and shared learning needs of the diverse population of students in today's dynamic, fast-paced, technology-driven, global society. In it the authors show when and how to use the unprecendented variety of powerful teaching resources available, and how to coordinate their use to best prepare students for the education and workforce demands in their futures. The authors emphasise the teacher's role as an educational designer who approaches instructional planning with intention, uses knowledge of specialised systematic processes to identify and frame instructional challenges related to learners and content, and competently addresses those challenges by skillfully applying a broad repertoire of instructional models, strategies, and technologies. Part I explains the ways in which functioning as an educational designer leads to more successful teaching, and Part II presents 10 powerful, proven models of teaching and demonstrates how they can be transformed for new relevance in the digital era and used to address the challenges of 21st century teaching. |
| modeling instruction 2013: Handbook of Research on Critical Thinking and Teacher Education Pedagogy Robinson, Sandra P.A., Knight, Verna, 2019-04-12 Critical thinking is an essential skill for learners and teachers alike. Therefore, it is essential that educators be given practical strategies for improving their critical thinking skills as well as methods to effectively provide critical thinking skills to their students. The Handbook of Research on Critical Thinking and Teacher Education Pedagogy examines and explains how new strategies, methods, and techniques in critical thinking can be applied to classroom practice and professional development to improve teaching and learning in teacher education and make critical thinking a tangible objective in instruction. This critical scholarly publication helps to shift and advance the debate on how critical thinking should be taught and offers insights into the significance of critical thinking and its effective integration as a cornerstone of the educational system. Highlighting topics such as early childhood education, curriculum, and STEM education, this book is designed for teachers/instructors, instructional designers, education professionals, administrators, policymakers, researchers, and academicians. |
| modeling instruction 2013: Physics Teaching and Learning Dennis W. Sunal, Jonathan T. Shemwell, James W. Harrell, Cynthia S Sunal, 2019-05-01 Physics Teaching and Learning: Challenging the Paradigm, RISE Volume 8, focuses on research contributions challenging the basic assumptions, ways of thinking, and practices commonly accepted in physics education. Teaching physics involves multifaceted, research-based, value added strategies designed to improve academic engagement and depth of learning. In this volume, researchers, teaching and curriculum reformers, and reform implementers discuss a range of important issues. The volume should be considered as a first step in thinking through what physics teaching and physics learning might address in teacher preparation programs, in-service professional development programs, and in classrooms. To facilitate thinking about research-based physics teaching and learning each chapter in the volume was organized around five common elements: 1. A significant review of research in the issue or problem area. 2. Themes addressed are relevant for the teaching and learning of K-16 science 3. Discussion of original research by the author(s) addressing the major theme of the chapter. 4. Bridge gaps between theory and practice and/or research and practice. 5. Concerns and needs are addressed of school/community context stakeholders including students, teachers, parents, administrators, and community members. |
| modeling instruction 2013: Agent-Based and Individual-Based Modeling Steven F. Railsback, Volker Grimm, 2012 Agent-based modeling is a new technique for understanding how the dynamics of biological, social, and other complex systems arise from the characteristics and behaviors of the agents making up these systems. This innovative textbook gives students and scientists the skills to design, implement, and analyze agent-based models. It starts with the fundamentals of modeling and provides an introduction to NetLogo, an easy-to-use, free, and powerful software platform. Nine chapters then each introduce an important modeling concept and show how to implement it using NetLogo. The book goes on to present strategies for finding the right level of model complexity and developing theory for agent behavior, and for analyzing and learning from models. Agent-Based and Individual-Based Modeling features concise and accessible text, numerous examples, and exercises using small but scientific models. The emphasis throughout is on analysis--such as software testing, theory development, robustness analysis, and understanding full models--and on design issues like optimizing model structure and finding good parameter values. The first hands-on introduction to agent-based modeling, from conceptual design to computer implementation to parameterization and analysis Provides an introduction to NetLogo with nine chapters introducing an important modeling concept and showing how to implement it using NetLogo Filled with examples and exercises, with updates and supplementary materials at http://www.railsback-grimm-abm-book.com/ Designed for students and researchers across the biological and social sciences Written by leading practitioners Leading universities that have adopted this book include: Amherst College Brigham Young University Carnegie Mellon University Cornell University Miami University Northwestern University Old Dominion University Portland State University Rhodes College Susquehanna University University College, Dublin University of Arizona University of British Columbia University of Michigan University of South Florida University of Texas at Austin University of Virginia |
| modeling instruction 2013: Developing Models in Science Education J.K. Gilbert, C. Boulter, 2000-11-30 Models and modelling play a central role in the nature of science, in its conduct, in the accreditation and dissemination of its outcomes, as well as forming a bridge to technology. They therefore have an important place in both the formal and informal science education provision made for people of all ages. This book is a product of five years collaborative work by eighteen researchers from four countries. It addresses four key issues: the roles of models in science and their implications for science education; the place of models in curricula for major science subjects; the ways that models can be presented to, are learned about, and can be produced by, individuals; the implications of all these for research and for science teacher education. The work draws on insights from the history and philosophy of science, cognitive psychology, sociology, linguistics, and classroom research, to establish what may be done and what is done. The book will be of interest to researchers in science education and to those taking courses of advanced study throughout the world. |
| modeling instruction 2013: 2013 International Conference on Advanced Education Technology and Management Science(AETMS2013) S. K. Chen, T.R. Vijayaram, 2013-12-12 2013 International Conference on Advanced Education Technology and Management Science(AETMS2013) aims to provide a forum for accessing to the most up-to-date and authoritative knowledge from both Education Technology and Management Science. AETMS2013 features unique mixed topics of Education technology, Teaching theory, psychology, Sport Pedagogy, Management science and engineering, Finance and economics and so on. The goal of this conference is to bring researchers, engineers, and students to the areas of Education Technology and Management Science to share experiences and original research contributions on those topics. |
| modeling instruction 2013: Coaching Classroom Instruction Tom Roy, Tammy Heflebower, 2012-12-27 A must-have resource for coaches, leaders, and teams, this book covers approaches for boosting professional growth and macrostrategies that are responsive to student needs. Learn how to offer targeted feedback to teachers, empowering them to identify how they can improve their knowledge and skill. Step-by-step guidelines will help teachers increase their performance on the 280 research-based strategies from Becoming a Reflective Teacher. |
| modeling instruction 2013: Handbook of Research on Teaching Drew Gitomer, Courtney Bell, 2016-05-19 The Fifth Edition of the Handbook of Research on Teachingis an essential resource for students and scholars dedicated to the study of teaching and learning. This volume offers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing conceptual overviews of critical topics related to research on teaching. Each of the volume's 23 chapters is a canonical piece that will serve as a reference tool for the field. The Handbook provides readers with an unaparalleled view of the current state of research on teaching across its multiple facets and related fields. |
| modeling instruction 2013: Modelling-based Teaching in Science Education John K. Gilbert, Rosária Justi, 2016-05-30 This book argues that modelling should be a component of all school curricula that aspire to provide ‘authentic science education for all’. The literature on modelling is reviewed and a ‘model of modelling’ is proposed. The conditions for the successful implementation of the ‘model of modelling’ in classrooms are explored and illustrated from practical experience. The roles of argumentation, visualisation, and analogical reasoning, in successful modelling-based teaching are reviewed. The contribution of such teaching to both the learning of key scientific concepts and an understanding of the nature of science are established. Approaches to the design of curricula that facilitate the progressive grasp of the knowledge and skills entailed in modelling are outlined. Recognising that the approach will both represent a substantial change from the ‘content-transmission’ approach to science teaching and be in accordance with current best-practice in science education, the design of suitable approaches to teacher education are discussed. Finally, the challenges that modelling-based education pose to science education researchers, advanced students of science education and curriculum design, teacher educators, public examiners, and textbook designers, are all outlined. |
| modeling instruction 2013: Reaching Students Nancy Kober, National Research Council (U.S.). Board on Science Education, National Research Council (U.S.). Division of Behavioral and Social Sciences and Education, 2015 Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way.--Provided by publisher. |
| modeling instruction 2013: Paving the Pathway for Educational Success Nicholas D. Young, Kristen Bonanno-Sotiropoulos, Teresa Citro, 2018-02-22 This book is designed to be a valuable resource for all educators who seek to gain a better understanding of learning disabilities, effective classroom practices, and meeting the instructional, emotional, and social needs of struggling students. Educators will benefit from the extensive research provided in the book and they will gain a thorough understanding of the importance of creating, supporting, and maintaining valuable interventions and how to do so effectively. |
| modeling instruction 2013: Handbook of Applied Behavior Analysis Wayne W. Fisher, Cathleen C. Piazza, Henry S. Roane, 2021-07-14 Widely regarded as the authoritative work on the principles and practice of applied behavior analysis (ABA), this indispensable volume is now in a revised and expanded second edition. Leading experts present evidence-based procedures for supporting positive behaviors and reducing problem behaviors with children and adults in diverse contexts. Chapters delve into applications in education, autism treatment, addictions, behavioral pediatrics, and other areas. Covering everything from behavioral assessment and measurement to the design and implementation of individualized interventions, the Handbook is a complete reference and training tool for ABA practitioners and students. Key Words/Subject Areas: ABA therapy, behavior analysts, developmental disabilities, autism spectrum disorders, autism treatments, behavior management, functional behavioral assessments, texts, textbooks, research handbooks, positive reinforcement, behavioral pediatrics, behavioural, behaviorism, children, adults, principles and procedures, graduate courses, classes, BCBA certification, training, reducing problem behaviors, treating autistic kids, behavioral treatments, early interventions, positive behavior supports, comprehensive guide, special education Audience: Behavior analysts and trainees working with children and adults, including special educators, school and clinical psychologists, autism specialists, and behavioral medicine professionals-- |
| modeling instruction 2013: Technology-Supported Interventions for Students With Special Needs in the 21st Century Liu, Xiongyi, Wachira, Patrick, 2022-03-18 Groundbreaking innovations have paved the way for new assistive approaches to support students with special needs. New technological innovations such as smart mobile devices and apps, wearable devices, web-based monitoring and support systems, artificial intelligence, and more are changing the way in which care and support can be given to students with special needs. These technologies range from encouraging self-care and independent living to supporting the completion of academic work, accommodating cognitive disabilities, or even supporting communication and socialization. The applications of assistive technologies are widespread and diverse in the ways in which the technology itself can be utilized and the people it can support. The increasing developments in technology are bringing in a new way of interventions for all types of students with diverse special needs in the modern educational atmosphere. Technology-Supported Interventions for Students With Special Needs in the 21st Century covers effective assistive modern technologies for overcoming specific challenges encountered by students with special needs for promoting their learning and development, educational attainment, social engagement, self-sufficiency, and quality of life. This book presents an overview of contemporary assistive tools and approaches integrated with digital technologies for students with special needs; shares findings of cutting-edge research on using digital technologies; provides evidence-based digital technology-facilitated tools and strategies for effective diagnosis, treatment, educational intervention, and care of students with special needs; and identifies promising areas and directions for future innovations, applications, and research. It is ideal for classroom teachers, special educators, educational technologists, intervention specialists, medical professionals, caregivers, administrators, policymakers, teacher educators, researchers, academicians, and students interested in the use of assistive technologies for students with special needs in the digital era. |
| modeling instruction 2013: Applying the Flipped Classroom Model to English Language Arts Education Young, Carl A., Moran, Clarice M., 2017-03-31 The flipped classroom method, particularly when used with digital video, has recently attracted many supporters within the education field. Now more than ever, language arts educators can benefit tremendously from incorporating flipped classroom techniques into their curriculum. Applying the Flipped Classroom Model to English Language Arts Education provides a comprehensive examination of the latest strategies for incorporating the flipped classroom technique into English language courses. Highlighting innovative practices and applications in many areas, such as curriculum development, digital tools, and instructional design, this book is an ideal reference source for academicians, educators, students, practitioners, and researchers who are interested in the advancement of the flipped classroom model in curriculums. |
| modeling instruction 2013: Learning, Design, and Technology J. Michael Spector, Barbara B. Lockee, Marcus D. Childress, 2023-10-14 The multiple, related fields encompassed by this Major Reference Work represent a convergence of issues and topics germane to the rapidly changing segments of knowledge and practice in educational communications and technology at all levels and around the globe. There is no other comparable work that is designed not only to gather vital, current, and evolving information and understandings in these knowledge segments but also to be updated on a continuing basis in order to keep pace with the rapid changes taking place in the relevant fields. The Handbook is composed of substantive (5,000 to 15,000 words), peer-reviewed entries that examine and explicate seminal facets of learning theory, research, and practice. It provides a broad range of relevant topics, including significant developments as well as innovative uses of technology that promote learning, performance, and instruction. This work is aimed at researchers, designers, developers, instructors, and other professional practitioners. |
| modeling instruction 2013: The Chemistry Classroom James Dudley Herron, 1996 Aimed at chemists who teach at the high school and introductory college level, this valuable resource provides the reader with a wealth of knowledge and insight into Dr. Herron's experiences in teaching and learning chemistry. Using specific examples from chemistry to illustrate principles of learning, the volume applies cognitive science to teaching chemistry and explores such topics as how individuals learn, teaching problem solving, concept learning, language roles, and task involvement. Includes learning exercises to help educators decide how they should teach. |
| modeling instruction 2013: Mathematical Modelling and Applications Gloria Ann Stillman, Werner Blum, Gabriele Kaiser, 2017-11-05 This volume documents on-going research and theorising in the sub-field of mathematics education devoted to the teaching and learning of mathematical modelling and applications. Mathematical modelling provides a way of conceiving and resolving problems in the life world of people whether these range from the everyday individual numeracy level to sophisticated new problems for society at large. Mathematical modelling and real world applications are considered as having potential for multi-disciplinary work that involves knowledge from a variety of communities of practice such as those in different workplaces (e.g., those of educators, designers, construction engineers, museum curators) and in different fields of academic endeavour (e.g., history, archaeology, mathematics, economics). From an educational perspective, researching the development of competency in real world modelling involves research situated in crossing the boundaries between being a student engaged in modelling or mathematical application to real word tasks in the classroom, being a teacher of mathematical modelling (in or outside the classroom or bridging both), and being a modeller of the world outside the classroom. This is the focus of many of the authors of the chapters in this book. All authors of this volume are members of the International Community of Teachers of Mathematical Modelling (ICTMA), the peak research body into researching the teaching and learning of mathematical modelling at all levels of education from the early years to tertiary education as well as in the workplace. |
| modeling instruction 2013: Mathematical Modelling in Education Research and Practice Gloria Ann Stillman, Werner Blum, Maria Salett Biembengut, 2015-07-20 In this volume cultural, social and cognitive influences on the research and teaching of mathematical modelling are explored from a variety of theoretical and practical perspectives. The authors of the current volume are all members of the International Community of Teachers of Mathematical Modelling and Applications, the peak research body in this field. A distinctive feature of this volume is the high number of authors from South American countries. These authors bring quite a different perspective to modelling than has been showcased in previous books in this series, in particular from a cultural point of view. As well as recent international research, there is a strong emphasis on pedagogical issues including those associated with technology and assessment, in the teaching and learning of modelling. Applications at various levels of education are exemplified. The contributions reflect common issues shared globally and represent emergent or on-going challenges. |
| modeling instruction 2013: Multiple Representations in Biological Education David F. Treagust, Chi-Yan Tsui, 2013-02-01 This new publication in the Models and Modeling in Science Education series synthesizes a wealth of international research on using multiple representations in biology education and aims for a coherent framework in using them to improve higher-order learning. Addressing a major gap in the literature, the volume proposes a theoretical model for advancing biology educators’ notions of how multiple external representations (MERs) such as analogies, metaphors and visualizations can best be harnessed for improving teaching and learning in biology at all pedagogical levels. The content tackles the conceptual and linguistic difficulties of learning biology at each level—macro, micro, sub-micro, and symbolic, illustrating how MERs can be used in teaching across these levels and in various combinations, as well as in differing contexts and topic areas. The strategies outlined will help students’ reasoning and problem-solving skills, enhance their ability to construct mental models and internal representations, and, ultimately, will assist in increasing public understanding of biology-related issues, a key goal in today’s world of pressing concerns over societal problems about food, environment, energy, and health. The book concludes by highlighting important aspects of research in biological education in the post-genomic, information age. |
| modeling instruction 2013: Towards a Competence-Based View on Models and Modeling in Science Education Annette Upmeier zu Belzen, Dirk Krüger, Jan van Driel, 2020-01-01 The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Current thinking about models and modeling is reflected. The focus lies on the development of modeling competence in science education, and on philosophical aspects, including perspectives on nature of science. The book explores, interprets, and discusses models and modeling from the perspective of different theoretical frameworks and empirical results. The extent to which these frameworks can be integrated into a competence-based approach for science education is discussed. In addition, the book provides practical guidance by outlining evidence-based approaches to diagnosing and promoting modeling competence. The aim is to convey a strong understanding of models and modeling for professions such as teacher educators, science education researchers, teachers, and scientists. Different methods for the diagnosis and assessment of modeling competence are presented and discussed with regard to their potential and limitations. The book provides evidence-based ideas about how teachers can be supported in teaching with models and modeling implementing a competence-based approach and, thus, how students can develop their modeling competence. Based on the findings, research challenges for the future are identified. |
| modeling instruction 2013: Advances in Engineering Education in the Middle East and North Africa Mahmoud Abdulwahed, Mazen O. Hasna, Jeffrey E. Froyd, 2015-11-18 This book provides a collection of the latest advances in engineering education in the Middle East and North Africa (MENA) region and sheds insights for future development. It is one of the first books to address the lack of comprehensive literature on undergraduate engineering curricula, and stimulates intellectual and critical discourse on the next wave of engineering innovation and education in the MENA region. The authors look at recent innovations through the lens of four topics: learning and teaching, curriculum development, assessment and accreditation, and challenges and sustainability. They also include analyses of pedagogical innovations, models for transforming engineering education, and methods for using technological innovations to enhance active learning. Engineering education topics on issues such as construction, health and safety, urban design, and environmental engineering in the context of the MENA region are covered in further detail. The book concludes with practical recommendations for implementations in engineering education. This is an ideal book for engineering education academics, engineering curriculum developers and accreditation specialists, and deans and leaders in engineering education. |
| modeling instruction 2013: Section 1983 Litigation Martin A. Schwartz, George Cheny Pratt, 2008-11-13 This new Second Edition volume provides an extensive collection of jury charges for the wide range of issues in cases brought under Section 1983. This invaluable resource provides numerous sample jury instructions, insightful commentary, and circuit-by-circuit annotations. Each charge is preceded by comments from the authors, variations to the charge depending on jurisdiction and circumstances, supporting case citations broken down by circuit, and cross references to pertinent sections of text in the other volume. Sample instructions are also contained on a companion CD-ROM. Also available as part of the Section 1983 Litigation Complete Six-Volume Set. |
| modeling instruction 2013: Better Learning Through Structured Teaching Douglas Fisher, Nancy Frey, 2013-12-02 In this updated 2nd edition of the ASCD best-seller, Douglas Fisher and Nancy Frey dig deeper into the hows and whys of the gradual release of responsibility instructional framework. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. On a day-to-day level, it means delivering lessons purposefully planned to incorporate four essential and interrelated instructional phases: Focused Instruction: Preparing students for learning by establishing lesson purpose, modeling strategies and skills, thinking aloud, and noticing how students respond. Guided Instruction: Strategically using prompts, cues, and questions to lead students to new understanding. Collaborative Learning: Allowing students to consolidate their understanding through exploration, problem-solving, discussion, and thinking with their peers. Independent Learning: Requiring students to use the skills and knowledge they've acquired to create authentic products and ask new questions. The authors explore each phase, using real-life examples from a variety of disciplines. You'll find tips and tools for classroom implementation, including checklists for planning and assessment; advice on feedback, homework, group work, differentiated instruction, and blended learning; answers to frequently asked questions; and examples that align to Common Core State Standards. No matter what grade level or subject you teach, Better Learning Through Structured Teaching is your essential guide to helping students expand their capacity for successful and long-lasting learning. |
| modeling instruction 2013: Ambitious Science Teaching Mark Windschitl, Jessica Jane Thompson, Melissa L. Braaten, 2018 The book is addressed to classroom science teachers, both beginning and experienced. It is a guide to using four core practices to improve instruction using Ambitious Science Teaching methods.-- |
| modeling instruction 2013: Organizational Behavior Management Approaches for Intellectual and Developmental Disabilities James K. Luiselli, Rita M. Gardner, Frank L. Bird, Helena Maguire, 2021-08-26 Comprised of chapters written by notable experts in the field, Organizational Behavior Management Approaches for Intellectual and Developmental Disabilities provides an up-to-date, comprehensive assessment of OBM-IDD. This edited volume not only provides an overview of the area of OBM-IDD, it also summarizes the extant literature, offers research-to-practice recommendations, and includes operational strategies for building successful service settings. Organizational Behavior Management Approaches for Intellectual and Developmental Disabilities synthesizes the published literature and directs practice and research in the areas of assessment and evaluation, training, supervision, and performance improvement, systems interventions, and organizational development. By providing the most contemporary and effective OBM practices derived from evidence-based research findings and recommendations from experienced scientist-practitioners, this book is an integral aid for professionals looking to improve different aspects of service delivery. The book is intended principally for professionals within educational, human services, and behavioral healthcare settings serving persons with IDD comprised of psychologists, educators, program administrators, organizational consultants, behavior analysts, and evaluation specialists. In particular, the book should appeal to practicing behavior analysts who hold the Behavior Analyst Certification Board (BACB) credential and are seeking professional development within OBM as well as academic instructors and researchers, graduate students, and trainees completing doctoral internships and post-doctoral fellowships. |
| modeling instruction 2013: Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities Russell Lang, Peter Sturmey, 2021-04-29 This book examines strategies for teaching adaptive behavior across the lifespan to individuals with intellectual and developmental disabilities who regularly experience difficulty learning the skills necessary for daily living. It details evidence-based practices for functional life skills, ranging from teaching such basic hygiene as bathing, brushing teeth, and dressing to more complex skills, including driving. In addition, the volume describes interventions relating to recreation, play, and leisure as well as those paramount for maintaining independence and safety in community settings (e.g., abduction prevention skills for children). The book details existing evidence-based practices as well as how to perform the interventions. Key areas of coverage include: Basic hygiene as bathing, brushing teeth, and dressing. Advanced, complex skills, including driving, recreation, play, and leisure. Skills to maintain independence and safety in community settings, including abduction prevention skills for children. Teaching new technology skills, such as using mobile telephones and apps as well as surfing the web. Training caregivers to promote and support adaptive behavior. Use of evidence-based practices for teaching and supporting adaptive behavior for individuals with intellectual disabilities and autism. Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities is an essential reference for researchers, professors, and graduate students as well as clinicians, therapists, and other scientist-practitioners in developmental psychology, behavioral therapy/rehabilitation, social work, clinical child and school psychology, child and adolescent psychiatry, pediatrics, and special education. |
| modeling instruction 2013: Technology Applications in School Psychology Consultation, Supervision, and Training Aaron J. Fischer, Tai A. Collins, Evan H. Dart, Keith C. Radley, 2018-12-21 Technology Applications in School Psychology Consultation, Supervision, and Training explores the ways in which the field of school psychology is using technological innovations to support and improve graduate student training and supervision, as well as school consultation. Chapters based on current research and written by experts address the integration of telehealth tools and strategies such as telepresence robots, bug-in-the-ear devices, videoconferencing, virtual platforms, and more, including a section dedicated to navigating practical, ethical, and legal concerns. Throughout, the volume engages with relevant considerations relating to data management, professional standards, and regulatory guidelines. This is a comprehensive and up-to-date resource for all those looking to understand the place and potential of established and emerging technologies within school psychology training and practice. |
| modeling instruction 2013: Exploring Mathematical Modeling with Young Learners Jennifer M. Suh, Megan H. Wickstrom, Lyn D. English, 2021-06-01 This book conceptualizes the nature of mathematical modeling in the early grades from both teaching and learning perspectives. Mathematical modeling provides a unique opportunity to engage elementary students in the creative process of mathematizing their world. A diverse community of internationally known researchers and practitioners share studies that advance the field with respect to the following themes: The Nature of Mathematical Modeling in the Early Grades Content Knowledge and Pedagogy for Mathematical Modeling Student Experiences as Modelers Teacher Education and Professional Development in Modeling Experts in the field provide commentaries that extend and connect ideas presented across chapters. This book is an invaluable resource in illustrating what all young children can achieve with mathematical modeling and how we can support teachers and families in this important work. |
| modeling instruction 2013: Handbook of Research on Science Education Norman G. Lederman, Dana L. Zeidler, Judith S. Lederman, 2023-03-17 Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field. Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education. Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community. |
| modeling instruction 2013: Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age Keengwe, Jared, 2015-11-12 The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. The Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age highlights current research on the latest trends in education with an emphasis on the technologies being used to meet learning objectives. Focusing on teaching strategies, learner engagement, student interaction, and digital tools for learning, this handbook of research is an essential resource for current and future educators, instructional designers, IT specialists, school administrators, and researchers in the field of education. |
| modeling instruction 2013: Students at Risk of School Failure José Jesús Gázquez, José Carlos Núñez, 2018-10-18 The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates. |
| modeling instruction 2013: Curricula for Teaching Students with Autism Spectrum Disorder Hsu-Min Chiang, 2018-01-24 This book provides an extensive overview of curricula and instructional strategies for teaching children with autism spectrum disorder (ASD). It offers an empirically solid framework for designing and developing interventions for learners along the autism spectrum by reducing skill deficits and enhancing learner strengths while being flexible enough to allow for individual differences. The book discusses key concepts in educating individuals with ASD as they impact the processes of syllabus building, from planning goals and objectives to generating content choosing appropriate teaching strategies, and assessing progress. Chapters detail curriculum designs in academic areas such as language skills, science, and social studies, as well as functional skills, including independent living, career development, and preventing social victimization. The book concludes with recommendations for future interventions and curricula-building. Among the topics covered: Communication and autism spectrum disorder. Mathematical problem-solving instruction for students with ASD. Visual arts curriculum for students with ASD. How to build programs focused on daily living and adult independence. Sexuality education for students with ASD. Curricula for Teaching Students with Autism Spectrum Disorder is a must-have resource for researchers, graduate students, and clinicians and related therapists and professionals in clinical child and school psychology, childhood/special education, social work, developmental psychology, behavioral therapy/rehabilitation, and child and adolescent psychiatry. |
Modelling or modeling? - WordReference Forums
Feb 28, 2007 · In the case of modeling/modelling, this amounts to a wash, since there are two possible pronunciation of modeling by a (very) naive speller. But in most other three-syllable …
modeling (psychotherapy) - WordReference Forums
May 1, 2009 · In psychotherapy, "Modeling" is the process through which, by observing the coherence between the therapist’s words and deeds, the client vicariously learns different …
3D Modelling - WordReference Forums
Nov 11, 2008 · Hey guys I was just wondering if anyone could translate 3D Modelling into Japanese for me, I wanted to say to a friend of mine "I am going to study 3D Modelling at …
cuandoquiera - WordReference Forums
Oct 6, 2008 · I am working with a textbook author who is modeling the use of the subjunctive with cualquier, quienquiera, dondequiera, etc. She is concerned that the following two sentences …
comparing it against/with | WordReference Forums
Aug 5, 2011 · The following is from an English exercise given by my son's teacher. 40% of lizard species worldwide could be extinct by 2080. Barry Sinerro reached the conclusion by taking …
creosote bush | WordReference Forums
Jan 18, 2025 · A typo? It’s creosote bush. 中文名：三齿拉瑞阿 英（外）文名：Creosote Bush 拉丁学名：Larrea tridentata
today's meeting or today meeting | WordReference Forums
Apr 10, 2020 · 1 is by far the most natural way to say it. 2 is wrong. 3 is okay, but there’s no obvious reason to spell it out like that.
Year followed by E (e.g. 2019e, 2019E) (financial reporting)
Oct 20, 2020 · Hello, Could someone tell me what the letter E tacked onto the numeral representation of a year means in a stock market report, e.g. in the following quote: "Oddo …
encamamiento de pacientes - WordReference Forums
Oct 25, 2006 · Hola a todos: Estoy traduciendo un documento sobre equipo médico, el texto en el que tengo duda es: El equipo es para pacientes en encamamiento, UCI y sala de …
se van incorporando a | WordReference Forums
Jan 30, 2009 · Hola a todos!! Tengo que traducir esta frase pero estoy en duda: " publicar los productos que se van incorporando a la página web" Mi intento: "publish the products which …
Modelling or modeling? - WordReference Forums
Feb 28, 2007 · In the case of modeling/modelling, this amounts to a wash, since there are two possible pronunciation of modeling by a (very) naive speller. But in most other three-syllable …
modeling (psychotherapy) - WordReference Forums
May 1, 2009 · In psychotherapy, "Modeling" is the process through which, by observing the coherence between the therapist’s words and deeds, the client vicariously learns different …
3D Modelling - WordReference Forums
Nov 11, 2008 · Hey guys I was just wondering if anyone could translate 3D Modelling into Japanese for me, I wanted to say to a friend of mine "I am going to study 3D Modelling at …
cuandoquiera - WordReference Forums
Oct 6, 2008 · I am working with a textbook author who is modeling the use of the subjunctive with cualquier, quienquiera, dondequiera, etc. She is concerned that the following two sentences …
comparing it against/with | WordReference Forums
Aug 5, 2011 · The following is from an English exercise given by my son's teacher. 40% of lizard species worldwide could be extinct by 2080. Barry Sinerro reached the conclusion by taking …
creosote bush | WordReference Forums
Jan 18, 2025 · A typo? It’s creosote bush. 中文名：三齿拉瑞阿 英（外）文名：Creosote Bush 拉丁学名：Larrea tridentata
today's meeting or today meeting | WordReference Forums
Apr 10, 2020 · 1 is by far the most natural way to say it. 2 is wrong. 3 is okay, but there’s no obvious reason to spell it out like that.
Year followed by E (e.g. 2019e, 2019E) (financial reporting)
Oct 20, 2020 · Hello, Could someone tell me what the letter E tacked onto the numeral representation of a year means in a stock market report, e.g. in the following quote: "Oddo …
encamamiento de pacientes - WordReference Forums
Oct 25, 2006 · Hola a todos: Estoy traduciendo un documento sobre equipo médico, el texto en el que tengo duda es: El equipo es para pacientes en encamamiento, UCI y sala de …
se van incorporando a | WordReference Forums
Jan 30, 2009 · Hola a todos!! Tengo que traducir esta frase pero estoy en duda: " publicar los productos que se van incorporando a la página web" Mi intento: "publish the products which …
