Rodney R. Cocking

Bio: Rodney R. Cocking is an academic researcher from National Science Foundation. The author has contributed to research in topics: Learning sciences & Educational technology. The author has an hindex of 9, co-authored 14 publications receiving 16117 citations. Previous affiliations of Rodney R. Cocking include University of Massachusetts Amherst & University of Massachusetts Boston.

How people learn: Brain, mind, experience, and school.

Abstract: New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

Linguistic and Cultural Influences on Learning Mathematics

Abstract: Contents: R. Cocking, J. Mestre, Introduction and Overview. R. Cocking, S. Chipman, Conceptual Issues Related to Mathematics Achievement of Language Minority Children. G.B. Saxe, Linking Language with Mathematics Achievement: Problems and Prospects. J.B. Stone, Intention and Convention in Mathematics Instruction: Reflections on the Learning of Deaf Students. E.K. Scholnick, Why Should Developmental Psychologists Be Interested in Studying the Acquisition of Arithmetic. M.F. Charbonneau, V. John-Steiner, Patterns of Experience and the Language of Mathematics. E.A. DeAvila, Bilingualism, Cognitive Function, and Language Minority Group Membership. S.L. Tsang, The Mathematics Achievement Characteristics of Asian American Students. P. MacCorquodale, Mexican-American Women and Mathematics: Participation, Aspirations, and Achievement. W.L. Leap, Assumptions and Strategies Guiding Mathematics Problem-Solving Among Ute Indian Students. K.J. Travers, Opportunity to Learn Mathematics in Eighth Grade Classrooms in the United States: Some Findings from the Second International Mathematics Study. J.P. Mestre, The Role of Language Comprehension in Mathematics and Problem Solving. Linguistic Features of Mathematical Problem Solving: Insights and Application. G. Spanos, N. Rhodes, T.C. Dale, J. Crandall, R.P. Duran, Bilinguals' Logical Reasoning Aptitudes: A Construct Validity Study. D.E. Myers, A.M. Milne, Effects of Home and Primary Language on Mathematics Achievement: A Model and Results for Secondary Analyses. J. Suina, Epilogue: And Then I Went to School.

The Role of Language Comprehension in Mathematics and Problem Solving

Abstract: Modular containers containing soap, shampoo, or other bath liquids are arranged to be secured to the wall adjacent a bathtub or shower in side-by-side relationship by means of pressure responsive adhesive. Each of the containers includes interlocking structures on left and right side walls so that one or more of the containers can be interlocked together for positioning on the bathroom wall so that one or more different liquids are readily available for convenient use.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

What Makes Professional Development Effective? Results From a National Sample of Teachers

Abstract: This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

Abstract: 1 On behalf of NASA’s Mars Exploration Program, this lesson was prepared by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of the California Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright 2014; 2012; 2010; 2000. Last edited: April 24, 2014 Marsbound! Mission to the Red Planet

Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education

Abstract: Drawing on the foundational theories of John Dewey and Kurt Lewin, we examine recent developments in theory and research on experiential learning and explore how this work can enhance experiential ...

Adding It Up: Helping Children Learn Mathematics

Abstract: Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: * Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. * Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.