eric.ed.gov har udgivet: Given the restructuring of curriculum and instruction and the changing state of assessment in Virginia and nationally, a study group of 22 Virginia teachers from elementary schools, middle schools, and high schools throughout the state chose to examine and revise their assessment practices. They wanted to reflect changes in thinking and practice in teaching that include active learning, cooperative learning, and critical thinking strategies. After 6 months of developing and implementing alternative assessments in their classrooms, study group members concluded that implementation strategies should include: (1) planning assessment as instruction is planned; (2) having a partner with whom to share ideas; (3) developing generic rubrics; (4) expecting to learn by trial and error; (5) attempting student peer assessment; and (6) using cooperative grouping for completing assessment tasks.… Continue Reading →
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Concerns over the supply of highly-skilled (HS) science, technology, engineering and maths (STEM) workers are well established and have been a feature of policy discourse in the UK for more than 50 years. Since the 2016 referendum on leaving the European Union, these concerns have been exacerbated by uncertainty about the movement of labour between UK and Europe. More recently, the COVID-19 pandemic has highlighted the importance of STEM skills in a wide range of areas. However, despite continued government investment in initiatives to address these concerns, the evidence base for shortages is neither well-established nor compatible with economic theories of labour supply. In order to fill a gap in the current evidence, we report on a unique analysis… Continue Reading →
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Reconciling broad educational goals of job-readiness with specific work task-related qualifications or competences poses challenges for vocational teachers. To assist efforts to address these challenges, this article explores knowledge practices of project-based vocational instruction in Swedish upper secondary vocational education and training, particularly how the teacher´s intentionality (expressed through choice of a target) responds to needs to develop integrative knowledge. Two specific research questions are addressed, using a conceptual framework incorporating Didaktik and Legitimation Code Theory. First, how do vocational teachers in this setting repurpose vocational knowledge during project work? Second, what educational goals do they target during project work? Secondary analysis of participant observation data indicates that fragmentation of occupation-specific knowledge into disparate work processes and work… Continue Reading →
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article discusses how mathematics didactics can be inspired by and further developed through responsive pedagogy, understood as feedback directed at self-regulation and self-efficacy, in mathematics teaching. The authors explain the rationale behind an intervention model for improving mathematics teachers’ feedback practices. The model is a developmental framework for intervention that is context dependent, rather than a fixed model for intervention. The overall aim with such an intervention is to establish a recursive feedback dialogue between teachers and students. Next, the backdrop for the participatory approach used in the development and implementation of such an intervention model is presented, emphasising the importance of researchers and teachers working closely together and engaging in mutual learning. The aim is to… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Do charter schools draw good teachers from traditional, mainstream public schools? Using a panel dataset of all North Carolina public school teachers from 1997-2007, this research paper finds nuanced patterns of teacher quality flowing into charter schools. High rates of inexperienced and uncertified teachers moved to charter schools, but among certified teachers changing schools, the on-paper qualifications of charter movers were better or no different than the qualifications of teachers moving to comparable mainstream schools. Estimated measures of classroom performance for a subset of grade 3-5 teachers show that charter movers were more effective in math and reading instruction, relative to other mobile teachers. Charter movers compared less favorably, however, to non-mobile teachers and colleagues within their sending schools. The distribution of classroom performance among future charter… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Women are underrepresented in Science, Technology, Engineering, and Math (STEM) fields of study and careers with a subset of STEM–Technology Education–possibly one of the least integrated fields for women as students and as professionals. What accounts for this situation and what are potential remedies? The purpose of this study was to learn about the ways in which female technology education teachers understand sources of influence on their career choices. The findings from this study are intended to provide insights into the participants’ perspectives that might shed light on how to better encourage females to aspire to and enter technology education as a profession. The conclusions derived from this study may help to create a deeper understanding of how women move beyond cultural barriers and make “unexpected transitions”… Continue Reading →
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Musicologists and music theorists have traditionally been early adopters of technological tools to assist with research. The earliest digital humanities projects in musicology and music theory came directly out of humanities computing and quantitative analytical technologies developed in the 1980s, but newer projects created since the mid-2000s still reflect this past of algorithmic analysis and archival compilation, retrieval, and display. Computational and archival research is, currently, only one branch of digital humanities. The umbrella of digital humanities research now also includes digital publishing, philosophies of digital research, and “born digital” projects that cannot exist outside of a digital medium (e.g., virtual reality or 3D modeling). This shift in the digital humanities represents a move to a “bigger tent”… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This report describes the implementation and intermediate impacts of an intervention designed to provide incentives for a school district’s highest-performing teachers to work in its lowest-achieving schools. The report is part of a larger study in which random assignment was used to form two equivalent groups of classrooms organized into teacher “teams” that are composed of teachers in the same grade level and subject (math, reading, or both in the case of an elementary school grade). Teams were assigned to either a treatment group that had the chance to participate in the intervention described below and or a control group that did not. Intermediate outcomes, measured for both the treatment and control teams, include the mix of teachers who make up the team, the climate of collaboration… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This paper explores the ways preschool teachers orchestrate instructional environments to promote mathematical play related to early number and, how they intervene during play to promote children’s engagement with early number. We highlight these practices to identify resources for the growing numbers of early childhood teachers. This is important as many prospective and practicing teachers do not have access to the knowledge of teaching that supports young children’s math learning because of the constraints of mathematics methods courses and the dearth of research on early childhood mathematics in mathematic education journals — particularly in-depth attention to early number and teaching mathematics in play. [For the complete proceedings, see ED583989.] Link til kilde
Like this:
Like Loading...
Læst 20 gange 
