TY - MGZN TI - Field trip plants seeds of hope for migrant farm workers AU - Coady, M.R. T2 - Education Times DA - 2006/// PY - 2006/// PB - University of Florida College of Education ER - TY - MGZN TI - Libros de familia: UF students make “book” visits to migrant families AU - Coady, M.R. T2 - ST&L Chronicle DA - 2006/// PY - 2006/// VL - 7 M1 - 1 PB - University of Florida College of Education ER - TY - JOUR TI - ¿Qué pasa with bilingualism in north central Florida? AU - Coady, M.R. T2 - Essential Teacher DA - 2006/12// PY - 2006/12// VL - 3 IS - 4 ER - TY - RPRT TI - Best practices for promoting algebraic thinking for improving learning for all students, a research brief AU - Myers, M. AU - Lee, H.S. A3 - National Educational Association DA - 2006/// PY - 2006/// M3 - Research brief PB - National Educational Association ER - TY - JOUR TI - Dancing triangles and their area AU - Hunt, J. T2 - ON-MATH DA - 2006/// PY - 2006/// VL - 5 IS - 1 ER - TY - CHAP TI - When data and chance collide: Drawing inferences from empirical data AU - Tarr, J.E. AU - Lee, H.S. AU - Rider, R. T2 - Thinking and reasoning with data and chance: 2006 yearbook of the NCTM A2 - Burrill, G. PY - 2006/// SP - 139–149 PB - VA: National Council of Teachers of Mathematics ER - TY - CONF TI - Differences in students’ use of computer simulation tools and reasoning about empirical data and theoretical distributions AU - Rider, R.L. AU - Lee, H.S. T2 - Seventh International Conference on Teaching Statistics C2 - 2006/// C3 - Proceedings of the seventh International Conference on Teaching Statistics CY - Salvador, Brazil DA - 2006/// PY - 2006/7// ER - TY - CONF TI - Tracing middle school students’ arguments AU - Maher, C. AU - Powell, A. AU - Weber, K. AU - Lee, H.S. T2 - 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education C2 - 2006/// C3 - Proceedings of the 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education CY - Mexico DA - 2006/// PY - 2006/// VL - 2 SP - 403-410 ER - TY - CONF TI - Learning Styles and Resistance to Change: Something's Got to Give AU - Overbay, A. AU - Grable, L. AU - Oliver, K. AU - Vasu, E. A2 - Crawford, C. C2 - 2006/3// C3 - Proceedings of Society for Information Technology and Teacher Education International Conference 2006 DA - 2006/3// SP - 3553–3559 PB - AACE ER - TY - CONF TI - Online Concept Mapping in Distance Teacher Education: Two Case Studies AU - Oliver, K. AU - Raubenheimer, D. T2 - Society for Information Technology & Teacher Education International Conference A2 - Crawford, C. C2 - 2006/3// C3 - Proceedings of Society for Information Technology and Teacher Education International Conference 2006 CY - Orlando, Florida DA - 2006/3// PY - 2006/3/19/ SP - 114–119 PB - AACE ER - TY - CONF TI - Lessons learned from unstructured concept mapping tasks AU - Oliver, K. AU - Raubenheimer, D. T2 - CMC 2006 Concept Maps: Theory, Methodology, Technology A2 - Canas, Alberto J. A2 - Novak, Joseph D. C2 - 2006/9// C3 - Proceedings of the 2nd International Conference on Concept Mapping CY - San Jose, Costa Rica DA - 2006/9// PY - 2006/9// SP - 351–358 PB - Universidad de Costa Rica ER - TY - CONF TI - Promoting scientific thinking with Web-based concept maps AU - Oliver, K. T2 - Annual Conference of the Association for Educational Communications and Technology (AECT) C2 - 2006/10// CY - Dallas, TX DA - 2006/10// PY - 2006/10// ER - TY - BLOG TI - Better Bookmarking: Taking Bookmarks To the Next Level AU - Fogle, L. T2 - Tech & Learning: Tools & ideas to transform education DA - 2006/9/1/ PY - 2006/9/1/ UR - https://www.techlearning.com/news/better-bookmarking-taking-bookmarks-to-the-next-level ER - TY - JOUR TI - Internet Resources for Early Childhood. AU - Fogle, L. DA - 2006/9// PY - 2006/9// ER - TY - CONF TI - Putting Your Digital Camera to Work - Making Teaching Materials from Digital Pictures AU - Fogle, L. T2 - North Carolina Educational Technology Conference (NCETC) C2 - 2006/11// CY - Greensboro, NC DA - 2006/11// PY - 2006/11// ER - TY - CHAP TI - Proving your skin is white, you can have everything:” Race, racial identity and the property rights in Whiteness in the Supreme Court Case of Josephine DeCuir AU - DeCuir-Gunby, J.T. T2 - Critical Race Theory and Education: All God’s children got a song A2 - Rousseau, C. A2 - Dixson, A. PY - 2006/// ET - 1 SP - 89–111 PB - Routledge SN - 9781315870557 ER - TY - CONF TI - Creating a Safe Space for Achievement: The National Achiever’s Society AU - Taliaferro, J.T. AU - DeCuir-Gunby, J.T. AU - Grimmett, M.A. T2 - Urban Affairs Association for the annual meeting C2 - 2006/4// CY - Montreal, Canada DA - 2006/4// PY - 2006/4// ER - TY - CONF TI - The Impact of Race and Racism on Students’ Emotions: A Critical Race Analysis AU - DeCuir-Gunby, J.T. AU - Williams, M.R. T2 - American Educational Research Association for the annual meeting C2 - 2006/4// CY - San Francisco, CA DA - 2006/4// PY - 2006/4// ER - TY - CONF TI - PURPOSE INSTITUTE: Peer mentoring summits for women engineering faculty of color AU - Grant, C. AU - DeCuir-Gunby, J.T. AU - Bowles, T. T2 - First annual conference on Advancing the Status of Diverse Women in Science, Technology, Engineering and Mathematics (STEM) C2 - 2006/11// CY - Jackson, MS DA - 2006/11// PY - 2006/11// ER - TY - CONF TI - Documenting learning in school-based mathematics communities of teachers AU - Sztajn, P. T2 - 0th Conference of the International Group for the Psychology of Mathematics Education A2 - Novoná, J. A2 - Moraová, H. A2 - Krátká, M. A2 - Stehlíková, N. C2 - 2006/// C3 - Proceeding of 30th Conference of the International Group for the Psychology of Mathematics Education CY - Prague, Czech Republic DA - 2006/// PY - 2006/7/16/ VL - 5 SP - 225–232 PB - Charles University ER - TY - CHAP TI - Designing learning opportunities for mathematics teacher developers AU - Sztajn, P. AU - Ball, D.L. AU - McMahon, T.A. T2 - The Work of Mathematics Teacher Educators : Continuing the Conversation 2006 A2 - Lynch-Davis, K. A2 - Rider, R.L. T3 - The AMTE Monograph Series PY - 2006/// SP - 149–162 PB - Information Age Publishing SN - 9781623969462 9781623969417 ER - TY - CONF TI - How does high school mathematics prepare future engineers? AU - Bottomley, L. AU - Hollebrands, K. AU - Parry, E. C2 - 2006/// C3 - ASEE Annual Conference and Exposition, Conference Proceedings DA - 2006/// UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85029119236&partnerID=MN8TOARS ER - TY - JOUR TI - Understanding Scale: Powers of Ten AU - Jones, M. Gail AU - Taylor, Amy AU - Minogue, James AU - Broadwell, Bethany AU - Wiebe, Eric AU - Carter, Glenda T2 - Journal of Science Education and Technology DA - 2006/12/30/ PY - 2006/12/30/ DO - 10.1007/s10956-006-9034-2 VL - 16 IS - 2 SP - 191-202 J2 - J Sci Educ Technol LA - en OP - SN - 1059-0145 1573-1839 UR - http://dx.doi.org/10.1007/s10956-006-9034-2 DB - Crossref ER - TY - CHAP TI - Teaching and Learning Geometry with Technology AU - Laborde, Colette AU - Kynigos, Chronis AU - Hollebrands, Karen AU - Strässer, Rudolf T2 - Handbook of Research on the Psychology of Mathematics Education PY - 2006/1/1/ DO - 10.1163/9789087901127_011 OP - PB - Brill | Sense SN - 9789087901127 9789087901127 9789077874660 9789077874660 UR - http://dx.doi.org/10.1163/9789087901127_011 DB - Crossref ER - TY - JOUR TI - Threshold: New Literacies for a Changing World DA - 2006/// PY - 2006/// VL - 3 IS - 4 ER - TY - CHAP TI - Qualitative research applications with youth with high-incidence disabilities AU - Sabornie, E.J. T2 - Applications of research methodology A2 - Scruggs, T.E. A2 - Mastropieri, M.A. T3 - Advances in learning and behavioral disabilities PY - 2006/// VL - 19 IS - 19 SP - 1–32 PB - Elsevier ER - TY - JOUR TI - Preservice Elementary Teachers’ Knowledge of Observable Moon Phases and Pattern of Change in Phases AU - Trundle, Kathy Cabe AU - Atwood, Ronald K. AU - Christopher, John E. T2 - Journal of Science Teacher Education AB - The purpose of this study was to describe selected content knowledge held by 52 preservice elementary teachers about the observable phases of the moon and the monthly pattern of change in observable phases. Data were obtained from participants in a physics course before and after they received inquiry-based instruction designed to promote intentional learning of the cause of moon phases and the observable pattern of change in moon phases. Results indicated that, prior to instruction, most preservice teachers had major deficiencies in knowledge of observable moon phases and the pattern of monthly change in the phases. Fortunately, participants who completed the instruction were likely to show evidence of having addressed the deficiencies. DA - 2006/8/23/ PY - 2006/8/23/ DO - 10.1007/s10972-006-9006-7 VL - 17 IS - 2 SP - 87-101 J2 - Journal of Science Teacher Education LA - en OP - SN - 1046-560X 1573-1847 UR - http://dx.doi.org/10.1007/s10972-006-9006-7 DB - Crossref ER - TY - JOUR TI - The impact of haptic augmentation on middle school students’ conceptions of the animal cell AU - Minogue, James AU - Gail Jones, M. AU - Broadwell, Bethany AU - Oppewall, Tom T2 - Virtual Reality DA - 2006/9/26/ PY - 2006/9/26/ DO - 10.1007/s10055-006-0052-4 VL - 10 IS - 3-4 SP - 293-305 J2 - Virtual Reality LA - en OP - SN - 1359-4338 1434-9957 UR - http://dx.doi.org/10.1007/s10055-006-0052-4 DB - Crossref ER - TY - JOUR TI - Students’ use of technological features while solving a mathematics problem AU - Lee, Hollylynne Stohl AU - Hollebrands, Karen F. T2 - The Journal of Mathematical Behavior AB - The design of technology tools has the potential to dramatically influence how students interact with tools, and these interactions, in turn, may influence students’ mathematical problem solving. To better understand these interactions, we analyzed eighth grade students’ problem solving as they used a java applet designed to specifically accompany a well-structured problem. Within a problem solving session, students’ goal-directed activity was used to achieve different types of goals: analysis, planning, implementation, assessment, verification, and organization. As we examined students’ goals, we coded instances where their use of a technology feature was supportive or not supportive in helping them meet their goal. We categorized features of this applet into four subcategories: (1) features over which a user does not have any control and remain static, (2) dynamic features that allow users to directly manipulate objects, (3) dynamic features that update to provide feedback to users during problem solving, and (4) features that activate parts of the applet. Overall, most features were found to be supportive of students’ problem solving, and patterns in the type of features used to support various problem solving goals were identified. DA - 2006/1// PY - 2006/1// DO - 10.1016/j.jmathb.2006.09.005 VL - 25 IS - 3 SP - 252-266 J2 - The Journal of Mathematical Behavior LA - en OP - SN - 0732-3123 UR - http://dx.doi.org/10.1016/j.jmathb.2006.09.005 DB - Crossref KW - Applet KW - Technology KW - Mathematics KW - Design KW - Middle school KW - Problem solving KW - Research methodology ER - TY - JOUR TI - The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy AU - Nietfeld, John L. AU - Cao, Li AU - Osborne, Jason W. T2 - Metacognition and Learning DA - 2006/8// PY - 2006/8// DO - 10.1007/s10409-006-9595-6 VL - 1 IS - 2 SP - 159-179 J2 - Metacognition Learning LA - en OP - SN - 1556-1623 1556-1631 UR - http://dx.doi.org/10.1007/s10409-006-9595-6 DB - Crossref ER - TY - JOUR TI - Visualizing Without Vision at the Microscale: Students With Visual Impairments Explore Cells With Touch AU - Jones, M. Gail AU - Minogue, James AU - Oppewal, Tom AU - Cook, Michelle P. AU - Broadwell, Bethany T2 - Journal of Science Education and Technology DA - 2006/11/7/ PY - 2006/11/7/ DO - 10.1007/s10956-006-9022-6 VL - 15 IS - 5-6 SP - 345-351 J2 - J Sci Educ Technol LA - en OP - SN - 1059-0145 1573-1839 UR - http://dx.doi.org/10.1007/s10956-006-9022-6 DB - Crossref ER - TY - JOUR TI - Accuracy of scale conceptions in science: Mental maneuverings across many orders of spatial magnitude AU - Tretter, Thomas R. AU - Jones, M. Gail AU - Minogue, James T2 - Journal of Research in Science Teaching AB - The use of unifying themes that span the various branches of science is recommended to enhance curricular coherence in science instruction. Conceptions of spatial scale are one such unifying theme. This research explored the accuracy of spatial scale conceptions of science phenomena across a spectrum of 215 participants: fifth grade, seventh grade, ninth grade, twelfth grade, and doctoral students in science. Conceptions spanning sizes from one nanometer to one billion meters were investigated through use of written assessments and individual interviews. Results showed that accuracy of conceptions at small scale were not symmetrical with respect to conceptions at large scale. Large scale accuracy tended to decline in a smooth, uniform fashion as the scale increased, whereas small scale accuracy displayed a discontinuity at the microscopic level. To conceptually interact with scales far removed from human scale, experts used strategies of mentally jumping to a new scale-world. Experts tended not to transition smoothly between the differently scaled worlds but rather to make a discontinuous leap, maintaining abstract linkages between the worlds via mathematics. Implications of these findings for curriculum development and classroom instruction are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1061–1085, 2006 DA - 2006/// PY - 2006/// DO - 10.1002/tea.20155 VL - 43 IS - 10 SP - 1061-1085 J2 - J. Res. Sci. Teach. LA - en OP - SN - 0022-4308 1098-2736 UR - http://dx.doi.org/10.1002/tea.20155 DB - Crossref ER - TY - JOUR TI - Conceptual boundaries and distances: Students' and experts' concepts of the scale of scientific phenomena AU - Tretter, Thomas R. AU - Jones, M. Gail AU - Andre, Thomas AU - Negishi, Atsuko AU - Minogue, James T2 - Journal of Research in Science Teaching AB - To reduce curricular fragmentation in science education, reform recommendations include using common, unifying themes such as scaling to enhance curricular coherence. This study involved 215 participants from five groups (grades 5, 7, 9, and 12, and doctoral students), who completed written assessments and card sort tasks related to their conceptions of size and scale, and then completed individual interviews. Results triangulated from the data sources revealed the boundaries between and characteristics of scale size ranges that are well distinguished from each other for each group. Results indicate that relative size information was more readily understood than exact size, and significant size landmarks were used to anchor this relational web of scales. The nature of past experiences situated along two dimensions—from visual to kinesthetic in one dimension, and wholistic to sequential in the other—were shown to be key to scale cognition development. Commonalities and differences between the groups are highlighted and discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 282–319, 2006 DA - 2006/// PY - 2006/// DO - 10.1002/tea.20123 VL - 43 IS - 3 SP - 282-319 J2 - J. Res. Sci. Teach. LA - en OP - SN - 0022-4308 1098-2736 UR - http://dx.doi.org/10.1002/tea.20123 DB - Crossref ER - TY - JOUR TI - Philosophy of Special Education AU - Sabornie, Edward J. T2 - Exceptionality DA - 2006/1/6/ PY - 2006/1/6/ DO - 10.1207/s15327035ex1402_1 VL - 14 IS - 2 SP - 63-64 J2 - Exceptionality LA - en OP - SN - 0936-2835 1532-7035 UR - http://dx.doi.org/10.1207/s15327035ex1402_1 DB - Crossref ER - TY - JOUR TI - Review of Educating for the future. Proceedings of an international symposium on mathematics teacher education AU - Sztajn, Paola T2 - Journal of Mathematics Teacher Education DA - 2006/8/18/ PY - 2006/8/18/ DO - 10.1007/s10857-006-9011-y VL - 9 IS - 4 SP - 401-410 SN - 1386-4416 1573-1820 UR - http://dx.doi.org/10.1007/s10857-006-9011-y ER - TY - JOUR TI - Do race of student and race of teacher influence ratings of emotional and behavioral problem characteristics of students with emotional disturbance? AU - Cullinan, D. AU - Kauffman, J. M. T2 - Behavioral Disorders AB - African American students are disproportionately likely to be identified with the emotional disturbance (ED) education disability. To investigate how teachers’ perceptions of students might vary by race, we analyzed Black and White teachers’ ratings of 769 students with ED, subdivided by race and grade level, on six emotional and behavior problem variables. Results did not support the position that, among students with ED, overrepresentation of African Americans arises from racial bias in teacher perceptions of emotional and behavioral problems; however, there were several interesting main and interaction effects. Discussion focused on implications of present results for the continuing issue of race disproportionality among students with ED, as well as several lines of research that might clarify race disproportionality and related issues in identification of students with ED. DA - 2006/// PY - 2006/// DO - 10.1177/019874290503000403 VL - 30 IS - 4 SP - 393-402 ER - TY - JOUR TI - Reactions of a Ru(II) phenyl complex with substrates that possess C-N or C-O multiple bonds: C-C bond formation, N-H bond cleavage, and decarbonylation reactions AU - Lee, JP AU - Pittard, KA AU - DeYonker, NJ AU - Cundari, TR AU - Gunnoe, TB AU - Petersen, JL T2 - ORGANOMETALLICS AB - The Ru(II) phenyl complex TpRu(CO)(NCMe)(Ph) (1) (Tp = hydridotris(pyrazolyl)borate) reacts with carbodiimides to yield amidinate complexes that result from C−C bond formation between the phenyl ligand and the carbodiimide carbon. Complex 1 and N-methylacetamide react to produce benzene and the amidate complex TpRu(CO){(N,O-OC(Me)N(Me)} (4). The reaction of complex 1 with C⋮N(tBu) yields TpRu(CO){C⋮N(tBu)}(Ph) (5), and heating a solution of PMe3 and 5 results in the observation of an equilibrium with the product of isonitrile insertion TpRu(CO){C(Ph)NtBu}(PMe3) (6) (ΔH = +9(1) kcal/mol and ΔS = +20(3) eu). The reaction of 1 with aromatic aldehydes at elevated temperatures results in C−H activation and decarbonylation of the aldehyde to produce TpRu(CO)2(Ar) (Ar = phenyl or p-tolyl) and free benzene. DFT calculations have been incorporated to study coordination and insertion reactions of ethylene, methyleneimine, formaldehyde, HNCNH, and C⋮NH into the Ru−Ph bond of the model fragment (Tab)Ru(CO)(Ph) (Tab = tris(azo)borate). In addition, the energetics of Ru-mediated decarbonylation of formaldehyde have been calculated. DA - 2006/3/13/ PY - 2006/3/13/ DO - 10.1021/om050967h VL - 25 IS - 6 SP - 1500-1510 SN - 1520-6041 ER - TY - JOUR TI - Comparing Characteristics of High-Incidence Disability Groups AU - Sabornie, Edward J. AU - Evans, Chan AU - Cullinan, Douglas T2 - Remedial and Special Education AB - More than 2 decades ago, Hallahan and Kauffman and others suggested a cross-categorical approach to teaching students identified with high-incidence disabilities (i.e., emotional— behavioral disabilities, learning disabilities, and mild intellectual disabilities) because their behavioral and academic characteristics were seen to be more similar than different. Since that time, more than 150 articles and other works have discussed and compared the characteristics of students across these high-incidence disability categories. This descriptive review examined 34 studies comparing various characteristics of students with high-incidence disabilities. The results indicate that students with emotional— behavioral disabilities, learning disabilities, and mild intellectual disabilities do not differ markedly in social adjustment, but do display considerably different cognitive and behavioral profiles. Implications for instruction and placement are discussed. DA - 2006/3// PY - 2006/3// DO - 10.1177/07419325060270020701 VL - 27 IS - 2 SP - 95-104 J2 - Remedial and Special Education LA - en OP - SN - 0741-9325 1538-4756 UR - http://dx.doi.org/10.1177/07419325060270020701 DB - Crossref ER -