tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Jewish education in Israel’s non-religious state (Mamlakhti) schools is intended to support an open-ended, pluralistic dialogue surrounding the question of Jewish identity. The distinct features of Knowledge Building Communities (KBCs) set them apart as a pedagogical approach that is particularly suitable for achieving this educational goal. In this article, we report on a year-long study that redesigned a tenth-grade Jewish philosophy class in Israel as a KBC. Our findings indicate that students co-created a Jewish-identity idea landscape, which they crisscrossed and rose above, to develop a deeply nuanced understanding of contemporary Jewish identity in Israel. Link til kilde
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eric.ed.gov har udgivet: Student achievement and attitudes toward mathematics are influenced by the teacher, emphasizing the importance of quality teacher preparation. This study explored different preparations and the impact on pre-service teachers’ pedagogical content knowledge. The sample included 96 pre-service teachers enrolled in a math course at one Midwestern university. Results suggest that field experience combined with other aspects of mathematical teacher preparation impact pre-service teachers’ pedagogical content knowledge for mathematics. (Contains 7 tables.) Link til kilde
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eric.ed.gov har udgivet: The core of instruction is the interaction between the student, the content, and the teacher. Good instructional design accounts for the students’ needs and interests by personalizing the core to each student. Video games and simulations are one way to meet student needs and leverage their interests for increased student learning. In the 2011-12 school year, eighth grade students at Monroe Middle School in Eugene, Oregon, USA, participated in a pilot class that featured the popular online game Minecraft (minecraft.net). The project clarified for the author the question of how video games can be a tool for learning. It also brought into stark relief the misconceptions many career educators have regarding gaming in education. Peter Tromba, formerly a science, math, and computer teacher before becoming a middle… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Purpose: The purpose of this conceptual article is to explore how Bernstein’s concepts can further our understanding of the internal structure of knowledge informing physical education (PE) and the transmission of knowledge from its site of production into the school subject. In the process of constructing a school subject, knowledge is chosen and decontextualised from where it is produced and then recontextualised into the pedagogic context. This process involves a subjective selection of what is valued as important knowledge. That which is stipulated in the curriculum is regarded as legitimate knowledge worth transmitting to the younger generation. This article offers a deepened understanding of the organising principles of knowledge and the transformation of knowledge into the recontextualised field… Continue Reading →
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eric.ed.gov har udgivet: A key element in science education is establishing and maintaining linkages between teachers and researchers that can eventuate in enhanced student outcomes. Determining when and where a new educational program or intervention results in an enhanced outcome can be sensitive to many different forces that the researcher must carefully manage. The target of inquiry-based approach is to increase cognitive abilities such as critical thinking. However, students, teachers, and schools are evaluated based on content student knowledge. Statistical modeling choices affect the ability to determine the efficacy of the intervention and the ability to identify those students who receive the greatest and least benefit from the intervention. As it is imperative to determine how an increase in cognitive abilities corresponds to an increase in content across different demographics… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT As teachers’ informal professional development is visible in social media, this study probes teachers’ participation in self-organized Facebook groups in mathematics or Swedish-language education. In total, 553 posts from six Facebook groups were categorized using Shulman’s knowledge-base framework, and analysed using systemic functional grammar. Teachers use “questions” and “offers” most frequently (88%). Within these speech functions, pedagogical content knowledge dominates (63%), indicating that these groups constitute professional learning communities that teachers use as a professional development resource, focusing the interaction on pedagogical content knowledge. This study finds a largely similar practice in Facebook groups across the two subjects. Link til kilde
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eric.ed.gov har udgivet: Mastering algebra is important for future math and postsecondary success. Educators will find practical recommendations for how to improve algebra instruction in the What Works Clearinghouse (WWC) practice guide, “Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students”. The methods and examples included in the guide focus on helping students analyze solved problems, recognize structure, and utilize alternative approaches to solving algebra problems. Each recommendation includes the level of supporting research evidence behind it, examples to use in class, and solutions to potential implementation roadblocks. Teachers can implement these strategies in conjunction with existing standards or curricula. In addition, these strategies can be utilized for all students learning algebra in grades 6-12 and in diverse contexts, including during both formative and summative assessment. Administrators… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: In this conceptual paper, we contribute to the discussion of pedagogical content knowledge (PCK) in physical education and physical education teacher education (PETE). There are two main limitations in the work inspired by Shulman’s [1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–21] concepts content knowledge (CK) and PCK. First, CK is exclusively interpreted as knowledge in and about movement, and excludes knowledge through movement. Second, contemporary understandings of CK and PCK have been mainly from a behaviour analytic perspective. By only adopting a behavioural perspective of CK, i.e. a perspective which aims to change students’ behaviours without necessarily changing knowledge or understanding, pre-service teachers are unlikely to reflect on context… Continue Reading →
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eric.ed.gov har udgivet: The Science-in-CTE pilot study tested a curriculum integration model that enhanced the science that oc-curs in CTE curricula. The study replicated the National Research Center for Career and Technical Ed-ucation’s (NRCCTE) Math-in-CTE experimental research design (Stone, Alfeld, & Pearson, 2008) with applied science in secondary agricultural education. The semester-length study was conducted in North Dakota with secondary agricultural educators who were randomly selected to participate in the experi-mental and control groups. The experimental treatment mirrored the Math-in-CTE model of extended professional development, partnering experimental CTE group teachers with science educators, and use of a 7-element pedagogic framework. Standardized measures of science achievement were administered to students to determine the impact of the treatment on their science knowledge and skills. The results of hierarchical linear modeling (HLM) analysis… Continue Reading →
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