tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Situated learning experiences such as research apprenticeships can help connect girls to the sciences, ultimately helping to achieve gender equity in the science workforce. The material resources available in research apprenticeships—such as research equipment, field gear, etc.—may be particularly consequential for building identification with science, as they are abundant and frequently hold disciplinary authenticity. However, most sociocultural studies of research apprenticeships have focused on cognitive-ideational or social aspects rather than on the material aspects of the learning setting. This paper investigates the association between different types of science-related material resources in the context of a geoscience and biology-focused research apprenticeship program for girls. The study employed a qualitative approach, drawing on theoretical constructs of communities of practice, identity… Continue Reading →
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eric.ed.gov har udgivet: In partnership with the Consortium for Policy Research in Education, RFA has been studying Philadelphia schools’ take-up of an instructional reform that has demonstrated positive impacts on teacher knowledge and student learning in math. The Ongoing Assessment Project (OGAP) is designed to deepen teachers’ understanding of foundational concepts in math and engage them in regular formative assessment of their students’ problem-solving strategies. Implementing an ambitious educational reform such as this one is notoriously challenging, as project staff, district personnel, and school leaders struggle to move from initial professional development–where so much money is invested–to deep, routine engagement in schools and classrooms. Teachers’ instructional practices are difficult to change, and it is particularly hard to engender reform ownership in contexts full of competing demands. In our 2019 study… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In this article we discuss our attempt to incorporate research-informed learning and teaching activities into a final year undergraduate Statistics course. We make use of the Shiny web-based application framework for R to develop “Shiny apps” designed to help facilitate student interaction with methods from recently published papers in the author’s primary research field (extreme value theory and applications). We also replace some lectures with dedicated “reading group tutorials.” Here, students work in small groups to discuss and critique carefully selected papers from the field. They are also encouraged to use our Shiny apps to implement some of the methods discussed in the papers with their own data, for use in project work. We attempt to evaluate our… Continue Reading →
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eric.ed.gov har udgivet: The goal of this study is to determine how effectively student teachers from a large comprehensive institution have used technology to complement their teaching in mathematics and science. The researchers reviewed the required Teacher Work Sample (TWS) capstone projects of student teachers. The TWS is an assessment instrument designed to guide student teachers in designing, implementing, reviewing, and adjusting instruction. Student teachers document in the TWS narratives their use of technology, and this use was compared to the “2008 U.S. Department of Education (USDE): Measures of Teacher and Student Technology Use.” Data gathered in the study revealed both strengths and weaknesses regarding the student teachers’ use of technology to enhance their teaching goals. Implications are derived about effective use of technology by mathematics and science teacher candidate… Continue Reading →
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