Search results for: Thinking skills
Page 2/4 37 items
The present study examines performance of students who took a basic skills test (Praxis I) between 1999 and 2005 and one of the four large-volume licensure tests (Praxis II) between 2002 and 2005. The findings of this study reveal that individuals who pass basic skills tests at borderline levels are far less likely to pass licensure tests than are candidates who meet the median state-level basic skills test requirements. Thus, the authors claim that students who have difficulty writing would very likely have difficulty in writing-intensive curricula like English and social studies, which would then be reflected on their licensure exams.
Updated: Mar. 04, 2014
Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge
This article investigates the ways in which novices construct tasks that demand students’ interpretive and evidence-based thinking in history. This article also examines novices’ capacity to attend to and create space for their students’ interpretive and evidence-based thinking when taught to do so in their methods coursework. The author focuses on three case studies of preservice history teachers. By the end of the year, only one student emphasized both interpretive and evidence-based thinking, while the second student emphasized interpretive thinking, and the third student emphasized neither.
Updated: Nov. 20, 2013
In this article, the authors report on a conceptual framework developed for identifying and analyzing mathematical features of classroom work. The authors describe their method, including how the authors synthesized the literature on mathematics instruction in classrooms and how they developed their coding scheme. Next, the authors share their conceptualization of the mathematical quality of instruction (MQI) by providing coding guidelines for particular constructs and by illustrating the application of specific codes to two example lessons.
Updated: Aug. 21, 2012
This study had two purposes. First, it aimed to provide an analysis of the types of questions teachers use to promote thinking, problem-solving and reasoning in their students. Second, it aimed to provide an analysis of the types of discourse the students used to problem-solve and reason during their small group discussions. The results showed that the teachers used a range of questioning strategies from those that probed for information and challenged children’s perspectives to those higher-level questions that required children to provide reasons, make connections or think meta-cognitively.
Updated: Aug. 01, 2012
In this study, the authors empirically tested a theoretical model based on the one suggested by Lamon, who claimed that the development of proportional reasoning relies on various kinds of understanding and thinking processes. The authors also used an extended model which included an additional component of solving missing value proportional problems. To a great extent, the data provided support for the extended model.
Updated: Apr. 16, 2012
In this article, the authors review evidence bearing on the utility of meditation to facilitate the achievement of traditional educational goals and to enhance education of the “whole person.”The authors examine how meditation practices may help foster important cognitive skills of attention and information processing, as well build stress resilience and adaptive interpersonal capacities through a review of the published research literature.
Updated: Oct. 23, 2011
In the current article, the author grapples with Gilles Deleuze's conceptualization of desire, finding it simultaneously generative and unsatisfying. Since the author realizes that Deleuze will not 'say' that desire is smart, and constitutes expertise, she reasons that should break up with Deleuze. The article is organized into several break-up rituals.
Updated: Mar. 02, 2011
Sharing Outsider Thinking: Thinking (Differently) with Deleuze in Educational Philosophy and Curriculum Inquiry
The current essay performs a number of the authors' collaborative responses to thinking (differently) with Deleuze in educational philosophy and curriculum inquiry. By exploring their work with Deleuzean conceptual creations in mind, the authors seek to move readers beyond Deleuzo-Guattarian select metaphors. The authors intend these performances to give a sense of not only the generativity that Deleuzo-Guattarian reading∼thinking has opened to them but also the affirmation such performances bestow for thinking (differently) in educational philosophy and curriculum inquiry.
Updated: Mar. 01, 2011
This theoretical paper draws upon science education research to present a typology and conceptual framework intended to support science teacher educators as they identify, develop, and evaluate focus questions with their students.
Updated: Dec. 21, 2010
This article examines how pedagogical reasoning and action might occur in the digital age, comparing Schulman’s model with the reality for a small sample of digitally able beginning teachers as part of the emerging generation of teachers. The conclusion drawn is that while the pedagogical reasoning and action model remains relevant, it was based on an assumption that teaching involves knowledge being passed from a teacher to their students, which was found to restrict innovation by digitally able teachers. Furthermore, the teachers in the study could have benefited from experiencing the implementation of a edagogical reasoning and action model that was aligned with ideas about knowledge, teaching and learning in the digital age.
Updated: Oct. 12, 2010