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Eric.ed.gov – Science at Home: Parents’ Need for Support to Implement Video-Based Online Science Club with Young Children

eric.ed.gov har udgivet: Homes have remarkable possibilities to act as science learning environments for young children (3 – 6 years old). This qualitative case study investigated what kind of support parents need to do online science activities with their children at home. Data consisted of parent’s theme interviews (n=7). As a main result, a model of parents’ need for support was produced. The model contains three dimensions: 1) the affective dimension, 2) the knowledge and skills dimension and 3) the organizational dimension. Parents’ own affective experiences, organization of the experiments and finding time to do experiments are important factors to consider, when looking at parents’ willingness to engage in science activities with their children. The parents might not necessarily be content with only the child’s interest in experimenting as a… Continue Reading

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Eric.ed.gov – Exporting English Pronunciation from China: The Communication Needs of Young Chinese Scientists as Teachers in Higher Education Abroad

eric.ed.gov har udgivet: China has become an exporter of material goods to the world, particularly to the United States. It is time for the exploration of a mutually beneficial relationship in a strikingly different realm, that of human capital in higher education and its contributions to the quality of university teaching. To faculty members and students at U.S. universities the human face of this relationship is Chinese international teaching assistants (ITAs) who are graduate students in science and math, and who are also being supported as teachers of basic undergraduate courses within their academic disciplines. Chinese ITAs are the largest single group of international graduate students, and they make American undergraduate education possible in chemistry, biology, physics, mathematics, business, and computer science. The quality of the performance of native English… Continue Reading

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Eric.ed.gov – Early Academic Outcomes for Students of Part-Time Faculty at Community Colleges: How and Why Does Instructors’ Employment Status Influence Student Success? CCRC Working Paper No. 112

eric.ed.gov har udgivet: More than half of community college courses are taught by part-time faculty, and the reliance on part-time faculty to teach developmental education courses and gateway math and English courses is even more prevalent. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. While students with part-time instructors have better outcomes in their current course and similar pass rates in the next course in the sequence, they are 3 to 5 percentage points less likely to enroll in that subsequent course. The negative effects on subsequent enrollment are… Continue Reading

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Eric.ed.gov – Corequisite Remediation in Mathematics: A Review of First-Year Implementation and Outcomes of Quantway and Statway

eric.ed.gov har udgivet: Higher education systems and institutions across the country are overhauling their traditional placement process for college-level courses in mathematics and revisiting the role of developmental education. Increasingly, students who would have been required to take, and succeed in, developmental coursework before enrolling in college-level courses are now being placed directly into those courses while also receiving remedial support. This approach — known as developmental corequisite remediation — pairs a college-level course with a corequisite course designed to help students succeed in the college-level work. In response to the changing landscape, Carnegie Math Pathways (CMP) at WestEd created two new offerings based on this new approach that focus on quantitative reasoning and statistics: Quantway College with Corequisite and Statway College with Corequisite. In the 2018/19 school year, six… Continue Reading

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Eric.ed.gov – Mathematical Knowledge for Teaching of Student Teachers and Its Enhancement through a Special Final Course

eric.ed.gov har udgivet: In this article we describe the results of a special final course, at the main teachers’ college in Mexico, which had two related main objectives: one was to find out the Mathematical Knowledge for Teaching (MKT) held by student teachers (ST) at the end of their instructional preparation. The other was to discern ways to improve this knowledge and to document the changes observed. In teachers’ colleges in Mexico, math contents and pedagogical ideas are taught separately, so we aimed to help student teachers to integrate these. The analysis showed that their knowledge is mainly instrumental but that through discussions and reflection about the main issues, they were able fairly quickly to attain a significant improvement in all the contents included. Moreover, they also showed changes on… Continue Reading

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Eric.ed.gov – Designing Professional Learning Communities through Understanding the Beliefs of Learning

eric.ed.gov har udgivet: This study was designed to initiate the process of building professional development learning communities for pre-service math teachers through revealing those teachers’ conceptions/beliefs of students’ learning and their own learning in China. It examines Chinese pre-service math teachers’ conceptions of student learning and their related pedagogical beliefs with respect to the following four aspects: self-regulation, construction of knowledge, the social nature of learning, and a dynamic view of ability. A total of 129 middle-school and secondary pre-service math teachers from China participated in this study. The results indicated that the Chinese pre-service teachers’ conceptions of student learning and their pedagogical beliefs are constructive, process-oriented, and progressive. In addition, the traditional Chinese socio-cultural values still have an impact on the pre-service teachers’ conceptions of student learning. Implications and… Continue Reading

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Eric.ed.gov – Problem Solving: How Do In-Service Secondary School Teachers of Mathematics Make Sense of a Non-Routine Problem Context?

eric.ed.gov har udgivet: The concept of mathematical problem solving is an important mathematical process in mathematics curricula of education systems worldwide. These math curricula demand that learners are exposed to authentic problems that foster successful problem solving. To attain this very important goal, there must be mathematics teachers well versed in content and the pedagogy of problem solving. This study investigated problem solving process of in-service secondary school teachers in a non-routine problem context. Teachers? written responses were examined based on Polya?s problem solving theory to elucidate their disposition in relation to the problem context. Findings suggest that the in-service teachers exhibit (1) greater lack of understanding of the non-routine problem, (2) insufficient capacity to select appropriate heuristic strategies, and (3) total failure to reach the final “look back” stage.… Continue Reading

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Eric.ed.gov – “Of Being and Not Being:” Colombian Public Elementary School Teachers’ Oscillating Identities

eric.ed.gov har udgivet: This article presents the partial results of a larger study conducted in Bogotá (Colombia) with public elementary school teachers. Given their nature, and since they are equally affected not only by one, but by every policy of the Colombian educational system, the primary school teachers cannot be treated here as if they taught English only. They are responsible for teaching all subjects (math, social studies, physical education, English, Spanish, etc.). Data were collected through focus groups. Partial results show that the teachers’ identities range from feeling powerful to feeling powerless, depending on where they stand, that is, the field of knowledge, in the classroom, and in their relationship with the policies makers. Link til kilde

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Eric.ed.gov – Impact of the Developing Mathematical Ideas Professional Development Program on Grade 4 Students’ and Teachers’ Understanding of Fractions. REL 2017-256

eric.ed.gov har udgivet: Contemporary state math standards emphasize that students must demonstrate an understanding of the mathematical ideas underlying the computations that have typically been the core of the elementary school math curriculum. The standards have put an increased emphasis on the study of fractions in upper elementary grades, which are the years during which students build a strong foundation in fractions concepts. At the same time, the National Mathematics Advisory Panel (2008) cites limited understanding of fractions as the key reason for the high failure rate in algebra courses. Longitudinal data from both the United States and the United Kingdom have demonstrated that knowledge of fractions in the elementary grades plays a powerful role in subsequent success in algebra, the gateway to math achievement in high school. Members of… Continue Reading

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Eric.ed.gov – The Relative Effectiveness of Traditional and Alternative Teacher Preparation Programs: A Review of Recent Research. MHEC Research Brief

eric.ed.gov har udgivet: Teacher preparation refers to a “state-approved course of study, the completion of which signifies that an enrollee has met all the state’s educational or training requirements for initial certification or licensure to teach in the state’s elementary or secondary schools” (Department of Education, 2016, p. 6). The widespread concern for the quality of teacher preparation has extended to both traditional programs at four-year institutions and alternative programs created to address teacher shortages. This brief seeks to inform policies on teacher preparation by reviewing research on the effects of teacher certification and preparation programs in relation to student performance and teacher outcomes. Main findings include: (1) Traditional teacher preparation generally refers to a four- or five-year undergraduate program at a postsecondary institution. Alternative preparation programs, such as Teach… Continue Reading