tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This paper presents a longitudinal classification of the impact that universities have on strategy research from three decades of publications, between 1987 and 2016, by using bibliometric techniques and distance-based analysis of networks applied at the level of universities. Using the WoS database, this study proposes a general overview of three decades of strategic management research. Using these techniques we (i) categorize the last 30 years of academic production of research institutions in terms of strategy, evaluating their impact; (ii) analyze which universities are publishing the most in journals whose scope of publication covers strategic management; and (iii) map the network of collaboration structures among research organizations, determining its relationship and analyzing its evolution in those three decades. We… Continue Reading →
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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 →
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eric.ed.gov har udgivet: Math is often taught poorly emphasizing rote, procedural methods rather than creativity and problem solving. Alberta Education developed a new mathematics curriculum to transform mathematics teaching to inquiry driven methods. This revised curriculum provides a new vision for mathematics and creates opportunities and requirements for professional learning by teachers. Conventional offsite, after school, or weekend professional development is typically “sit and listen, maybe try on Monday”. Professional development that is embedded, responsive, and personalized is known to be more effective at changing teaching practice. Alberta teachers are geographically dispersed making online professional learning a desirable alternative to on-site workshops. As access to and use of the Internet gains momentum in schools across the country, opportunities for collaborative, online professional development become more viable. The online professional development… Continue Reading →
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eric.ed.gov har udgivet: As a university professor who has taught at the teacher education, masters, and doctoral levels, the life of teaching has been an enduring interest, particularly teaching that occurs in K-12 settings. From the author’s own work as a K-12 teacher and administrator to her earliest studies of effective teaching and in her own university teaching, she has been interested in the complex practice of teaching and in how to make the practice more effective for student learning and more satisfying and fulfilling for the teacher. Thus, she engaged in a yearlong action research project with a fifth-grade teacher who happened to be her daughter. Her objective was to better understand the action research process; she had not anticipated the multi-faceted results in terms of student benefits and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The purpose of this study was to enhance our understanding of the relationship between collaborative talk and metacognitive talk during group mathematical problem-solving. Research suggests that collaborative talk may mediate the use of metacognitive talk, which in turn is associated with improved learning outcomes. However, our understanding of the role of group work on the individual use of metacognition during problem-solving has been limited because research has focused on either the individual or the group as a collective. Here, primary students (aged nine to 10) were video-recorded in a naturalistic classroom setting during group mathematical problem-solving sessions. Student talk was coded for metacognitive, cognitive and social content, and also for collaborative content. Compared with cognitive talk, we found… Continue Reading →
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eric.ed.gov har udgivet: Teacher’s gaze communicates consciously and unconsciously her pedagogical priorities to the students. By creating and responding to eye contact initiatives, people can communicate both status and affection. This research explores the frequency of teacher-student eye contacts and their connection to teachers’ scaffolding intentions. The data consisted of mobile gaze tracking recordings of two teachers and stationary classroom videos during three collaborative mathematical problem-solving lessons. The quantitative analysis showed that most of the teacher gazes on student faces did not lead to dyadic eye contacts and those gazes that did, occurred often during affective and cognitive scaffolding. These results offer us novel and important insight in the nonverbal part of scaffolding interaction. Link til kilde
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eric.ed.gov har udgivet: The article discusses the development of an educational model intended to support teachers’ professional development in science education. In this research and development project, LumaLähetit, pre-service teachers, in-service teachers, and teacher educators formed teams to collaboratively plan teaching and produce material for inquiry-based and integrative science instruction in primary schools. The results are based on three design cycles of the model. Thus far, ten schools, 24 in-service teachers, 30 pre-service teachers, and 560 pupils have participated. The results, which are based on the qualitative content analysis of participants’ open answers to a questionnaire, indicate that the developed collaborative model for science education supported preservice teachers and in-service teachers’ professional development in many ways. Several processes mediating the embodiment of the designed model were identified, especially during the… Continue Reading →
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eric.ed.gov har udgivet: In this paper, we–one mathematics teacher educator and one social studies teacher educator–describe a project where we collaborated to model teaching integrated mathematics and social studies for social justice in our methods courses. Using a self-study approach, we examined our teaching and our students’ learning with regards to teaching integrated mathematics and social studies for social justice. We encountered varied challenges in our efforts to prepare teacher candidates for social-justice-oriented lessons. These challenges included teacher candidates’ perception of authority/credibility of their professors who were foreign females from the “Third World,” teacher candidates’ deficit views on minoritized students, and the limited time and resources for teacher collaboration in teacher education. Despite these challenges, we believe this kind of project is necessary to move forward in teacher preparation for… Continue Reading →
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sciencedirect.com har udgivet: Highlights • Rhizomatics and self-study of teacher education practices produced non-linear insights on becoming teacher educators. • Teacher educators were becoming collaborative, accountable, and innovative. • Collaborative self-study of teacher education practices supported intra-departmental professional learning. Abstract The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teaching-research (i.e., group and pair meetings, reflective diaries) highlight how collaborative self-study produced evolving and meaningful practices, learning, and relationships that resulted in our becoming collaborative, committed, and innovative teacher educators. This study demonstrates the potential of using collaborative self-study together with relational and non-linear frameworks such as rhizomatics to… Continue Reading →
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