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Articles 2071 - 2100 of 17511
Full-Text Articles in Entire DC Network
Spns 101.R07: Elementary Spanish I, Alicia Gignoux
Spns 101.R07: Elementary Spanish I, Alicia Gignoux
University of Montana Course Syllabi
No abstract provided.
Spns 101.R06: Elementary Spanish I, Clary S. Loisel
Spns 101.R06: Elementary Spanish I, Clary S. Loisel
University of Montana Course Syllabi
No abstract provided.
Spns 101.B04: Elementary Spanish I, Dora Lacasse
Spns 101.B04: Elementary Spanish I, Dora Lacasse
University of Montana Course Syllabi
No abstract provided.
Spns 101.R02: Elementary Spanish I, Manolita López Connor
Spns 101.R02: Elementary Spanish I, Manolita López Connor
University of Montana Course Syllabi
No abstract provided.
Russ 301.B01: Russian - Oral And Written Expression I, Ona Renner-Fahey
Russ 301.B01: Russian - Oral And Written Expression I, Ona Renner-Fahey
University of Montana Course Syllabi
No abstract provided.
Latn 101.B01: Elementary Latin I, Scott Lawin Arcenas
Latn 101.B01: Elementary Latin I, Scott Lawin Arcenas
University of Montana Course Syllabi
No abstract provided.
Frch 101.50: Elementary French I (Online), Anna Kristen Lokowich
Frch 101.50: Elementary French I (Online), Anna Kristen Lokowich
University of Montana Course Syllabi
No abstract provided.
Chin 313l.B01: Chinese Poetry In Translation, Cao Zhen
Chin 313l.B01: Chinese Poetry In Translation, Cao Zhen
University of Montana Course Syllabi
No abstract provided.
Chin 101.01: Elementary Chinese I, Cao Zhen
Chin 101.01: Elementary Chinese I, Cao Zhen
University of Montana Course Syllabi
No abstract provided.
September 2020 News Releases, University Of Montana--Missoula. Office Of University Relations
September 2020 News Releases, University Of Montana--Missoula. Office Of University Relations
University of Montana News Releases, 1928, 1956-present
No abstract provided.
The 1972 Montana State Constitution Declaration Of Rights And The Opportunities On The Bumpy Road Ahead, Rick Applegate
The 1972 Montana State Constitution Declaration Of Rights And The Opportunities On The Bumpy Road Ahead, Rick Applegate
Public Land & Resources Law Review
No abstract provided.
Alice Creek, Dolores Colburg
Writ 101.02: College Writing I, Lia R. Mendez
Writ 101.02: College Writing I, Lia R. Mendez
University of Montana Course Syllabi
No abstract provided.
August 2020 News Releases, University Of Montana--Missoula. Office Of University Relations
August 2020 News Releases, University Of Montana--Missoula. Office Of University Relations
University of Montana News Releases, 1928, 1956-present
No abstract provided.
Writ 201.50f: College Writing Ii, Kelly Renee Schirmann
Writ 201.50f: College Writing Ii, Kelly Renee Schirmann
University of Montana Course Syllabi
No abstract provided.
Ent 595.50s: Special Topics - Teaching Native American Texts In K-12 Classrooms, Dana Kay Haring
Ent 595.50s: Special Topics - Teaching Native American Texts In K-12 Classrooms, Dana Kay Haring
University of Montana Course Syllabi
No abstract provided.
Biob 160n.50b: Principles Of Living Systems, Laurie A. Minns
Biob 160n.50b: Principles Of Living Systems, Laurie A. Minns
University of Montana Course Syllabi
No abstract provided.
Film 448.01: Documentary - Theory And Practice, Sean O'Brien
Film 448.01: Documentary - Theory And Practice, Sean O'Brien
University of Montana Course Syllabi
No abstract provided.
Teaching Sociopolitical Issues In Mathematics Teacher Preparation: What Do Mathematics Teacher Educators Need To Know?, Mathew D. Felton-Koestler
Teaching Sociopolitical Issues In Mathematics Teacher Preparation: What Do Mathematics Teacher Educators Need To Know?, Mathew D. Felton-Koestler
The Mathematics Enthusiast
Attention to issues of social justice is becoming increasingly prominent in teacher education programs and in the field of mathematics education (e.g., White, Crespo, & Civil, 2016). Moreover, scholars have argued that instead of remaining isolated in a single course (typically the “multicultural” course), a focus on social justice must be integrated throughout teacher education programs (McDonald & Zeichner, 2009). This requires that mathematics teacher educators be prepared to address social justice in their mathematics content and methods courses. There are a variety of perspectives in the literature on social justice mathematics education (Wager & Stinson, 2012). In my work …
Biob 161.50b: Principles Of Living Systems Lab, Laurie A. Minns
Biob 161.50b: Principles Of Living Systems Lab, Laurie A. Minns
University of Montana Course Syllabi
No abstract provided.
Writ 101.50h: College Writing I, Miranda Ruby Morgan
Writ 101.50h: College Writing I, Miranda Ruby Morgan
University of Montana Course Syllabi
No abstract provided.
Writ 101.50f: College Writing I, Miranda Ruby Morgan
Writ 101.50f: College Writing I, Miranda Ruby Morgan
University of Montana Course Syllabi
No abstract provided.
Lit 110l.51d: Introduction To Literature, Henrietta Spencer Goodman
Lit 110l.51d: Introduction To Literature, Henrietta Spencer Goodman
University of Montana Course Syllabi
No abstract provided.
Crwr 212a.50f: Introduction To Nonfiction Workshop, Kelly Renee Schirmann
Crwr 212a.50f: Introduction To Nonfiction Workshop, Kelly Renee Schirmann
University of Montana Course Syllabi
No abstract provided.
Biob 161n.51b: Principles Of Living Systems Lab, Laurie A. Minns
Biob 161n.51b: Principles Of Living Systems Lab, Laurie A. Minns
University of Montana Course Syllabi
No abstract provided.
Hsta 101h.50b: American History I, Kyle G. Volk
Hsta 101h.50b: American History I, Kyle G. Volk
University of Montana Course Syllabi
No abstract provided.
Exploring Mathematical Knowledge For Teaching Teachers: Supporting Prospective Elementary Teachers’ Relearning Of Mathematics, Alison Castro Superfine, Priya V. Prasad, Rachael M. Welder, Dana Olanoff, Christina Eubanks-Turner
Exploring Mathematical Knowledge For Teaching Teachers: Supporting Prospective Elementary Teachers’ Relearning Of Mathematics, Alison Castro Superfine, Priya V. Prasad, Rachael M. Welder, Dana Olanoff, Christina Eubanks-Turner
The Mathematics Enthusiast
The growing number of studies on mathematics teacher educator knowledge have consistently argued that mathematics teacher educators require specialized knowledge in their work with prospective teachers (beyond the knowledge needed for teaching students), what researchers refer to as mathematical knowledge for teaching teachers. Drawing from existing research and aspects of our own work as mathematics teacher educators, we offer our own conceptualization of mathematical knowledge for teaching teachers and illustrate ways in which we as mathematics teacher educators use our own knowledge in teaching mathematics content to prospective teachers. We are particularly concerned with the knowledge mathematics teacher educators use …
What Content Prek-8 Prospective Teachers Should Know And Why: Topic Recommendations For Content Courses, Pingping Zhang, April Brown, Manjula Joseph, Jia He
What Content Prek-8 Prospective Teachers Should Know And Why: Topic Recommendations For Content Courses, Pingping Zhang, April Brown, Manjula Joseph, Jia He
The Mathematics Enthusiast
There is a long history of mathematics educators trying to answer the questions of what mathematics is essential to learn and why, including the mathematical education of prospective teachers. Determining the answer to these questions and conveying that answer convincingly are not always easy tasks for new mathematics teacher educators (MTEs). As an MTE’s career progresses (or in some cases as novice MTEs), they must also decide how much content is possible to cover in the context of one, two, or three semesters. That is, how deep is deep enough, and how much breadth is feasible? And how does an …
Professional Development For Mathematics Teacher Education Faculty: Need And Design, Billy Jackson, Shandy Hauk, Jenq Jong Tsay, Alma Ramirez
Professional Development For Mathematics Teacher Education Faculty: Need And Design, Billy Jackson, Shandy Hauk, Jenq Jong Tsay, Alma Ramirez
The Mathematics Enthusiast
The purpose of this report is to share a conceptual model useful in the design of professional learning about teaching for university mathematics faculty. The model is illustrated by examples from a particular design effort: the development of an online shortcourse for faculty new to teaching mathematics courses for prospective primary school teachers. How novice mathematics teacher educators grow as instructors is an emerging area of research and development in the United States. At the same time, it is well established that effective instructional design of any course, including a course for faculty, requires breadth first: understanding and anticipating the …