National Center for Education Research
Download 2.01 Mb.
|
2008R305A080063A Randomized Controlled Study of the Effects of Intelligent Online Chemistry Tutors in Urban California School Districts WestEd Schneider, Steve Related IES Projects: Integrated Software for Artificial Intelligence Tutoring and Assessment in Science (R305K040008) and Integrated Software for Artificial Intelligence Tutoring and Assessment in Science (R305A070067) Publications: R305A080093Bringing Cognitive Tutors to the Internet: A Website that Helps Middle-School Students Learn Math Carnegie Mellon University Aleven, Vincent
R305A080114Early Learning in Mathematics: Efficacy in Kindergarten Classrooms University of Oregon Baker, Scott
Clarke, B., Smolkowski, K., Baker, S., Fien, H., and Chard, D. (2011). The Impact of a Comprehensive Tier I Kindergarten Curriculum on the Achievement of Students At-Risk in Mathematics. Elementary School Journal, 111(4): 561-584. Doabler, C., and Fien, H. (2013). Explicit Mathematics Instruction: What Teachers Can For Teaching At Risk Learners. Intervention in School and Clinic, 48(5): 276-285. Doabler, C.T., Fien, H., Nelson-Walker, N.J., and Baker, S.K. (2012). Evaluating Three Elementary Mathematics Programs For Presence Of Eight Research-Based Instructional Design Principles. Learning Disability Quarterly, 35(4): 200-211 Doabler, C.T. Strand-Cary, M., Jungjohann, K., Fien, H., Clarke, B., Baker, S., Smolkowski, K., and Chard, D. (2012). Enhancing Core Math Instruction for Students at- Risk for Mathematics Disabilities, Teaching Exceptional Children, 44(4): 48-57.
R305A080147A Longitudinal Study of Gender and Mathematics Using ECLS-K Data University of Illinois, Urbana-Champaign Lubienski, Sarah
R305A080225Multilevel Assessments of Science Standards (MASS) WestEd
Quellmalz, Edys Publications: R305A080422BSCS Science: An Inquiry Approach—Development of a Conceptually Coherent, Multidisciplinary Science Program for Grade Eight Biological Sciences Curriculum Study Carlson, Janet
R305A080464Closing the Achievement Gap in Middle School Mathematics Utilizing Stanford University’s Education Program for Gifted Youth Differentiated Mathematics Program Stanford University Suppes, Patrick
R305A080479Fostering Fluency With Basic Addition and Subtraction Baroody, Arthur Related IES Projects: Developing an Intervention to Foster Early Number Sense and Skill (R305K050082) Publications: Baroody, A.J., and Varma, S. (2009). The Active Construction View of Basic Number Fact Knowledge: New Directions for Cognitive Neuroscience. In J. Baek, A. E. Kelly, and L. Kalbfleisch (Eds.), Neuropsychology and Mathematics Education. Baroody, A.J., Bajwa, N.P., and Eiland, M. (2009). Why Can’t Johnny Remember the Basic Facts? Developmental Disabilities Research Reviews, 15(1): 69–79. Baroody, A.J., Eiland, M.D., Purpura, D.J., and Reid, E.E. (2012). Fostering At-Risk Kindergarten Children’s Number Sense. Cognition and Instruction, 30(4): 435–470. Baroody, A.J., Eiland, M. D., Purpura, D.J., and Reid, E.E. (2013). Can Computer-Assisted Discovery Learning Foster First Graders’ Fluency With The Most Basic Addition Combinations? American Educational Research Journal, 50(3): 533-573. Baroody, A.J., Purpura, D.J., and Reid, E.E. (2012). Comments On Learning and Teaching Early and Elementary Mathematics. In J.S. Carlson, J.R. Levin (Eds.), Instructional Strategies For Improving Students' Learning: Focus On Early Reading and Mathematics (pp. 163-175). Charlotte, NC US: IAP Information Age Publishing. Baroody, A.J., Purpura, D.J., Reid, E.E., Paliwal, V., and Bajwa, N.P. (in press). Early childhood mathematics education. P. Schuermann (Ed.), Oxford Bibliographies Online. New York: Oxford University Press. Baroody, A.J., and Varma, S. (in press). The Active Construction View Of Basic Number Fact Knowledge: New Directions For Cognitive Neuroscience. In J. Baek, A. E. Kelly, and L. Kalbfleisch (Eds.), Neuropsychology and mathematics education. Palmer, A., and Baroody, A.J. (2011). Blake's Development Of The Number Words “One,” “Two,” and “Three”. Cognition and Instruction, 29(3): 265-296. Purpura, D.J., Baroody, A.J., and Lonigan, C.J. (in press). The Transition from Informal to Formal Mathematical Knowledge: Mediation by Numerical Knowledge. Journal of Educational Psychology. R305A080667Agent and Library Augmented Shared Knowledge Areas (ALASKA) Pepperdine University Hamilton, Eric Publications: Download 2.01 Mb. Share with your friends:
|