Education Commons^™

Mathematics Teachers' Beliefs And Mathematical Knowledge For Teaching: How Teachers' Mkt Shifts In Planning And Impacts Their Beliefs And Instructional Practice, Paul Conley

Electronic Theses and Dissertations

In an effort to understand how a teacher developed Mathematical Knowledge for Teaching and how that knowledge can shift teacher's beliefs and instructional practice, I worked with a teacher to deeply plan and implement six mathematical lessons.

The research suggests that planning can be a vehicle to develop a teacher's Mathematical Knowledge for Teaching. In addition, as a teacher's Mathematical Knowledge for Teaching started to develop through lesson planning, the teacher's beliefs about her own knowledge of mathematics started to increase which started to shift the teacher's instructional practice.

This combination of a stronger Mathematical Knowledge for Teaching, self confidence …

The Role Of Mindful Disposition In Exploring Teacher Effectiveness In An Arts Integrated School: An Embedded Mixed Method Design, Amy Therese Turino

Electronic Theses and Dissertations

Currently there is high pressure on teachers to demonstrate effectiveness through student outcome scores and observational criteria in classrooms (CO SB 10-191, 2010; Darling-Hammond et al., 2012). What is missing from the teacher effectiveness evaluation process is a voice of the teacher as a professional about their practice. One of the emerging research fields discussing the effects of the pressures on teachers (and students) is mindfulness (Albrecht et al., 2012; Jennings & Greenberg, 2009). This study serves to bring these two fields of research: teacher effectiveness evaluation and mindfulness in education together.

Three research questions guided this embedded mixed methods …

Faculty Engagement With Learning Outcomes Assessment: A Study Of Public Two-Year Colleges In Colorado, Jennifer Lynn Williams

Electronic Theses and Dissertations

The problem addressed in this study was the assumption that faculty at the postsecondary level in the U. S. are not sufficiently or effectively engaged with student learning outcomes assessment (LOA) activities and/or practices. This issue emerged in two primary ways within the Scholarship of Assessment (SoA) body of literature: (1) as a misalignment of learning outcomes assessment practices between faculty and their institutions, and (2) as a lack of transparency concerning what faculty are, in fact, doing with respect to LOA activities. Two-year colleges reportedly have particular difficulty in discerning whether or not these issues impact institutional efforts to …