Terry Cicchelli
Biographic Data
| ID | 5740432 |
|---|---|
| NAME | Terry Cicchelli |
| GIVEN NAMES | Terry |
| FAMILY NAME | Cicchelli |
| SIGNATURE | CICCHELLI T |
| AFFILIATIONS | Fordham University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 1 |
Teacher Multicultural Attitudes
Schools in New York City are continually pressed to meet the demands of an ever-increasing multicultural population, compounded by the pressures exerted by the No Child Left Behind legislation and the National Council for Accreditation of Teacher Education. Indicated is a need for multicultural understandings within teacher education programs, emphasizing teacher attitudes. The Teacher Multicultural Attitude Survey, a 20-item inventory, was admin…
Metacognitive Strategy Use in Reading of Gifted High Achieving and Gifted Underachieving Middle School Students in New York City
High achieving and underachieving gifted New York City adolescent students were compared in their use of metacognitive reading strategies. A stratified sample was used to identify extreme groups of achievers, 5 consistent high achievers and 5 consistent underachievers. Data were collected from three sources: (a) the Metacognitive Awareness of Reading Strategies Inventory (MARSI; Mokhtari & Reichard, 2002), (b) think-aloud protocols, and (c) inter…
Cognitive Theories, Prior Knowledge, and Anchored Instruction on Mathematical Problem Solving and Transfer
Using constructivist theories as a framework, this study tested the effects of prior knowledge and two models (structured problem solving, SPS, and guided generation, GG) of anchored instruction on student mathematical problem solving and transfer to an analogous task. Two groups ( N = 50) of randomly assigned students to treatments were taught by 2 teachers for 15 days, using tasks in the Jasper Woodbury Problem Solving Series. ANOVA and t tests…
Superintendents’ Dialogue in a Professional Development Model
The complexity of political, economic, and social challenges in large urban districts weighs heavily on the professional and personal lives of urban superintendents and may contribute to the difficulty of attracting able leaders to these districts. The Fordham University/New York City Superintendents’Network since 1995 has provided a forum for the approximately 46 practicing community and high school superintendents in New York City whereby super…
Implementing the Direct Instruction Pattern
The direct instruction pattern is an effective teaching style for a particular population of children, although more testing is yet needed
Teacher Multicultural Attitudes
Schools in New York City are continually pressed to meet the demands of an ever-increasing multicultural population, compounded by the pressures exerted by the No Child Left Behind legislation and the National Council for Accreditation of Teacher Education. Indicated is a need for multicultural understandings within teacher education programs, emphasizing teacher attitudes. The Teacher Multicultural Attitude Survey, a 20-item inventory, was admin…
Cognitive Theories, Prior Knowledge, and Anchored Instruction on Mathematical Problem Solving and Transfer
Using constructivist theories as a framework, this study tested the effects of prior knowledge and two models (structured problem solving, SPS, and guided generation, GG) of anchored instruction on student mathematical problem solving and transfer to an analogous task. Two groups ( N = 50) of randomly assigned students to treatments were taught by 2 teachers for 15 days, using tasks in the Jasper Woodbury Problem Solving Series. ANOVA and t tests…
Implementing the Direct Instruction Pattern
The direct instruction pattern is an effective teaching style for a particular population of children, although more testing is yet needed
Superintendents’ Dialogue in a Professional Development Model
The complexity of political, economic, and social challenges in large urban districts weighs heavily on the professional and personal lives of urban superintendents and may contribute to the difficulty of attracting able leaders to these districts. The Fordham University/New York City Superintendents’Network since 1995 has provided a forum for the approximately 46 practicing community and high school superintendents in New York City whereby super…
Cognitive Theories, Prior Knowledge, and Anchored Instruction on Mathematical Problem Solving and Transfer
Using constructivist theories as a framework, this study tested the effects of prior knowledge and two models (structured problem solving, SPS, and guided generation, GG) of anchored instruction on student mathematical problem solving and transfer to an analogous task. Two groups ( N = 50) of randomly assigned students to treatments were taught by 2 teachers for 15 days, using tasks in the Jasper Woodbury Problem Solving Series. ANOVA and t tests…
Metacognitive Strategy Use in Reading of Gifted High Achieving and Gifted Underachieving Middle School Students in New York City
High achieving and underachieving gifted New York City adolescent students were compared in their use of metacognitive reading strategies. A stratified sample was used to identify extreme groups of achievers, 5 consistent high achievers and 5 consistent underachievers. Data were collected from three sources: (a) the Metacognitive Awareness of Reading Strategies Inventory (MARSI; Mokhtari & Reichard, 2002), (b) think-aloud protocols, and (c) inter…
Teacher Multicultural Attitudes
Schools in New York City are continually pressed to meet the demands of an ever-increasing multicultural population, compounded by the pressures exerted by the No Child Left Behind legislation and the National Council for Accreditation of Teacher Education. Indicated is a need for multicultural understandings within teacher education programs, emphasizing teacher attitudes. The Teacher Multicultural Attitude Survey, a 20-item inventory, was admin…
Computer Science (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Sociology (3 works) · Cognition (2 works) · Innovative Teaching and Learning Methods (2 works) · Parental Involvement in Education (2 works) · Political science (2 works) · Population (2 works)