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Full-Text Articles in Education
Grades Or No Grades? Promoting Deeper Learning In A Middle Level Mathematics Methods Course, Shelli L. Casler-Failing
Grades Or No Grades? Promoting Deeper Learning In A Middle Level Mathematics Methods Course, Shelli L. Casler-Failing
Journal of Practitioner Research
This action research investigated pre-service teachers (PSTs) experiences with ungrading practices in a mathematics methods course designed for middle level PSTs (grades 4-8). This study analyzed archival data through the lenses of pedagogical content knowledge, growth mindset, and self-efficacy to investigate how PSTs’ experiences with the process of ungrading supported their development of pedagogical content knowledge. Throughout the course, verbal feedback was provided during class discourse and the interactive lectures and written feedback was provided for all submitted assignments. The feedback provided was both positive and constructive in nature. Based on the assignment or activity, constructive feedback was either provided …
Toward A Social Justice Emphasis In Preservice Teachers’ Inquiries In Small Liberal Arts Contexts, Lucy Mule
Toward A Social Justice Emphasis In Preservice Teachers’ Inquiries In Small Liberal Arts Contexts, Lucy Mule
Journal of Practitioner Research
Scholars underscore the need to study core features and outcomes of preservice teacher (PST) inquiry. This qualitative study identifies facilitation as a key feature, and a social justice inquiry stance as an important outcome. The author analyzed PST inquiry reports from a graduate-level course, noting that fewer than half of the reports were focused on social justice and, despite a weak program emphasis, PSTs were adopting this inquiry stance. Analysis of student feedback surveys and instructor notes revealed that providing clear and structured processes, consistent written feedback, and frequent meetings with facilitator and peers were effective facilitation strategies. Additional strategies …