Explicit comprehension instruction : a review of research and a new conceptualization of instruction

Includes bibliographical references (p. 13-16)The work upon which this publication was based was supported in part by the Office of Educational Research and Improvement under cooperative agreement no. OEG 0087-C100

Beginning Reading: More than Talk Written Down

In this article I will discuss observations and ideas about spoke and written language, and present some teaching strategies for beginning readers based on the theories presente

A strict lower-limit EBL: Applications on gamma-ray absorption

A strict lower limit flux for the extragalactic background light from ultraviolet to the far-infrared photon energies is presented. The spectral energy distribution is derived using an established EBL model based on galaxy formation. The model parameters are chosen to fit the lower limit data from number count observations in particular recent results by the SPITZER infrared space telescope. A lower limit EBL model is needed to calculate guaranteed absorption due to pair production in extragalactic gamma-ray sources as in TeV blazars.Comment: Comments: 4 pages, 2 figures, submitted to proceedings of "4th Heidelberg International Symposium on High Energy Gamma-Ray Astronomy 2008

Creativity in Education: A Global Concern

This special issue of Global Education Review, dedicated to the theme of creativity, looks at creativity from various angles and lenses that are particularly relevant to education, from the neuroscience on what influences creativity and global views on creativity to specific programs that target the development of creativity.  Efforts toward nurturing creativity in public schools, higher education and teacher education are represented.&nbsp

Proportional Reasoning as Essential Numeracy

This paper reports an aspect of a large research and development project that aimed to promote middle years school teachers’ understanding and awareness of the pervasiveness of proportional reasoning as integral to numeracy. Teacher survey data of proportional reasoning across the curriculum were mapped on to a rich model of numeracy. Results provided evidence of extensive and creative teaching of proportional reasoning in all learning areas. The capacity of such tasks and activities for promoting student numeracy is theorised

Field theoretic calculation of the surface tension for a model electrolyte system

We carry out the calculation of the surface tension for a model electrolyte to first order in a cumulant expansion about a free field theory equivalent to the Debye-H\"uckel approximation. In contrast with previous calculations, the surface tension is calculated directly without recourse to integrating thermodynamic relations. The system considered is a monovalent electrolyte with a region at the interface, of width h, from which the ionic species are excluded. In the case where the external dielectric constant epsilon_0 is smaller than the electrolyte solution's dielectric constant epsilon we show that the calculation at this order can be fully regularized. In the case where h is taken to be zero the Onsager-Samaras limiting law for the excess surface tension of dilute electrolyte solutions is recovered, with corrections coming from a non-zero value of epsilon_0/epsilon.Comment: LaTeX, 14 pages, 3 figures, 1 tabl

Promoting middle school students’ proportional reasoning skills through an ongoing professional development programme for teachers

© 2016, Springer Science+Business Media Dordrecht. Proportional reasoning, the ability to use ratios in situations involving comparison of quantities, is essential for mathematical competence, especially in the middle school years, and is an important determinant of success beyond school. Research shows students find proportional reasoning and its foundational concepts difficult. Proportional reasoning does not always develop naturally, however some research suggests that with targeted teaching, its development can be promoted. This paper reports on a large Australian study involving over 130 teachers and their students. A major goal of the study was to investigate the efficacy of ongoing teacher professional development for promoting middle years students’ proportional reasoning. A series of professional development workshops was designed to enhance the teachers’ understanding of proportional reasoning and to extend their repertoire of teaching strategies to promote their students’ proportional reasoning skills. The workshop design was informed by research literature on proportional reasoning teaching and learning as well as the results of a diagnostic instrument administered to over 2500 middle years students prior to the professional development. Between workshops, the teachers implemented a variety of targeted teaching activities. This paper reports on pre- and post- instrument student data collected at the beginning and end of the first year of the project (i.e., after completion of half of the workshops). The findings suggest that targeted professional development and explicit teaching can make a difference to students’ proportional reasoning