tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In 2008, Iceland launched policy reform in upper secondary education. This paper elucidates how upper secondary school leaders acted when leading reform and confronting teacher responses. The study is based on interviews with 21 leaders from nine upper secondary schools. The data were analysed usingfive response categories to macro-level demands for change,institutional and organisational leadership, and theories on subject hierarchies. The findings show how the school leaders from the nine participating schools experienced differently the policy enactment in their schools. Seven of the nine schools matched three out of Coburn’s five response categories. Adding the category of pioneering would enable appropriate categorisation of new schools. Polarisation appeared in the data both between and within the evaluated schools. Within… Continue Reading →
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eric.ed.gov har udgivet: In the spring of 1990, over 9,000 4th-, 8th- and 12th-grade students (only 6 percent of all students in Massachusetts) were assessed using open-ended mathematical, scientific, social studies, and reading concepts. Beginning with the Massachusetts Educational Assessment Program for 1992, open-ended questions will be administered to all students and will contribute to school and district scores. This series of reports describes the results of these assessments to communicate levels of student achievement throughout the state, familiarize teachers and administrators with the types of questions that will be included on the next assessment; and improve assessments taking place within classrooms by providing models that teachers can adapt to their own evaluations of students’ knowledge, understanding, and abilities. Fifteen handouts for grade 4, 17 handouts for grade 8, and… Continue Reading →
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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 Teachers frequently employ surface-acting strategies to regulate emotions and to be more effective. This can be detrimental for teachers’ health but the effects of such inauthentic emotion expressions on students are largely unexplored. In two exploratory studies we investigated the impact of teachers’ emotions and emotional authenticity (expressing truly felt emotions) on students’ emotions of enjoyment, anger, and anxiety. In study 1 we used generalised (trait-level) assessments from teachers (N = 81) and students (N = 786) on emotions and emotional authenticity.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Global trends inspired by neo-liberal tendencies have influenced developments in the Swedish school system. A flurry of educational reforms over the last decades have rapidly transformed the municipal school arena into a market in which independent, for-profit schools have expanded and school segregation has increased. This article examines municipal responses to these reforms using the theoretical framework of policy enactment. More specifically, the genesis of Maple Grove secondary school in a Swedish municipality is analysed by taking contextual factors into account. These include reform and results pressure, inspections, teacher shortages and unexpected factors such as a large influx of refugees. These factors are traced to gain insights into how municipalities weather what can be described as a perfect… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Educationalists have had serious problems in proposing well-grounded ways of teaching critical thinking. Reviews of the field have called for research to develop theory concerning the learning experience associated with critical thinking enhancement, as well as to explore more tailored teaching and evaluation methods. This article suggests an approach to teaching critical thinking with potential to handle these concerns. Based on an analysis of students’ essay responses, the article carries out a thought experiment to elaborate an example of design and enactment of lessons using the variation theory of teaching and learning. In this way, the article offers the research community a thorough description of a theory-driven and tailored tool for teaching and evaluating critical thinking, which deserves… Continue Reading →
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eric.ed.gov har udgivet: Science education reform standards have shifted focus from exploration and experimentation to evidence-based explanation and argumentation to prepare students with knowledge for a changing workforce and critical thinking skills to evaluate issues requiring increasing scientific literacy. However, in urban schools serving poor, diverse populations, where the priority is on students’ assessment results in reading and math, students may not receive reform-based science. The rationale for this qualitative study was to examine how two elementary teachers from high-poverty urban schools planned for reform-based science in response to a quality state science assessment in conjunction with their training and resources. Their state assessment included an inquiry task requiring students to construct responses to questions based on their investigation data. From evaluating evidence using Zembal-Saul’s continuum for teaching science as… Continue Reading →
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eric.ed.gov har udgivet: Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework. Prior research has shown that instructional environment and classroom experience influence student development and outcomes. Consequently, when courses transition to technology-driven instruction, a logical concern on the part of faculty and administrators is the effect on the quality of the academic experience among students. Under a hybrid emporium model, students primarily receive instruction from a computer-based platform rather than from a faculty member delivering content in front of the classroom. This paper examines how students experience a newly adopted, hybrid emporium model for developmental math coursework. We conducted focus groups with students at six public colleges in Tennessee and find that students enrolled in hybrid emporium developmental math… Continue Reading →
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eric.ed.gov har udgivet: We explored whether students’ perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students’ perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking behavior, and effort. The participants were 309 Norwegian students in 9th and 10th grade. The data were analyzed by means of structural equation modeling (SEM). The results revealed that emotional and instrumental support constitute separate but strongly correlated constructs. Directly or indirectly, both emotional and instrumental support was related to all motivational constructs. The strongest relations were found for instrumental support. Additionally, instrumental support predicted lower levels of anxiety. One implication of this study is that teachers should aim at… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In third grade the focus on math word problems becomes prominent. In the limited third grade research, teacher-mediated explicit instruction with multiple exemplars, teaching students to use visual representations, and the incorporation of self-strategies, have proven effective. For these practices to reach their full potential though, their content must be relevant and provide for growth to mature mathematical concepts. Based on these conclusions, additional research was needed. Therefore, the focus of this study was to evaluate the effectiveness of a multi-component word problem-solving intervention with explicit instruction strategies, multiple exemplars, the teaching of student-generated visual representations, incorporation of a self-monitoring checklist, and Common Core State Standards’ appropriate curriculum. Within a multiple baseline across behaviors design, the study evaluated… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Hidden Markov Item Response Theory Models for Responses and Response Times Link til kilde
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