386 research outputs found
Dr Darrell Lewis
No full textNorthern Territory author and anthropologist, Dr Darrell LewisDonated by David Ritchie, 22/06/2016Photographs of the Kenbi Handover 2016, the resolution of the 37 year Kenbi Land Claim over the Cox Peninsula. The handback, presided over by Prime Minister Malcolm Turnbull, took place at Mandorah on 21 June 2016 and was attended by many of the people who had worked on, or been involved in the landclaim processes
Darrell Huff and Fifty Years of How to Lie with Statistics
No full textOver the last fifty years, How to Lie with Statistics has sold more copies than any other statistical text. This note explores the factors that contributed to its success and provides biographical sketches of its creators: author Darrell Huff and illustrator Irving Geis
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Second Grade Student Engagement in Computational Thinking
No full textThe purpose of this dissertation study was to explore what and how second graders learn in a CS/CT integrated science and engineering module through their research, construction of physical models such as house models, simulation of house models, and Scratch projects. This is a qualitative research and the data was collected in person through artifact interviews, field notes, and classroom artifacts from three different 2nd-grade classrooms totaling 28 students across two schools in an urban area of western Massachusetts resulting in 30 interviews. Based on Brennan and Resnick’s (2012) CT framework, findings reveal that participants developed the following CT practices while planning, building, testing, and proposing a revision to their house models: abstraction and modularization, being incremental and iterative, testing, debugging, and data collection. Second graders also engaged in CT concepts and CT practices in their Scratch programs: The CT concepts of sequences, events, conditional thinking, data, and the CT practices of being incremental and iterative, testing and debugging, and abstraction and modularization. These findings are consistent with the existing literature. The implications of this dissertation study are as follows. First, this study identified data collection as a novel computational thinking practice, not explicitly addressed in Brennan and Resnick's (2012) framework, yet demonstrated as significant within the context of this research. Second, second graders participated in building a tangible house model, categorized as an unplugged computational thinking (CT) exercise in this dissertation. This hands-on task integrated CT practices from Brennan and Resnick's 2012 framework, suggesting that CT practices extend beyond digital or coding realms to encompass tangible, unplugged activities. Last, the sequential progression from hands-on house model construction to abstract Scratch programming proved pivotal in enriching the learning journey for the second graders in this study. The significance of the present dissertation study comes from the fact that it aims to address the gap in research regarding computational thinking education for lower elementary students, particularly second grade students.Doctor of Education (Ed.D.
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Examining the Specialized Math Content Knowledge of Elementary Teachers in the Age of the Common Core
No full textMathematical standards for students have increased with the development of the Common Core State Standards for Mathematics and its accompanying high stakes testing. Teachers need strong conceptual knowledge of the mathematics they teach in order to give students the opportunity to learn that math deeply. An earlier study (Ma, 1999) found that US elementary teachers lack the deep knowledge to teach math conceptually. Given the mathematics standards movements of the last two decades, it is plausible that the knowledge base of teachers has changed. Using the framework of Specialized Content Knowledge (SCK), which is the knowledge required to teach math that extends beyond the knowledge to do math, this study examines the current level of SCK held by practicing elementary teachers. It also examines themes in the explanations they give for the four topics: subtraction with regrouping; multi-digit multiplication; division with fractions; and area, perimeter, and proof. This study used a multiple-case study design and an interview protocol with current elementary teachers (N=18). Analysis of teacher interviews indicates that elementary teacher SCK can vary with the topic being addressed, with all but two of the participants falling into different SCK levels across the mathematical content areas. This points to the need for assessments that offer topic-level data so we can determine the support individual teachers need. Most of the current teachers studied have strong Specialized Content Knowledge in areas of whole number calculation, such as subtraction with regrouping and multi-digit multiplication. In those topics they are able to create representations and justify the standard algorithms. In the areas of division with fractions and area, perimeter, and proof, however, Specialized Content Knowledge was frequently much lower, and many of the teachers struggled to create representations or explain the mathematics contained in the algorithms. This indicates a need for teacher education and professional development that extends beyond whole number operations and focuses on conceptual understanding of these challenging topics.EducationDoctor of Philosophy (Ph.D.
Clock Work: How Tools for Time Mediate Problem Solving and Reveal Understanding
No full textThis article reports on elementary students' understanding of time in the context of common classroom manipulatives and notational systems. Students in Grades 2 (n = 72) and 4 (n = 72) participated in problem-solving interviews involving different clocks. Quantitative results revealed that students' performances were significantly different as a function of the tool available. Descriptive case studies of 3 Grade 4 students are presented in which students demonstrated competencies in conventions related to benchmark numeric conversions between hours and minutes and counting by 5s around the clock, yet only partial competencies related to the integral relationship between hours and minutes. Implications for theory and the treatment of time in curriculum and instruction are discussed.</jats:p
Coos River Basin fish management plan
No full textprepared by Linda J. Wagoner, Kim K. Jones, Reese E. Bender, Jerry A. Butler, Darrell E. Demory, Thomas F. Gaumer, Joel A. Hurtado, William G. Mullarkey, Paul E. Reimers, Neil T. Richmond, Thomas J. Rumreich.This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references (pages 122-124).Mode of access: Internet from the Oregon Government Publications Collection.Text in English
NEIU Men\u27s Basketball Media Guide - 1990
No full textRoster: Rees Johnson, Thomas Trotter, Richard A. Knar Jr., Bill Tobakos, Mark White, Raynell Brown, Darrell Elebye, Joe Ferguson, Kevin Flegner, Rich Goldberg, Greg Houston, Andy Klemen, Ted Logan, Earnest Mackey, Olujibe Oluyeba, Sid Pointer, Minson Rubin, James Snipeshttps://neiudc.neiu.edu/mbb/1005/thumbnail.jp
\u3ci\u3eThe Adventures of Darrell and the Invincible Man\u3c/i\u3e
No full textThe Adventures of Darrell and the Invincible Man has been nominated for the prestigious National Association of Multicultural Education Outstanding Multicultural Children\u27s Book Award.
Research literature is replete with studies that demonstrate how and why Black children when asked to draw themselves do so almost exclusively by depicting themselves as White. Researchers have concluded that this predilection is the result of the Black child being acculturated in a White racist society. This book explores identity development in minority, particularly Black, youth. This book provides a riveting deconstruction of how minority children adopt the White, western ideal as their self-image and the proper way to make the children themselves aware of their subconscious adoption and how the astute multicultural educator, parents, and anyone interested in identity development in minority, particularly, black youth, can redirect this propensity.
Dr. Omowale Akintunde has published a plethora of research regarding multicultural education, black identity development, white privilege, and how these dynamics impact and influence early childhood education. He is also the author of Multiculturalism and the Teacher Education Experience: Essays on Race, Class, and Culture (iUniverse, 2007). He has served on the Editorial Board of the Official Journal of the National Association of Multicultural Education and is currently serving on the national executive board of the National Association of Multicultural Education (NAME) and the National Board of Peace Education (NAPE). The Adventures of Darrell and the Invincible Man is certain to become a necessary and celebrated addition to the field of multicultural children\u27s literature.https://digitalcommons.unomaha.edu/facultybooks/1045/thumbnail.jp
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Supporting Generative Thinking about Number Lines, the Cartesian Plane, and Graphs of Linear Functions
No full textThis dissertation explores fifth and eighth grade students' interpretations of three kinds of mathematical representations: number lines, the Cartesian plane, and graphs of linear functions. Two studies were conducted. In Study 1, I administered the paper-and-pencil Linear Representations Assessment (LRA) to examine students' understanding of the three representations. The LRA had an experimental component that compared performance on routine problems to non-routine problems (problems not amenable to routine solution procedures). I administered the assessment to Grade 5 students (n=126) who had no formal instruction involving function graphs, and I compared their performances with those of Grade 8 students (n=131) enrolled in Algebra 1. A repeated measures ANOVA revealed students in each grade performed better on routine problems compared to non-routine problems, suggesting that routine problems may falsely indicate greater competence. Paired samples t-tests indicated no differences in performance between Grades 5 and 8 students on number line items, though Grade 8 students outperformed fifth graders on Cartesian plane and function graph items. Videotaped interviews with a subset of Grades 5 and 8 students revealed that students in each grade approached tasks across representations in similar ways, suggesting persisting misconceptions. Interviews also revealed patterns unique to each grade.In Study 2, I examined the efficacy of a tutorial intervention. The intervention introduced written definitions to support principled understandings of the number line, the Cartesian plane, and function graphs. A repeated measures ANOVA that compared pre/posttest scores of Grade 5 students (n=20) to a matched control group (n=20) revealed significant gains from pre- to posttest in the experimental group, with no detectable gains in a control. At posttest, Grade 5 tutorial students performed significantly better on non-routine LRA problems than Grade 8 students who did not receive the tutorial. Video analysis revealed a correlation between tutorial students' appropriate uptake of definitions and gains from pretest to posttest.Analyses across the two studies indicate that instruction that supports students' coordination of linear and numerical units can support students' learning with understanding. Potential applications include the development of curricula to support students' learning with understanding related to these representations and teacher professional development interventions
Reflection Roundtable: White Supremacy in Oregon History
No full textOregon Historical Society Panel Discussion with Dr. Karen Gibson, Dr. Darrell Millner, Dr. Carmen Thompson, and Justice Adrienne Nelson, Moderator. Reflection on Hatfield Lecture by Henry Louis Gates, Jr. October 29, 2020. This panel reflects upon the Oregon Historical Society event two days prior, the second virtual Hatfield Lecture Series talk held October 27 that featured the one and only Henry Louis Gates, Jr., host of Finding Your Roots and author of a number of books including his latest work, Stony the Road: Reconstruction, White Supremacy, and the Rise of Jim Crow
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