Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Academic achievement (1)
- Affect (1)
- Becoming (1)
- CIVED:99 (1)
- Citizenship education (1)
-
- Civic engagement (1)
- Classroom authority (1)
- Democracy education (1)
- Design features (1)
- Digital games (1)
- Graduate instructor (1)
- Guided reading (1)
- ICCS:09 (1)
- K-12 (1)
- Latina/o students (1)
- Literature review (1)
- Math games (1)
- Mathematics connections (1)
- Neoliberalism (1)
- New teacher (1)
- Peer tutors (1)
- Political attitudes (1)
- Posthumanism (1)
- Student teaching (1)
- Support learning (1)
- Teacher development (1)
- Teacher education (1)
- Teacher vision (1)
- Thing power (1)
- Tutoring (1)
Articles 1 - 7 of 7
Full-Text Articles in Education
Teacher In Training: On Tutoring Before Teaching, Alyssa Witbeck Alexander
Teacher In Training: On Tutoring Before Teaching, Alyssa Witbeck Alexander
Writing Center Analysis Papers
Graduate instructors often dive into teaching without extensive preparation or a teaching certificate. However, some graduate instructors tutored in university writing centers prior to their graduate work. Tutoring prior to teaching allows the graduate instructor to gain confidence with introductory coursework, cope with silence from students, and learn how to ask students questions before they ever have to step foot in a classroom. The relationship tutors have with students differs from the relationship instructors have with students, which adds a complexity for graduate instructors who are accustomed to the tutoring relationship. Although that relationship shift is difficult, this paper gives …
How Design Features In Digital Math Games Support Learning And Mathematics Connections, Patricia S. Moyer-Packenham, Christina W. Lommatsch, Kristy Litster, Jill Ashby, Emma P. Bullock, Allison L. Roxburgh, Jessica F. Shumway, Emily Speed, Benjamin Covington, Christine Hartmann, Jody Clarke-Midura, Joel Skaria, Arla Westenskow, Beth L. Macdonald, Jurgen Symanzik, Kerry Jordan
How Design Features In Digital Math Games Support Learning And Mathematics Connections, Patricia S. Moyer-Packenham, Christina W. Lommatsch, Kristy Litster, Jill Ashby, Emma P. Bullock, Allison L. Roxburgh, Jessica F. Shumway, Emily Speed, Benjamin Covington, Christine Hartmann, Jody Clarke-Midura, Joel Skaria, Arla Westenskow, Beth L. Macdonald, Jurgen Symanzik, Kerry Jordan
Teacher Education and Leadership Faculty Publications
Current research shows that digital games can significantly enhance children’s learning. The purpose of this study was to examine how design features in 12 digital math games influenced children’s learning. The participants in this study were 193 children in Grades 2 through 6 (ages 8-12). During clinical interviews, children in the study completed pre-tests, interacted with digital math games, responded to questions about the digital math games, and completed post-tests. We recorded the interactions using two video perspectives that recorded children’s gameplay and responses to interviewers. We employed mixed methods to analyze the data and identify salient patterns in children’s …
Latina/O Students In K-12 Schools: A Synthesis Of Empirical Research On Factors Influencing Academic Achievement, Amanda Taggart
Latina/O Students In K-12 Schools: A Synthesis Of Empirical Research On Factors Influencing Academic Achievement, Amanda Taggart
Teacher Education and Leadership Faculty Publications
The purpose of this systematic review is to provide a comprehensive synthesis and analysis of the empirical evidence to date on the factors related to Latina/o student academic achievement in the country’s increasingly Latina/o K-12 schools. Factors found to be related to academic achievement outcomes (e.g., grades, test scores, high school completion, college enrollment) for Latina/o students include a combination of (1) demographic variables, (2) sociocultural variables, (3) academic experiences, (4) psychological variables, and (5) school/institutional variables. In addition, this research synthesis identified several methodological trends in the research on Latina/o student success.
Track Star + Thing Power: Be[Com]Ing In The Literacy Workshop, Kortney Sherbine
Track Star + Thing Power: Be[Com]Ing In The Literacy Workshop, Kortney Sherbine
Teacher Education and Leadership Faculty Publications
This paper explores the intra-actions between and assemblages among classroom materials, a teacher's chair and a seven-year-old boy during a second grade literacy workshop. I consider the ways in which the relationships between the human and more-than-human produced multiple ways of being and, in particular, new modes of competence for a child whose classroom literacy practices were often considered illegitimate or unremarkable. Drawing on posthumanist and more-than-human philosophies of difference, I suggest that the child's affective relationships with materials and his teacher's willingness to engage in a nomadic pedagogy produced new opportunities for him to experience and demonstrate his literate …
Be[Com]Ing A Teacher In Neoliberal Times: Visioning As Resistance In Teacher Education, May Hara, Kortney Sherbine
Be[Com]Ing A Teacher In Neoliberal Times: Visioning As Resistance In Teacher Education, May Hara, Kortney Sherbine
Teacher Education and Leadership Faculty Publications
Teacher education is under assault from the corporatization of public education. There is evidence that reductive, essentialized/ing discourses of standardization and compliance exert intense pressures on teacher education, and a market-based, audit culture constricts conceptions of the “good teacher”. Despite the pervasiveness of neoliberal discourses, little is known about how student teachers experience increased corporatization in education, or about how they act rather than are acted upon in this context. In examining these dynamics, we explore the following research questions: (a) How do student teachers make sense of neoliberal discourses in teaching? (b) How do student teachers experience the process …
Enhancing Citizenship Learning With International Comparative Research: Analyses Of Iea Civic Education Datasets, Ryan T. Knowles, Judith Torney-Purta, Carolyn Barber
Enhancing Citizenship Learning With International Comparative Research: Analyses Of Iea Civic Education Datasets, Ryan T. Knowles, Judith Torney-Purta, Carolyn Barber
Teacher Education and Leadership Faculty Publications
Large-scale international databases provide valuable resources for scholars, educators and policy-makers interested in civic engagement and education in nations that are democracies or striving towards democracy. However, the multidisciplinary nature of secondary analysis of these data has created a fragmentary picture that limits educators’ awareness of relevant findings. We present a summary of research conducted across disciplines using datasets from two large-scale cross-national studies of civic education conducted by the International Association for the Evaluation of Educational Achievement (CIVED:99 and ICCS:09). The IEA studies were conducted in more than 40 countries with nationally representative samples of 14–15 year olds. In …
Components Of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions. School Science And Mathematics, Beth L. Macdonald, Arla Westenskow, Patricia S. Moyer-Packenham, Barbara Child
Components Of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions. School Science And Mathematics, Beth L. Macdonald, Arla Westenskow, Patricia S. Moyer-Packenham, Barbara Child
Teacher Education and Leadership Faculty Publications
Place value understanding requires the same activity that students use when developing fractional and algebraic reasoning, making this understanding foundational to mathematics learning. However, many students engage successfully in mathematics classrooms without having a conceptual understanding of place value, preventing them from accessing mathematics that is more sophisticated later. The purpose of this exploratory study is to investigate how upper elementary students' unit coordination related to difficulties they experience when engaging in place value tasks. Understanding place value requires that students coordinate units recursively to construct multi-digit numbers from their single-digit number understandings through forms of unit development and strategic …