Search results for: Middle school teachers
Page 2/3 24 items
Teacher Job Satisfaction and Motivation to Leave the Teaching Profession: Relations with School Context, Feeling of Belonging, and Emotional Exhaustion
The current study examines the relations between school context variables and teachers’ feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and discipline problems.
Updated: Jun. 27, 2012
Teachers Attending to Students’ Mathematical Reasoning: lessons from an After-School Research Program
The purpose of this article is to provide evidence that teachers’ observations of students’ mathematical activity in research project on students’ development of mathematical ideas can provide rich opportunities for teachers to learn about students’ mathematical reasoning. Nine mathematics teachers and 24 sixth-grade students participated in the IML project, which took place in a middle school, located in an urban, low-income, and minority community in the United States. The results of this study suggest that teachers’ observations of students’ mathematical activity in IML-type settings might help teachers develop an understanding of mathematics that is effective for teaching.
Updated: Jun. 12, 2012
This article reports on the effectiveness of a programme designed to enhance aspects of teacher knowledge believed to contribute to successful teaching for numeracy in the middle years of schooling. Teacher profiling instruments and pupil surveys of their classes were administered at the beginning and end of the programme. This programme shows that progress can be made on pupils’ numeracy levels with a dedicated programme .
Updated: May. 22, 2012
The purpose of this study was to examine teachers’ conceptions of representation as a process in doing mathematics. In addition, the study also explored teachers' perspectives on the role of representations in the teaching and learning of mathematics at the middle-school level. Interviews with middle school mathematics teachers suggest that teachers use representations in varied ways in their own mathematical work and have developed working definitions of the term primarily as a product in problem solving.
Updated: May. 26, 2011
This article presents a refined conception of Mary Boole’s construct of teacher lust. Boole's construct had impact on collegiate mathematics courses for prospective elementary and middle grades teachers. Two working aspects of the construct were identified: (1) enacted teacher lust; and (2) experienced teacher lust.
Updated: May. 19, 2011
How to Develop Mathematics-for-Teaching and for Understanding: The Case of Meanings of the Equal Sign
This article contributes to the ongoing process of defining and developing mathematics-for-teaching. The article investigates the case of understanding students’ perspectives on equations and equalities and on meanings of the equal sign. The theoretical claims are proved by a report on a teacher education course for pre-service middle-school mathematics teachers.
Updated: Aug. 24, 2010
In the phenomenological study from which this theoretical article derives, 18 middle school teachers were asked to describe moments when they recognized and responded to a student who did not understand something during an instructional activity. Based on his data analysis, the author identified an essential meaning structure and 10 patterns of meaning that describe the structure. In this article the author explicates the essential meaning structure, highlights the patterns of meaning which were identified, and then illuminates one of the four patterns of meaning specifically related to recognition - perceiving body language. In doing so, the author could then reflect theoretically and practically on this aspect.
Updated: Jan. 31, 2010
Teaching for Understanding in Earth Science: Comparing Impacts on Planning and Instruction in Three Professional Development Designs for Middle School Science Teachers
This article compares and contrasts the impacts of three professional development designs. These designs aimed at middle school Earth science teachers on how teachers plan and enact instruction. Evidence from teacher survey and observation data indicated that all programs had positive impacts on how teachers planned and enacted teaching for understanding. However, differences among programs was more evident in their impacts on instructional planning.
Updated: Nov. 03, 2009
This longitudinal study of middle school science teachers examined the relationship between effective science instruction, as defined by the National Science Education Standards, and student achievement in science. 11 teachers participated in a three year study of teacher effectiveness, determined by the LSC Classroom Observation Protocol, and student achievement, which was assessed using the Discovery Inquiry Test in Science. This study provides justification for teaching science effectively to narrow achievement gaps in science.
Updated: Jul. 09, 2009
Prospective Middle School Mathematics Teachers’ Reflective Thinking Skills: Descriptions of Their Students’ Thinking and Interpretations of Their Teaching
In this study, the authors examined prospective middle school mathematics teachers’ reflective thinking skills. The authors' goal was to identify variations among prospective teachers’ descriptions of students’ thinking and frequency of their interpretations about how teaching affected their students’ learning. 33 participants responded to open-ended questionnaires or interviews that elicited reflections on their own teaching practice.
Updated: Jun. 15, 2009