tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The Funds of Knowledge (FOK) and Funds of Identity (FOI) approaches have demonstrated potential in engaging school curricula with the lived experiences of disadvantaged communities. However, both approaches are not without critique. Our own previous work (drawing on Bourdieu) highlights how FOK/FOI methodologies can result in surfacing exchange value (capital) in the home in ways that re-position some students’ access to the school curriculum, while leaving hegemonic practices of schooling unchallenged. In this paper, we propose a new theorization of funds as a cultural commodity of “knowing-in-practice”. Following Marx, this commodity is seen as a dialectical unity of use and exchange value – a relation that implies development arising through internal contradictions. We exemplify this empirically through an… Continue Reading →
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eric.ed.gov har udgivet: Every day, we learn what works so students can make greater progress. Six years after No Child Left Behind’s passage–and midway to the nation’s goal of having students on grade level or better in reading and math by 2014–we have collected more data than ever before about the academic performance of our students and schools. This information enables all of us to chart where we are as individual states and as a nation and to map a course of action for future progress. This brochure describes in chart form: (1) Arizona At a Glance (Student Demographics); (2) Arizona’s Record of Achievement (Reading and Math Achievement for 2006-2007); (3) Achievement Trends; (4) Preparing Arizona Students for Success (Arizona’s High School Graduation Rate 2008) and High School Students Taking… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The principles of inclusive education largely accepted by governments of different countries require differentiated classroom instruction to meet the diverse needs of individual students. Despite this, teachers have differing experiences and understandings about implementing differentiated instruction (DI) and heterogeneous classrooms. This narrative study aimed at exploring the meanings of DI in the Eritrean context, where teachers are not explicitly familiar with the concept, although their teaching practices reflect some level of differentiation. The research data consisted of 17 narrative interviews with Eritrean mathematics and science teachers. The results of the narrative analysis showed that the teachers constructed five meanings of DI in their narratives: as a caring orientation, as a flexible pedagogic approach, as a self-reflective process, as… Continue Reading →
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eric.ed.gov har udgivet: Every day, we learn what works so students can make greater progress. Six years after No Child Left Behind’s passage–and midway to the nation’s goal of having students on grade level or better in reading and math by 2014–we have collected more data than ever before about the academic performance of our students and schools. This information enables all of us to chart where we are as individual states and as a nation and to map a course of action for future progress. This brochure describes in chart form: (1) Colorado At a Glance (Student Demographics); (2) Colorado’s Record of Achievement (Reading and Math Achievement for 2006-2007); (3) Achievement Trends; (4) Preparing Colorado Students for Success (Colorado’s High School Graduation Rate 2006 and High School Students Taking… Continue Reading →
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eric.ed.gov har udgivet: A 1992 conference on mathematics and science teaching focused on two specific topics: enhanced professional development for educators and better instructional materials for the classroom. Teachers, members of Congress, governors, teacher educators, professors, researchers, and policymakers shared what they believed was needed to be done to improve mathematics and science education in the United States. This booklet reports the views of the participants and the general consensus of the conference regarding changes needed in the education system. The concepts of systemic reform in education and the setting of national standards as exemplified by the National Council of Teachers of Mathematics are discussed in section 1. The second section discusses the necessity of providing all children with an opportunity to learn mathematics and science. The third section reports… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This longitudinal study examined the development of narrative micro- and macrostructure in Japanese-English bilingual returnee children. Returnees are children of immigrant families who move to a foreign country, spending a significant portion of their formative developmental years in the foreign majority language context before returning to their native language environment. The returnees did a narrative task in both their L1 (Japanese) and L2 (English) immediately upon their return to their native language environment and a year after. The results showed no aggregate significant changes in L1 or L2 micro- and macrostructure over time. However, at the individual level, the degree of maintenance of L2 microstructure was modulated by L2 exposure. That is, children who continued to receive L2… Continue Reading →
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eric.ed.gov har udgivet: This is a report on the hearing for solutions to the problems in science, mathematics, and engineering education at the postsecondary level. Topics of prepared statements and the testifiers are: (1) educating scientists and engineers (Daryl E. Chubin); (2) science and engineering education needs viewed from the perspectives of the national laboratories (E. Michael Campbell); (3) current status and plan for United States-based companies (M. J. Montague); (4) quality education for minorities (R. O. Hope); (5) programs of excellence in mathematics education (Shirley A. Hill); (6) problems and solutions in elementary school science (Cynthia K. Yocum); (7) students, teachers, and resources in secondary school science (Kent Kavanaugh); (8) education satellite networks (Hal Gardner); (9) challenge and future of science education (Dennis M. Wint); (10) preserving Americas’ scientific… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT International education options have expanded in most school systems around the world with promises of curricular innovation. However, there has been limited attention given to the consequences of this shift for social inequalities embedded in pre-existing institutional hierarchies. The International Baccalaureate (IB) Diploma, a two-year high school curriculum, has been prominent among recent private curricula, centred on notions of international mindedness and global preparedness. This article seeks to examine the consequences of the presence of the IB Diploma in a school system that is socioeconomically and academically stratified and shaped by strategies of academic distinction focused on local hierarchies. Using quantitative data on IB Diploma students and schools in Australia, it analyses the interaction of the IB Diploma… Continue Reading →
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eric.ed.gov har udgivet: This report presents an update of the progress of Tapping America’s Potential (TAP), a coalition of 15 of the nation’s leading business organizations, and assesses three years’ progress since 2005 in working towards the goal of doubling the number of students earning bachelor’s degrees in science, technology, engineering and math (STEM) by 2015. The report finds that since the initial TAP report that was issued three years ago, 2002-2006 data have become available that show U.S. STEM bachelor’s degrees awarded in that period fall short of what will be required to reach 400,000 by 2015. While the number of STEM degrees awarded has remained relatively flat for three years, the policy changes the business community has called for to attract and retain more undergraduate STEM majors have… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article investigates how knowledge, competence and actions develop among teachers enrolled in a Master´s degree programme in action research who have an interest in changing practices in the schools in which they teach. We draw upon the insights of seven teachers who completed the programme (part-time over four years) to examine how the Master’s programme as a practice, shaped and was shaped by other practices – in this case, each teacher’s practice. We employ the theory of practice architectures to analyse the ways the programme enabled and constrained the teachers’ developing knowledge, competencies and actions. We show how the teachers: a) developed perspectives on their own practice through studying literature, b) collaborated and engaged in dialogue with… Continue Reading →
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