Ron Marx

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  • R Marx
  • 1989
Although great advances have been made in the clinical understanding of trachoma, the disease remains endemic in many parts of the world. Economic, environmental, cultural and behavioral factors continue to play an important role in trachoma transmission and progression. The trachoma literature however, contains relatively few studies which rigorously(More)
Inquiry is a central component of science learning (Lunetta, 1997; Roth, 1995). New approaches to science instruction feature inquiry as essential for student learning. The assumption is that students need opportunities to find solutions to real problems by asking and refining questions, designing and conducting investigations, gathering and analyzing(More)
claim that there is essentially no hard evidence that computers have had a significant impact on learning in K-12. 1 Given the significant costs involved in putting technology into schools and given the potential to harm young children, one particularly prominent report calls for " An immediate moratorium on the further introduction of computers in …(More)
A major component of reform efforts is professional development, and while there is a growing body of literature on what constitutes good professional development, the field still lacks a comprehensive research program. Research often fails to make the connection between professional development activities and what students learn as a result of teachers'(More)
The past decade has seen great strides in the design of new learning technologies that support learning aligned with standards-based constructivist and inquiry teaching practices. Though there is considerable evidence that these technologies can help students learn when used appropriately, they are rarely employed beyond the small-scale settings in which(More)
The national dialogue on science education includes two themes. The first is the call for standards based reforms in education expressed both by the American Association for the The second is the call for greater accountability for student learning on a multitude of levels, as exemplified in the " No Child Left Behind Act " (U.S. Department of Education,(More)
One of the most difficult challenges in research on teacher learning is identifying and documenting linkages between teacher learning, classroom practice, and student learning (Loucks-Horsley & Matsumoto, 1999; Wilson & Berne, 1999). Demonstrating convincing evidence of this proposed linkage is important, especially in a policy climate that emphasizes(More)
Educational partnerships between urban school districts and university-based research teams interested in system reform provide ongoing opportunities for contextualizing theory and developing theoretically informed practice (Darling-Hammond & McLaughlin, 1995). In addition to overcoming predictable barriers, such as acknowledging disagreements and the need(More)