eric.ed.gov har udgivet: In this article the authors compare two phases of an ongoing, annual online peer observation project at the Open University. Adopting a non-managerialist approach, the project aims to give teachers a renewed sense of collegiality, allowing them to take responsibility for aspects of their professional development and share practice points. While the first phase focused on a single discipline group in languages, the second brought together teachers in languages with teachers of Math, Computing, and Technology, all employing Elluminate Live as their online teaching platform. The authors comment on congruent and divergent gains emerging from the two phases. Link til kilde
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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. ABSTRACT Sociometrically neglected children are not often liked and not often disliked by their peers. This kind of social information is known as social status. Evidence concerning internalizing behaviour of neglected children is as yet equivocal. Contradictory research results could possibly be attributed to methodological issues of social status classification methods. Therefore, we will paradigmatically emphasize insufficiencies of one social status classification method. Since arbitrary cutoffs (sociometric data) provide the basis for the categorical classification of social status groups,… Continue Reading →
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eric.ed.gov har udgivet: Nationally, 15% of first-time community college students were high school students taking college coursework through dual enrollment (DE) in the fall of 2010, and the percentage has risen since then. The growing numbers of DE students at community colleges raises concerns about how high school peers might influence traditionally aged college enrollees. Using administrative data from a large state community college system, we examine whether being exposed to a higher percentage of DE peers influences non-DE enrollees’ performance in college courses. Focusing on entry-level (or gateway) math and English courses and employing a two-way fixed effects model, we find that non-DE college enrollees exposed to a higher proportion of DE peers had lower pass rates and grades in gateway courses, and higher course repetition and lower subject… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: Research on peer assessment has noted ambiguity among students in using peer assessment for improving their work. Previous research has explained this in terms of deficits in the student feedback, or differences in student views of what counts as high-quality work. Purpose: This study frames peer assessment as a social process in the science classroom. The aim is to explore peer assessment in science education as social practice in order to contribute to an understanding of the affordances and constraints of using peer assessment as a learning tool in science education. Design and Method: The study was conducted in four lower secondary school classes, school years 8 and 9, in two different schools. An intervention study was… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract This paper introduces the application and the results of a fuzzy number based questionnaire used for evaluating lecturers’ performance in a newly launched peer review programme in order to enhance the reliability of peer evaluations. In our approach, the membership function of the fuzzy number is composed of an increasing and a decreasing sigmoid membership function conjuncted by Dombi’s intersection operator. Compared to the traditional Likert scale-based evaluation, the proposed fuzzy number based methodology allows peer reviewers to express their uncertainty and the variability of the reviewed lecturer’s performance within a single lecture and during a semester in a quantitative way. By utilising the principles of Dombi’s Pliant Arithmetic, fuzzy Likert scale based evaluations given by peer reviewers can… Continue Reading →
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eric.ed.gov har udgivet: To disrupt patterns of marginalization that play out through interactions in math classrooms, teachers need to identify and address inequities in student participation, both in terms of participation outcomes and processes. In this study, I take an expansive view of participation and examine how the “quiet” participation of one 9th grade student is co-constructed through small-group interactions during an Algebra task. Analysis reveals three features of the group’s interactions that fostered the co-construction of Becca’s “quiet” participation: 1. Becca was positioned as a non-contributing silent beneficiary of learning, 2. Becca’s contributions received less support than her peers’, 3. Disagreement with Becca was softer than with John. Findings suggest that the perceived issue of low verbal production did not reside within Becca, but rather was the result of… Continue Reading →
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