tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper brings together two rich bodies of knowledge that have barely intersected in research: parental involvement in the school and processes of pedagogical change. Until now, parental involvement has been studied in many contexts, but references to parental involvement in a school’s pedagogy are rare. Management of pedagogical change has also been studied extensively, but mainly by relating to the school as an organisation that functions separately from the community context. This study, conducted in 2019–2021 (including the COVID-19 pandemic period), is based on 22 in-depth, semi-structured interviews with parents, principals, and senior education officials of two elementary schools in Israel that are undergoing pedagogical changes. The schools share some similar demographic characteristics but differ in pedagogy:… Continue Reading →
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eric.ed.gov har udgivet: Hope Elementary School recently purchased tablets for all of its students to facilitate the use of technology in the classroom. The principal at Hope Elementary understands that technology can be an efficient and effective way for teachers to access materials and differentiate instruction to support the achievement of all learners. However, some teachers are struggling to determine how to best use the tablets in the classroom. Ms. Williams is a special education teacher at Hope Elementary School. She is excited about the tablet initiative and has a number of ideas about ways she can effectively and meaningfully integrate technology into instruction. The principal at Hope Elementary has asked Ms. Williams to serve as an example for other teachers at the school to help alleviate their concerns about… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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eric.ed.gov har udgivet: The low level of mathematics performance of U.S. students in relation to national standards and in international comparisons has concerned educators and policy makers for many years. The authors’ primary goals were to design a feasible and usable intervention and gather data on the promise of the intervention to foster students’ conceptual understanding of whole number concepts and skills and procedural fluency. The FUSION curriculum was developed using an iterative design process aligned with design experiment methodology. The pilot study took place in nine schools in two suburban school districts in the northwest. The FUSION program is a Grade 1 (Tier 2) mathematics intervention that focuses specifically on building students’ early knowledge of whole number concepts. Results indicate that understanding student outcomes, program implementation fidelity, and interventionists’… Continue Reading →
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