tandfonline.com – We are not stuck! Professional development across generations
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
development
Eric.ed.gov – Teacher Perceptions and Implementation of a Content-Area Literacy Professional Development Program
eric.ed.gov har udgivet: The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual interviews. Data were also gathered via classroom observations and lesson plans. The findings of the study indicated that teachers did implement the literacy strategies following the professional development provided despite… Continue Reading
Eric.ed.gov – Games for Enhancing Sustainability of Year 7 Maths Classes in Indonesia: Theory-Driven Development, Testing and Analyses of Lessons, and of Students’ Outcomes
eric.ed.gov har udgivet: The results of international comparative studies have shown that relationships exist between metacognition and cognitive activation and learning success. Since 2007 we have been carrying out projects in Indonesia to improve cognitive and metacognitive activities of pupils of year 7 and their teachers. These activities are to contribute to the construction and sensible use of sustainable mental models for mathematical concepts and methods by learners. This paper shows how games are used for the enhancement of metacognitive and discursive activities in class. Their effectiveness is documented exemplary by means of students’ outcomes and transcripts of lessons from project classes. Link til kilde
Eric.ed.gov – The Richness of Mathematics Noticed by Teacher Candidates in a Professional Development School Model
eric.ed.gov har udgivet: This study examined how 16 female teacher candidates in two sections of a math methods course, which implemented high leverage professional development school practices, described the aspects of richness of mathematics (i.e., linking between representations, explanations, mathematical sense-making, multiple procedures or solution methods, patterns and generalizations, and mathematical language) from the “mathematical quality of instruction” (MQI; Hill et al., 2008) when observing a clinical faculty, their peers, and their own instruction. After analyzing written reflections and reflections using the Edthena video tool, we found that the teacher candidates were mainly focused on mathematical language and explanations. They described patterns and generalizations and linking between representations least frequently. Furthermore, their descriptions of mathematical language and explanations centered around instructional practices they could implement in their own classrooms, critical… Continue Reading
tandfonline.com – Development of online RAW achievement battery test for primary level
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Achievement test is a mechanism to measure student’s knowledge and abilities. Numerous categories of achievement tests have been developed by different scholars and psychologists. Since they do not directly consider curriculum adopted during the course of study of students, they do not reflect truly upon the achievements of students. We propose an achievement test which is computerized and is based on assessment of RAW (reading, arithmetic and writing) capabilities considering curriculum used for imparting education. We set compositions and contents according to age group and educational standards. We then conduct a series of experiments to show how an achievement test linked with a curriculum is reflective, in a better manner, of the student’s achievement index then a general… Continue Reading
Eric.ed.gov – Meeting Alaska’s Education Challenge Together. Alaska Department of Education & Early Development Strategic Plan
eric.ed.gov har udgivet: Even though many of Alaska’s students are getting a good education, historically Alaska has some of the largest achievement gaps in the country. Compared to other states in America, Alaska ranks at or near the bottom in reading and math scores. This document is a call to action. Thousands of Alaskans have stepped up to answer this call and have demonstrated through Alaska’s Education Challenge that they are unwilling to accept their state’s current results. Parents, students, educators, policymakers, tribal leaders, partner organizations, and local school boards have worked together to create a shared plan for improving Alaska’s system of public education. This document outlines the three primary components of that plan: (1) Public Commitments–An invitation to all Alaskans to support a thriving and successful public education… Continue Reading
tandfonline.com – Revisiting and re-representing scaffolding: The two gradient model
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this paper I intend to illustrate Vygotsky’s Zone of Proximal Development (ZPD) and then extend the discussion to scaffolding and its relationship with the ZPD. This is then followed by some concerns raised in literature regarding scaffolding as a concept and as a metaphor which involves analysing the arguments for regarding the role of cultural tools and peers as scaffolds akin to instructors. In consideration of some of the criticisms directed at scaffolding, I introduce the concept of the Two Gradient Model (TGM) which is a descriptive model that attempts to clarify the interaction between the instructor and learner. Furthermore, the TGM also demonstrates the need to differentiate between instructors and cultural tools as scaffolds where the… Continue Reading
Eric.ed.gov – The Effects of a Site-Based Teacher Professional Development Program on Student Learning
eric.ed.gov har udgivet: A mixed methods study is used to investigate the effectiveness of a professional development program intended to enhance teacher knowledge and student learning so as to systematically improve student achievement in elementary literacy. In this study, a large urban school district partnered with a local university to provide intervention in a Title 1, low-performing elementary school. Measures included teacher knowledge and practices based on surveys, classroom observation, and student achievement data. Teachers self-reported their perspectives on school-based teacher training in terms of its significance, requirements, challenges, and possible solutions to teacher training. Schools were selected based on their Adequate Yearly Progress (AYP) in reading/ language arts’ status. Adequate Yearly Progress (AYP) is a measurement defined by the federal No Child Left Behind Act that allows the U.S.… Continue Reading
tandfonline.com – Reviews of research funded by U.S. Institute of Educational Sciences: A case of reading development and instruction
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Empirical research is a critical in the field of education, however, research funding sources are often hard to identify. In this study, we examined how National Center for Education Research (NCER), a branch of the federal Institute of Education Science (IES), has supported research on various areas of reading development and instruction. Our goal was to identify the major trends and issues in NCER reading research projects over the past 13 years by examining the general characteristics, participants, and research foci of the studies. To do so, we reviewed and coded 158 research projects based on existing content analyses about reading research. Findings indicate that the NCER has allocated approximately $397 million to 158 reading research projects from 2004… Continue Reading
Eric.ed.gov – A Quest for Increasing Student Math Achievement and Promoting Rigorous Evaluation in Italy: Evidence from the M@t.abel Teacher Professional Development Program
eric.ed.gov har udgivet: Research has proven that teachers have a fundamental influence on student results. Moreover, effective teacher professional development is one of the key mechanisms for improving student achievement. By the most recent OECD (Organisation for Economic Cooperation and Development) definition, “Professional development is defined as activities that develop an individual’s skills, knowledge, expertise and other characteristics as a teacher.” The M@t.abel program suits this definition both in terms of increasing teacher subject knowledge and in terms of providing math teachers with alternative solutions and methods for presenting usual contents. Given that the effects of any professional development program on student achievement are mediated by teacher actual practices in the classroom, it is necessary to verify whether teachers enrolled in the M@t.abel program do follow the training, whether they… Continue Reading