@misc{hanson-reading-00, title = {Efficient Reading of Papers in Science and Technology}, author = {Michael J. Hanson and Dylan J. McNamee}, year = 2000, url = {http://www.cs.columbia.edu/~hgs/netbib/efficientReading.pdf }, biburl = {http://www.bibsonomy.org/bibtex/26f2b2b8e810baed8556f07f30ff6196f/ludaesch}, keywords = {reading teaching 293} } @article{1273458, title = {How to read a paper}, address = {New York, NY, USA}, author = {S. Keshav}, journal = {SIGCOMM Comput. Commun. Rev.}, number = 3, pages = {83--84}, publisher = {ACM}, volume = 37, year = 2007, url = {http://portal.acm.org/citation.cfm?id=1273445.1273458}, issn = {0146-4833}, doi = {http://doi.acm.org/10.1145/1273445.1273458}, description = {How to read a paper. Researchers spend a great deal of time reading research papers. However, this skill is rarely taught, leading to much wasted effort. This article outlines a practical and efficient three-pass method for reading research papers. I also describe how to use this method to do a literature survey.}, biburl = {http://www.bibsonomy.org/bibtex/22daf52c0d6657154e2f8d7dcdbcb5d5b/ludaesch}, keywords = {teaching 293} } @misc{william_caraher_teaching_2008, title = {Teaching Thursday (a day early): Teaching the Election}, author = {William Caraher}, journal = {The Archaeology of the Mediterranean World}, month = {November}, year = 2008, url = {http://mediterraneanworld.typepad.com/the\_archaeology\_of\_the\_me/2008/11/teaching-thursday-a-day-early-teaching-the-election.html}, biburl = {http://www.bibsonomy.org/bibtex/2f73ba6e64795f3a1f6766c6f5460ea88/paregorios}, keywords = {history teaching} } @article{smith2006sst, title = {Self-Study Through Narrative Inquiry: Fostering Identity in Mathematics Teacher Education}, author = {Tracey Smith}, journal = {Identities, Cultures and Learning Spaces}, pages = {471--478}, year = 2006, abstract = {This paper explores an innovative methodology — self-study through narrative inquiry — as a way of critically examining pedagogical practice in mathematics teacher education. A unique feature of this self-study was the simultaneous use of narrative inquiry as a research method and a pedagogical tool used with prospective teachers. By juxtaposing my own learning experiences with prospective teachers’ learning into accounts of practice I have reconceptualised my approach to mathematics teacher education in terms of establishing an inquiry landscape for co-learning. Three core features of this landscape are outlined to illustrate the potential of self-study to foster critical reflection that impacts on practice. The implications for mathematics teacher educators, and the programs they develop, are threaded throughout the paper.}, biburl = {http://www.bibsonomy.org/bibtex/2cd99bb37ddce64a7394eaad655367ba6/yish}, keywords = {inquiry teaching narrative cerme6 learning education research mathematics methodology} } @article{conle2000nir, title = {Narrative Inquiry: research tool and medium for professional development}, author = {Carola Conle}, journal = {European Journal of Teacher Education}, number = 1, volume = 23, year = 2000, url = {http://www.ingentaconnect.com/content/routledg/cete/2000/00000023/00000001/art00004?}, abstract = {The development of narrative inquiry focusing on one particular institutional setting is described. There follows a brief delineation of how narrative inquiry in education moved from being a research tool to becoming a vehicle for curriculum, first at the graduate and then at the pre-service level of teacher development. After reference to some theoretical resources for narrative inquiry, criteria and terms developed since 1982 are examined and potential dangers implicit in the inquiry and the need to keep it a rational enterprise are explored.}, biburl = {http://www.bibsonomy.org/bibtex/2d5133b511d78ee01c944fded2c1d5d59/yish}, keywords = {inquiry teaching narrative cerme6 education research methodology} } @article{kaasila2007uni, title = {Using narrative inquiry for investigating the becoming of a mathematics teacher}, author = {Raimo Kaasila}, journal = {ZDM}, number = 3, pages = {205-213}, publisher = {Springer}, volume = 39, year = 2007, abstract = {This article presents narrative inquiry as a method for research in mathematics education, in particular the study of how pre-service teachers' views of mathematics develop during elementary teacher education. I describe two different, complementary approaches to applying narrative analysis, one focusing on the content of a narrative, the other focusing on the form. The examples discussed are taken from interviews with and teaching portfolios compiled by four pre-service teachers. In analysing the content of the students' narratives, I use emplotment to construct a retrospective explanation of how one pre-service teacher's own experiences at school were reflected in the development of her mathematical identity. In analysing the form of the narratives, I also look at how the students told their stories, using linguistic features, for example, to identify core events in the accounts. This particular focus seems to be promising in locating turning points in the trainees' views of mathematics.}, biburl = {http://www.bibsonomy.org/bibtex/2d118b438cefcf06eb2ef405b824077c0/yish}, keywords = {inquiry teaching narrative cerme6 education research mathematics methodology} } @article{jordan1992fms, title = {Forward models: Supervised learning with a distal teacher}, author = {Michael I. Jordan and David E. Rumelhart}, journal = {Cognitive Science}, number = 3, pages = {307-354}, publisher = {Lawrence Earlbaum}, volume = 16, year = 1992, url = {http://www.inf.ed.ac.uk/teaching/courses/mlsc/Notes/Lecture11/jordan-CS92.pdf}, abstract = {Internal models of the environment have an important role to play in adaptive systems in general and are of particular importance for the supervised learning paradigm. In this paper we demonstrate that certain classical problems associated with the notion of the "teacher" in supervised learning can be solved by judicious use of learned internal models as components of the adaptive system. In particular, we show how supervised learning algorithms can be utilized in cases in which an unknown dynamical system intervenes between actions and desired outcomes. Our approach applies to any supervised learning algorithm that is capable of learning in multi-layer networks.}, biburl = {http://www.bibsonomy.org/bibtex/2bb299411088463761f49a105d27e3a4e/yish}, keywords = {neuralnetworks networks computational teaching theory neural AI learning machine wleformativeeassessment supervised} } @article{hjalmarson:tdf, title = {Teacher as Designer: A Framework for Teacher Analysis of Mathematical Model-Eliciting Activities}, author = {Margret A. Hjalmarson and Heidi Diefes-Dux}, journal = {The Interdisciplinary Journal of Problem-based Learning }, number = 1, volume = 2, year = 2008, url = {http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1051&context=ijpbl}, abstract = {The study investigated tool development by three middle school mathematics teachers. The tools they designed were intended to support the use of model-eliciting activities (a form of instruction related to problem-based learning) and particularly the students’ presentations of their solutions for the whole class. The study examined the design and purposes for the presentation tools and resulted in a framework for categorizing teachers’ purposes for tools.The framework addressed the unit of analysis for the tools (individual students or groups of students) and the nature of teachers’ purposes for the tools. DesDesign research was used as a theoretical perspective for conducting the investigation.}, biburl = {http://www.bibsonomy.org/bibtex/2ae018e4ac53203a8ab7d4709254f5811/yish}, keywords = {teaching designers problembasedlearning learning teacher designresearch KalDesignResearch design} } @article{Sinha2004, title = {Rankings of economists in teaching economics departments in australia, 1988−2000}, author = {Dipendra Sinha and Joseph Macri}, journal = {Economics Bulletin}, pages = {??}, volume = 1, year = 2004, url = {http://www.economicsbulletin.uiuc.edu/2004/volume1/EB-04A00002A.pdf}, abstract = {This paper provides rankings of individual Australian economists in teaching economics departments on the basis of ECONLIT journal articles for the periods 1988−2000 and 1995−2000. In ranking the economists, two types of rankings of journals are employed and approximately 400 journals are taken into account. These are the citation−based rankings and the perception−based rankings.Two different citation−based journal rankings, those by Laband and Piette (1994) and Kalaitzidakis, Mamuneas and Stengos (2001) are used. Perception−based journal rankings from Mason, Steagall and Fabritius are used. The rankings are provided for both 1988−2000 and for 1995−2000.}, biburl = {http://www.bibsonomy.org/bibtex/26280e325e9bfa0581848562919ed3407/sschaefers}, keywords = {rankings teaching economists departments VWL Australien} } @article{GreeneGrossElsingerEtAl06, title = {An FMRI analysis of the human hippocampus: inference, context, and task awareness.}, author = {Anthony J Greene and William L Gross and Catherine L Elsinger and Stephen M Rao}, institution = {Department of Psychology, University of Wisconsin, Milwaukee, WI 53211, USA. ag@uwm.edu}, journal = {J Cogn Neurosci}, month = {Jul}, number = 7, pages = {1156--1173}, volume = 18, year = 2006, url = {http://dx.doi.org/10.1162/jocn.2006.18.7.1156}, timestamp = {2008.01.12}, pmid = {16839289}, owner = {frankmj}, doi = {10.1162/jocn.2006.18.7.1156}, description = {CCNLab BibTeX}, biburl = {http://www.bibsonomy.org/bibtex/2faefc9c6b5443c303cd0fd852a2c51a8/brian.mingus}, keywords = {Mapping; Adolescent; Stimulation; Brain Performance; Male; Adult; Hippocampus; Magnetic Teaching Resonance Humans; Imaging; Psychomotor Photic Awareness; Female;} } @article{DahlinNeelyLarssonEtAl08, title = {Transfer of learning after updating training mediated by the striatum.}, author = {Erika Dahlin and Anna Stigsdotter Neely and Anne Larsson and Lars B{\"{a}}ckman and Lars Nyberg}, institution = {Department of Integrative Medical Biology, Ume\o{a} University, 90187 Ume\o{a}, Sweden. erika.dahlin@physiol.umu.se}, journal = {Science}, month = {Jun}, number = 5882, pages = {1510--1512}, volume = 320, year = 2008, url = {http://dx.doi.org/10.1126/science.1155466}, pii = {320/5882/1510}, timestamp = {2008.08.06}, pmid = {18556560}, owner = {frankmj}, doi = {10.1126/science.1155466}, description = {CCNLab BibTeX}, biburl = {http://www.bibsonomy.org/bibtex/258d2fac7b7feefdba580cea5ce1be233/brian.mingus}, keywords = {Mapping; Aging; Brain Memory; Adult; Corpus Magnetic Learning; Teaching Resonance Humans; Imaging; Striatum;} } @article{gouli2002paa, title = {Personalizing Assessment in Adaptive Educational Hypermedia Systems}, author = {Evangelia Gouli and Kyparisia Papanikolaou and Maria Grigoriadou}, journal = {LECTURE NOTES IN COMPUTER SCIENCE}, pages = {153-163}, publisher = {Springer}, year = 2002, url = {http://www.springerlink.com/content/6bf0t8uat75n8kvf/}, abstract = {In this paper, we present a comprehensive framework for assessment, developed through the web-based module named PASS-Personalized ASSessment, which can be integrated in an Adaptive Educational Hypermedia System to provide personalized assessment. PASS estimates learner’s performance through multiple assessment options - pre-test, self-assessment and summative assessment - tailored to learner’s responses. The adaptive functionality of PASS, which is mainly based on the adaptive testing and the adaptive questions techniques, is described. The first results from the formative evaluation of PASS are encouraging, concerning the total number of questions posed to estimate learner’s knowledge level, which is usually less than the maximum needed and the accuracy of the outcome results compared to the estimations of the expert-tutor.}, biburl = {http://www.bibsonomy.org/bibtex/2b40833bcca2bc9cceaeb74b2c415a47f/yish}, keywords = {WLEFormativeEassessment AIED elearning multimedia teaching eassessment adaptive environments ITS learning assessment} } @article{gouli2002paa, title = {Personalizing Assessment in Adaptive Educational Hypermedia Systems}, author = {Evangelia Gouli and Kyparisia Papanikolaou and Maria Grigoriadou}, journal = {LECTURE NOTES IN COMPUTER SCIENCE}, pages = {153-163}, publisher = {Springer}, year = 2002, url = {http://www.springerlink.com/content/6bf0t8uat75n8kvf/}, abstract = {In this paper, we present a comprehensive framework for assessment, developed through the web-based module named PASS-Personalized ASSessment, which can be integrated in an Adaptive Educational Hypermedia System to provide personalized assessment. PASS estimates learner’s performance through multiple assessment options - pre-test, self-assessment and summative assessment - tailored to learner’s responses. The adaptive functionality of PASS, which is mainly based on the adaptive testing and the adaptive questions techniques, is described. The first results from the formative evaluation of PASS are encouraging, concerning the total number of questions posed to estimate learner’s knowledge level, which is usually less than the maximum needed and the accuracy of the outcome results compared to the estimations of the expert-tutor.}, biburl = {http://www.bibsonomy.org/bibtex/2b40833bcca2bc9cceaeb74b2c415a47f/lkl_kss}, keywords = {WLEFormativeEassessment AIED elearning multimedia teaching eassessment adaptive environments ITS learning assessment} } @article{przenioslo2005icc, title = {Introducing the Concept of Convergence of a Sequence in Secondary School.}, author = {Malgorzata Przenioslo}, journal = {Educational Studies in Mathematics}, number = 1, pages = 23, publisher = {Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@ springer. com; Web site: http://www. springerlink. com.}, volume = 60, year = 2005, url = {http://www.springerlink.com/content/f793t57218w301r0}, abstract = {My purpose in this paper is to present a didactic tool – a set of specially designed problems and questions for discussion – that can help making students better aware of the various aspects of the formal notion of limit of a sequence. The didactic tool will be justified using results from my own and other authors' research on students' naïve or erroneous conceptions of limit of a sequence.}, biburl = {http://www.bibsonomy.org/bibtex/2cafce628ec61558cd06cb9dc06d768ce/yish}, keywords = {limit limits tool a sequences secondary didactic learning mathematics - of school teaching sequence convergence postviva} } @article{BarTag95, title = {From Teaching to Learning � A New Paradigm for Undergraduate Education}, author = {R.B. Barr and J. Tagg}, journal = {Change}, pages = {13-25}, volume = 27, year = 1995, timestamp = {2008.02.28}, file = {:Barr Tagg Shift from learning to teaching.pdf:PDF}, owner = {carell}, biburl = {http://www.bibsonomy.org/bibtex/2e7305c8acdcd0f691e6d866ccba23a13/acarell}, keywords = {to teaching learning From} } @misc{Panke2006, title = {Weblogs in der Lehre – Drei Fallbeispiele}, author = {Stefanie Panke and Uwe Oestermeier}, year = 2006, url = {http://www.e-teaching.org/didaktik/gestaltung/kommunikation/weblog/weblogs_25.07.06cr.pdf}, biburl = {http://www.bibsonomy.org/bibtex/2645bbbb53e5e624544644bca0bae20c8/kochm}, keywords = {elearning teaching casestudy academia2.0 academia blogs academic} } @book{Rog83, title = {Freedom To Learn for the 80's}, address = {Columbus, Ohio}, author = {Carl R. Rogers}, publisher = {Charles E. Merrill Publishing Company}, year = 1983, biburl = {http://www.bibsonomy.org/bibtex/2d3cd150d250ab56a035d20e932a2f27e/wiljami74}, keywords = {liberty teaching humanistic_method} } @proceedings{Baumgartner2004The-Zen-Art-of-, title = {The Zen Art of Teaching}, author = {Peter Baumgartner}, journal = {Proceedings of the International Workshop ICL2004}, year = 2004, added = {2007-12-24 12:18:34 +0100}, url = {file://localhost/Users/jojoo/studium/Paper-Database/Baumgartner(04)-The%20Zen%20Art%20of%20Teaching.pdf}, modified = {2008-03-10 14:47:03 +0100}, abstract = {This paper outlines three prototypical modes of teaching and learning and their con- sequences for the design of eLearning environments. I distinguish between transfer of knowledge (mode I), acquisition of knowledge (mode II) and construction of knowl- edge (mode III). Based on this theoretical framework I will develop the notion of ``educational scenarios'' and integrate this concept into a three level perspective: sce- narios -- interactions patterns -- usage of tools. As a sample demonstration of the usefulness of this approach I will explore the workflow structure of different kinds of content management systems (CMS). The workflow with its specific right and role management reveals an underlying action and communications structure, which is important for a categorisation of these tools from an educational perspective. I distinguish 5 different types of CMS suitable for different types of educational scenarios for eLearning: Production systems, Weblogs, Group- ware, Portals and Wikis. }, biburl = {http://www.bibsonomy.org/bibtex/23c3c40a850514e8bedd14c4a64af2798/jojoo}, keywords = {Systems, Teaching Models, Management Content blogs} } @article{440905819770401, title = {Casing Casemethod Methods.}, author = {Arch R. Dooley and Wickham Skinner}, journal = {Academy of Management Review}, number = 2, pages = {p277 - 288}, volume = 2, year = 19770401, url = {http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=4409058&site=ehost-live}, issn = {03637425}, description = { EBSCOhost }, abstract = {In this article the authors acknowledge the wide variety of case method approaches to conducting research as well as the numerous ways the technique is used as a teaching tool. They attempt to open up a dialogue between academics and discuss the various uses of the case method in order to establish a wider variety of educational techniques in management education. They authors relate their experience of sitting in on several classes where the teacher made use of the case method and discuss the differences and similarities they noticed. They discuss several of the different instructor styles they viewed such as the facilitator instructor, the coach instructor, the quarterback instructor and the demonstrator instructor. }, biburl = {http://www.bibsonomy.org/bibtex/29981ce43e792bab13b569809177aa553/callagialla}, keywords = {studies, COLLEGE & STUDY education in RESEARCH, METHODOLOGY, CASE education, methods, INDUSTRIAL MANAGEMENT, QUALITATIVE method, TEACHERS, COMMUNICATION teaching, BUSINESS management, TEACHING teachers, research,} } @article{giraldo2003dad, title = {Descriptions and definitions in the teaching of elementary calculus}, author = {Victor Giraldo and Luiz Mariano Carvalho and David Tall}, journal = {Proceedings of the 27 thAnnual Conference of the International Group for the Psychology of Mathematics Education}, pages = {445-452}, year = 2003, url = {http://www.warwick.ac.uk/staff/David.Tall/pdfs/dot2003d-giraldo-carv-pme.pdf}, abstract = {In this paper, we discuss the (potentially positive) pedagogical role of intrinsic limitations of computational descriptions for mathematical concepts, with special focus on the concept of derivative. Our claim is that, in a suitable approach, those limitations can act for the enrichment of learners’ concept images. We report a case study with a first year undergraduate student and place this in a broader empirical and theoretical context.}, biburl = {http://www.bibsonomy.org/bibtex/26b56d9e8a39f0a3c2f987f5dd5082344/yish}, keywords = {limit teaching mythesis AMT calculus learning mathematics} }