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Full-Text Articles in Education
Knowledge Of Future Primary Teachers For Teaching Mathematics : An International Comparative Study, S Senk, M Tatto, M Reckase, Glenn Rowley, Ray Peck, K Bankov
Knowledge Of Future Primary Teachers For Teaching Mathematics : An International Comparative Study, S Senk, M Tatto, M Reckase, Glenn Rowley, Ray Peck, K Bankov
Ray Peck
This article reports the results of the Teacher Education and Development Study in Mathematics (TEDS-M) that are related to prospective primary teachers’ knowledge for teaching mathematics. TEDS-M was conducted under the auspices of the International Association for the Evaluation of Educational Achievement with additional support from the US. National Science Foundation and the participating countries. In 2008 more than 15,000 future primary teachers, enrolled in about 450 institutions that prepare future primary teachers, were surveyed. Two domains of knowledge for teaching mathematics were assessed using items that had been developed and validated in a cross-national field trial. Large differences in …
Teach For Australia Pathway: Evaluation Report Phase 2 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid
Teach For Australia Pathway: Evaluation Report Phase 2 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid
Dr Paul Weldon
No abstract provided.
Using Learning Walks To Improve Collaboration And Charter School Performance – A University/ P-12 School Partnership: Year One, Paul Thomas Bole, Ken Farizo
Using Learning Walks To Improve Collaboration And Charter School Performance – A University/ P-12 School Partnership: Year One, Paul Thomas Bole, Ken Farizo
Paul Thomas Bole
Many universities exist apart from their community’s public schools. A New Orleans area public university took measures to facilitate collaborative partnerships with four public schools. Those schools were taken-over and converted to charter schools by state officials for poor performance. The partnerships created simultaneous opportunities and challenges, especially in the aftermath of the infamous Hurricane Katrina. One challenge involved replacing damaged school buildings. Another challenge involved forging productive relationships. This article explains how the university utilized ‘Learning Walks’ (Resnick, 1996) to facilitate stakeholder collaboration, which blossomed into partnerships facilitating school and student improvement and professional development opportunities for both entities.