tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This research examined the role of touch in creative media production in the context of educational and community makerspaces. Touch, while only recently explored in digital media production, is a crucial perceptive sense through which to experience the world, particularly in two- and three-dimensional making, and to explore texture, temperature, and vibration. As an embodied experience through the hands, fingers, and other body parts, touch affords knowledge and agency. This paper describes research that investigated how students, ages 8–13, used touch to make media. The findings illustrate how different touch types—explorative, creative, auxiliary, evocative, orchestrated, and transformative – emerged as central to the students’ media practices for making products. These findings are important given the recent applications of… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The result of the Brexit referendum and subsequent uncertainty regarding its actual consequences, particularly for the EU citizens living in the UK, constitutes a major point of reference and a social risk for many Polish migrants. Drawing on two qualitative research projects with a data set of 71 semi-structured interviews, this paper aims at analysing post-Brexit strategies of Polish migrants in Britain, taking into account their anchoring and embedding, their attitudes towards mobility, and the specificity of perceived risks. The main objective is to offer a data-driven and temporally agile typology of the orientations migrants adopt in the face of uncertainty. With four ideal types of bumblebees, honeybees, butterflies and cocoons, we capture both the diversification of people’s… Continue Reading →
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eric.ed.gov har udgivet: Increasing numbers of high schools are offering senior-year transition curricula in math and English to better prepare graduating students for college. These transition curricula are typically full-year, high school credit-bearing courses taken by students at risk of being placed into developmental (also known as remedial) courses upon enrollment in college. In many cases, students who successfully complete a transition course are officially designated as “college ready” and therefore bypass developmental education altogether. Educators who are interested in developing transition courses currently have limited information about how others have done so. Based on the experiences of those who have developed or overseen transition courses, this brief provides a typology of transition course design options for those thinking about how to best plan and implement these offerings. Among other… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT According to international benchmarks [Thomson, S., Wernert, N., O’Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia’s results. Retrieved from Camberwell, Victoria: www.acer.edu.au/timss], Australia’s science education is still in decline and so the need for further investigation into preservice teachers is warranted. Utilising data from a broader mixed methods doctoral study [Norris, C. M. (2017). Exploring the impact of postgraduate preservice primary science education on students’ self-efficacy. Retrieved from http://ro.ecu.edu.au/theses/2040], this paper investigates the type of science learner entering into postgraduate preservice primary teacher education and how different learner types influence teacher self-efficacy and their effectiveness to teach science [Bleicher, R. (2009). Variable relationships among different science learners in elementary science-methods courses. International Journal of Science and Mathematics Education, 7(2),… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study identified the policy perspectives of “street-level bureaucrats” in higher education (in this case, community college personnel) and linked them to a typology of 4 policy implementation patterns. The context for this qualitative study is state legislation in Florida (Florida Senate Bill 1720, 2013) that fundamentally reformed developmental education in the 28 state colleges (formerly community colleges) in the Florida College System (FCS). Study participants included 518 administrators, faculty, academic advisors, support staff, and students at 10 institutions in the FCS. The study employed Kluge’s (2000) 4-step methodology for deriving an empirically grounded qualitative typology. The 4 implementation patterns in the typology include oppositional, circumventing, satisficing, and facilitative implementation. Our study highlights implications for developmental education reform… Continue Reading →
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