eric.ed.gov har udgivet: This study traces evidence of reflection in teacher education and teaching practice by measuring reflection of preservice teachers and experienced teachers and clarifying reflection-oriented reactions to possible confusions or problematic situations considering whether or not they are reflective practitioners. The data were collected from 514 volunteer preservice teachers and 466 experienced teachers teaching science, math, English, Turkish, and primary classes. Teacher Reflection Scale (TRS) (Kayapinar and Erkus, 2009) was used to collect data. In order to analyze the data and obtain descriptive statistics for the item results, SPSS 16.0 was employed. Statistical analyses gave evidence that preservice primary teachers had a high mean of reflection. Under the light of the results gathered from data, experienced teachers did not attain higher reflection scores when compared to preservice teachers.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Flipping the classroom refers to moving lectures outside of the classroom to incorporate other activities into a class during its standard meeting time. This pedagogical modality has recently gained traction as a way to center the learning on students in mathematics classrooms. In an effort to better understand the efficacy of this approach, we implemented a controlled study at a small liberal arts college. We compared two sections of the entry-level course applied multivariable calculus I, with one section taught in a traditional lecture-based format and the other taught as a flipped classroom. During our study, we collected and analyzed data related to student performance, as well as perceptions of the approach and attitude toward mathematics in general.… Continue Reading →
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eric.ed.gov har udgivet: This paper explores the use of gamification in math lessons for children in order to highlight the relationship between math education and its application to society. In school education, there is an existing problem about how to relate concepts learned in math to everyday life. One of the reasons for this problem is that it is difficult for teachers to set appropriate questions for students. We investigated a classroom using gamification intended for elementary school sixth grade students (34 people). As a result, it is argued that gamification is effective in math education. [For full proceedings, see ED571459.] Link til kilde
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eric.ed.gov har udgivet: A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional methodology. Developing a guided inquiry lesson can be a difficult task for teachers. Science teachers have inquiry standards that they must meet and research indicates that teaching through guided inquiry is an effective method of teaching science content. Mathematics teachers are being asked to incorporate more active and cooperative instructional experiences in in their classrooms. Results of the professional development experience indicate that all but one of the teachers were successful in developing and implementing guided inquiry lessons within… 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 Flipped classrooms have become an interesting alternative to traditional lecture-based courses throughout the undergraduate curriculum. In this article, we compare a flipped classroom approach to the traditional lecture-based approach to teaching introductory biostatistics to first-year graduate students in public health. The traditional course was redesigned to include video lectures and online quizzes which the students were expected to complete before coming to class, followed by a short in-class lecture and time working on applied statistics problems in class.… Continue Reading →
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eric.ed.gov har udgivet: In this case study, we describe an inquiry-based approach to enhancing tuition in chemistry by taking student teachers out of the lab and into nature. We used video observation and interviews to gain insight into student teachers’ expectations and experiences of such fieldwork. Through thematic analysis, we found that the participants perceived the approach as individually relevant and worthy of integrating as a teaching method in future practice. Further, we discussed challenges presented by outdoor chemistry and ways to overcome these. Overall, we show that fieldwork in chemistry contributed to a better understanding of chemistry as an integral part of nature. Link til kilde
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eric.ed.gov har udgivet: Beyond common associated factors, such as teacher characteristics and socioeconomic background of students, little is known about how student achievement relates to differences in the pedagogical approaches used in Latin American classrooms. This paper highlights the main findings from a qualitative study on cross-country differences in teaching practices in three Latin American countries. Of the three countries selected for the study, Paraguay and the Dominican Republic perform at the bottom of the regional comparative test, “Second Regional Comparative and Explanatory Study” (SERCE), and the Mexican state of Nuevo Leon is one of the top performers. Our findings, based on a large sample of video recordings from sixth-grade classrooms in the three countries, indicate that certain classroom practices appear to be associated with higher levels of learning. Teachers… Continue Reading →
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eric.ed.gov har udgivet: The Learning School initiative completed its pilot testing in June 2016, with 28 schools, called catalyst schools, taking part. Catalyst schools were located in all eight regional education service agencies (RESAs) and were supported by RESA staff in implementing the Learning School approach. Five schools had been part of the program for 2 years and 23 schools for 1 year. The purpose of the Learning School initiative was to allow greater levels of teacher decision making with regard to their own professional learning in order to meet the learning needs of their students in a model of continuous school improvement. This brief report provides preliminary findings about possible positive associations between the Learning School initiative and student performance in catalyst schools. These findings should be viewed with… Continue Reading →
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eric.ed.gov har udgivet: A series of observations in math classrooms revealed a pervasive problem of “re-teaching”. It matters little the subject; before the teacher can begin teaching new material, basic skills often have to be re-taught before the lesson can move forward. Perhaps some methods are more effective than others in the classroom. Consequently, this study addressed two research questions: Q1: What teaching strategies are considered preferential by math teachers for teaching math concepts? Q2: Do teacher demographics influence those teacher preferences? Consequently, this study seeks to add to the existing literature regarding math teacher preferences for teaching the Pythagorean Theorem to high achieving and low achieving secondary mathematics students. Thirty mathematics teachers were asked to rate their preferences of six research-based standards with respect to teaching a specific math… 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 English language learners are a growing demographic in secondary, two-year, four-year and research institutions where many students encounter their first course in statistics. In the statistics education literature, recent calls have been made to improve statistical education for underserved student populations, including English Language Learners (ELLs). Some have investigated how ELLs interpret instructional material and classroom practices in the statistics classroom. This study uses a sequential mixed methods approach to investigate how Spanish-speaking ELLs may respond differently to… Continue Reading →
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