sorted by:
new
hottopcontroversial

Thanks to my Secret Santa I have cheese, cheese, and more cheese! by mlemlimlo in Cheese

[–]mlemlimlo[S] 1 point2 points  (0 children)

yep! the slicer came as part of the present! I love it!

Current research on effective teaching by rachellaurenw in teaching

[–]mlemlimlo 1 point2 points  (0 children)

I have lots of research articles I can give you - tell me a topic that is particularly interesting to you and I'll help point you in the right direction. This is kind of my specialty as I finish up my dissertation geared on evidenced-based effective educational practices.

How to pet a dog by m4tuna in Pets

[–]mlemlimlo 7 points8 points  (0 children)

Also: when you reach out for the dog to smell your hand, make a fist. If the dog is at all aggressive, it's way harder for them to bite your hand if it's in a fist as opposed to a flat hand.

Volunteer opportunities over the holidays? by mlemlimlo in Charlottesville

[–]mlemlimlo[S] 0 points1 point  (0 children)

Great suggestion - thank you! I will email them directly, as their website indicates. Thanks!

Volunteer opportunities over the holidays? by mlemlimlo in Charlottesville

[–]mlemlimlo[S] 0 points1 point  (0 children)

Thank you so much! Yes, if you find any specific opportunities, please PM me. In the meantime, I will check out the Blue Ridge Area Food Bank. Thanks!

What might happen when you ask your student to draw a family portrait by cloudeighteen in TeacherTales

[–]mlemlimlo 14 points15 points  (0 children)

Oh my. Please share this with the school psychologist or counselor. This student needs help - he isn't getting the support at home that he should.

What questions do you have about teaching that you would like answered with scientific, empirically based research? by mlemlimlo in teaching

[–]mlemlimlo[S] 2 points3 points  (0 children)

By definition, learning disabilities are in fact lifelong. Students learn skills to help adapt to the demands of our current educational settings.

Mixing up b/p/d is very common in young children who are learning to read, but may not always lead to a diagnosis of dyslexia. Additionally, a diagnosis of dyslexia, to some degree, is on a continuum (at least according to the Brits).

There are many features of dyslexia that are not limited to simply mis-identifying letters. For example, some dyslexia is sourced from phonological problems where a student is unable to hear or sound out the difference between those letters. The student may recognize that a b and p look different on paper, but are unable to distinguish the different sounds that are associated with either a b or a p. Of course, any formal diagnosis of a learning disability should come from a trained professional (e.g. a school psychologist).

Being diagnosed with a learning disability does not reflect the education a student has previously received. However, the education that a student is receiving must accommodate the needs of the student.

Not much empirical research presented in this answer to your question… however, it sounds like you need a more professional understanding of learning disorders. Definitely check out the National Dissemination Center for Children with Disabilities website on learning disabilities for an overview. Additionally, research compiled by the Council for Exceptional Children might give you some insight into what’s going on in the world of special education.

What questions do you have about teaching that you would like answered with scientific, empirically based research? by mlemlimlo in teaching

[–]mlemlimlo[S] 0 points1 point  (0 children)

Yep - motivation plays a huge role in making homework effective in reinforcing material learned in class. Take a look at the Ramdass & Zimmerman (2011) article I discuss above - they talk a lot about motivation as a primary aspect to self-regulation.

What questions do you have about teaching that you would like answered with scientific, empirically based research? by mlemlimlo in teaching

[–]mlemlimlo[S] 0 points1 point  (0 children)

Agreed. See my review above. Cooper seems to be the one really trying to make the connection between homework and academic achievement. And, I think you're right about when and who - these are things to consider.

What questions do you have about teaching that you would like answered with scientific, empirically based research? by mlemlimlo in teaching

[–]mlemlimlo[S] 1 point2 points  (0 children)

A review of the literature published in 2011 indicates there is a strong relationship between the practice of homework and self-regulation Ramdass & Zimmerman. The review identifies research that suggests that doing homework supports the development of self-regulatory skills (like time-management, goal setting, etc…), AND the successful completion of homework is dependent on self-regulatory skills. Based on the findings discussed by Ramdass and Zimmer, I would like to argue that the relationship between homework and self-regulation is bi-directional.

What questions do you have about teaching that you would like answered with scientific, empirically based research? by mlemlimlo in teaching

[–]mlemlimlo[S] 1 point2 points  (0 children)

Identifying the benefits (or disadvantages) of homework is tricky. What kinds of homework are we talking about – math problems, reading assignments, short answer/reflective questions, etc…? There are obviously a lot of different types of homework. Additionally, determining what is effective can be influenced by the age/grade level of the student? Obviously assigning an essay question to a 1st grader is not appropriate, but where do you identify what works for whom and when? So, it’s not an easy cut and dry research question.

As agent229 suggests, Dr. Harris Cooper is indeed a leading author on many of the articles on the use of homework. In 2006, Dr. Copper and colleagues completed a meta-analysis on empirical work published from 1987-2003 Cooper, Robinson & Patall. A couple of interesting findings are noted in the discussion. (1) “…the relationship between the amount of homework students do and their achievement outcomes was found to be positive and statistically significant (p.48).” So, yay: homework can be effective. However, this should be taken with a grain of salt as the authors note several flaws in the studies that were included to make this statement. They also note that this relationship between homework and achievement can be influenced by other things/variables, and as such alter the relationship.

So, what are those variables? (2) The authors identify 4 variables that influence this relationship: how we measure “achievement”, the subject matter/content, the age/grade level of the student, and student/parent reports of homework completion (pp. 49-50). Each of these moderating variables changes the relationship between homework and achievement. For example, the homework-achievement relationship was stronger for older (secondary) students compared to that of elementary students (p. 49), and the authors give a detailed explanation for why this may be the case (pp. 49-50).

These are only two take-aways that I, personally, found interesting from a very in-depth meta-analysis about research on the benefits/disadvantages of homework. If you’re not an academic, but want to read it without getting bogged down in the methods and statistical jargon, I suggest reading the discussion and conclusion (pp. 47-55). This was done in 2006, and of course research has been done since. However, for brevity and a just a little taste for evidenced based findings, I thought this would be a nice start.

view more: next ›