The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Brian J Reiser - One of the best experts on this subject based on the ideXlab platform.
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learning goals driven Design Model developing curriculum materials that align with national standards and incorporate project based pedagogy
Science Education, 2008Co-Authors: Joseph Krajcik, Katherine L Mcneill, Brian J ReiserAbstract:Reform efforts in science education emphasize the importance of rigorous treatment of science standards and use of innovative pedagogical approaches to make science more meaningful and successful. In this paper, we present a learning-goals-driven Design Model for developing curriculum materials, which combines national standards and a project-based pedagogical approach. We describe our Design Model in the context of the Investigating and Questioning our World through Science and Technology (IQWST) project, which is developing a three-year coordinated series of middle grades science curriculum materials. From using this Model in the development and enactment of the curriculum, we identified three important characteristics: unpacking national science standards, developing a learning performances approach to specifying learning goals, and aligning learning goals, instructional activities, and assessments. Using a case study of an IQWST unit from initial development through two cycles of enactment, we describe how these three characteristics help guide curriculum Design, identify Design issues in curriculum enactments, and guide the development of Design solutions. The iterative use of the learning-goals-driven Design Model coupled with the analysis of multiple data sources informed our revision of the curriculum materials, resulting in substantial student learning gains for the targeted science content and scientific inquiry learning goals. © 2007 Wiley Periodicals, Inc. Sci Ed92:1–32, 2008
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learning goals driven Design Model developing curriculum materials that align with national standards and incorporate project based pedagogy
Science Education, 2008Co-Authors: Joseph Krajcik, Katherine L Mcneill, Brian J ReiserAbstract:Reform efforts in science education emphasize the importance of rigorous treatment of science standards and use of innovative pedagogical approaches to make science more meaningful and successful. In this paper, we present a learning-goals-driven Design Model for developing curriculum materials, which combines national standards and a project-based pedagogical approach. We describe our Design Model in the context of the Investigating and Questioning our World through Science and Technology (IQWST) project, which is developing a three-year coordinated series of middle grades science curriculum materials. From using this Model in the development and enactment of the curriculum, we identified three important characteristics: unpacking national science standards, developing a learning performances approach to specifying learning goals, and aligning learning goals, instructional activities, and assessments. Using a case study of an IQWST unit from initial development through two cycles of enactment, we describe how these three characteristics help guide curriculum Design, identify Design issues in curriculum enactments, and guide the development of Design solutions. The iterative use of the learning-goals-driven Design Model coupled with the analysis of multiple data sources informed our revision of the curriculum materials, resulting in substantial student learning gains for the targeted science content and scientific inquiry learning goals. © 2007 Wiley Periodicals, Inc. Sci Ed92:1–32, 2008
Joseph Krajcik - One of the best experts on this subject based on the ideXlab platform.
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learning goals driven Design Model developing curriculum materials that align with national standards and incorporate project based pedagogy
Science Education, 2008Co-Authors: Joseph Krajcik, Katherine L Mcneill, Brian J ReiserAbstract:Reform efforts in science education emphasize the importance of rigorous treatment of science standards and use of innovative pedagogical approaches to make science more meaningful and successful. In this paper, we present a learning-goals-driven Design Model for developing curriculum materials, which combines national standards and a project-based pedagogical approach. We describe our Design Model in the context of the Investigating and Questioning our World through Science and Technology (IQWST) project, which is developing a three-year coordinated series of middle grades science curriculum materials. From using this Model in the development and enactment of the curriculum, we identified three important characteristics: unpacking national science standards, developing a learning performances approach to specifying learning goals, and aligning learning goals, instructional activities, and assessments. Using a case study of an IQWST unit from initial development through two cycles of enactment, we describe how these three characteristics help guide curriculum Design, identify Design issues in curriculum enactments, and guide the development of Design solutions. The iterative use of the learning-goals-driven Design Model coupled with the analysis of multiple data sources informed our revision of the curriculum materials, resulting in substantial student learning gains for the targeted science content and scientific inquiry learning goals. © 2007 Wiley Periodicals, Inc. Sci Ed92:1–32, 2008
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learning goals driven Design Model developing curriculum materials that align with national standards and incorporate project based pedagogy
Science Education, 2008Co-Authors: Joseph Krajcik, Katherine L Mcneill, Brian J ReiserAbstract:Reform efforts in science education emphasize the importance of rigorous treatment of science standards and use of innovative pedagogical approaches to make science more meaningful and successful. In this paper, we present a learning-goals-driven Design Model for developing curriculum materials, which combines national standards and a project-based pedagogical approach. We describe our Design Model in the context of the Investigating and Questioning our World through Science and Technology (IQWST) project, which is developing a three-year coordinated series of middle grades science curriculum materials. From using this Model in the development and enactment of the curriculum, we identified three important characteristics: unpacking national science standards, developing a learning performances approach to specifying learning goals, and aligning learning goals, instructional activities, and assessments. Using a case study of an IQWST unit from initial development through two cycles of enactment, we describe how these three characteristics help guide curriculum Design, identify Design issues in curriculum enactments, and guide the development of Design solutions. The iterative use of the learning-goals-driven Design Model coupled with the analysis of multiple data sources informed our revision of the curriculum materials, resulting in substantial student learning gains for the targeted science content and scientific inquiry learning goals. © 2007 Wiley Periodicals, Inc. Sci Ed92:1–32, 2008
Katherine L Mcneill - One of the best experts on this subject based on the ideXlab platform.
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learning goals driven Design Model developing curriculum materials that align with national standards and incorporate project based pedagogy
Science Education, 2008Co-Authors: Joseph Krajcik, Katherine L Mcneill, Brian J ReiserAbstract:Reform efforts in science education emphasize the importance of rigorous treatment of science standards and use of innovative pedagogical approaches to make science more meaningful and successful. In this paper, we present a learning-goals-driven Design Model for developing curriculum materials, which combines national standards and a project-based pedagogical approach. We describe our Design Model in the context of the Investigating and Questioning our World through Science and Technology (IQWST) project, which is developing a three-year coordinated series of middle grades science curriculum materials. From using this Model in the development and enactment of the curriculum, we identified three important characteristics: unpacking national science standards, developing a learning performances approach to specifying learning goals, and aligning learning goals, instructional activities, and assessments. Using a case study of an IQWST unit from initial development through two cycles of enactment, we describe how these three characteristics help guide curriculum Design, identify Design issues in curriculum enactments, and guide the development of Design solutions. The iterative use of the learning-goals-driven Design Model coupled with the analysis of multiple data sources informed our revision of the curriculum materials, resulting in substantial student learning gains for the targeted science content and scientific inquiry learning goals. © 2007 Wiley Periodicals, Inc. Sci Ed92:1–32, 2008
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learning goals driven Design Model developing curriculum materials that align with national standards and incorporate project based pedagogy
Science Education, 2008Co-Authors: Joseph Krajcik, Katherine L Mcneill, Brian J ReiserAbstract:Reform efforts in science education emphasize the importance of rigorous treatment of science standards and use of innovative pedagogical approaches to make science more meaningful and successful. In this paper, we present a learning-goals-driven Design Model for developing curriculum materials, which combines national standards and a project-based pedagogical approach. We describe our Design Model in the context of the Investigating and Questioning our World through Science and Technology (IQWST) project, which is developing a three-year coordinated series of middle grades science curriculum materials. From using this Model in the development and enactment of the curriculum, we identified three important characteristics: unpacking national science standards, developing a learning performances approach to specifying learning goals, and aligning learning goals, instructional activities, and assessments. Using a case study of an IQWST unit from initial development through two cycles of enactment, we describe how these three characteristics help guide curriculum Design, identify Design issues in curriculum enactments, and guide the development of Design solutions. The iterative use of the learning-goals-driven Design Model coupled with the analysis of multiple data sources informed our revision of the curriculum materials, resulting in substantial student learning gains for the targeted science content and scientific inquiry learning goals. © 2007 Wiley Periodicals, Inc. Sci Ed92:1–32, 2008
Krishna C Jha - One of the best experts on this subject based on the ideXlab platform.
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a supply chain network Design Model for biomass co firing in coal fired power plants
Transportation Research Part E-logistics and Transportation Review, 2014Co-Authors: Md S Roni, Sandra D Eksioglu, Erin M Searcy, Krishna C JhaAbstract:We propose a framework for Designing the supply chain network for biomass co-firing in coal-fired power plants. This framework is inspired by existing practices with products with similar physical characteristics to biomass. We present a hub-and-spoke supply chain network Design Model for long-haul delivery of biomass. This Model is a mixed integer linear program solved using benders decomposition algorithm. Numerical analysis indicates that 100milliontons of biomass are located within 75miles from a coal plant and could be delivered at $8.53/dry-ton; 60milliontons of biomass are located beyond 75miles and could be delivered at $36/dry-ton.
Geng Yong - One of the best experts on this subject based on the ideXlab platform.
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a carbon footprint based reverse logistics network Design Model
Resources Conservation and Recycling, 2012Co-Authors: Devika Kannan, Mahmoud H Alrefaei, Ali Diabat, Kannan Govindan, Geng YongAbstract:Abstract Due to the environmental legislation and regulations, manufacturing firms have realized the importance of adopting environmental friendly supply chain management (SCM) practices. In this paper, a mixed integer linear Model is developed for a carbon footprint based reverse logistics network Design. The proposed Model aims at minimizing climate change (specifically, the CO 2 footprint), and it employs reverse logistics activities to recover used products, hence combining the location/transportation decision problem. The proposed Model is validated by examining a case study from the plastic sector.