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Full-Text Articles in Education
Turning Policy Into Practice: A Case Study Examining The Interplay Between Policy, Research, And Program Design In Teacher Education, Ryan Andrew Nivens, Catherine Paolucci
Turning Policy Into Practice: A Case Study Examining The Interplay Between Policy, Research, And Program Design In Teacher Education, Ryan Andrew Nivens, Catherine Paolucci
Ryan Andrew Nivens
Excerpt:This presentation will consider the interplay between policy, international research and the design and development of a new mathematics teacher education program in the Republic of Ireland.
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
Ryan Andrew Nivens
Analysis is typically the first of the higher functions listed in taxonomies of higher order thinking. Academics consider these upper categories extremely worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is being criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K‐12 education, Race to the Top and Common Core requirements are placing new demands on K‐12 teacher preparation, which include evaluation of the analysis skills of pre‐service teachers. But professors do not …
Facilitating Changes In College Teaching Practices: Instructional Reform, Identity Conflict And Professional Community In A K-20 Partnership, Stacy Olitsky
Stacy Olitsky
In this paper, I explain variation in the adoption of student-centred teaching practices among college faculty members in a program designed to promote K-20 instructional reform. I analyze data from a qualitative study of a Math and Science Partnership in order to understand why some faculty members had undergone extensive changes to their practices whereas others had not, even though both groups had demonstrated changes in their beliefs. Findings show that when collective identities focused on reform become more salient than the role identities associated with their teaching positions, faculty members are able to persist through the loss of self-efficacy …
Improving Pre-Service Teachers’ Adaptive Metacognitive Practices Through Reflective Writing, Joanne E. Goodell
Improving Pre-Service Teachers’ Adaptive Metacognitive Practices Through Reflective Writing, Joanne E. Goodell
Joanne E Goodell
In this study, the use of critical incident reflective writing as a means to engage pre-service secondary mathematics teachers in adaptive metacognitive practices is discussed. This basic interpretive qualitative study uses a sample of 5 incident reports from each of 37 students whose final papers were previously analyzed (for possible total of 185 incident reports). The qualitative data analysis software N-Vivo was used to code each incident using a broad initial set of codes which present evidence of teachers’ personal practical theories (PPTs), a vision of teaching that they would like to see enacted in their classroom, a sense of …
Addressing Impulsive Disposition: Using Non-Proportional Problems To Overcome Overgeneralization Of Proportionality, Kien Lim, Osvaldo Morera
Addressing Impulsive Disposition: Using Non-Proportional Problems To Overcome Overgeneralization Of Proportionality, Kien Lim, Osvaldo Morera
Kien H Lim
Impulsive disposition is an undesirable way of thinking where one spontaneously applies the first idea that comes to mind without checking its relevance. In this research, we explore (a) the possibility of helping pre-service teachers improve their disposition, from being impulsive to being analytic, in one semester, and (b) the effect of using non-proportional situations. This study involves two sections of a mathematics course for pre-service teachers for Grades 4-8. The lessons were designed whenever possible to elicit students’ impulsive disposition so that they could become cognizant of it and make conscious attempts to overcome it. Some test items were …
Using Critical Incident Reflections: A Self-Study As A Mathematics Teacher Educator, Joanne E. Goodell
Using Critical Incident Reflections: A Self-Study As A Mathematics Teacher Educator, Joanne E. Goodell
Joanne E Goodell
In this paper, I report the results of a 4-year study into how my students learn to become mathematics teachers during the combined 15-week methods and field placement course I teach. At the start of most weekly methods class meetings, groups of three or four students reported their critical incidents to each other, and then chose one incident to report to the whole class. Each student then submitted a written report of 10 critical incidents for grading. At the end of each semester, I administered a questionnaire about the usefulness of each of the elements of the course. Using these …
The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak
The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak
Joanne E Goodell
The Northeast Ohio Model Schools Institute (NOMSI) provided professional development for school-based leadership teams in standards-based mathematics and science teaching practices and leadership skills. Leadership teams from six local school districts were recruited to attend a two-week summer institute in August 2001, which focused on national standards, principles of effective professional development, an understanding of the conditions necessary for change. One or two faculty from the College of Arts and Sciences at each university also participated in the summer institute. Teams prepared a professional development plan for their school or district and received a mini-grant to implement their plan. Coaches—experts …
The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak
The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak
Francis Broadway
The Northeast Ohio Model Schools Institute (NOMSI) provided professional development for school-based leadership teams in standards-based mathematics and science teaching practices and leadership skills. Leadership teams from six local school districts were recruited to attend a two-week summer institute in August 2001, which focused on national standards, principles of effective professional development, an understanding of the conditions necessary for change. One or two faculty from the College of Arts and Sciences at each university also participated in the summer institute. Teams prepared a professional development plan for their school or district and received a mini-grant to implement their plan. Coaches—experts …
Assessing The Impact Of Sustained Professional Development On Middle School Mathematics Teachers, Joanne E. Goodell, Lesley H. Parker, Jane Butler Kahle
Assessing The Impact Of Sustained Professional Development On Middle School Mathematics Teachers, Joanne E. Goodell, Lesley H. Parker, Jane Butler Kahle
Joanne E Goodell
The study reported in this paper examines the impact of the Ohio Statewide Systemic Initiative (SSI) on participating mathematics teachers. Quantitative data from 90 SSI-trained teachers and 400 teachers without training, along with qualitative data collected from seven SSI teachers who were visited in their classrooms are presented. Analysis of the quantitative data showed that SSI and Non-SSI teachers reported significantly different frequencies of reformed teaching practices and held significantly different views about the nature and pedagogy of mathematics. Qualitative data from the interviews highlighted that the SSI professional development experience, the ability to find creative ways to overcome lack …