eric.ed.gov har udgivet: In 2011, the University of Alaska Fairbanks (UAF) received an Investing in Innovation (i3) Grant through the U.S. Department of Education. UAF applied for the grant to expand the predominantly rural-serving Alaska Statewide Mentor Project (ASMP) to urban settings. ASMP is a professional development initiative that supplies fully released, highly trained mentors to early career teachers (ECTs). UAF’s i3 grant, The Urban Growth Opportunity (UGO), included five districts: Anchorage, Fairbanks North Star Borough, Kenai Peninsula Borough, Matanuska-Susitna Borough, and Sitka. This is the final report for the grant conducted over four years (2011 2012 to 2014 2015). The research team randomly assigned 556 ECTs to treatment (UGO) and business as usual (BAU) groups. UGO ECTs received an ASMP mentor for two years; BAU ECTs received their districts’… Continue Reading →
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eric.ed.gov har udgivet: In an effort to discern the perceptions of the importance or value of mathematics education held by ordinary people in Appalachia, a qualitative research study was performed in accordance with an agreement with the ACCLAIM Research Initiative. The study engaged the qualitative research method known as “folknography” and targeted the community of Padua (a pseudonym), in a state in the Appalachian south. The study was conducted in late March, 2004, by undergraduate students previously enrolled in a related course taught by the principal investigator. This report was developed from data analyzed after the completion of the field work. The student researchers collected nearly 650 surveys and conducted nearly 250 interviews with informants in three age groups (youth, adults, seniors). Overall, Padua residents were quick to respond and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This paper examines historical and contemporary racializations of Asian(Americans) within the STEM system. The prevailing perception of Asian(Americans) as model minorities masks how their multiple and contradictory positionings in the STEM system perpetuate the neoliberal racial project and reproduce systems of racism and oppression. Through a multidisciplinary analysis of STEM education and industry, we demonstrate that the shifting racialization of Asian(Americans) secures advantages for White Americans by promoting meritocracy and producerism and justifies White supremacy. By serving these functions, the racialization of Asian(Americans) within the STEM system is central to the neoliberal racial project. This paper also suggests how STEM education researchers can reveal and resist, rather than veil and support, the neoliberal racial project in STEM. Link… Continue Reading →
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eric.ed.gov har udgivet: Romain Bertrand is a middle school math teacher and Opportunity Culture enthusiast. As the 2012-13 school year wound down, he was already thoroughly looking forward to the next–when he will become a multi-classroom leader at Ranson IB Middle School, taking accountability for the learning results of 700 students. At Ranson, a Project L.I.F.T. school in Charlotte, N.C., Bertrand sees the opportunities of its new Opportunity Culture–to extend the reach of excellent teachers to more students, for more pay, and develop other teachers–giving him and others exactly the sort of recognition and respect he says teachers now sorely lack. Bertrand grew up in Avignon, in the south of France, the son of teachers who both went on to become principals. After teaching middle school math in France for… Continue Reading →
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eric.ed.gov har udgivet: This article reports the findings of a joint unit plan critique project between two preservice teacher cohorts seeking teacher certification in general education and special education respectively. The paper addressed three questions: 1) What common affordances does this joint project have for the general and special education preservice teachers? 2) What unique affordances does it have for each of the groups? 3) What do the preservice teachers learn about the use of visuals, technology, and UDL principles to create accessible math lessons for all students? The results showed that the project impacted positively on the preservice teachers by allowing them to gain deeper understanding of professional collaboration and use of technology and visual resources to differentiate instruction for all students. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The CASE project (Case-based Approaches to Statistics Education; see www.mas.ncl.ac.uk/∼nlf8/innovation) was established to investigate how the use of real-life, discipline-specific case study material in Statistics service courses could improve student engagement, motivation, and confidence. Ultimately, the project aims to promote deep learning of course material, with students from other disciplines being equipped with the skills to undertake independent quantitative analyses (for example, in their final year dissertations). In this article, I describe the case-based materials and associated activities, developed as part of this project, for first year Business undergraduates taking a compulsory course in quantitative methods. I also attempt to evaluate the success of the CASE project through a trial in which a randomly selected subgroup of students… Continue Reading →
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eric.ed.gov har udgivet: Rural schools are in a precarious time currently facing funding issues, decreasing resources, dwindling populations, and difficulties hiring candidates for existing vacancies. As a result, a Midwestern university’s College of Education sought to help alleviate some of those issues by exposing its pre-service teachers to the benefits of teaching in the college’s extensive rural footprint, while emphasizing a connection between school and community. Rural Arts Day (RAD) was designed to address the critical issues facing rural schools by making pre-service teachers more aware of what rural schools can offer, through an alternative field experience in a K-12 school building. With positive results, this pilot project has become the impetus for an ongoing program to be implemented on a regular basis at sites across the state. This university/school… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this paper, I will discuss possible sources for Priestley’s norm of correctness in his grammar book, The Rudiments of English Grammar, from a socio-historical perspective. I will show that Priestley’s norms of correctness were informed by the usage of the well-educated middle class, the language of science, Robert Lowth’s grammar and the discourse community of eighteenth-century grammarians, and a contemporary canon of good and bad usage. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT We believe that students learn best, are actively engaged, and are genuinely interested when working on real-world problems. This can be done by giving students the opportunity to work collaboratively on projects that investigate authentic, familiar problems. This article shares one such project that was used in an introductory statistics course. We describe the steps taken to investigate why customers are charged more for iced coffee than hot coffee, which included collecting data and using descriptive and inferential statistical analysis. Interspersed throughout the article, we describe strategies that can help teachers implement the project and scaffold material to assist students who may have gaps in their mathematical background and offer suggestions if using the lesson with students who… Continue Reading →
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eric.ed.gov har udgivet: This research investigated the impact of Scientix STEM (Science, Technology, Engineering and Maths) on female candidate teachers’ attitudes towards STEM education, their semantic perceptions of STEM discipline scopes, specifying their needs in writing STEM projects, their learning outcomes from education, and the difficulties they face in the process of project writing. Prior to the education process, the participants were given a STEM educational attitude scale, a STEM semantic contrast scale, and a questionnaire with open-ended questions to make them understand the semantic background. At the end of the training, they were given a STEM education evaluation questionnaire with open-ended questions and the same scales were used. The contents of the projects they wrote were evaluated. In the end, a meaningful difference was observed in the attitudes of… Continue Reading →
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