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Full-Text Articles in Education
“Math Talks Are Like An Alarm Clock Waking You Up”: Language’S Crucial Role In Mathematics, Gabriella M. Wasser
“Math Talks Are Like An Alarm Clock Waking You Up”: Language’S Crucial Role In Mathematics, Gabriella M. Wasser
Journal of Practitioner Research
Whole group math talks, or number talks, are a common practice to get students talking about their own understanding of mathematical concepts. The purpose of this study was to implement math talks in small group settings to see what would happen, specifically to students’ conceptual understanding as well their general perceptions of math talks. This study took place in a fourth-grade math classroom, and math talks were implemented with the whole class for a week and then moved to small groups for the remaining three weeks of the study. During the study, a pre-and post-assessment was given, field notes were …
Reflection In Alignment To Professional Standards: What Did The Student Teachers Highlight?, Ping Liu
Reflection In Alignment To Professional Standards: What Did The Student Teachers Highlight?, Ping Liu
Journal of Global Education and Research
This study investigates the professional development of elementary student teachers in a teacher education program. Student teaching is a process for pre-service teachers to apply learning in an authentic school context, and one critical aspect of professional development is through reflection. The participants were primarily examined through their weekly reflections on teaching and learning experiences over an eight-week period. Using the state Standards for the Teaching Profession as a framework, the student teachers chose to reflect on topics they were most interested in exploring. Results indicated that the participants gave predominant attention to classroom management; the standards that received the …
Building Collaborative Teacher Education: Integrating Udl Through A Faculty Learning Community, Stacie B. Whinnery, Keri C. Fogle, Jennifer C. Stark, Keith W. Whinnery
Building Collaborative Teacher Education: Integrating Udl Through A Faculty Learning Community, Stacie B. Whinnery, Keri C. Fogle, Jennifer C. Stark, Keith W. Whinnery
Journal of Practitioner Research
Teacher educators have focused reform efforts on preparing graduates to address increasingly diverse K-12 students. Collaboration among general and special education faculty is seen as beneficial for preparing teacher candidates who can teach diverse learners, yet it is not the norm. This practitioner research study explored a curriculum reform effort that employed a faculty learning community (FLC) to engage general and special education faculty to collaboratively integrate Universal Design for Learning (UDL) into two teacher education programs. Faculty perceptions of the collaborative reform process and resulting curriculum enhancements are presented. Findings indicated the process was valued by our faculty, promoted …