Bob Ives

Bio: Bob Ives is an academic researcher from University of Nevada, Reno. The author has contributed to research in topics: Cheating & Academic integrity. The author has an hindex of 7, co-authored 24 publications receiving 319 citations. Previous affiliations of Bob Ives include University of Georgia.

Graphic Organizers Applied to Secondary Algebra Instruction for Students with Learning Disorders

Abstract: Students who have particular difficulty in mathematics are a growing concern for educators. Graphic organizers have been shown to improve reading comprehension and may be applied to upper level secondary mathematics content. In two systematic replications, one randomly assigned group was taught to solve systems of linear equations through direct instruction and strategy instruction. The other group was taught with the same methods with the addition of a graphic organizer. Students who received instruction with the graphic organizers outperformed those who received instruction without the organizers. They also better understood the related concepts as measured by immediate posttests in both replications. The difference in understanding concepts was maintained on a 2–3 week posttest.

Experiential Education in the Classroom and Academic Outcomes: For Those Who Want it All

Abstract: We conducted a pretest-posttest study using measures of higher order thinking skills (HOTS), and lower order thinking skills (LOTS) in six 12th-grade American Government classrooms taught by three experienced teachers over one semester. One of the three teachers implemented a curriculum in two classes based on experiential education (EE) principles with guidance from the investigators. Students in the EE-emphasized classes demonstrated greater gains in HOTS than the students in the other four classes. There was no difference between the two groups in gains for LOTS. These results suggest that EE instruction in high school classes can promote HOTS more than traditional instruction does with no sacrifice in LOTS.

Graphic Organizers Applied to Higher-Level Secondary Mathematics.

Abstract: A review of popular approaches to teaching mathematics that emphasize nonverbal skills, such as using manipulatives or problem–solving schema, shows that they are often not immediately applicable to some important areas of secondary algebra. However, graphic organizers in various forms have been widely suggested and researched as an intervention approach to improve reading comprehension. In this article, suggestions for modifying graphic organizers to make them more applicable to teaching higher–level mathematics concepts and procedures are proposed. Using an appropriately modified graphic organizer to teach higher–level mathematics skills may help students with relatively weak verbal skills and strong nonverbal reasoning skills to be more successful in mathematics. This subgroup of students with learning disabilities has been consistently identified in several schemes for subtyping mathematical disorders developed from empirical evidence. Excerpts of two sample scripted lessons based on this approach, one for the solving of systems of linear equations in three variables and one for the concept of negative integer exponents, are included.

Patterns and predictors of academic dishonesty in Romanian university students

Abstract: Academic dishonesty in higher education is an increasingly visible problem throughout the world and in Romania in particular. A total of 1127 university students from six public Romanian universities were surveyed for their experiences and beliefs with 22 behaviors that might be considered academically dishonest. A five-factor solution to the frequencies of these behaviors was interpretable and accounted for more than half of the total variance. How acceptable students believed the behaviors were and how often students witnessed other students engage in these behaviors were consistent predictors of the frequency of the behaviors, with small to medium effect sizes. Demographic predictors of these behaviors, including gender, academic specialty, year in school, institution, grade average, and scholarship status, predicted very little variance in the behaviors. Implications and limitations of the study, as well as limitations of research in the field, are discussed.

Effect Size Use in Studies of Learning Disabilities

Abstract: The misinterpretation and overuse of significance testing in the social sciences has been widely criticized. This criticism is reviewed, along with several recommendations found in the literature, including the use of effect size measures to enhance the interpretation of significance testing. A review of typical effect size measures and their application is followed by an analysis of the extent to which effect size measures have been applied in three prominent journals on learning disabilities over a 10-year period. Specific recommendations are offered for using effect size measures to improve the quality of reporting on quantitative research in the field of learning disabilities.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.