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Full-Text Articles in Education
Self-Evaluation Of Educational Leadership Practices During Covid-19, Mike Coquyt
Self-Evaluation Of Educational Leadership Practices During Covid-19, Mike Coquyt
The Interactive Journal of Global Leadership and Learning
Due to the COVID-19 pandemic, school districts, and specifically, superintendents, are under increased pressure to lead. Irregularity and ambiguity are now the mantras of those tasked with leading in our schools. Many current research studies aim to evaluate the possible effects of COVID-19 on the system of education (Azorín, 2020; Hargreaves & Fullan, 2020), and advice on how to lead during a crisis (Harris & Jones, 2020; Leithwood et al., 2020, Netolicky, 2020). There are no standards or benchmarks to follow that could potentially aid school leaders as they navigate, lead, and make important decisions that affect how quality instruction …
Students Engaging Students: A Model For Remote Peer-To-Peer Learning For Xr Tools And Methods, Sebastian Jakymiw, Meaghan Moody
Students Engaging Students: A Model For Remote Peer-To-Peer Learning For Xr Tools And Methods, Sebastian Jakymiw, Meaghan Moody
Frameless
No abstract provided.
Mathematical Representations In A Synchronous Online Mathematics Specialist Preparation Program, Theresa Wills, Deborah Crawford, Kate Roscioli, Shruti Sanghavi
Mathematical Representations In A Synchronous Online Mathematics Specialist Preparation Program, Theresa Wills, Deborah Crawford, Kate Roscioli, Shruti Sanghavi
Journal of Mathematics and Science: Collaborative Explorations
Universities are implementing more online courses (Yamagata-Lynch, 2014). However, instructors may feel a sense of trepidation in transitioning a mathematics class to a synchronous online platform because they do not want to compromise quality pedagogy (Herrington et al., 2001) for the convenience of an online environment (Wills, 2021). Some courses have successfully transitioned to a synchronous online environment while maintaining rich discussion and student collaboration (Baker & Hjalmarson, 2019); however, mathematics content courses include the additional challenge of incorporating problem solving with multiple representations. This paper focuses on how mathematical representations emerge in a synchronous online course for mathematics specialists.