tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Divining the professional development experiences of K-12 STEM master teacher leaders in the United States Link til kilde
eric.ed.gov har udgivet: Twenty secondary math and science teachers from a large urban school district in Texas were recently asked: Why don’t English language learners succeed in school? Their answers included: students feel isolated because of language, students get mixed up with gangs, and students do not value education. This article compares student-attributed and school attributed explanations for the persistent failure of many students to develop mathematical thinking and offers alternatives for success. Educational practices, ingredients for success, and natural math are described. A list of math resources is included. [This document originally appeared in the “IDRA Newsletter”, however some accompanying charts and graphs may not be provided here.] Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Educational collaboration activities are generally under-researched part of the interactive learning between universities and industry. The study based on 529 Master of Science (MSc) theses from a major Swedish engineering school, the faculty of engineering LTH at Lund University, shows that MSc theses are a frequently used collaboration mechanism between university and industry in engineering education. Collaborating firms benefit mainly by recruiting students and the transfer of technological knowledge. Moreover, mainly regional large firms benefit from the educational collaboration and firms collaborate mostly on knowledge related to product innovations and in the early stages of the product innovation process. Small and medium-sized enterprises (SMEs) tend to relate to newer engineering disciplines, have relatively more MSc thesis projects related… Continue Reading
eric.ed.gov har udgivet: The purpose of this study was to examine the impact of the Florida Master Teacher Initiative (FMTI)–an i3-funded early learning program aimed at improving the quality of teaching and student outcomes in grades PreK through third grade in high need schools. The FMTI schools participated in four program components: (1) a job-embedded graduate degree program with an early childhood specialization, (2) a Teacher Fellows program through which teachers engage in yearlong inquiry projects around their practice, (3) a Principal Fellows program during which principals work together to strengthen their facilitative leadership skills, and (4) Summer Leadership Institutes to review data and engage in action planning. The impact evaluation had two primary goals: (1) to assess the school-level impact of FMTI on teachers and students; and (2) to… Continue Reading
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