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"Strategy Pictorial works."
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The art of war visualized : the Sun Tzu classic in charts and graphs
A work that completely reenergizes the perennial bestseller and makes it accessible to a new generation of students, entrepreneurs, business leaders, artists, seekers, lovers of games and game theory.
Book
Visual Representations in Second Graders' Information Book Compositions
This paper describes the visuals second grade students included in their own information book compositions during a science unit on weather during which multimodal science trade books on the topic of weather were read aloud. First, the multimodal nature of the information books used in the unit are described. Second, the teacher's talk about visual representations during read alouds of books on weather is presented. And third, the children's own information books about weather topics are examined for inclusion of labeled pictorial illustrations with accompanying captions and graphical representations. These analyses reveal that 1) information book authors vary in their use of visual information, 2) some graphics may be more salient for children, and 3) children's use of pictorial illustrations and graphical representations in their own compositions seems to be impacted by both teacher attention to particular types of visual representations and immersion in information book graphics.
Journal Article
Writing with Parents in Response to Picture Book Read Alouds
High-quality writing instruction needs to permeate elementary students' in- and outside-of-school experiences. The aim of this research was to explore how teaching writing to parents may support home-school literacy connections. This qualitative case study explored parents' experiences in interactive writing sessions. The descriptive coding and constant comparative analysis of transcribed parent writing sessions, field notes, and documents revealed three themes: (1) Writing Tips and Strategies, (2) Parent-Writers, and (3) Story Connections. The parent writing sessions facilitated parents' understanding of how to support their elementary-age children's writing development. Parents demonstrated a desire to support their children's writing development, and they needed strategies to understand how to help. Parents applied suggestions as writers to support their children's writing development at home. Collaborating with the children's parents helped increase the likelihood the writing strategies gleaned from the writing clinic would be used within the children's homes.
Journal Article
In-service Teachers' Attitudes, Knowledge and Classroom Teaching of Global Climate Change
This study explores in-service teachers' attitudes and knowledge about a pressing environmental issue, global climate change (GCC), and how these may relate to their classroom teaching. In this work, nineteen teachers from Native American communities attended a professional development workshop that focused on enhancing their scientific understanding and classroom teaching of GCC. Teachers' responses to surveys and interviews revealed that the majority of them considered GCC as mainly human-induced and shared similar concerns about potential consequences of GCC, but their specific ecological beliefs varied to different degrees. Throughout the workshop, teachers became more aware of the urgency of GCC and the importance of incorporating climate issues into their science teaching. However, teachers' attitudes and beliefs about GCC were not strong indicators of their level of knowledge, as misconceptions were sometimes found among teachers who were very concerned about climate issues. This work opens up further discussions on the relationship between individuals' attitudes and knowledge about environmental issues. More importantly, it provides important implications for future professional development programs on climate change education and proposes effective tools to evaluate teachers' perspectives about GCC.
Journal Article
Student-Generated Visualization as a Study Strategy for Science Concept Learning
Mixed methods were adopted to explore the effects of student-generated visualization on paper and on computers as a study strategy for middle school science concept learning. In a post-test-only-control-group design, scores were compared among a control-group (n=28), a group that was trained to visualize on paper (n=30), and a group that was trained to visualize on computers (n=34). The paper group and the computer group performed significantly better on the post-test than the control group. Visualization as a study strategy had positive effects whether students used paper or computers to generate their visualizations. However, no significant difference existed between the paper group and the computer group's scores. Qualitative results indicated that students who were trained to visualize on paper or on computers had positive attitudes toward the use of visualization as a study strategy, and they engaged more in purposeful tasks during study time than the control group. However, several participants in the computer group felt negatively about the use of visualization; they claimed that visualization demanded too much time and effort. Attitudes toward visualization as a study strategy differed within groups indicating that visualization might interact with learner characteristics.
Journal Article
Gurus on business strategy
A guide to the world's most important writers on business strategy. It summarizes all the key concepts and the contribution of each of the leading thinkers in the field, with pros and cons of each theory. It also provides a series of checklists to aid the development of business strategies.
eBook
Improving Reasoning and Recall: The Differential Effects of Elaborative Interrogation and Mnemonic Elaboration
This investigation sought to determine whether elaborative interrogation techniques would facilitate recall of information relevant to, but not included in, mnemonic and representational pictures. Fifty-three adolescents with learning disabilities or mild mental retardation were taught information about nine reasons for dinosaur extinction, ranked in order of plausibility. In the direct teaching condition, students were provided with each ordered reason and an explanation for why that reason may have resulted in dinosaur extinction. In the elaborative interrogation condition, students were provided with each ordered reason and prompted and questioned to provide an explanation for each. In the mnemonic elaborative interrogation condition, students were provided with mnemonic pegwords to facilitate recall of the ordered reasons for dinosaur extinction and also coached and prompted to provide explanations. Students' recall of ordered reasons was higher in the mnemonic elaborative interrogation condition, and students in the two elaborative interrogation conditions recalled more explanations than did students in the direct teaching condition. Further, students in both elaborative interrogation conditions more accurately linked reasons with explanations for those reasons. Findings are discussed with respect to previous findings of mnemonic instruction. Implications for teaching students with mild cognitive disabilities are provided.
Journal Article
Our Continent through the Eyes of Artists: A Marriage of Geography with Art
Introduces the topic for the next Clip and Save Art Print series: unique regions of the North American continent. Includes three paintings, with background information, on this topic. Discusses the format and use of the Clip and Save Art Prints. (CMK)
Magazine Article