eric.ed.gov har udgivet: The paper presents the results of a study based on a training program for in-service mathematics teachers, targeting to improve their skills of problem posing and qualitative appreciation of problems. During this training program, we found an improvement in participating teachers’ availability to discuss and analyse math problems, but also resistance to adapt posed tasks to the students’ thinking. [For the complete proceedings, see ED597799.] Link til kilde
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eric.ed.gov har udgivet: The purpose of this qualitative study was to explore the perceptions of in-service teachers concerning the effectiveness of technology training from a teacher education preparation program to in-service professional development. The findings of the study revealed that inservice teachers have had varying degrees of technology experiences from their teacher education preparation programs to professional development training ranging from no experience to applicable experiences to help foster transition into classroom teaching and learning. An effective training system in teacher education programs should be implemented to ensure that, with the presence and introduction of new technology in the classroom, the teachers are equipped with newly developed skills. The technology skills that in-service teachers placed the most value on achieving related to the technology tools associated with their discipline of… Continue Reading →
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eric.ed.gov har udgivet: The National Executive Service Corps, an organization which uses the skills and experiences of senior professionals, responded to the perceived shortage of qualified mathematics and science teachers in New York City. This paper describes a project designed to tap the skills and talents of retired scientists, engineers, and mathematicians who wished to enter teaching as a second career. The program consisted of five major parts: recruitment, orientation, training, placement, and support. These activities are described in the main body of this report. A project summary points out that second career teachers bring something current, real, and relevant to lessons. However, while they recognized the content area knowledge of this group of new teachers, supervisors also noted weaknesses in classroom management skills and urged the inclusion of a… Continue Reading →
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eric.ed.gov har udgivet: The objective of this study is to understand how the perception of teachers might change after they participate in a training program on the use of non-formal educational places (NFEP). The design of the study is ethnographic and its methodology is qualitative. The study comprehends the analysis of three multiple cases according to the disciplinary area, including teachers of primary education, biology, and physics. The analysis was focused on the discourse of the participants, establishing eight categories which were previously validated through triangulation by time and by instruments. The study concludes that the participants were able to restructure their ideas about the use of NFEP for teaching, showing mainly ontological and epistemological changes, which are discussed in the paper. Link til kilde
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eric.ed.gov har udgivet: (Purpose) The purpose of this study was to examine the effect of math teacher program on students’ performances in math teacher training programs in five selected colleges in North Carolina. (Methodology) This study collected 300 data (150 pre-tests and 150 post-tests) data of college students enrolled in the five selected colleges. The ANOVA and multiple comparison t-tests analyses showed that there were significant differences among students in the experimental group compared to those in the control group. (Results) Results indicate that there was a major role teaching pedagogy played in the performances of the students. (Conclusions) Results revealed that over a period of three years (2010-2013), there were more improvements in the performances of the students as they proceeded through the math teaching pedagogy at the experimental… 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 This study investigated the influence of strategy training instruction and an extrinsic incentive on American fourth- and fifth-grade students’ (N = 35) performance, confidence in performance, and calibration accuracy. Using an experimental design, children were randomized to either an experimental group (strategy training and an extrinsic incentive) or a comparison group in an after-school Brain Train Club. Data on performance and confidence ratings were collected pretest and again at posttest. Accuracy was calculated by comparing confidence in performance to actual… Continue Reading →
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eric.ed.gov har udgivet: In this paper, the authors present their experiences from participating in a National Science Foundation (NSF) I-Corps L training program established for business startups, using Blank’s Lean LaunchPad, Osterwalder’s Business Model Canvas, and associated tools. They used the entrepreneurial skills acquired through this training to scale-up their emerging innovation, the Cincinnati Engineering Enhanced Math and Science Program (CEEMS), which had been developed, implemented, and evaluated with successful results over a period of seven years in a targeted 14 school-district partnership in Greater Cincinnati. The overriding goal was to improve student learning and success rates in K-12 math and science courses by helping to accelerate the process of bringing effective educational innovation, CEEMS, to scale. In CEEMS, teachers were trained in using challenge-based learning (CBL) and the engineering… Continue Reading →
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eric.ed.gov har udgivet: (Erin Duez: Global Applications of the Japanese ?Lesson Study” Teacher Education and Training Model): “Lesson study” has been used for over a century in Japan (Makinae, 2010). However, only recently, in 1999 with the release of The Teaching Gap by Stigler and Hiebert, did the practice begin to spread globally (Fujii, 2013; Ebaeguin & Stephens, 2013). The Teaching Gap is a summary of the Third International Math and Science (TIMSS) video study and included an entire chapter titled “Beyond Reform: Japan’s approach to the improvement of classroom teaching.” This chapter stated that the way the United States was reforming education was not systematic and offered lesson study in eight steps as a way to improve teaching and learning (Stigler & Hiebert, 1999). From 2000-2006 the lesson study… Continue Reading →
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eric.ed.gov har udgivet: Case study research suggests that NLP [neuro-linguistic programming] influencing strategies benefit teacher effectiveness. Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the relationship between teacher and learner does not reflect sensitivity to attitudes, beliefs and emotions (areas in which advocates of NLP claim effectiveness). The present study investigated these claims and the combined effect of such approaches using a pre- and post-treatment test design with 173 adult numeracy learners. Teachers were randomly allocated to three conditions, these were: (1) teachers given no training (control condition); (2) teachers trained in innovative maths pedagogy (including more frequent higher-order questioning, challenge, problem solving and collaborative learning); and (3)… Continue Reading →
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eric.ed.gov har udgivet: During the spring and summer of 2012, the Tennessee Department of Education trained about 200 Common Core Coaches who then went on to facilitate summer trainings for thousands of the state’s third through eighth grade math teachers. The following summer, the training sessions reached nearly 30,000 teachers across the state, covering math, English language arts, and literacy in science, social studies, and career and technical education. The Tennessee Core Coach training model was designed to develop a network of teachers with a deep content and pedagogical knowledge of the Common Core State Standards who could pass the knowledge on to their peers during formal training sessions and informal interactions throughout the year. Coaches were Tennessee teachers selected via a competitive application and interview process. Coaches received eight… Continue Reading →
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