Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 4 of 4
Full-Text Articles in Education
Why Is This First? Understanding And Analyzing Internet Search Results, Chris D. Ham
Why Is This First? Understanding And Analyzing Internet Search Results, Chris D. Ham
Journal of Educational Research and Practice
Primarily due to their convenience, online search engines such as Google and Bing are becoming a central location for obtaining information. As a result, societies give search engines tremendous control over the spread of information to the public. Through a high-school-level sample lesson plan, the article was written to promote dialogue with teachers on the importance of teaching the intricacies of search engines. The sample lesson plan begins with fundamental knowledge on the functionality of search engines with emphasis on algorithms. With this instruction, students can understand not only search engines, but also their manipulation potential, which leads to ramifications. …
Departmentalization For Mathematics: Is It Beneficial For Teachers, Students, And Teacher Candidates?, Melinda S. Eichhorn, Courtney Lacson
Departmentalization For Mathematics: Is It Beneficial For Teachers, Students, And Teacher Candidates?, Melinda S. Eichhorn, Courtney Lacson
Journal of Educational Research and Practice
Studies have shown that both the departmentalized and self-contained models of instruction can help students achieve strong mathematics scores on standardized tests, and school administrators must consider their teachers and students when deciding on an instructional model. However, little research has considered the effect of the instructional model on initial license teacher candidates and school–university partnerships. Drawing from a Massachusetts college’s experience with practicum placements for elementary candidates pursing a generalist license (Grades 1–6), implications for teacher preparation programs are explored as more upper elementary classrooms move to a departmentalized model for mathematics.
A Framework For Evaluating Learning Progressions On Features Related To Their Intended Uses, Jennifer L. Kobrin, Sarah Larson, Ashley Cromwell, Patricia Garza
A Framework For Evaluating Learning Progressions On Features Related To Their Intended Uses, Jennifer L. Kobrin, Sarah Larson, Ashley Cromwell, Patricia Garza
Journal of Educational Research and Practice
In recent years, learning progressions (LPs) have captured the interest of educators and policy makers. There have been numerous efforts to develop LPs aligned to college and career readiness standards, to unpack these standards, and to provide more clarity on the pathways students follow to reach them. There is great variation, however, in the structure, content, and features of LPs, and these have implications for the LP’s most appropriate use. The purpose of this research was to devise a framework to understand and evaluate key features of an LP, including its structure, content, usability, and validity evidence. We maintain that …
The Influence Of A Reform-Based Mathematics Methods Course On Preservice Teachers’ Beliefs, Brian R. Evans, Jacqueline Leonard, Kathleen Krier, Steve Ryan
The Influence Of A Reform-Based Mathematics Methods Course On Preservice Teachers’ Beliefs, Brian R. Evans, Jacqueline Leonard, Kathleen Krier, Steve Ryan
Journal of Educational Research and Practice
Beliefs about teaching mathematics and urban students’ ability to learn mathematics are often overlooked in the discourse on highly qualified teachers. Altering teacher experiences has the potential to change their beliefs. It was found in this qualitative case study that preservice teachers’ beliefs about teaching mathematics to urban students were changed after teachers taught brief sample lessons to their peers and watched video episodes of quality teaching. These findings suggest preservice teacher beliefs can be positively changed after taking reform-based mathematics methods courses. Additional studies are needed to determine if these changes can be sustained during teacher induction.