tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article addresses a gap in research about primary school boys’ identification as ‘gamers.’ Drawing on a survey of 318 Year 3 (7–8 years old) students, the research identified boys’ self-reported enjoyment for gaming, their frequency using digital devices, and their self-rated digital skills. Interviews with four boys from the survey also explored the lifeworlds of self-professed ‘gamers.’ Findings point to the salience of games for many boys’ emerging identities and the inter-related nature of their experiences. We argue that teachers can capitalise on the strength of video games to create ‘in-group’ cultures and communities of practice in their classrooms to support learning. Link til kilde
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eric.ed.gov har udgivet: This pamphlet offers tips and strategies from teachers who are successful in encouraging both girls and boys to participate in the classroom. Although successful teachers are all different, each classroom has the following things in common: (1) the classroom environment is respectful of students and teachers; (2) all students participate in class; and (3) the classrooms incorporate multiple modes of learning. Sections of the pamphlet include: (1) “Teachers’ Tips and Strategies”; (2) “From Harassment to Respect: Changing Classroom Climates”; (3) “We’re All in This Together: Improving Classroom Interaction”; and (4) “Motivation, Fun, and Hard Work: Increasing Academic Success.” A 9-item reference and sources section concludes the pamphlet. (EH) Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study examined the role of teacher expectations in the emerging gender gaps in reading and mathematics in the first year of schooling. Therefore, we first investigated whether boys and girls differ in their vulnerability to teacher expectancy effects. Second, we analysed whether gender-specific effects of teacher expectations contribute to gender achievement gaps. Our analyses were based on 1,025 first-grade students in Germany. Among the majority of the students, boys and girls did not differ in their vulnerability to teacher expectancy effects. Further analyses examined a subgroup of students who were targets of relatively strong teacher expectation bias and who showed unexpectedly high or low achievement gains. In this specific subgroup, girls’ mathematics achievement was more adversely affected… Continue Reading →
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