Physics Curriculum for the 21st Century

In this paper we argue that, in Kuhn’s term, phenomenological thermodynamics and Newtonian physics are incommensurable, while phenomenological thermodynamics, naive physics and Aristotelian physics are commensurable paradigms. Teaching based on phenomenological thermodynamics eliminates the incommensurability problem. Also, a physics curriculum based on phenomenological thermodynamics is outlined, in which Newtonian equations are introduced only at a later stage, as a well-working model of the world

Journal of Teaching Effectiveness and Student Achievement Volume 1, Issue 1

JournalAngelo State University College EducationSupervised Field Experiences for Pre-­Service Teachers:Is it Worth the Effort? Dr. Tammy Abernathy, Dr. Ginny Beck, and Dr. Shanon Taylor………….…..5 Math Remediation?-­ Success is Possible! Dr. Deborah Banker and Dr. Stella Filizola …………………………...……………..17 Improving Pre-­Service Teacher Dispositions Dr. Marcia Bolton and Dr. Dana Reisboard ……….………………………………...24 An Investigation into the Expansive-­‐Restrictive Nature of Teachers’ Learning Situated in the Workplace Dr. Eric J. Feeney ……………………………………………………………………….………33 Using Metacognitive Awareness of Fluency to Enhance Vocabulary Dr. Teri Fowler and Dr. William Laird ………………………………………….……..44 Culturally Responsive Teaching: Increasing Involvement of Minority Students and Parents Ms. Angela Piña …………………………………………………………………………………52 Teacher Candidates’ Perceptions of Special Education Dr. S. Nina Saha-­‐Gupta, Dr. Margarita Lara, and Mr. Jeffrey House………………….60 The Teacher Preparation Initiative Dr. Yolanda Salgado, Dr. Janet A. Carter, Dr. Jeannine Hurst, and Dr. Ann Marie Smith……...…..7

An Introduction to Conjoint Behavioral Consultation via Distance Delivery (CBC-D)

The purpose of this poster is to introduce Conjoint Behavioral Consultation via Distance delivery (CBC-D) as a potential intervention service for rural educators. This poster provides a detailed description of the CBC-D process and practical considerations when using tele-education technology to deliver consultation services to rural schools. Implications for school psychology practice and future research are discussed

Context dependency in risky decision making: Is there a description-experience gap?

When making decisions involving risk, people may learn about the risk from descriptions or from experience. The description-experience gap refers to the difference in decision patterns driven by this discrepancy in learning format. Across two experiments, we investigated whether learning from description versus experience differentially affects the direction and the magnitude of a context effect in risky decision making. In Study 1 and 2, a computerized game called the Decisions about Risk Task (DART) was used to measure people's risk-taking tendencies toward hazard stimuli that exploded probabilistically. The rate at which a context hazard caused harm was manipulated, while the rate at which a focal hazard caused harm was held constant. The format by which this information was learned was also manipulated; it was learned primarily by experience or by description. The results revealed that participants' behavior toward the focal hazard varied depending on what they had learned about the context hazard. Specifically, there were contrast effects in which participants were more likely to choose a risky behavior toward the focal hazard when the harm rate posed by the context hazard was high rather than low. Critically, these contrast effects were of similar strength irrespective of whether the risk information was learned from experience or description. Participants' verbal assessments of risk likelihood also showed contrast effects, irrespective of learning format. Although risk information about a context hazard in DART does nothing to affect the objective expected value of risky versus safe behaviors toward focal hazards, it did affect participants' perceptions and behaviors-regardless of whether the information was learned from description or experience. Our findings suggest that context has a broad-based role in how people assess and make decisions about hazards