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Solving A Class Of Linear And Non-Linear Optimal Control Problems By Homotopy Perturbation Method, Habibolla Latifizadeh 2011 Shiraz University of Technology

Solving A Class Of Linear And Non-Linear Optimal Control Problems By Homotopy Perturbation Method, Habibolla Latifizadeh

H. L. Zadeh

No abstract provided.


Analytical Approach To Some Highly Nonlinear Equations By Means Of The Rvim, Habibolla Latifizadeh 2011 Shiraz University of Technology

Analytical Approach To Some Highly Nonlinear Equations By Means Of The Rvim, Habibolla Latifizadeh

H. L. Zadeh

No abstract provided.


Analytical Approximate Technique For Strongly Nonlinear Oscillators Problem Arising In Engineering, Habibolla Latifizadeh 2011 Shiraz University of Technology

Analytical Approximate Technique For Strongly Nonlinear Oscillators Problem Arising In Engineering, Habibolla Latifizadeh

H. L. Zadeh

No abstract provided.


A Reliable Treatment Of Homotopy Purturbation Method For Solving Second Painleve Equations, Esmail Hesameddini, Habibolla Latifizadeh 2011 Shiraz University of Technology

A Reliable Treatment Of Homotopy Purturbation Method For Solving Second Painleve Equations, Esmail Hesameddini, Habibolla Latifizadeh

H. L. Zadeh

No abstract provided.


A New Approach For Solving Gas Dynamic Equation, Habibolla Latifizadeh 2011 Shiraz University of Technology

A New Approach For Solving Gas Dynamic Equation, Habibolla Latifizadeh

H. L. Zadeh

No abstract provided.


Homotopy Perturbation Algorithm Using Laplace Transform For Gas Dynamics Equation, Habibolla Latifizadeh 2011 Shiraz University of Technology

Homotopy Perturbation Algorithm Using Laplace Transform For Gas Dynamics Equation, Habibolla Latifizadeh

H. L. Zadeh

No abstract provided.


The Chebyshev Wavelet Method For Numerical Solutions Of A Fractional Oscillator, E. Hesameddini, S. Shekarpaz, Habibolla Latifizadeh 2011 Shiraz University of Technology

The Chebyshev Wavelet Method For Numerical Solutions Of A Fractional Oscillator, E. Hesameddini, S. Shekarpaz, Habibolla Latifizadeh

H. L. Zadeh

No abstract provided.


Analytical Investigation Of Jeffery-Hamel Flow With High Magnetic Field And Nano Particle By Rvim, Habibolla Latifizadeh 2011 Shiraz University of Technology

Analytical Investigation Of Jeffery-Hamel Flow With High Magnetic Field And Nano Particle By Rvim, Habibolla Latifizadeh

H. L. Zadeh

No abstract provided.


Reconstruction Of Variational Iterative Method For Solving Fifth Order Caudrey-Dodd-Gibbon (Cdg) Equation, Habibolla Latifizadeh 2011 Shiraz University of Technology

Reconstruction Of Variational Iterative Method For Solving Fifth Order Caudrey-Dodd-Gibbon (Cdg) Equation, Habibolla Latifizadeh

H. L. Zadeh

No abstract provided.


Two-Dimensional And Axisymmetric Unsteady Flows Due To Normally Expanding Or Contracting Parallel Plates, Habibolla Latifizadeh 2011 Shiraz University of Technology

Two-Dimensional And Axisymmetric Unsteady Flows Due To Normally Expanding Or Contracting Parallel Plates, Habibolla Latifizadeh

H. L. Zadeh

No abstract provided.


Application Of Homotopy Perturbation Transform Method For Solving Linear And Nonlinear Klein-Gordon Equations, Habibolla Latifizadeh 2011 Shiraz University of Technology

Application Of Homotopy Perturbation Transform Method For Solving Linear And Nonlinear Klein-Gordon Equations, Habibolla Latifizadeh

H. L. Zadeh

No abstract provided.


Misconceptions About “Misconceptions”: Preservice Secondary Science Teachers’ Views On The Value And Role Of Student Ideas., Douglas B. Larkin 2011 Montclair State University

Misconceptions About “Misconceptions”: Preservice Secondary Science Teachers’ Views On The Value And Role Of Student Ideas., Douglas B. Larkin

Douglas B. Larkin

There remains a lack of agreement in the field of science education as to whether student “misconceptions” ought to be considered obstacles or resources, and this has implications for the ways in which prospective teachers think about the value of their students’ ideas. This empirical study examines how fourteen preservice secondary science teachers in four different science teacher preparation programs interpreted the rationale for eliciting student ideas. The findings indicate that the preservice teachers in this study showed an increase in recognizing the importance of student ideas, yet not all took the same view of their role and value in ...


Elements Of Proximal Formative Assessment In Learners’ Discourse About Energy, Benedikt W. Harrer, Rachel E. Scherr, Michael C. Wittmann, Hunter G. Close, Brian W. Frank 2011 University of Maine - Main

Elements Of Proximal Formative Assessment In Learners’ Discourse About Energy, Benedikt W. Harrer, Rachel E. Scherr, Michael C. Wittmann, Hunter G. Close, Brian W. Frank

Benedikt W. Harrer

Proximal formative assessment, the just-in-time elicitation of students' ideas that informs ongoing instruction, is usually associated with the instructor in a formal classroom setting. However, the elicitation, assessment, and subsequent instruction that characterize proximal formative assessment are also seen in discourse among peers. We present a case in which secondary teachers in a professional development course at SPU are discussing energy flow in refrigerators. In this episode, a peer is invited to share her thinking (elicitation). Her idea that refrigerators move heat from a relatively cold compartment to a hotter environment is inappropriately judged as incorrect (assessment). The "instruction" (peer ...


Mathematics Teachers Investigating Reasoning And Sense Making In Their Teaching, Lindsay Keazer 2011 Sacred Heart University

Mathematics Teachers Investigating Reasoning And Sense Making In Their Teaching, Lindsay Keazer

Lindsay M. Keazer

The purpose of this study was to generate an understanding of the experiences of mathematics teachers examining recommendations for Reasoning and Sense Making (NCTM, 2009) and investigating them in their practice. Narrative inquiry incorporates the voices of teachers and illustrates the phenomenon studied through narratives of participants’ experiences. This paper presents the findings through four analogies that convey abbreviated narratives of teachers’ experiences enacting recommendations for Reasoning and Sense Making.


Integrating Mathematical Modeling For Undergraduate Pre-Service Science Education Learning And Instruction In The Middle School Classroom, William H. Robertson, David Carrejo 2011 The University of Texas at El Paso

Integrating Mathematical Modeling For Undergraduate Pre-Service Science Education Learning And Instruction In The Middle School Classroom, William H. Robertson, David Carrejo

William H. Robertson

El Paso is a bicultural, bilingual community with a 76.6% Hispanic population. Combining El Paso’s population with that of its sister city, Ciudad Juárez, Mexico, our community is the largest metropolitan area on any international border in the world. Students at the University of Texas at El Paso (UTEP) are mostly female, and 50% of the total student population is made up of first-generation college students. These demographics are accompanied by low socioeconomic and educational factors: 23.6% of local families live below the poverty level, compared to 12.5% nationally; 32.9% of 25-year-olds have not graduated ...


A Conceptual Framework For Student Understanding Of Logarithms, Heather Rebecca Ambler Williams 2011 Brigham Young University - Provo

A Conceptual Framework For Student Understanding Of Logarithms, Heather Rebecca Ambler Williams

Theses and Dissertations

In the past, frameworks for what it means for students to understand elementary mathematical concepts like addition have been well-researched. These frameworks are useful for identifying what students must understand to have a good grasp of the concept. Few such research-based frameworks exist for secondary mathematical topics. The intent of this study was to create such a framework for what it means for students to understand logarithms, a topic that has been under-researched up to this point. Four task-based interviews were conducted with each of four different preservice secondary mathematics teachers in order to test a preliminary framework I had ...


Disenfractioned: How A Blind Spot For Fractions May Be A Hindrance To Democracy, Matthew Salomone 2011 Bridgewater State University

Disenfractioned: How A Blind Spot For Fractions May Be A Hindrance To Democracy, Matthew Salomone

Bridgewater Review

No abstract provided.


Obituary: Jerry Ronald Choate, 1943-2009, Elmer J. Finck, Hugh H. Genoways, Justin D. Hoffman, Carleton J. Phillips, Robert J. Baker 2011 Fort Hays State University

Obituary: Jerry Ronald Choate, 1943-2009, Elmer J. Finck, Hugh H. Genoways, Justin D. Hoffman, Carleton J. Phillips, Robert J. Baker

Mammalogy Papers: University of Nebraska State Museum

Jerry Ronald Choate (1943–2009) had just retired as Director of the Sternberg Museum of Natural History and Professor of Biological Sciences, Fort Hays State University, Hays, Kansas, at the time of his death. Jerry served the American Society of Mammalogists in numerous capacities, including Recording Secretary, First Vice President, and most notably as a member and chair of the Board of Trustees.

The hallmark of Jerry’s life was to turn the ordinary into something magnificent. Whether it was his photography that changed an ordinary landscape into a magnificent masterpiece, or his convincing a reluctant graduate student that they ...


Enriching Science And Math Through Engineering, Adrienne Redmond, Julie Thomas, Karen High, Margaret Scott, Pat Jordan, Jean Dockers 2011 Oklahoma State University

Enriching Science And Math Through Engineering, Adrienne Redmond, Julie Thomas, Karen High, Margaret Scott, Pat Jordan, Jean Dockers

Faculty Publications: Department of Teaching, Learning and Teacher Education

This case study reviewed the collaborative efforts of university engineers, teacher educators, and middle school teachers to advance sixth- and seventh-grade students’ learning through a series of project-based engineering activities. This two-year project enriched regular school curricula by introducing real-world applications of science and mathematics concepts that expanded opportunities for creativity and problem-solving, introduced problem-based learning, and provided after-school programming (for girls only) led by engineering students from the local university. This engineering education initiative showed significant impact on students’ (1) confidence in science and mathematics; (2) effort toward science and mathematics; (3) awareness of engineering; and (4) interest in ...


Effective Science Teachers’ Professional Development: A Multiple-Case Study Of District-Level Science Supervisors’ Perspectives, Chris J. Schaben 2011 University of Nebraska-Lincoln

Effective Science Teachers’ Professional Development: A Multiple-Case Study Of District-Level Science Supervisors’ Perspectives, Chris J. Schaben

Public Access Theses and Dissertations from the College of Education and Human Sciences

At its heart, science teachers’ professional development is about continual growth and improvement (Yager, 2005). Conducting research to understand what constitutes effective professional development is inherently complex (Hewson, 2007). The imperative to link research on professional development to student achievement (Fishman, Marx, Best, & Tal, 2003) increases complexity of research on the topic. These complexities require multiple research approaches and indicate that all stakeholders could provide insights to identify what constitutes effective professional development. District-level science supervisors’ voices are missing from the data on effective science teachers’ professional development and this provides a potential gap in the literature (Banilower, Heck, & Weiss, 2007; Elmore & Burney, 1999; Shroyer, Miller, Hernandez, & Dunn, 2007).

The purpose of this multiple-case study was to gather information from six district-level science supervisors from six different school districts in six different states to gain a deeper understanding of their insights on what constitutes effective professional development. The empirical data examined in this study resulted from interviews, participant drawings, observations, and document review. The major finding was that the district-level science supervisors mostly confirmed what was known in the field. However, this finding could be used in a variety of ways to support future research; such as providing a potential data source to corroborate self-reported teacher survey data. The findings from this study also identified a few nuances to what is known about effective science teachers’ professional development research. Specifically, a finding suggests that researchers may need to reconceptualize the amount of time before which science teachers’ professional ...


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