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Full-Text Articles in Education
How Does “Collaboration” Occur At All? Remarks On Epistemological Issues Related To Understanding / Working With ‘The Other’, Don Faust, Judith Puncochar
How Does “Collaboration” Occur At All? Remarks On Epistemological Issues Related To Understanding / Working With ‘The Other’, Don Faust, Judith Puncochar
Conference Presentations
Collaboration, if to occur successfully at all, needs to be based on careful representation and communication of each stakeholder’s knowledge. In this paper, we investigate, from a foundational logical and epistemological point of view, how such representation and communication can be accomplished. What we tentatively conclude, based on a careful delineation of the logical technicalities necessarily involved in such representation and communication, is that a complete representation is not possible. This inference, if correct, is of course rather discouraging with regard to what we can hope to achieve in the knowledge representations that we bring to our collaborations. We suggest …
Project-Based Collaborative Innovation For The Igeneration, James Gerry, Carl Heine
Project-Based Collaborative Innovation For The Igeneration, James Gerry, Carl Heine
Carl Heine
Social media provides powerful opportunities to create new learning communities. Online, project-based activities reach today's iGen students in ways they learn best, maximizing interaction and individualization through the use of free Web technologies such as CoolHub.IMSA. Discover ways to use networing tools to transform teaching and learning at your school.
Engaging In Lesson Study At Georgia College, Angel R. Abney, Brandon Samples, Doris Santarone
Engaging In Lesson Study At Georgia College, Angel R. Abney, Brandon Samples, Doris Santarone
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
A lesson study cycle is a professional development process that integrates research and reflection through collaboration. The cycle allows a group to refine a lesson based on these collaboration efforts such as interaction with students and the post-lesson discussion. Secondary pre-service teachers in a mathematics methods course engaged in a lesson study cycle through collaboration between in-service teachers, Georgia College professors, and students in a local high school classroom. We systematically investigated this process to determine that through preparing, enacting and reflecting on their practice, Pre-service Teachers (PST) developed insight, reasoning, and understanding of the mathematics that they taught.