tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Deafness is generally associated with poor mental arithmetic, possibly due to neuronal differences in arithmetic processing across language modalities. Here, we investigated for the first time the neuronal networks supporting arithmetic processing in adult deaf signers. Deaf signing adults and hearing non-signing peers performed arithmetic and phonological tasks during fMRI scanning. At whole brain level, activation patterns were similar across groups. Region of interest analyses showed that although both groups activated phonological processing regions in the left inferior frontal gyrus to a similar extent during both phonological and multiplication tasks, deaf signers showed significantly more activation in the right horizontal portion of the inferior parietal sulcus. This region is associated with magnitude manipulation along the mental number line.… Continue Reading →
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eric.ed.gov har udgivet: Since the enactment of the “Education for All Handicapped Children Act of 1975” (“EHA”), Public Law (P.L.) 94-142 and its successor statute, the “Individuals with Disabilities Education Act” (“IDEA” or “act”), the secretary of the U.S. Department of Education (secretary) (and her predecessor, the commissioner of education at the U.S. Department of Health, Education, and Welfare) have been required to transmit to Congress an annual report to inform Congress and the public of the progress being made in implementing the act. The annual reports to Congress reflect a history of persistent commitment and effort to expand educational opportunities for children with disabilities. The “40th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2018” describes the nation’s progress in: (1) providing a… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article addresses academics who innovate in higher education and their characteristics. We undertake a qualitative case study of six individuals who implemented disruptive and transformative pedagogical approaches and curricular practices in their departments and/or at their institutions. Our findings point to six common characteristics – motivation to change institutionalized practices, interest in change, experience in the field, multi-embeddedness, authority to act, and the strategic use of social networks – which seem to play a role at individual levels in driving these disruptive and transformative approaches. While acknowledging studies in higher education that address innovation as a response to exogenous influences, this study highlights the role of individuals with certain characteristics in driving innovation and processes of endogenous… Continue Reading →
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