tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Despite increased recognition that a higher education sports coaching qualification plays an important role in shaping coaches’ ethical decision-making, few scholars have considered what ethics to teach and how best to deliver such curriculum. Examples of actual ethics courses are particularly amiss. This article furthers scholarship on ethics education by introducing Education for Sustainable Development (ESD), a pedagogical perspective and approach that is employed to teach quality of mind competences considered necessary to make ethical decisions. To demonstrate how ESD can be translated into ethics curriculum, we present the university course “IIG206 Sustainable Sports Coaching”, which the authors delivered to coaching students, and outline how the course offered students’ opportunities to develop quality of mind competences, including “thinking on… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper presents an enhanced evaluation framework for teacher professional development programmes, which is based on one originally proposed by Huber in 2011. This paper draws on a study on the Professional Up-skilling of English Language Teachers (ProELT) programme in Sabah (Borneo), Malaysia. The study adopted a mixed methods exploratory sequential design using a questionnaire survey, individual interviews and a focus group discussion. Based on the findings from the study, four new components have been added to Huber’s original framework, namely (1) selection of participants, (2) incorporation of the Adult Learning principles, (3) follow-up support, and (4) assessment of programme impact. This enhanced framework has significant contributions to make to programme designers and programme providers, in providing them… Continue Reading →
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eric.ed.gov har udgivet: This report describes the federally funded development and field testing of a math drill and practice computer software program for students with mild disabilities. Program features include: pre-assessment of pupil speed and accuracy, automatic placement of the pupil in appropriate problems for practice, automatic monitoring of pupil performance, and automatic adjustment of practice problems. Field testing was undertaken with junior and senior high students with learning disabilities as well as with grade 4-5 students without disabilities. A user’s manual included with the report offers a quick reference to basic operations of the program, detailed information regarding each program component and associated decision-making algorithms, and a glossary of terms. A teacher’s handbook provides guidelines for applying drill and practice in special and remedial math instruction, explains the theoretical… Continue Reading →
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eric.ed.gov har udgivet: This final report describes activities and accomplishments of a project which developed, implemented, and evaluated the effectiveness of a microcomputer/videodisc math instructional management system for grades K-4. The system was designed to operate on an APPLE II microcomputer, videodisc player, and input-output devices. It included three subsystems: (1) a math assessment subsystem; (2) a math instruction/management subsystem; and (3) a staff development subsystem. The system was developed to support diagnostic/prescriptive teaching for mastery learning. Evaluation of the system was conducted both with English-speaking and Spanish-speaking students. The assessment system was compared to a parallel paper and pencil criterion-referenced test. Additionally, student data were used to determine difficulty level, validity, and reliability of each item in the assessment component. Evaluation indicated the assessment component was valid and reliable… Continue Reading →
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eric.ed.gov har udgivet: Improving teacher quality in P-12 mathematics is a national need, and many universities and schools are working to address it. With the support of the National Science Foundation (NSF), twelve math and science institutes across the country are helping P-12 teachers strengthen their capacity to support students’ learning. These NSF Institutes operate under the leadership of STEM university faculty, representing colleges of arts and science as well as colleges of education. The strategy is to build capacity by improving teachers’ content knowledge, pedagogy, and leadership skills. One such venture is The Math in the Middle Institute Partnership (M2) at the University of Nebraska-Lincoln (UNL). As part of their efforts to understand the place of rural in M2, the research team systematically interviewed the 63 rural participants from… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Personal experiences and histories shape teacher identities to a great extent. In the domain of personal experience, however, little is known about how experiences of failure shape the process of becoming a teacher. Gaining this insight, however, is important as failure may define teachers and their work, which can further undermine their resilience. This study examines how 45 pre-service subject teachers make sense of failure with regards to their identity as teachers. The findings reveal various understandings of failure, from both learner and teacher perspective and pre-service teachers’ understanding that the relation between learner and teacher failure is inextricable. Failure is seen as a non-dismissible aspect in their future work as teachers. These findings suggest that experiences and… Continue Reading →
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eric.ed.gov har udgivet: Staff Development for Pedagogues in Bilingual Math and Science provided two thematically-based workshops to 40 New York City science teachers who taught students of limited English proficiency (LEP) citywide. Workshops emphasized successful teaching strategies as well as psychological aspects involved in teaching LEP students. The project also provided research articles and monographs about the latest techniques in teaching science. Analysis of participants’ responses to a questionnaire found that almost all respondents were highly satisfied with all aspects of the workshops: content, mode of preservation, and materials used. In addition, although the required data were unavailable, it appeared that the students of participating teachers performed as well as similar students citywide on the Regents Competency Tests (RCTs) in science. The project met its objectives for staff satisfaction with… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article presents the development, validation and deployment of a scale with which higher education students self-assess their perceived employability. Underpinned by social cognitive career theory and Yorke and Knight’s (2007) USEM model for students’ attainment of employability, a perceived employability questionnaire was developed and piloted with 1849 university students. The final questionnaire was administered with students from over 15 Australian universities, resulting in a sample of 10,193 students. The scale was validated using exploratory and confirmatory factor analyses, resulting in a 14-factor employability measure that met the acceptable validity thresholds. The multi-factor perceived employability scale validates the USEM model and has implications for theory and practice. Link til kilde
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eric.ed.gov har udgivet: The development of an assessment tool to measure the quality of instruction is necessary to provide an informative accountability system in education. Such a tool should be capable of characterizing the quality of teaching and learning that occurs in actual classrooms, schools, or districts. The purpose of this paper is to describe the development of the Academic Rigor in Mathematics (AR-Math) rubrics of the Instructional Quality Assessment Toolkit and to share the findings from a small pilot study conducted in the Spring of 2003. The study described in this paper examined the instructional quality of mathematics programs in elementary classrooms in two urban school districts. The study assessed the reliability of the AR-Math rubrics, the ability of the AR-Math rubrics to distinguish important difference between districts, the… Continue Reading →
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eric.ed.gov har udgivet: Researchers investigated the relationship between the American Federation of Teachers’ Thinking Math (TM) professional development program and mathematics achievement of 5th grade students in an urban school district in the northeast. Four schools were studied; 3 had TM trained 5th grade math teachers. Questionnaires gathered demographic data and teacher self-evaluation of the influence, efficacy, and implementation of 7 TM principles. Student achievement was measured by Stanford Achievement Tests and the Pennsylvania State System of Assessment. Findings are based on 37 questionnaires from TM trained teachers and 203 student records. The TM program and, specifically, having a 5th~grade TM math teacher, had positive effects on mathematics and reading achievement scores. TM training’s effect on teacher confidence and implementation varied across the principles. (Author) Link til kilde
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