Effects of Curriculum-Based Monitoring on Classroom Instruction and Math Achievement

In recent years, concerns about the math achievement of U.S. students have been highlighted in the popular press, journal articles, major conference presentations, and official U.S. Department of Education (1998) reports. School personnel have responded to the issue of low math achievement by a) writing or rewriting standards, b) “ratcheting up” current standards, c) building accountability systems that include all students, d) developing programmatic interventions, e) extending the school year, and f) implementing effective instructional management systems. Research on teaching has linked instructional environment and achievement. Thus, this study was designed to determine whether the implementation of an instructional management system served to improve student math achievement and the classroom instructional environment. In addition, the study examined the extent to which adding a curriculum-based monitoring system to an ongoing math curriculum would result in positive changes in the classroom instructional environment and in achievement.     

加法和乘法算式的表征方式

探讨加法和乘法算式的心理表征方式问题 ,检验加法和乘法算式表征分离假设 :对于加法算式主要形成视觉 -阿拉伯数字表征 ,对于乘法算式主要形成听觉 -言语表征。要求 2 4位大学生 (男女生各半 )回答一位数加法和乘法问题 (例如 ,2 +3 ,2× 3) ,这些问题中的算数用阿拉伯数字 (1～ 9)呈现或者汉字数字 (壹～玖 )呈现。结果是与阿拉伯数字条件相比 ,汉字数字条件对加法问题产生更大的影响 ,这与假设一致 ,支持Campbell等人的编码复杂性假设 (Encodingcomplexhypothesis) ,但又具体化和发展了这一假设     

课程嵌入型表现性评定对数学问题解决影响的实验研究

课程嵌入型表现性评定是当前基础教育新课程改革倡导的重要的学生学业评价方式。以335名初中一年级学生为被试,采用为期一学年的追踪实验研究方式,探索课程嵌入型表现性评定对数学问题解决的影响效果。研究结果表明,此方式对学生的数学问题解决能力发展具有显著促进作用,且促进作用随实验进程不断增加并受到学生原有学业水平的影响。对口语报告资料的分析进一步表明,此评定方式对数学问题解决的促进作用主要体现在理解问题、元认知与问题解决策略等方面。     

循证医学与实事求是

循证医学主张“慎重、准确和明智地应用当前所能获得的最好的研究依据;结合临床医生的个人专业技能和多年临床经验;考虑患者的价值和愿望,将三者完美地结合制定出患者的治疗措施。”贯穿着临床医学对患者进行“以人为本”科学救死扶伤的实事求是理念。要使“循证医学”卓有成效,应当抓住二大关键：实事求是,维护“证据”的真实性,提高医术的可靠性。     

The Metaphysics of Thought: A Response to Fish and Macdonald

Abstract

John McDowell’s position on the metaphysics of thought combines an identity conception of truth, the view that if one thinks truly that p, then what one thinks is the fact that p, with a Tractarian conception of the world as the totality of facts. In response to the charge that it is incoherent, William Fish and Cynthia Macdonald have recently (2007, 2009, 2011) defended a novel way of developing McDowell’s position. I argue that their interesting proposal doesn't work, owing to the fact that it can accommodate neither false thought nor, it seems, certain cases of true thought.     

Perspectival Variance and Worldly Fragmentation

Objects often manifest themselves in incompatible ways across perspectives that are epistemically on a par. The standard response to such cases is to deny that the properties that things appear to have from different perspectives are properties that things really have out there. This type of response seems worrying: too many properties admit of perspectival variance and there are good theoretical reasons to think that such properties are genuinely instantiated. So, we have reason to explore views on which things can have the incompatible properties they appear to have across perspectives. This paper explores the view that things can have incompatible properties if the world is not a metaphysically unified place but is instead fragmented. There is a sensible notion of co-obtainment, on which two facts can each obtain without co-obtaining. Using this notion, we can step back from our embedded perspectives on the world without deeming the contents of those perspectives to be mere appearances. This renders the sheer pervasiveness of perspectival variance a serious pressure on the standard response, as well as a serious reason to think that the world is indeed fragmented.     

Who’s Winning the War Against Science?

There is an outcry among scientists that they are being attacked on multiple fronts by fake news, alternative facts, climate change denial, fossil fuel industries, shrinking government funding, postmodernism, and religion. Is this siege mentality realistic or paranoid? It’s realistic. This article encourages theologians and other religious leaders to ally themselves with scientists in defense of evidence-based judgments in public policy-making.     

Can Character Traits Be Based on Brute Psychological Facts?

Some of our largely unchosen first‐order reactions, such as disgust, can underwrite morally‐laden character traits. This observation is in tension with the plausible idea that virtues and vices are based on reasons. I propose a way to resolve the tension.     

The impact of working memory training on near and far transfer measures: Is it all about fluid intelligence?

This randomized control study investigates the effects of working memory (WM) training on near (similar WM memory tasks) and far (math problem-solving processes and accuracy tasks) transfer in children aged 7 to 11 years who vary in fluid intelligence. Participants were randomly assigned to either a control group or one of two WM training conditions (repeated practice vs. cued recall). ?When compared to the control condition, the results show that the cued recall condition yields higher post-test scores for the far transfer measures, whereas the repeated practice condition yields higher scores for the near transfer? measures. However, these finding are qualified by significant treatment × fluid intelligence interactions. Thus, improvements in WM and related measures, as well as the positive transfer in learning outcomes, are moderated by fluid intelligence.