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The Impact and Utility of the WCI Curriculum Book Chapter
Book Chapter
The Impact and Utility of the WCI Curriculum
By: Dennis Smithenry and Joan Gallagher-Bolos
Grade Level: High School
In this chapter, Dennis Smithenry presents the results of research he conducted at Joan Gallagher-Bolos’ school. He had two main goals—the first was to create a set of engaging video cases about Joan's teaching practice that would be useful to other science teachers—and the second was to determine how the WCI curriculum affected the students who experienced it. When the authors designed the WCI curriculum, they wanted students to experience what it...  [view full summary]
In this chapter, Dennis Smithenry presents the results of research he conducted at Joan Gallagher-Bolos’ school. He had two main goals—the first was to create a set of engaging video cases about Joan's teaching practice that would be useful to other science teachers—and the second was to determine how the WCI curriculum affected the students who experienced it. When the authors designed the WCI curriculum, they wanted students to experience what it is like to be a member of a scientific community, acquire some of the skills necessary to construct scientific knowledge, and still learn the chemistry concepts found in the traditional chemistry curriculum. The findings from the research study indicate that the enactment of the WCI curriculum does lead to these goals.
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Summary Book Chapter
Book Chapter
Summary
By: Dennis Smithenry and Joan Gallagher-Bolos
Grade Level: High School
Teachers know there is a huge time commitment involved with writing, implementing, and assessing new approaches for the classroom. But they also know how important it is to continue to grow as educators and improve their practices. Ultimately, the authors hope that teachers will value the idea of the WCI approach and decide to let go of their students' hands by giving them the opportunities and guidance that will help them develop a self-sufficient...  [view full summary]
Teachers know there is a huge time commitment involved with writing, implementing, and assessing new approaches for the classroom. But they also know how important it is to continue to grow as educators and improve their practices. Ultimately, the authors hope that teachers will value the idea of the WCI approach and decide to let go of their students' hands by giving them the opportunities and guidance that will help them develop a self-sufficient classroom community of learners.
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WCI Project 2—CanCo  Book Chapter
Book Chapter
WCI Project 2—CanCo
By: Dennis Smithenry and Joan Gallagher-Bolos
Grade Level: High School
At this point, the class is still in the very beginning stages of reaching the goal of becoming an independent community of scientists. The focus of this chapter is on discussing the CanCo WCI Project implemented during days 3, 4, and 5 of Unit II. The chapter begins with a description of the first two days of this unit to provide background on the students' experiences before beginning the CanCo WCI Project. This chapter's project will be the first...  [view full summary]
At this point, the class is still in the very beginning stages of reaching the goal of becoming an independent community of scientists. The focus of this chapter is on discussing the CanCo WCI Project implemented during days 3, 4, and 5 of Unit II. The chapter begins with a description of the first two days of this unit to provide background on the students' experiences before beginning the CanCo WCI Project. This chapter's project will be the first opportunity for the class to use the scaffolding described in the project in Chapter 2.
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WCI Project 3—Solutions  Book Chapter
Book Chapter
WCI Project 3—Solutions
By: Dennis Smithenry and Joan Gallagher-Bolos
Grade Level: High School
Now that your students have completed two four-day-long WCI projects, two week-long research group projects, five single-day WCI assessments, and many single-day inquiry-based lab activities, students are comfortable working with one another. The focus of this chapter is to highlight their third four-day-long Solutions WCI Project. A copy of the project sheet is provided.
Now that your students have completed two four-day-long WCI projects, two week-long research group projects, five single-day WCI assessments, and many single-day inquiry-based lab activities, students are comfortable working with one another. The focus of this chapter is to highlight their third four-day-long Solutions WCI Project. A copy of the project sheet is provided.
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Central Tendency and Variability Book Chapter
Book Chapter
Central Tendency and Variability
By: Edwin P. Christmann and John L. Badgett
Grade Level: High School
This chapter presents two important interrelated topics in statistics: central tendency and variability. Measures of central tendency show how similar the data points in a set of data are, while measures of variability show how much the data points vary. The first half of this chapter discusses three important measures of central tendency, the mean, median, and mode. In the second half, it will cover three...  [view full summary]
This chapter presents two important interrelated topics in statistics: central tendency and variability. Measures of central tendency show how similar the data points in a set of data are, while measures of variability show how much the data points vary. The first half of this chapter discusses three important measures of central tendency, the mean, median, and mode. In the second half, it will cover three measures of variation, the range, standard deviation, and variance.
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Standard Scores Book Chapter
Book Chapter
Standard Scores
By: Edwin P. Christmann and John L. Badgett
Grade Level: High School, Middle School
In this chapter, the authors will discuss the following types of standard scores: percentile ranks, z-scores, and T-scores. All are based on concepts—such as the mean, the normal distribution, and the standard deviation—already familiar to you from the last two chapters. In the case of class rank, however, keep in mind that a percentile rank from an ordinal scaled score should be used.
In this chapter, the authors will discuss the following types of standard scores: percentile ranks, z-scores, and T-scores. All are based on concepts—such as the mean, the normal distribution, and the standard deviation—already familiar to you from the last two chapters. In the case of class rank, however, keep in mind that a percentile rank from an ordinal scaled score should be used.
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How Assessment and Testing Developed Book Chapter
Book Chapter
How Assessment and Testing Developed
By: Edwin P. Christmann and John L. Badgett
Grade Level: Elementary School, High School, Middle School
The United States has approximately 55 million students in grades K–12. On average, teachers administer 100 teacher-generated tests per school year, which translates into America’s students taking approximately 550 million—that’s 550,000,000—teacher-generated tests per year. Taking this extraordinary number into consideration, it should be clear that an understanding of testing is essential for teaching practitioners throughout all grade levels and...  [view full summary]
The United States has approximately 55 million students in grades K–12. On average, teachers administer 100 teacher-generated tests per school year, which translates into America’s students taking approximately 550 million—that’s 550,000,000—teacher-generated tests per year. Taking this extraordinary number into consideration, it should be clear that an understanding of testing is essential for teaching practitioners throughout all grade levels and subject areas. If you are a teacher, you need to understand the methods and procedures of educational measurement, not only to be competent, but also to be able to design tests that consistently measure the intended outcomes of your classroom instruction. This free selection provides a historical context of assessment practices commonly used in the classroom today. It also includes the Table of Contents and Index.
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Scales and Number Distributions Book Chapter
Book Chapter
Scales and Number Distributions
By: Edwin P. Christmann and John L. Badgett
Grade Level: High School, Middle School
Statistics is a branch of science that deals with the collection, analysis, interpretation, and presentation of numerical data. We use statistics every day to solve problems. Geneticist Gregor Mendel, for example, experimented with pea plants, which led to the development of theories of dominant and recessive genes. Similarly, teachers use statistics to average classroom grades to determine what students have learned as a result of classroom instruction....  [view full summary]
Statistics is a branch of science that deals with the collection, analysis, interpretation, and presentation of numerical data. We use statistics every day to solve problems. Geneticist Gregor Mendel, for example, experimented with pea plants, which led to the development of theories of dominant and recessive genes. Similarly, teachers use statistics to average classroom grades to determine what students have learned as a result of classroom instruction. In this chapter, the authors demonstrate how you can use the powerful tool of descriptive statistics in your classroom to help you summarize, organize, and simplify data.
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What Lies Behind Finnish Students' Success in PISA Science? Book Chapter
Book Chapter
What Lies Behind Finnish Students' Success in PISA Science?
By: Merike Kesler and Jari Lavonen
Edited by: Rodger W. Bybee and Barry J. McCrae
Grade Level: College, Elementary School, High School, Middle School
Finnish students' performance in the PISA scientific literacy assessment has been excellent, and even improved between the three-year cycles of PISA measurements. It is not easy to explain the good results, but this chapter focuses on several factors that support science teaching and learning in Finland and thus also have an influence on the excellent PISA results
Finnish students' performance in the PISA scientific literacy assessment has been excellent, and even improved between the three-year cycles of PISA measurements. It is not easy to explain the good results, but this chapter focuses on several factors that support science teaching and learning in Finland and thus also have an influence on the excellent PISA results
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Overcoming Challenges and Succeeding in PISA Science 2006 Book Chapter
Book Chapter
Overcoming Challenges and Succeeding in PISA Science 2006
By: Robert Laurie
Edited by: Rodger W. Bybee and Barry J. McCrae
Grade Level: College, Elementary School, High School, Middle School
Despite the absence of a national science curriculum and the inevitable differences in science curriculum across Canada, Canadian students ranked third in the world on the PISA 2006 science assessment. This chapter presents three possible explanations for these results.
Despite the absence of a national science curriculum and the inevitable differences in science curriculum across Canada, Canadian students ranked third in the world on the PISA 2006 science assessment. This chapter presents three possible explanations for these results.
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Results: 1 - 10 of 2057 1 2 3 4 5 6 7 8 9 ... 206 Next