tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Self-reported voice disorders of teachers and indoor air quality in schools: a cross-sectional study in Finland Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Voluntary school fees in segregated public schools: how selective public schools turbo-charge inequity and funding gaps Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: What about the gatekeepers? School principals’ and school guidance counsellors’ attitudes towards computer science in secondary schools Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Over the last decade the governance of primary and secondary schools in the Netherlands has by no means become simpler. This paper sketches recent policy developments and their consequences for the leadership of Boards of Multiple Schools (BMSs) and their school leaders. Thereof we describe the challenges BMSs in the Netherlands currently face to enhance educational quality. However, the existence of a wide variety of school board types and a lack of research into BMSs prevent a solid evidence base on how the leadership of school boards contributes to improving the quality of education in the schools they run. As the interaction between school leaders and boards is understudied we make a plea for a research agenda that… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article addresses how elementary school teachers approach Bildung when planning and monitoring the in-school- and at-home work of 6- and 9-year-old pupils. By examining a national sample of 204 weekly work plans designed by teachers in Norwegian schools, we investigate whether and how curriculum practices acknowledge principles of Bildung by opening up multiple futures through encouraging pupils to engage in meaning-making processes. To identify how work plans structure pupils’ schoolwork, we adopt a system-theoretical framework that distinguishes between conditional and purposive programme forms. The most interesting finding is that a substantial number of the investigated teachers use a purposive programme form. Through specifying objectives and assessment criteria, the teachers expect that pupils will develop and master a… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Integration of technology in schools rests on effective teacher education programmes that help teachers create new teaching and learning methods and adopt them for classroom use. Social learning processes play a key role in this, but there is a lack of understanding of their role in technology adoption and in evidencing them in teacher education programmes. Using the knowledge appropriation model, we propose a self-report questionnaire instrument to evidence knowledge creation and learning practices during training. With a sample of N = 109 in-service teachers participating in the Teacher Innovation Laboratory, a teacher professional development programme that is built around school−university co-creation partnerships, we demonstrate the instrument to be reliable and to differentiate between groups who completed different programmes.… Continue Reading
eric.ed.gov har udgivet: The teaching of mathematics, which arguably is so abstract as to transcend place and community and even culture (according at least to a Platonic view of mathematics), will seem to some observers particularly ill-suited to instruction in place- or community- or culture-based approaches. Nevertheless, current thinking in mathematics education, with its emphasis on the construction of meaning and the application of problem solving to “real-world” situations, might logically be interpreted as supporting these varied approaches to instruction. Because both rural education and math education scholars collaborated in conducting this study, the project did indeed have its eye as much on the “community purposes of mathematics instruction” as on the “mathematical purposes of community engagement”. The related complexities are legion–and, the authors find, them interesting. This report begins… Continue Reading
eric.ed.gov har udgivet: This brief summarizes the findings of a recent book, “Standards Deviation: How Schools Misunderstand Education Policy” (Spillane, 2004), that examines state and local government relations as the standards move from the statehouse to the district policymakers and teachers who attempt to make sense of them. It takes a case study approach, focusing on a single state, Michigan, and strategically sampled school districts. The study is based on empirical data from a four-year examination of approaches to the use of standards in nine Michigan districts between 1992 and 1996. This overview of the study’s findings first frames the subject of standards-based reform, and then moves to a discussion of the Michigan math and science standards. Variation in the progress of standards among districts is explored next, followed by… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Youth with emotional and behavioural disorders (EBD) are guaranteed the same right to inclusive education as other students with and without disabilities. While Finland and the United States (U.S.) are committed to the ideals of inclusion, evidence suggests that these students are often excluded. This paper discusses Finnish and U.S policies and practices that identify and ‘push out’ youth with EBD. Additionally, the quality of education in exclusive settings, including Finnish reform schools, U.S. alternative schools and day treatment/residential psychiatric facility schools, as well as (juvenile) correctional facilities in both countries, are discussed. Recommendations are provided for policy and practice that will promote access to inclusive education for these troubled youth. Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Global commitments to the education of children with disabilities, have led to progressive policy developments in India, and a surge in the enrolment of children who were traditionally excluded from the formal education system. This paper examines the perceptions and practices of mainstream teachers in rural government schools, within the context of increased learner diversity, focusing on how teachers understand, and respond to, the needs of children with disabilities. Data were collected through semi-structured interviews with teachers and classroom observations, in six primary schools, in three districts of Haryana. Our findings suggest that deficit-oriented views dominated teacher thinking, but they showed a readiness to engage with disability issues, recognising the value of education for all. However, they struggled… Continue Reading
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