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Author: John Harrison Minnick Publisher: Forgotten Books ISBN: 9780267982875 Category : Education Languages : en Pages : 122
Book Description
Excerpt from An Investigation of Certain Abilities, Fundamental to the Study of Geometry In 1911 - 12 the author had charge of about forty pupils in second-term plane geometry in the Bloomington, Indiana, high school. Most of these pupils came from good homes and apparently should have been able to do satisfactory work. Such, however, was not the case. Crudely constructed tests revealed almost complete lack of certain abilities believed to be fundamental to the study of geometry. Special attention given to these abilities resulted in a decided improvement in the work of the group. Since then the author has experimented along these same lines with other classes and in the light of this experi ence it seemed desirable to determine the relation of these specific abilities to general geometrical ability. During the years 1915 17 he conducted an extensive investigation which is reported in the following pages. So far as the author knows, no similar investigation has been carried on in this field. L. V. Stockard and J. Carlton Belll have made A Preliminary Study of the Measurement of Abili ties in Geometry, but it does not cover the ground of this investigation. Suggestions as to methods of procedure and of handling the data have been gathered from the following Thorndike's Mental and Social Measurements, Brown's Mental Measurement, King's Elements of Statistical Methods, Buckingham's Spelling Ability - Its Measurement and Distribution, Stone's Arithmetical Abilities, Some Factors Determining Them Trabue's completion-test Language Scales, and Woody 5 Measurements of Some Achievements in Arithmetic. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: John Harrison Minnick Publisher: Forgotten Books ISBN: 9780267982875 Category : Education Languages : en Pages : 122
Book Description
Excerpt from An Investigation of Certain Abilities, Fundamental to the Study of Geometry In 1911 - 12 the author had charge of about forty pupils in second-term plane geometry in the Bloomington, Indiana, high school. Most of these pupils came from good homes and apparently should have been able to do satisfactory work. Such, however, was not the case. Crudely constructed tests revealed almost complete lack of certain abilities believed to be fundamental to the study of geometry. Special attention given to these abilities resulted in a decided improvement in the work of the group. Since then the author has experimented along these same lines with other classes and in the light of this experi ence it seemed desirable to determine the relation of these specific abilities to general geometrical ability. During the years 1915 17 he conducted an extensive investigation which is reported in the following pages. So far as the author knows, no similar investigation has been carried on in this field. L. V. Stockard and J. Carlton Belll have made A Preliminary Study of the Measurement of Abili ties in Geometry, but it does not cover the ground of this investigation. Suggestions as to methods of procedure and of handling the data have been gathered from the following Thorndike's Mental and Social Measurements, Brown's Mental Measurement, King's Elements of Statistical Methods, Buckingham's Spelling Ability - Its Measurement and Distribution, Stone's Arithmetical Abilities, Some Factors Determining Them Trabue's completion-test Language Scales, and Woody 5 Measurements of Some Achievements in Arithmetic. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: National Research Council Publisher: National Academies Press ISBN: 0309324882 Category : Social Science Languages : en Pages : 587
Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Mauro Beltrametti Publisher: European Mathematical Society ISBN: 9783037190647 Category : Mathematics Languages : en Pages : 512
Book Description
This book offers a wide-ranging introduction to algebraic geometry along classical lines. It consists of lectures on topics in classical algebraic geometry, including the basic properties of projective algebraic varieties, linear systems of hypersurfaces, algebraic curves (with special emphasis on rational curves), linear series on algebraic curves, Cremona transformations, rational surfaces, and notable examples of special varieties like the Segre, Grassmann, and Veronese varieties. An integral part and special feature of the presentation is the inclusion of many exercises, not easy to find in the literature and almost all with complete solutions. The text is aimed at students in the last two years of an undergraduate program in mathematics. It contains some rather advanced topics suitable for specialized courses at the advanced undergraduate or beginning graduate level, as well as interesting topics for a senior thesis. The prerequisites have been deliberately limited to basic elements of projective geometry and abstract algebra. Thus, for example, some knowledge of the geometry of subspaces and properties of fields is assumed. The book will be welcomed by teachers and students of algebraic geometry who are seeking a clear and panoramic path leading from the basic facts about linear subspaces, conics and quadrics to a systematic discussion of classical algebraic varieties and the tools needed to study them. The text provides a solid foundation for approaching more advanced and abstract literature.
Author: Susan A. Ambrose Publisher: John Wiley & Sons ISBN: 0470617608 Category : Education Languages : en Pages : 336
Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Author: Norbert M. Seel Publisher: Springer Science & Business Media ISBN: 1441914277 Category : Education Languages : en Pages : 3643
Book Description
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
Author: Modoc Press, Inc. Publisher: Bloomsbury Publishing USA ISBN: 0313017271 Category : Education Languages : en Pages : 312
Book Description
This book provides an overview of current K-12 courses and programs offered in the United States as correspondence study, or via such electronic delivery systems as satellite, cable, or the Internet. The Directory includes over 6,000 courses offered by 154 institutions or distance learning consortium members. Following an introduction that describes existing practices and delivery methods, the Directory offers three indexes: • Subject Index of Courses Offered, by Level • Course Level Index • Geographic Index All information was supplied by the institutions. Entries include current contact information, a description of the institution and the courses offered, grade level and admission information, tuition and fee information, enrollment periods, delivery information, equipment requirements, credit and grading information, library services, and accreditation.
Author: John Harrison Minnick
Author: John Harrison Minnick
Author: National Research Council (U.S.)
Author: 
Author: George Boole
Author: National Research Council
Author: Mauro Beltrametti
Author: Susan A. Ambrose
Author: 
Author: Norbert M. Seel
Author: Modoc Press, Inc.