Search results for: Thomas Jonathan N.

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Prospective Elementary School Teachers’ Professional Noticing of Children’s Early Numeracy
Authors: Schack Edna O., Fisher Molly H., Thomas Jonathan N., Eisenhardt Sara, Tassell Janet Lynne, Yoder Margaret
This study aims to develop the professional noticing abilities of prospective elementary school teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective elementary school teachers from three institutions participated in a researcher-developed five-session module that progressively nests the three interrelated components of professional noticing—attending, interpreting, and deciding. A Wilcoxon signed ranks test was conducted and found the prospective elementary school teachers demonstrated significant growth in all three components. Selected prospective elementary school teacher responses on the pre- and post-assessment are provided to illustrate sample growth in the prospective teachers’ abilities to professionally notice.
Published: 2013
Updated: Jan. 26, 2016
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Riding the Wave: Student Researcher Reflection on the Action Research Process
Authors: Burrows Andrea, Thomas Jonathan N., Woods Angie, Suess Robert, Dole Deborah
This article focuses on the exploration of and an explanation of student researchers’ affect and activity in an action research project. The authors argue that the researcher group as a whole constructs a wave process and at the same time each individual researcher in the group creates a wave process that may be similar or different to that of the group. These processes shape each other, through phases of engagement and disengagement in the researcher cycle, and make the research experience richer.
Published: 2012
Updated: May. 29, 2013