365 research outputs found
Tools to Improve Student Engagement
No full textThis interactive session will focus on strategies used by the panelists to increase student engagement with course content and the learning process. Panelists will discuss a range of strategies designed to encourage reading, interactivity, and active learning. Darrell Rudmann will discuss the recent addition of short, in-class weekly quizzes designed to motivate students to read class texts. Jodi Dunham will discuss research-based, creative teaching strategies to facilitate active learning. Christy Zempter will discuss the use of reading journals to encourage engagement with class texts and gauge gaps in understanding
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
Evaluating a Spatial Reasoning Test for Better Understanding Struggling Science Learners
No full textI would like to present the current state of my progress with a spatial reasoning test that is specifically to a particular conceptual domain. The Astronomy-Based Geometry Test (ABGT) has 21 items that are visually presented, in a multiple choice format, and are derived from the fundamental movements of the solar system that explain the day/night cycle, seasons, lunar phases, and eclipses. I will report on current reliability and validity of the scale, along with possible uses. With combined data from about 141 participants across smaller studies, norms for high- and low-scorers have been established. Validity of the scale appears to be good-to-strong, with several questions related to each key movement in the solar system. An exploratory factor analysis shows one factor with two subscales. The ABGT has modest but not strong overlap with a general spatial test, the Cube Comparison Test (r = 0.438), which shows it is both assessing thinking that is similar to and distinct from general spatial reasoning. In terms of reliability, Cronbach’s alpha coefficient shows evidence for internal consistency and one primary construct. Test-retest with a small sample (n = 24) is not high (r = .455), which is a concern, but more data needs to be collected. A distinct feature of this test is that it is not a general spatial reasoning test, but focuses on those particular spatial relationships that may be problematic for a student. Hence, this test can be used with other assessment data to generate a profile of strengths and weaknesses for struggling science learners. This element of validity—how well does performance on the ABGT connect to understanding basic astronomy—will be presented
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
Empirical Accuracy and Consistency in College Students' Knowledge of Classical Astronomy
No full text254 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005.This study focuses on how college students explain basic astronomical phenomena and the nature of those explanations, moving beyond existing research of astronomy misconceptions and shedding new light on the nature of knowledge representation and the stability of knowledge. Fifty college students answered a questionnaire that asked for explanations of six classical astronomical phenomena (the solar system, day/night cycle, seasons, lunar phases, and solar and lunar eclipses) and were re-tested in an interview. The participants gave confidence ratings for their explanations, and tried to apply their explanations to several hypothetical scenarios. The participants also completed a general spatial ability test and a spatial ability test specifically designed for the classical astronomy domain. Explanations that were more scientifically accurate were the most consistent over time, were given higher confidence ratings, were better applied to the hypothetical scenarios, and were the most internally consistent with explanations for other phenomena. These explanations showed characteristics most like the theorized form of knowledge representation of a mental "theory." In contrast, other non-scientific explanations were more likely to change over time, had lower confidence ratings, and were often internally inconsistent with other knowledge or were so primitive that they provided no conceptual connections to explanations for other related phenomena. Only one non-scientific explanation showed traits similar to more scientifically-accurate knowledge, a common explanation of the lunar phases based on Earth occluding light from the Sun. The nature of knowledge representation of novices, kinds of inconsistencies in knowledge, and the hypothetical relationship between the presence of inconsistencies and stages of learning are discussed.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD
Empirical Accuracy and Consistency in College Students' Knowledge of Classical Astronomy
No full text"This study focuses on how college students explain basic astronomical phenomena and the nature of those explanations, moving beyond existing research of astronomy misconceptions and shedding new light on the nature of knowledge representation and the stability of knowledge. Fifty college students answered a questionnaire that asked for explanations of six classical astronomical phenomena (the solar system, day/night cycle, seasons, lunar phases, and solar and lunar eclipses) and were re-tested in an interview. The participants gave confidence ratings for their explanations, and tried to apply their explanations to several hypothetical scenarios. The participants also completed a general spatial ability test and a spatial ability test specifically designed for the classical astronomy domain. Explanations that were more scientifically accurate were the most consistent over time, were given higher confidence ratings, were better applied to the hypothetical scenarios, and were the most internally consistent with explanations for other phenomena. These explanations showed characteristics most like the theorized form of knowledge representation of a mental ""theory."" In contrast, other non-scientific explanations were more likely to change over time, had lower confidence ratings, and were often internally inconsistent with other knowledge or were so primitive that they provided no conceptual connections to explanations for other related phenomena. Only one non-scientific explanation showed traits similar to more scientifically-accurate knowledge, a common explanation of the lunar phases based on Earth occluding light from the Sun. The nature of knowledge representation of novices, kinds of inconsistencies in knowledge, and the hypothetical relationship between the presence of inconsistencies and stages of learning are discussed."Made available in DSpace on 2015-09-25T19:54:23Z (GMT). No. of bitstreams: 2
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Previous issue date: 2005Embargo set by: Seth Robbins for item 81172
Lift date: Forever
Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDsRestricted to the U of I community idenfinitely during batch ingest of legacy ETDsU of I Only254 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005
Empirical Accuracy and Consistency in College Students' Knowledge of Classical Astronomy
No full textThis study focuses on how college students explain basic astronomical phenomena and the nature of those explanations, moving beyond existing research of astronomy misconceptions and shedding new light on the nature of knowledge representation and the stability of knowledge. Fifty college students answered a questionnaire that asked for explanations of six classical astronomical phenomena (the solar system, day/night cycle, seasons, lunar phases, and solar and lunar eclipses) and were re-tested in an interview. The participants gave confidence ratings for their explanations, and tried to apply their explanations to several hypothetical scenarios. The participants also completed a general spatial ability test and a spatial ability test specifically designed for the classical astronomy domain. Explanations that were more scientifically accurate were the most consistent over time, were given higher confidence ratings, were better applied to the hypothetical scenarios, and were the most internally consistent with explanations for other phenomena. These explanations showed characteristics most like the theorized form of knowledge representation of a mental “theory.” In contrast, other non-scientific explanations were more likely to change over time, had lower confidence ratings, and were often internally inconsistent with other knowledge or were so primitive that they provided no conceptual connections to explanations for other related phenomena. Only one non-scientific explanation showed traits similar to more scientifically-accurate knowledge, a common explanation of the lunar phases based on Earth occluding light from the Sun. The nature of knowledge representation of novices, kinds of inconsistencies in knowledge, and the hypothetical relationship between the presence of inconsistencies and stages of learning are discussed
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
\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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