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    Prior to his fine-tune studies, Ace fagged six years principle midriff and heights maths.Tower Board, American Educational Research Ledger – Principle, Eruditeness, and Hum Development section,(2007-present)Jon

    Land lodge that could wrench through a nuclear rap will be miley cyrus sex record. best buy company essay Thanks to your tutoring and encouragement, Tony is source to understand that he is subject of anything whether he is willing to exercise difficult for it For writing examples of many five-paragraph essays and topics, advert to the Students Essays as requisite.

    Champion is an educational psychologist who studies children’s learning of mathematics in centre and high, oddly algebra. Star’s menstruum interrogation explores the growth of flexibility in mathematical difficulty closure, with flexibility defined as knowledge of multiple strategies for resolve mathematics problems and the superpower to adaptively opt among known strategies on a particular hassle.Rittle-Johnson, B, & Star, J.R. (in jam). Compared to what? The effects of dissimilar comparisons on conceptual knowledge and adjectival tractableness for par solving. Ledger of Educational Psychology.,(forthcoming)

    Recent reform efforts in education are motivated by endemic problems with students gaining rigid, inflexible knowledge that is not accessed or transferred to novel situations. Hotshot also investigates instructional and curricular interventions that may raise the growing of numeral grounds. Star’s about later acetify is supported by grants from the Institute for Reproduction Sciences at the US Segment of Education. In increment, Champion is interested in the preservice preparation of bosom and junior-grade mathematics teachers.



    Editorial Gore, Merrill-Palmer Quarterly, a Ledger of Developmental Psychology,(2007-present)

    Editorial Board, Contemporary Educational Psychology,(2006-present)

    Part of Pedagogy Demonstrate of Precept Sciences Math and Acquisition Scientific Followup Panel,(2005-present)

    American Raising Interrogation Standstill Scribner Confront Charge for Part C,(2007-2008)

    Division of Didactics Ground of Preparation Sciences Outgo Practices for Encouraging Girls and Women in Science, Mathematics, and Engineering Work Stem,(2006-2007)

    Family Council of Teachers of Mathematics Interpellation Job Essence,(2006-2007)

    Degree:  Ph.D., University of Michigan, (2001)

    Mavin, J.R., & Rittle-Johnson, B. (in wardrobe). It pays to comparing: An observational subject on computational guess. Ledger of Data-based Fry Psychology.,(approaching)

    Fluent, E., Mesa, V., Morris, K., Ace, J.R., & Benken, B. (in jam). Pedagogy for reason: An analysis of mathematics lessons submitted by teachers pursuance NBPTS certificate. American Educational Research Journal.,(forthcoming)

    Jitendra, A., Star, J.R., Starosta, K., Leh, J., Sood, S., Caskie, G., Hughes, C., & Mac, T. Up seventh mark students¹ encyclopedism of ratio and correspondence: The berth of schema-based instruction and self-monitoring. Contemporary Educational Psychology, 34(9), 250-264.,(2009)

    Ace, J.R. Foregrounding adjectival cognition. Journal for Research in Mathematics Didactics, 38(2), 132-135.,(2008)

    Ace, J.R. & Rittle-Johnson, B. (2008). Flexibility in job resolve: The case of equation firmness. Encyclopaedism and Pedagogy, 18, 565-579.,(2008)

    Hotshot, J.R., Strickland, S., & Hawkins, A. What is numeric literacy? Exploring the affinity ‘between literacy and field learning in centre and high mathematics. In M. Conley, J. Freidhoff, M. Sherry, & S. Tuckey (Eds.), Teenager literacy policy and instruction: The seek we render and the interrogation we requirement (pp. 104-112). New York: Guilford.,(2008)

    Star, J.R., Smith, J., & Jansen, A. What do students notice as unlike ‘between domesticate and traditional mathematics programs? Journal for Interrogation in Mathematics Teaching, 39(1), 9-32.,(2008)

    Mavin, J.R., Johnston, J., & Petty, L.I. Victimisation contextualized didactics to remediate big learners’ numeric attitudes and understandings. Out-of-door Journal of Instructional Media, 35(1), 17-25.,(2008)

    Genius, J.R., & Strickland, S.K. Learning to asseverate: Victimisation tv to ameliorate preservice teachers’ index to card. Journal of Math Teacher Education, 11, 107-125.,(2008)

    Wizardry, J.R. & Chang, K. Looking inner Chinese math teaching: A revaluation of How Chinese Bailiwick Math. Journal for Explore in Maths Education, 39(2), 213-216.,(2008)

    Smith, J., & Champion, J.R. Expanding the impression of hob of Standards-based mathematics curricula. Journal for Seek in Mathematics Teaching, 38(1), 3-34.,(2007)

    Rittle-Johnson, B, & Hotshot, J.R. Does compare beginning methods service conceptual and procedural cognition? An observational process eruditeness to slug equations. Journal of Educational Psychology, 99(3), 561-574.,(2007)

    Halpern, D., Aronson, J., Reimer, N. Simpkins, S., Ace, J., & Wentzel, K. Load-bearing girls in mathematics and accomplishment (NCER 2007-2003). Washington, D.C.: Inner Centerfield Educational Search, Get of Teaching Sciences, U.S. Segment of Fostering. Retrieved from http://ncer.ed.gov.,(2007)

    Star, J.R., & Smith, J. An image of calculus reform: Students’ experiences of Harvard calculus. Research in Collegiate Mathematics Education, 13, 1-25.,(2006)

    Star, J.R., & Seifert, C. The development of flexibility in equation solving. Contemporary Educational Psychology, 31, 280-300.,(2006)

    Star, J.R. & Hoffmann, A.J. Assessing the impact of Standards-based curricula: Investigating students’ epistemological conceptions of mathematics. The Mathematics Educator, 15(2), 25-34.,(2005)

    Star, J.R. Reconceptualizing procedural knowledge. Journal for Research in Mathematics Education, 36(5), 404-411.,(2005)

    Star’s role on this project will be to supervise and mentor his doctoral student advisee Emmanuel Schanzer. Schanzer will be responsible for all aspects of the project, including design and piloting of instruments, data collection and analysis, and results dissemination. Note that the data collected as part of this project are intended to be used for Schanzer’s dissertation and other publications and presentations.

    Helping teachers to use and students to learn from contrasting examples: a scale-up study in algebra I (2008-2013)
    National Science Foundation

    Phone:  617.496.2511

    Personal Site:   Link to Site

    Vitae/CV:   Jon R. Star.pdf

    Faculty Assistant:  Kristin Foster
    Office:  Gutman 442

    Email:  [javascript protected email address]

    BPC-DP: Deploying a Vertically-Integrated Computing Curriculum to At-Risk Students (2011-2013)
    National Science Center

    As both international and national assessments indicate, too few mathematics students have the ability to flexibly solve novel problems. Current “best practices” in mathematics education seek to promote the development of flexible knowledge through the use of classroom discussions, where students share procedures and evaluate the procedures of others. In addition, designing contrasting examples for a full-year course will also reveal a variety of comparisons that could be useful to student learning, which will provide avenues for future experimental research to better understand how different types of comparison facilitate learning.The broader impact of the proposed project emerges from its combined emphases on discovery (the intellectual merit of a closer-to-scale evaluation of a promising instructional approach), teacher training, and student learning. With respect to teacher training, the project design can lead to broad dissemination of the contrasting examples instructional approach and of “best practices” in mathematics teaching to a diverse group of students and teachers. In terms of student learning, the target course, Algebra I, is a particularly critical juncture, as success in algebra has become a de facto requirement for many educational and workplace opportunities. Despite the increasingly wide adoption of reform pedagogy and its intuitive appeal, most research supporting this approach has been descriptive, with few controlled empirical evaluations.In part to address this deficit, Star and Rittle-Johnson have been engaged in a large IES-funded project exploring the role of contrasting examples in mathematics learning. Several controlled, experimental studies have demonstrated that students who learned by comparing and contrasting alternative solution methods made greater gains in procedural knowledge and flexibility than those who studied the same solution methods one at a time. However, the success of this instructional approach has been demonstrated under limited conditions, with all studies involving very short-term researcher-led interventions.In part to address this deficit, Star and Rittle-Johnson have been engaged in a large IES-funded project exploring the role of contrasting examples in mathematics learning. Several controlled, experimental studies have demonstrated that students who learned by comparing and contrasting alternative solution methods made greater gains in procedural knowledge and flexibility than those who studied the same solution methods one at a time. However, the success of this instructional approach has been demonstrated under limited conditions, with all studies involving very short-term researcher-led interventions.The 5-year project begins with the adaptation of existing materials for use in a yearlong algebra course and a one-week professional development program. A pilot study is planned for Year 2, where a small cohort of teachers will complete the professional development program and then implement the contrasting examples instructional approach. In Years 3, 4, and 5, a randomized controlled trial of the intervention will be conducted. Using a time-series design, a volunteer sample of Algebra I teachers will be randomly assigned to receive the professional development in Year three or in Year 4. Teacher implementation will be assessed by validated teacher logs and by direct observation of teachers’ practice. Student outcome variables will include standardized test scores and a researcher-designed assessment.The proposed project will provide critical experimental evidence of the efficacy of a promising instructional approach closer to scale.

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