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Articles 1 - 9 of 9
Full-Text Articles in Education
Teacher Education And Refugee Students, Ramona Fruja, Kevin Roxas
Teacher Education And Refugee Students, Ramona Fruja, Kevin Roxas
Faculty Contributions to Books
No abstract provided.
Strategic Planning And Democracy, Jennifer Thomson
Strategic Planning And Democracy, Jennifer Thomson
Bucknell: Occupied
Jennifer Thomson, assistant professor of History at Bucknell University, interviews Ellen Herman, associate professor of Geology at Bucknell, and two anonymous guests about the strategic planning process underway at Bucknell, 2018-2019. The group discusses the lack of transparency in the identification of priorities and the top-down approach to governance. Guests also identify labor issues and the feeling of being strategically beleaguered by meetings and electronic communication. They express concern over references to sustainability concepts, which are specific only to economic sustainability, and they analyzed the way the strategic plan addresses problems with the Greek system and its impact on student …
When Assessment Is Surveillance, Jennifer Thomson
When Assessment Is Surveillance, Jennifer Thomson
Bucknell: Occupied
Jennifer Thomson, assistant professor of History at Bucknell University, interviews Steve Jordan, professor of Biology at Bucknell University. The pair discuss administrative decisions on campus that contribute to feelings of powerlessness, of automation, and of surveillance.
Anchoring Number Talks, K. Biro, Lara Dick
Anchoring Number Talks, K. Biro, Lara Dick
Faculty Journal Articles
Number Talks (Parrish, 2010) have become a popular strategy for many teachers interested in establishing a culture of classroom discourse for developing number sense in their mathematics classrooms. Number Talks are traditionally a five- to fifteen-minute classroom discussion that follows a problem that children are asked to solve mentally. According to Berger (2017), when students are engaged in Number Talks, teachers “facilitate discourse among students about their thinking, help students build connections among strategies, and present students with opportunities to put their knowledge into practice as they solve problems” (p. 6). While it is known that Number Talks are a …
Preservice Mathematics Teachers’ Professional Noticing Of Students’ Mathematical Thinking With Technology, Jennifer N. Lovett, Lara Dick, Allison W. Mcculloch, Milan F. Sherman
Preservice Mathematics Teachers’ Professional Noticing Of Students’ Mathematical Thinking With Technology, Jennifer N. Lovett, Lara Dick, Allison W. Mcculloch, Milan F. Sherman
Faculty Contributions to Books
The purpose of this study is to examine the ways in which preservice secondary mathematics teachers (PSMT) professionally notice middle school students’ mathematical thinking on a technology enhanced mathematical task. The middle school students’ work was captured as a videocase for PSMTs to examine. Findings show that every PSMT included a discussion of the middle school students’ interaction with the technology in their noticing prompts, demonstrating that PSMTs recognized that the middle school students’ mathematical understanding was tied to their interactions with the technology. Additionally, results from PSMTs’ justifications for their predictions of middle school students’ responses to the task, …
Decomposing Practice In Teacher Professional Development, Paola Sztjan, Daniel Heck, Kristen Malhazan, Lara Dick
Decomposing Practice In Teacher Professional Development, Paola Sztjan, Daniel Heck, Kristen Malhazan, Lara Dick
Faculty Journal Articles
No abstract provided.
Movement Rhythms, Motley Knowledges, D. Bret Leraul
Movement Rhythms, Motley Knowledges, D. Bret Leraul
Faculty Journal Articles
This article introduces a special issue of LÁPIZ, The Pedagogies of Social Justice Movements in the Americas which contains articles by Bruno Baronnet on the politico-pedagogical practices of the Zapatistas; Vanessa Andreotti on radical education as a practice of collective ontogenesis that subverts the abstract domination of colonial, capitalist modernity; and Lia Barabosa Pinheiro on the sentipensante (feeling-thinking) pedagogies of the Landless Rural Workers Movement (MST), Vía Campesina Internacional, and other struggles. I frame the intervention of the issue as an inquiry into the possibility of an equal encounter between colonial, university knowledges and the knowledges authored by social …
The Top 500 Mathematics Pins: Analysis Of Elementary Mathematics Activities On Pinterest, A G. Sawyer, Lara Dick, E J. Shapiro, T A. Wismer
The Top 500 Mathematics Pins: Analysis Of Elementary Mathematics Activities On Pinterest, A G. Sawyer, Lara Dick, E J. Shapiro, T A. Wismer
Faculty Journal Articles
A 2017 study found that 87% of elementary teachers reported consulting Pinterest when planning mathematical lessons (Hertel & Wessman-Enzinger, 2017). When searching for resources on Pinterest, preservice teachers identified looking at the number of pins to determine their quality (Sawyer & Meyers, 2018). This leaves teacher educators wondering, what is the quality of materials that preservice and inservice teachers are finding on Pinterest? We conducted a document analysis on the top 500 elementary mathematics pins found on Pinterest to determine what kinds of elementary mathematics materials are available, what mathematics topics are represented, the level of cognitive demand of the …
Bridging Distances: Professional Development For Higher Education Faculty Through Technology-Facilitated Lesson Study., Melissa Soto, Dittika Gupta, Lara Dick, Mollie Appelgate
Bridging Distances: Professional Development For Higher Education Faculty Through Technology-Facilitated Lesson Study., Melissa Soto, Dittika Gupta, Lara Dick, Mollie Appelgate
Faculty Journal Articles
Higher education faculty benefit from participating in communities of practice focused on developing and improving their own instruction. However, collaborators with common interests are not always located at the same physical location. In this article, we share how participation in a technology-facilitated lesson study provided the means for five higher education faculty across the U.S. to engage in professional development and evolve into a virtual community of practice. Through the use of synchronous and asynchronous communication technology, we formulated goals, planned a common lesson, conducted research on our students’ learning, and reflected on our own teaching practice. For this paper, …