Introduction Increasingly, schools that have made large investments in technology are discovering the need to invest in a new area: preparing teachers to integrate technology into the classroom. To date, teachers’ access to professional development has been more limited than their access to technology. There are few opportunities for teachers to learn deeply about the […]
Education & learning publications
Silicon Valley Challenge 2000: Longitudinal Case Study Report
Towards A Coherent On-Line Collection Of Tools For Math Learning
Silicon Valley Challenge 2000: Year 5 Multimedia Project Report
Integrating Educational Research Practice: Reconceptualizing Goals And Policies: How To Make What Works, Work For Us?
Introduction This article proposes reconceptualizing most current education research programs to more effectively promote the integrated co-development of scholarship, practice, and policy. In our analysis, we explicate the strategies underlying exemplary funding programs such as the National Science Foundation’s (NSF) “Research on Learning and Education” (ROLE)2 , and the federal Interagency Educational Research Initiative (IERI)3 […]
The Organization Of Learning In Community Technology Centers: Learning With Technology In Six Communities
Introduction The gap in educational outcomes between low-income and middle-income students and between white and nonwhite students in America is receiving renewed attention among our nation’s educators and policy-makers. There have been numerous calls from policy-makers across party lines for educational reforms aimed at boosting academic achievement for all students in K-12 education and at […]
Community Technology Centers Case Study Report: Learning With Technology In Six Communities
Introduction The gap in educational outcomes between low-income and middle-income students and between white and nonwhite students in America is receiving renewed attention among our nation’s educators and policy-makers. There have been numerous calls from policy-makers across party lines for educational reforms aimed at boosting academic achievement for all students in K-12 education and at […]
Designing Technology That Changes How & What Children Learn
Mobile Wireless Devices In Mathematics Education
The Multimedia Challenge
Introduction Since its founding, the town of Belmont, California, has undergone many transformations in its landscape and identity. It has changed from a small residential community known for its parks and sanitariums, to a postwar shipping and horticultural center, to a suburban community with sprawling high-tech companies just outside its borders. The Belmont Then and […]
Do Technology Investments Pay Off? The Evidence Is In!
Introduction In a 5-year evaluation of the $6.6 million Challenge 2000 Multimedia Project, technology-using students surpassed nonparticipating peers in developing critical 21st-century job skills. Multimedia Project students outperformed comparison students on content mastery, sensitivity to their audience, and coherent design capabilities. Standardized test results were comparable. (MLH)
National Early Intervention Longitudinal Study (NEILS): Family Enrollment Interview
For the SRI-led National Early Intervention Longitudinal Study (NEILS) by RTI International, telephone interviews were conducted with families to obtain information about child and family characteristics, child functioning, and families’ perceptions of services. Families were interviewed when their children entered early intervention, annually on the anniversary of their entry, when their children were three years old, and again when they enter kindergarten. The number of interviews that were conducted included:
2,959 enrollment interviews (completed)
2,357 interim interviews (completed)
2,616 transition interviews (completed)
2,223 kindergarten family interviews (completed)
Determining the three-dimensional morphology of γ′-particles in γ-γ′ superalloys
We propose qualitative and quantitative methods for determining the three-dimensional morphology of second-phase particles in Ni-based superalloys in the late stages of coarsening. Qualitatively, we determine a way to identify the three-dimensional shape of a particle from its (111) cross section. Quantitatively, we derive a method that uses stereological analysis on a single (111) section to compute the average shape of a particle in three dimensions. For cases where the average shape does not necessarily reflect the particles’ true morphology, we derive another method based on sectioning probability to compute the shape of individual particles. We are also able to determine a particle’s orientation in three dimensions by examining its (111) cross section. The methods were tested by using computer-generated (111) sections of three-dimensional arrays of rectangular particles. We conclude that (111) sections can be used to provide an accurate calculation of the interfacial area per unit volume ( S V ) of the structure. Finally, we illustrate the efficacy of using (111) sections to determine particle morphology by examining (111) transmission electron microscopy (TEM) micrographs of particles undergoing splitting.
National Early Intervention Longitudinal Study (NEILS): Family Interim Interview
For the SRI-led National Early Intervention Longitudinal Study (NEILS) by RTI International, telephone interviews were conducted with families to obtain information about child and family characteristics, child functioning, and families’ perceptions of services.
National Early Intervention Longitudinal Study (NEILS): Family Transition Interview
For the SRI-led National Early Intervention Longitudinal Study (NEILS) by RTI International, telephone interviews were conducted with families to obtain information about child and family characteristics, child functioning, and families’ perceptions of services. Families were interviewed when their children entered early intervention, annually on the anniversary of their entry, when their children were three years old, and again when they enter kindergarten. The number of interviews that were conducted included:
2,959 enrollment interviews (completed)
2,357 interim interviews (completed)
2,616 transition interviews (completed)
2,223 kindergarten family interviews (completed)
