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Full-Text Articles in Education
Teachers' Critical Reflection In An Equity-Focused Professional Learning Community: A Case Study, Patrizia Lina Mastne
Teachers' Critical Reflection In An Equity-Focused Professional Learning Community: A Case Study, Patrizia Lina Mastne
Dissertations and Theses
In a culturally diverse world, teachers adopt complex roles to educate a changing student body toward higher standards. They can respond to students' needs and design responsive curriculum by engaging in ongoing learning and improvement. When teachers have time and space for collaboration and reflection, they can learn and improve. Professional learning communities (PLCs) are forums for educators to think deeply about praxis. In this study, the problem of practice is that teachers have had few opportunities to reflect critically within PLCs. The purpose of my study was to describe and explain how critical reflection occurred in an equity-focused PLC …
Prospective Elementary Mathematics Teacher Content Knowledge: What Do We Know, What Do We Not Know, And Where Do We Go?, Eva Thanheiser, Christine Browning, Alden Edson, Jane-Jane Lo, Ian Whitacre, Dana Olanoff, Crystal Morton
Prospective Elementary Mathematics Teacher Content Knowledge: What Do We Know, What Do We Not Know, And Where Do We Go?, Eva Thanheiser, Christine Browning, Alden Edson, Jane-Jane Lo, Ian Whitacre, Dana Olanoff, Crystal Morton
Mathematics and Statistics Faculty Publications and Presentations
The authors reviewed 112 research studies from 1978 to 2012 on prospective elementary teachers' content knowledge in five content areas: whole numbers and operations, fractions, decimals, geometry and measurement, and algebra. Looking across these studies, this final paper identifies the trends and common themes in terms of the counts and types of studies and commonalities among findings. Analyses of the counts show that the number of articles published each year focusing on prospective teacher (PT) content knowledge is increasing. Most articles across the content areas show that PTs tend to rely on procedures rather than concepts. However, the focus of …
Prospective Elementary Mathematics Teacher Content Knowledge: An Introduction, Christine Browning, Eva Thanheiser, Alden Edson, Patrick M. Kimani, Dana Olanoff, Jennifer M. Tobias, Ian Whitacre
Prospective Elementary Mathematics Teacher Content Knowledge: An Introduction, Christine Browning, Eva Thanheiser, Alden Edson, Patrick M. Kimani, Dana Olanoff, Jennifer M. Tobias, Ian Whitacre
Mathematics and Statistics Faculty Publications and Presentations
This Special Issue on the mathematical content knowledge of prospective elementary teachers (PTs) provides summaries of the extant peer-‐reviewed research literature from 1978 to 2012 on PTs’ content knowledge across several mathematical topics, specifically whole number and operations, fractions, decimals, geometry and measurement, and algebra. Each topic-‐specific summary of the literature is presented in a self-‐contained paper, written by a subgroup of a larger Working Group that has collaborated across several years, resulting in this Special Issue sharing the final work. The authors hope this summative look at prospective teacher content knowledge will be of interest to the mathematics education …
Enhancing Instruction For English Learners In Response To Intervention Systems: The Pluss Model, Amanda K. Sanford, Julie Esparza Brown, Maranda Turner
Enhancing Instruction For English Learners In Response To Intervention Systems: The Pluss Model, Amanda K. Sanford, Julie Esparza Brown, Maranda Turner
Education Faculty Publications and Presentations
This paper proposes a model of effective instruction and intervention for English Learners (ELs) within a Response to Intervention (RTI) framework. First, we review literature on effective instruction for ELs and how RTI can address the needs of these students. Then, we describe the PLUSS model, which integrates research on effective instruction for ELs, tiered models of support, and teacher practices. The model includes the following elements: Pre-teaching critical vocabulary; Language modeling and opportunities to use academic language; Using visuals and graphic organizers; Systematic and explicit instruction; and Strategic use of native language and teaching for transfer. Finally, we provide …