tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. This paper examines how seven teachers working in contexts of limited resources used the prescribed textbook for teaching, and the kinds of teacher–textbook relationships forged in the interactions. The study employs a sociocultural perspective to explore the processes by which teachers mobilise the affordances of the textbook to the teacher’s practice, thereby advancing a particular way for studying and understanding better the teacher–textbook relationships in particular contexts. A methodological approach aggregating results for all teachers and looking for patterns… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Such is the grip of formal methods of statistical inference—that is, frequentist methods for generalizing from sample to population in enumerative studies—in the drawing of scientific inferences that the two are routinely deemed equivalent in the social, management, and biomedical sciences. This, despite the fact that legitimate employment of said methods is difficult to implement on practical grounds alone. But supposing the adoption of these procedures were simple does not get us far; crucially, methods of formal statistical inference are ill-suited to the analysis of much scientific data. Even findings from the claimed gold standard for examination by the latter, randomized controlled trials, can be problematic. Scientific inference is a far broader concept than statistical inference. Its authority… Continue Reading →
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eric.ed.gov har udgivet: Washington state faces a growing teacher shortage, especially in bilingual education, math, science, English language development, and special education. And its teacher workforce is much less diverse than the student population. To reduce these challenges, state education leaders want to encourage limited certificated teachers to become fully certificated. This study examines limited certificated teachers’ interest in becoming fully certificated, the barriers they face to doing so, and the supports they report needing in order to pursue full certification. The study is based on responses to an online survey administered in 2017 by the State of Washington Professional Educator Standards Board to the state’s 1,834 limited certificated teachers. [For the full report, see ED600822; for the appendixes, see ED600823; and for the study brief, see ED600824.] Link til… Continue Reading →
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