Search results for: Instruction
Page 3/3 28 items
Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study
This study illuminates the claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on teachers' mathematical knowledge for teaching (MKT), which includes both the mathematical knowledge that is common to individuals working in diverse professions and the mathematical knowledge that is specialized to teaching. A significant, strong, and positive association is found between levels of MKT and the mathematical quality of instruction.
Updated: Nov. 03, 2008
‘New Partnerships for Learning’: teachers and teaching assistants working together in schools – the way forward.
The article described a professional program, aimed at equipping teachers with the skills needed to work with teaching assistants. The research was aimed to explore the opinions of teachers as to the personal skills, attributes and training required to enhance a changing professional relationship. It reports on variable training opportunities; variations in needs, aspirations, roles and responsibilities of teaching assistants; unevenness of resourcing and remuneration; and tensions between leadership and partnership practice.
Updated: Sep. 21, 2008
This article explored empirical studies of early childhood educators' experience with 63 junior and senior level university students who were involved in concurrent instructional lecture and practicum experiences. Participants defined “positive guidance” diversely with definitions ranging from accurate to inaccurate, considered several positive guidance skills difficult to master, including conflict resolution, positive language usage, setting and following through with limits, and offering choices.
Updated: Sep. 04, 2008
This article looks at no-tenured instructors, who instruct, but have a limited role in teaching decisions. The authors offer suggestions about how these instructors might be provided with induction, professional development, and other forms of support. These include supporting them with funds for professional development, including them on research teams, and providing opportunities for tenure-line and non-tenure-line faculty to socialise and work together.
Updated: Sep. 04, 2008
In this paper, three online classes were studied using positioning theory as a grounding framework to elicit ways in which instructors self-position as well as how their students position them, and the relative impact of these positions along with presence levels on persona development. Findings demonstrate that both instructor activity levels and use of performative position statements likely impact student expectations, and that students are unlikely to engage in instructor positioning that falls outside the standard definition of the traditional instructor role unless doing so has been modeled by the instructor him/herself.
Updated: Feb. 10, 2008
This article focuses on student participation in classrooms. It aims to demonstrate that effective cultivation of educational experience in schools will lead to a new perspective on the process of teaching and learning. There are no privileged methods of teaching and learning, but most of the teachers have in mind some fuzzy ideas of what good instruction is, and there is a great variety of how teachers involve their students and how students get involved in what happens in school.
Updated: Feb. 03, 2008
This article examines the attitudes of Early Childhood Education student teachers towards mathematics and mathematics instruction. The sample of 52 student teachers consisted of a questionnaire with respect to mathematics and its instruction. Findings revealed a negative attitude towards the subject that had no base on any solid conceptual system. The authors suggest the need to improve mathematics education to Early Childhood Education students.
Updated: Jan. 14, 2008
In this article an educational action research study, based on a phenomenographic approach, is reported in which unexpected results have been possible to gather thanks to the inductive design of the study. The aim is to describe the ways in which contrasts of critical aspects of a learning object affect the students' generative learning found by analysing three learning studies based on the theory of variation.
Updated: Jan. 06, 2008