Search results for: Social behavior
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The Durability of Professional and Sociomathematical Norms Intentionally Fostered in an Early Pedagogy Course
This study investigated the extent to which the sociomathematical and professional norms intentionally fostered through the use of the video-case curriculum materials in an early mathematics pedagogy course re-emerged in a similar context, but with different cohorts: (a) at the end of the university teacher preparation program and (b) during a professional development session for graduates of the program. This study revealed that the three sociomathematical norms that were introduced in the early pedagogy course—naming and comparing, mathematical argument, and pushing understanding. Four professional norms were also exhibited by both groups, but with more variation. These norms were listening, critical yet respectful norm, tentative stance and evidence.
Updated: Mar. 31, 2014
The current study looks at the perceptions of preservice early educators in regards to their understanding of preschoolers' social and antisocial behaviors. This study examines early educators' assumptions about what appropriate adult interventions might be.
Updated: Mar. 12, 2012
This paper attends to all four dimensions of listening: cognitive, moral, aesthetic, and political aspects. However, the paper focuses on the political aspect. The author argues that listening requires attention to the social identities inevitably communicated through speech. The case study presented in this article comes from a yearlong study of a ninth-grade English and history class in an urban American school that served ethnically diverse working-class children. The author concludes that the findings that we inevitably listen for identity and that listening requires attention to patterns beyond the speech event.
Updated: Nov. 23, 2010
The Relationship Between Preservice Early Childhood Teachers’ Cultural Values and their Perceptions of Scientists’ Cultural Values
The current article describes research that compares preservice early childhood teachers’ cultural values and the values they believe are held by scientists. Using the Schwartz Values Inventory (SVI) (Schwartz , 1992) preservice early childhood teachers cultural values were assessed, followed by an assessment of the values they believed were held by scientists. Paired T-tests indicated significant differences between preservice early childhood teachers’ cultural values from those they believed scientists held on the domains of power, achievement, stimulation, benevolence, conformity, and security.
Updated: Sep. 19, 2010
Do They Really Need to Raise Their Hands? Challenging a Traditional Social Norm in a Second Grade Mathematics Classroom
In an attempt to examine dialogue within a second grade classroom, students were encouraged to participate in whole-class mathematics discussions without raising their hands before speaking. Beneficial social and socio-mathematical norms developed in place of this traditional social norm. Effects of this change on the dialogue and written mathematical explanations of a class of second grade students are described.
Updated: Jan. 12, 2010