eric.ed.gov har udgivet: Since 2009, the John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University has worked in partnership with the Redwood City School District (RCSD) to gain a deeper understanding of classroom practices that promote motivation and achievement in middle school. Each spring, all middle school students in the district complete a survey about their motivational beliefs and their classroom experiences. The 2011 survey incorporated a new set of questions designed to capture students’ perceptions of classroom practices that convey care and support. This focus emerged from conversations with teachers and administrators and reflects RCSD’s commitment to building supportive classroom communities that emphasize effort and improvement. This research suggests that all middle school students in the district can benefit from practices that communicate care for… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This submission contains the Proceedings of the 2009 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at York University in Toronto, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions. Papers include: (1)… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The 6th Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (NAIRTL) and the 4th Biennial Threshold Concepts Conference was held at Trinity College Dublin, Ireland, on June 27-29, 2012. The NAIRTL is a collaborative initiative between University College Cork, Cork Institute of Technology, National University of Ireland Galway, Trinity College Dublin, and Waterford Institute of Technology. It is supported by the Higher Education Authority under the Strategic Innovation Fund. The proceedings from the 2012 NAIRTL conference bring together “key insights” on the topic of Threshold Concepts. This publication includes a selection of papers from the conference. The papers provide insights into how to apply the Threshold Concepts idea to gain a deeper understanding of how students learn, and also how to… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This submission contains the Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Brock University in St. Catharines, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions.… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This submission contains the Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Laval University in Québec City, Québec. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, a panel discussion, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This study documents and describes efforts to develop robust forms of pre-service teachers’ pedagogical content knowledge through a culturally responsive mathematics teaching approach. Embedded in a university K-8 mathematics methods course emphasising the connections among mathematics, children’s mathematical thinking, and children’s cultural/linguistic funds of knowledge, pre-service teachers (N = 40) were given an assignment to analyse their own mathematics lessons utilizing a rubric tool with categories about children’s mathematical thinking, academic language supports, cultural funds of knowledge, and critical math/social justice. Utilizing a mixed methods approach to analyse the pre-service teachers’ (PST) work, we found the highest average self-ratings across the categories associated with children’s mathematical thinking and high variability in the categories related to language, culture, and social justice. To understand the variation within the latter… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This case study explores community service learning, disciplinary literacy, and social justice. Participants were seven Mexican American preservice secondary teachers in science, math, and language arts who tutored and gardened with children in a South Texas after-school tutorial agency as part of an ESL literacy methods course. Data gathering tools consisted of participant observations, written reflections, learning logs, visual metaphors, and a focus group discussion. Social justice themes were: respondents’ realizations of structural inequalities and their actions to counteract hegemonic inequalities. Disciplinary literacy themes were: participants’ learning more about their disciplines and disciplinary literacy, increased motivation and efficacy to teach their subjects, and the importance of the colonia, or unincorporated neighborhood, as an intersection between social justice and disciplinary literacy. Link til kilde
Like this:
Like Loading...
eric.ed.gov har udgivet: This article provides concrete critical and ethical responses to dominant educational policies promoting the teaching of STEM fields. Recognizing how dominant discourses of modernity (Martusewicz, et al. 2015) work discursively to constitute STEM, this paper examines and exposes how STEM education is prioritized via funding in teacher education. As well, STEM is prioritized throughout state teacher licensure policies, to the effect that, e.g., all licensed elementary teachers are required to take STEM methods courses. This article provides an example whereby the space that mainstream STEM creates can then be appropriated for radical, EcoJustice Education (Martusewicz et al., 2015). Specifically, this paper shares conceptual research theorizing the inclusion of Ecojustice Education in elementary science methods and elementary math methods courses. Building on the work of social justice education,… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Siyavula is known as a pioneer developer of high-quality free digital maths and science textbooks to address resource gaps and disadvantage in South African schools. This case study identifies the success factors which could be replicated in other contexts. Siyavula has developed expertise in digital developing, editing and improving maths and science workbooks and teachers’ guides and distributing them in multiple digital and mobile formats for free. In 2013 the government took the free texts and sponsored the printing and distribution of c500K copies of Grade 4-6 titles, saving the government approximately USD$83.5 Million for each of the 12 books (student workbook and teacher guide in both English and Afrikaans). The collaborative authoring system is identified as instrumental to the success of the project to address under-resourced… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race validating pedagogy to implement among students who place in community college developmental education courses. [This Scholarly Paper was commissioned for the 9th Annual Conference of the American Association of Hispanics in Higher Education, 2014. Appendix A, “Levels and Descriptors of Developmental Education Math and English Courses at Case Study Site” is not included in the ERIC version of this report.] Link til kilde
Like this:
Like Loading...
Læst 5 gange