tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: 24th international symposium on shiftwork and working time: innovations in research and practice improving shiftworker health & safety: Selected Proceedings: Shiftwork 2019 Link til kilde
eric.ed.gov har udgivet: For the thirty-ninth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT’s Convention are published in two volumes. Volume 1 contains 24 papers dealing primarily with research and development topics. Fifteen papers dealing with the practice of educational communications and technology are contained in Volume 2. The 15 papers included in Volume 2 are: (1) Teaching Strategy for the Development of Creative Thinking of Future Educators of Mexico, through ICT (Clotilde Lomeli Agruel, Aidee Espinosa Pulido, Julieta López Zamora, and Francisco Javier Arriaga Reynaga); (2) Designing a Graduate Supervision MOOC for Faculty Development (Hawazen… Continue Reading
eric.ed.gov har udgivet: The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The “Intensive Intervention Practice Guides” are created for practitioners… Continue Reading
eric.ed.gov har udgivet: The purpose of this research is to compare the rural education practices of China, Taiwan, Canada and the United States. International comparisons of mathematics achievement find that students in Asian countries outperform those from the USA. Excluded from these studies, however, are students from rural areas in China. This study compares the math abilities of 272 selectively chosen 5th grade students from rural, central China, 361 students from rural, northern Taiwan and 95 students from rural, central Pennsylvania. The test instrument was the same as used in previous China vs. USA comparisons and focused on four subtopics: computation, number concepts, geometry and problem solving. The results showed that rural Chinese and Taiwanese students outperformed similar American students in the area of mathematics achievement. The rural Chinese and… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The aim of this paper is to reconstruct and critically assess the evidential relationship between neuroscience and educational practice. To do this, I reconstruct a standard way in which evidence from neuroscience is used to support recommendations about educational practice, that is, testing pedagogical interventions using neuroimaging methods, and discuss and critically assess the inference behind this approach. I argue that this inference rests on problematic assumptions, and, therefore, that neuroimaging intervention studies have no special evidential status for basing educational practice. I conclude arguing that these limitations could be resolved by integrating evidence from neurocognitive and educational science. Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study examined families’ experiences of a publicly funded, play-based early learning program for children in the year before school entry. An online survey was conducted with parents and/or guardians (n = 291) to learn about their child’s outcomes in the program, their perception of play-based learning, attitudes toward the program, and how the program supported their family. Socio-demographic information was also collected (income, education). A concurrent triangulation mixed methods design was used in the analysis of quantitative and qualitative survey questions through descriptive and inferential statistics, followed by content analysis of open-ended responses. The majority of parents felt their child was supported by the program and would transition more easily to the first year of school as a result… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Based on interviews with a global sample of ITE leaders, this paper explores whether the changes forced on institutions and individuals as a result of the COVID-19 global pandemic can be classed as innovation. The paper goes beyond collating the various practical and organisational changes the ITE leaders made and instead focuses on the kind of changes enacted around the world and whether and how these changes can be seen as adding new value to historical ITE practices. Given the consistency of responses evident across the sample of teacher education leaders around the world, the paper concludes with a discussion of potentially global implications of the shifts in ITE practices reported and suggests that COVID-19 has indeed stimulated… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Increasing mobility of people across nation-state borders leads to cultural and linguistic diversification and raises discussions about the inclusion of immigrant minority languages and cultures in education. This contribution investigates possible discrepancies between top-down curricular policies and bottom-up practices at a Polish complementary school in the Netherlands. It focuses on the implementation of the school’s curriculum in times of globalization and superdiversity and explores the maintenance of linguistic and cultural values in a multilingual setting. In doing so it uses the curriculum domains as introduced by Goodlad and colleagues, i.e. the ideological, formal, perceived, operational and experiential curriculum, as an interpretive framework to analyze possible discrepancies between curricular policies and educational practices. The results reveal discrepancies between top-down… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Research has identified characteristics of professional development programmes (PDPs) that are important for accomplishing change in teachers’ practice and student achievement. However, these characteristics do not predict and guarantee the outcomes of a specific PDP. In the present study the authors investigated whether the expectancy-value theory of achievement motivation can be used to explain teachers’ change of practice. Through teacher interviews and questionnaires the authors investigated why randomly selected year-7 teachers, after participating in a PDP on formative assessment, changed their practice in ways identified in an earlier study, and why these changes differed from those of year-4 teachers participating in a similar PDP. The results show that expectancy-value theory can be used to explain both the schoolyear-7… Continue Reading
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
Læst 24 gange