tandfonline.com – Learning communities in education: a matter of diverse definitions, understandings, enactments, and contexts
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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tandfonline.com – To integrate a language focus in a linguistically diverse physics classroom
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract It has previously been suggested that there is a need for a more language focused science instruction, especially in linguistically diverse classrooms, where many students are second language learners. But it has also been suggested that teachers may feel uncertainty about how to teach in ways that promote learning of both subject matter and language. Previous studies have revealed how the language of science, especially the written language of science, is used to create a certain meaning. Research on interventions shows how this knowledge, through a functional metalanguage, can be used successfully. However, few studies explore how teachers in science instruction themselves integrate a language focus in their linguistically diverse classrooms. This ethnographic case study investigates how a… Continue Reading
tandfonline.com – Fifty ways to work with students’ diverse abilities? A video study on inclusive teaching practices in secondary mathematics classrooms
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Inclusive teaching practices can be characterized as recurrent ways how teachers work with their students’ diverse abilities, but how exactly are they enacted in subject matter classrooms? The paper proposes a conceptual framework to unpack inclusive practices according to the student ability to which they refer, in five typical jobs for teachers: (a) identifying the demands for the ability, (b) differentiating learning goals, (c) compensating for low abilities, (d) enhancing abilities, and (e) addressing the abilities in joint learning. The proposed job-ability framework for inclusive teaching practices is substantiated in a video study of 25 mathematics lessons on percentages with the same curriculum material. In total, rather than 50, 133 different inclusive teaching practices were identified in 3862… Continue Reading
Eric.ed.gov – The Impact of Racially Diverse Schools in a Democratic Society. Research Brief No. 3. Updated
eric.ed.gov har udgivet: This is the third in a series of briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, “Teachers College Record,” edited by Professors Roslyn Arlin Mickelson of the University of North Carolina at Charlotte and Kathryn Borman of the University of South Florida. For more than two decades, the success of school desegregation has been judged mainly by the degree to which it benefits individuals, either through academic achievement or social mobility. This research augments an already extensive body of work in this area, which has reached similar conclusions. However, the work published this year in “Teachers College… Continue Reading
Eric.ed.gov – Learning in Linguistically Diverse Middle School Classrooms: The Role of the Classroom Peer Network
eric.ed.gov har udgivet: The literature suggests there is much to be gained from exploring the role of the peer network in linguistically diverse “mainstream” middle school classrooms (i.e., classrooms that include English language learners alongside fluent English-speakers). The present study uses social network analysis to examine whether between-classroom and between-student variation in cross-language-status integration in the classroom peer network may contribute to between-classroom and between-student differences in learning. Data from a larger mixed-methods study at a linguistically diverse middle school in the southeastern United States are analyzed to test two hypotheses: (1) Classrooms with more linguistically integrated peer networks (i.e., those in which the network of friendships in the classroom is less segregated by ELL status) will show greater growth in classroom mean standardized test scores across the school year;… Continue Reading
Eric.ed.gov – What Can I Use Tomorrow? Strategies for Accessible Math and Science Curriculum for Diverse Learners in Rural Schools.
eric.ed.gov har udgivet: Increased requirements for inclusion have created a growing demand for special educators to have content expertise in areas such as math and science. One recommended practice involves integrating the “big ideas” that are the foundation for understanding mathematics and science across the curriculum. Teachers also need to create a classroom climate that is supportive and content rich. Grouping students into pairs or triads supports student needs. Special educators can collaborate with other teachers by creating a bank of instructional activities on selected math and science topics. Collaborative strategies can be modeled through peer tutoring. Students should be encouraged to explore metacognitive thinking styles so they can apply metacognitive strategies to their daily lives. Skills outlined by standards should be presented in an order that makes sense to… Continue Reading
Eric.ed.gov – A Balanced Formula for Math and Science Education in Diverse Settings.
eric.ed.gov har udgivet: Within the framework of social reconstructivism and multicultural education, this paper explores issues of teaching mathematics, and to a lesser degree, science, to provide the best equitable education for all students. Today’s classrooms are increasingly multicultural, and students bring to their classrooms rich personal, social, intellectual, and educational experiences that teachers must use. Optimizing learning for all students in mathematics classrooms can be achieved through creating multiple learning opportunities for all students as their differences are valued and celebrated. Orientations toward math learning should be both integrative and instrumental, being integrative in the sense that math is a crucial part of education and instrumental in that math is a useful tool for almost all aspects of life. In mathematics and science classrooms today, one can hardly see… Continue Reading
Eric.ed.gov – Engaging Diverse Learners through the Provision of STEM Education Opportunities. Briefing Paper
eric.ed.gov har udgivet: Science, technology, engineering, and mathematics (STEM) are viewed as fundamental elements in the preparation of our next generation. This is evidenced by President Obama’s goal of “moving our nation from the middle to the top of the pack in math and science education” and his focus on (a) hiring additional STEM teachers; (b) enhancing STEM literacy so students can think critically in key subjects; (c) improving the quality of instruction to help U.S. students perform competitively with those in other nations; and (d) expanding STEM education and career opportunities for women, minorities, and other underrepresented groups (The White House, 2010). To begin laying this foundation for students as they compete in the 21st century economy, educators and decision makers must continue to increase their understanding of various… Continue Reading
tandfonline.com – Learning design in diverse institutional and cultural contexts: suggestions from a participatory workshop with higher education professionals in Africa
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a… Continue Reading
tandfonline.com – Assessing a multi-component math intervention within a cognitive-behavioral framework on the word problem-solving responses of a diverse group of third graders
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In third grade the focus on math word problems becomes prominent. In the limited third grade research, teacher-mediated explicit instruction with multiple exemplars, teaching students to use visual representations, and the incorporation of self-strategies, have proven effective. For these practices to reach their full potential though, their content must be relevant and provide for growth to mature mathematical concepts. Based on these conclusions, additional research was needed. Therefore, the focus of this study was to evaluate the effectiveness of a multi-component word problem-solving intervention with explicit instruction strategies, multiple exemplars, the teaching of student-generated visual representations, incorporation of a self-monitoring checklist, and Common Core State Standards’ appropriate curriculum. Within a multiple baseline across behaviors design, the study evaluated… Continue Reading