Search results for: Groth Randall E.
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This article describes a proposal drawing on qualitative data produced during lesson study cycles to assess teachers’ development of technological pedagogical content knowledge. The qualitative data sources include teachers’ written lesson plans, university faculty members’ reviews of lessons, transcripts and videos of implemented lessons, and recordings and transcripts of debriefing sessions about implemented lessons.
Updated: Aug. 23, 2011
The study analyzed a conversation among a group of teachers responsible for teaching the statistical concepts of mean, median, and mode. After reading an article describing some specific student difficulties in learning the concepts, teachers were asked to discuss how the teaching of the concepts could be improved.
Updated: Jun. 08, 2009
The article explored perspectives on mathematical education research report, utilizing email group, group discussion, and questionnaires. Teachers identified positives research identified by Kilpatrick, Swafford, and Findell (2001), and negative critiques of the ability to research practice by Kennedy (1997).
Updated: Jun. 26, 2008
An online study group provided a setting for a case study regarding reform oriented pedagogy. Two teachers were examined. Both exhibited only marginal changes to their pedagogy and resisted new ideas. However, the environment did provide a setting for structuring emerging thoughts about changes to pedagogical reasoning structures, and identifying gaps in personal knowledge.
Updated: Mar. 25, 2008