tandfonline.com – Alchemy and the Early Modern University: An Introduction
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
Author: Troels Gannerup Christensen
tandfonline.com – The link between flipped and active learning: a scoping review
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Flipped learning in higher education is becoming increasingly widespread. Although the number of flipped learning articles has increased since 2011, systematic reviews of flipped learning have been criticized for lacking a theoretical framework. The aim in this article is to explore the link between flipped learning and active learning: specifically, which theoretical frameworks are described. A scoping review was adopted as the research methodology. The selected studies indicate that this link between flipped learning and active learning is rarely explicitly addressed or operationalized. Approximately 65% of the 435 full-text articles retrieved do not explicitly connect their research to theory or a conceptual framework. The remaining 155 studies included for analysis refer to a mix of pedagogical terms or… Continue Reading
tandfonline.com – The retirement experiences of women academics: a qualitative, descriptive study
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Retirement is now considered a process rather than a single event. Pathways to retirement are evolving and the retirement experiences of academics are becoming increasingly relevant given the aging academic workforce in Higher Education Institutions (HEIs) worldwide. Academic retirement studies highlight that most academics continue to work in retirement. However, gender tends to be overlooked. Based on semi-structured interviews with eleven retired women academics, ranging in age from 64 to 73 years of age, who were employed in the Republic of Ireland, this article explores the impact of retirement on their daily lives and their personal and professional relationships. Following thematic analysis, four main themes were identified: (i) the impact of retirement on identity, (ii) the freedom of retirement,… Continue Reading
tandfonline.com – Do User Experience (UX) Design Courses Meet Industry’s Needs? Analysing UX Degrees and Job Adverts
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract With the recent growth in demand for skilled user experience (UX) practitioners, there has been a significant expansion of higher education UX degree courses. Yet, despite increasing educational provision, UX design industry figures criticize UX degree courses for not meeting industry’s needs. To examine the issue, this study asks: (1) What competencies are specified by UX degree courses? (2) How do UX and UX related degree courses’ competencies and employers’ requirements align? To answer these questions, the researchers analysed 93 programme and module specification documents for 34 UX, and UX related, degree courses and 50 job adverts for UX designers in the UK. The study concludes that UX, within formal education, is narrowly reliant on already established subjects… Continue Reading
tandfonline.com – Evaluating Causal Dominance of CTmeta-Analyzed Lagged Regression Estimates
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Evaluating Causal Dominance of CTmeta-Analyzed Lagged Regression Estimates Link til kilde
tandfonline.com – A systematic review of mathematics interventions for primary school students with intellectual disabilities
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This systematic review investigates the characteristics of effective mathematics interventions for students with intellectual disabilities (ID) age 5 to 12, focusing on early numeracy, arithmetic, and arithmetical problem solving skills. Twenty studies from 2008–2020 were reviewed: 17 had a single-subject design and three a group-comparison design. The studies included a total of 135 students with ID. Consistent with previous studies, the analysis showed that interventions with systematic and explicit instruction with feedback and the use of manipulatives are effective instructional approaches and strategies for students with ID. This study reveals that effective interventions are well-structured, high intensity learning sequences adapted to the students’ achievement level. The intensity of an intervention requires careful consideration of the number of intervention… Continue Reading
tandfonline.com – Parental involvement in school pedagogy: a threat or a promise?
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper brings together two rich bodies of knowledge that have barely intersected in research: parental involvement in the school and processes of pedagogical change. Until now, parental involvement has been studied in many contexts, but references to parental involvement in a school’s pedagogy are rare. Management of pedagogical change has also been studied extensively, but mainly by relating to the school as an organisation that functions separately from the community context. This study, conducted in 2019–2021 (including the COVID-19 pandemic period), is based on 22 in-depth, semi-structured interviews with parents, principals, and senior education officials of two elementary schools in Israel that are undergoing pedagogical changes. The schools share some similar demographic characteristics but differ in pedagogy:… Continue Reading
tandfonline.com – What to do with ‘white working-class’ underachievement? Framing ‘white working-class’ underachievement in post-Brexit Referendum England
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Scrutinising disproportionate media and political attention provided to the ills of the ‘white working-class’, this article examines the framing of their apparent underachievement in education policy and discourse in early post-Brexit vote England. In a political context dominated by anti-immigration and nationalist rhetoric, this article aims to investigate the framing of such underachievement across class, gender and ethnic differentials. To that end, a Critical Frame Analysis was conducted of four policy documents focusing on differences in diagnosis of, and solutions for, ‘white working-class’ underachievement, and of responses to these documents in mainstream newspapers. We contend that the political emphasis on redistributive social justice and identity politics can introduce a logic that can lead to remedies consistent with the… Continue Reading
tandfonline.com – Power and positionality shape identity work during a science research apprenticeship for girls
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The research apprenticeship is a situated form of learning that can be effective in connecting learners to science. It is commonly assumed that this pathway is characterised by power transitions from those positioned as experts to those positioned as novices, yet power and positionality during a research apprenticeship have rarely been explicitly investigated. Using a qualitative approach, we explored this area in the context of a summer research apprenticeship for girls, involving primarily female scientist mentors. We found that scientist mentors positioned, and were positioned by, learners in three different ways, and that these positionalities were associated with different kinds of identity work among learners. Given stereotypical societal views of science that can be at odds with gendered… Continue Reading
tandfonline.com – Teachers’ perceptions of continuing professional development: a study of vocational high school teachers in Indonesia
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The research examines Indonesian vocational high school teachers’ perceptions of continuing professional development (CPD) in the context of changing policies regarding teacher CPD. Bronfenbrenner’s bioecological model is used as the conceptual framework. Six accounting teachers interviewed understood CPD as an activity for teachers’ improvement, but in different ways. They perceived CPD as teacher performance assessment and government regulation (exosystem), personal development activities (individual), and some considered religious values when they described CPD. These teachers regarded their profession as a devotion to God and CPD as part of their duty and responsibility as obedient persons (interactional factors between individual and macrosystem). Civil servant teachers participated in more structured CPD compared with their non-civil servant peers as CPD activities are… Continue Reading