tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The two parts in this special issue address interdisciplinary conversations involving mathematics courses in the first two years of undergraduate work. The special issue was inspired by work funded by the National Science Foundation under a grant titled “SUMMIT-P.” The special issue includes papers written about projects both from SUMMIT-P and from outside of SUMMIT-P. Part I focuses on frameworks and models of interdisciplinary collaboration. Link til kilde
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eric.ed.gov har udgivet: Powerful Learning Conversations (PLC) sought to improve the feedback that teachers give to pupils in Year 9, by training them to apply techniques used in sports coaching. It is based on the idea that feedback in sports coaching is often provided immediately after a task is performed, and delivered in a way that children are more likely to respond positively to. The training programme adopted a ‘cascade’ model: expert teachers were trained in the approach and then expected to disseminate their training to English and Maths teachers in their school. PLC was developed in the UK secondary school context by the Youth Sport Trust (YST) in collaboration with the University of Exeter. This feasibility pilot study was conducted in 20 schools between January 2014 and November 2014.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The present study analyzes the phenomenon of linguistic accommodation, i.e. the adaptation of one’s language use to that of one’s conversation partner. In a large corpus of private social media messages, we compare Flemish teenagers’ writing in two conversational settings: same-gender (including only boys or only girls) and mixed-gender conversations (including at least one girl and one boy). We examine whether boys adopt a more ‘female’ and girls a more ‘male’ writing style in mixed-gender talks, i.e. whether teenagers converge towards their conversation partner with respect to gendered writing. The analyses focus on two sets of prototypical markers of informal online writing, for which a clear gender divide has been attested in previous research: expressive typographic markers (e.g.,… Continue Reading →
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