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1.
The purpose of this project was to examine the impact of Smaller Learning Community reform on students’ behavioral, relational, and cognitive engagement in a suburban school district experiencing urbanization. We describe a project in which we evaluated the engagement of a cohort of 8th grade students as they transitioned to high school (n = 605). Specifically, we disaggregated the data to identify how students’ engagement differed as a function of their participation in Smaller Learning Community structures, prior achievement, and race.  相似文献   

2.
The purpose of this study was to examine the sources that pre-service teachers (PSTs) use when they construct their self-efficacy beliefs and learning goals, which compose their motivational profiles. Pre-service elementary teachers (n = 22) with different motivational profiles participated in narrative interviews designed to examine retrospectively their past experiences in mathematics and the effect of those experiences on their motivational profiles. Results reveal that participants relied on multiple sources to construct their efficacy beliefs and goals, including past performance, vicarious experiences, verbal persuasions, career goals, and the fit between participants’ views of mathematics and the nature of mathematics in their classes. While some of these factors have been identified by previous research, the contribution of the current study is to extend this research to a new population and to elaborate on these factors. Results also help refine and extend our knowledge of PSTs’ motivation and suggest ways that teacher educators could influence PSTs’ motivational profiles.  相似文献   

3.
In this study we investigate a strategy for engaging high school mathematics teachers in an initial examination of their teaching in a way that is non-threatening and at the same time effectively supports the development of teachers’ pedagogical content knowledge [Shulman (1986). Educational Researcher, 15(2), 4–14]. Based on the work undertaken by the QUASAR project with middle school mathematics teachers, we engaged a group of seven high school mathematics teachers in learning about the Levels of Cognitive Demand, a set of criteria that can be used to examine mathematical tasks critically. Using qualitative methods of data collection and analysis, we sought to understand how focusing the teachers on critically examining mathematical tasks influenced their thinking about the nature of mathematical tasks as well as their choice of tasks to use in their classrooms. Our research indicates that the teachers showed growth in the ways that they consider tasks, and that some of the teachers changed their patterns of task choice. Further, this study provides a new research instrument for measuring teachers’ growth in pedagogical content knowledge. An earlier version of this paper was presented at the American Educational Research Association Annual Meeting, New Orleans, LA, April 2002.  相似文献   

4.
Recently, a new cognitive style approach was introduced, which refers to two types of visualizers. This approach is based on neuropsychological evidence and neuroimaging results, which suggest the existence of two distinct imagery subsystems, the object and the spatial imagery subsystems. The goal of the study was twofold: first to examine a possible relationship between this new cognitive style approach and achievement in number sense and algebraic reasoning tasks, and second to explore a possible relationship between the strategies used in solving the aforementioned tasks and cognitive styles. A mathematical test on number sense and algebraic reasoning and the self-report Object–Spatial Imagery and Verbal cognitive style questionnaire were administrated to 83 prospective school teachers (PSTs). The results indicated that spatial imagery, in contrast to the object imagery and verbal cognitive styles, is related to achievement in number sense and algebraic reasoning. In addition to this, the results revealed that the higher the PSTs’ tendency towards spatial imagery cognitive style, the more conceptual and flexible strategies they employ in algebraic reasoning and number sense tasks.  相似文献   

5.
Preparing special educators who are knowledgeable about evidence-based interventions for teaching reading to students with reading difficulties and who are capable of using curriculum-based assessments to monitor student progress and differentiate interventions is vital to the success of current school reform efforts. The primary purpose of this exploratory study was to examine the effect of tutoring and using assessment to monitor the progress of struggling readers on preservice teachers’ (PSTs’) knowledge and preparedness to teach reading. Also of interest was whether reading scores of tutored students improved. PSTs (n = 18) in an undergraduate reading methods course tutored at-risk second graders using an evidence-based intervention and monitored students’ progress weekly. PSTs made significant growth on a measure of teacher knowledge about the structure of language and on a survey of their preparedness to teach reading. A qualitative analysis of PSTs’ weekly reflections and final reports revealed that the majority used curriculum-based assessment data to describe students’ response to tutoring and were beginning to use that data to make instructional decisions. On average, tutored students improved reading fluency, but did not demonstrate significant growth in reading relative to national norms. Implications and limitations of the study are described and directions for future research are discussed.  相似文献   

6.
This study was designed to investigate preservice elementary school teachers’ (PSTs’) responses to written standard place-value-operation tasks (addition and subtraction). Previous research established that PSTs can often perform but not explain algorithms and provided a four-category framework for PSTs’ conceptions, two correct and two incorrect. Previous findings are replicated for PSTs toward the end of their college careers, and two conceptions are further analyzed to yield three categories of incorrect views of regrouped digits: (a) consistently as 1 value (all as 1 or all as 10), (b) consistently within but not across contexts (i.e., all as 10 in addition but all as 1 in subtraction), and (c) inconsistently (depending on the task).  相似文献   

7.
Several studies have documented prospective teachers’ (PSTs) difficulties in offering instructional explanations. However, less is known about PSTs’ learning to provide explanations. To address this gap, we trace changes in the explanations offered by a purposeful sample of PSTs before and after a mathematics content/methods course sequence. Consistent with prior research, our study reveals the limitations in PSTs’ explanations at their entrance to the course sequence. It also documents PSTs’ progress in providing explanations, thus providing existence proof that this practice is learnable. Using evidence from multiple sources, we also propose a component entailed in this learning—learning how to unpack one’s thinking through the use of representations as explanatory tools—and four factors associated with it, including PSTs’ subject-matter knowledge, active and deliberate reflection on practice, productive images for engaging in this work, and productive dispositions about engaging in this practice. We discuss the implications of our findings for teacher education and offer directions for future research.  相似文献   

8.
The Learning to Learn in Schools Phase 3 Evaluation was a four year project across England exploring the concept of Learning to Learn in 33 primary and secondary schools. The project was funded through the UK based Campaign for Learning. One of the key aims of the project was to ensure that the locus of control in terms of development remains with the schools, who decided on the focus of innovation relevant to them under the umbrella heading of Learning to Learn. A team from the Research Centre for Learning and Teaching at Newcastle University then supported and facilitated the teachers in the systematic evaluation of their experiences. As a result we believe that this process supported meaningful professional development about teaching and learning. This paper exemplifies this process through two professional enquiries into pupil talk in the classroom and how it supported learning. The projects were carried out by teachers in two schools, one secondary (11–18 years) and one primary (4–11 years). Both schools decided that encouraging pupil talk about learning best fit with their priorities and the project aims of exploring Learning to Learn. The paper describes the different research methods and findings of the teachers’ research, focusing on the decision making which occurred and how the process of the research has impacted on their professional development. Conclusions are drawn about how the philosophy of Learning to Learn can be as easily applied to the process of professional enquiry through action research and teachers’ learning, as to the more traditional domain of students’ learning and how this might contribute to the development of a successful Learning to Learn school culture.  相似文献   

9.
Case-based learning has long been used to bring students into contact with the complexity of real-world situations. Despite this popularity and considerable history, research into how case analysis can support future problem-solving has been limited. The study reported in this paper investigated learners’ understanding of multimedia instructional design and development derived from the analysis of two richly detailed cases, and how this understanding then supported learners in their own design projects. A qualitative case study approach was used to follow a class of Masters students engaged in a technology-supported, case-based learning environment. Student work from case analysis, group project and reflective tasks was the key data source, complemented by interviews with students and their instructor, observations of class meetings, and the collection of online discussion list records and electronic resource files. The study found that the case analysis task raised learners’ awareness of design approaches and project management strategies, and that discussion and reflection play critical roles in developing students’ understanding. The study also highlighted some limitations of the case approach, suggesting the need for strategies that support learners’ thinking and reasoning.  相似文献   

10.
Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs, few scholars have investigated the factors that affect faculty members’ decisions to involve undergraduates in their research projects. We investigated the individual factors and institutional contexts that predict faculty members’ likelihood of engaging undergraduates in their research project(s). Using data from the Higher Education Research Institute’s 2007–2008 Faculty Survey, we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics (STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive government funding for their research are more likely to involve undergraduates in their research project(s). In addition, faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in research. Implications for advancing undergraduate research opportunities are discussed.  相似文献   

11.
Individuals’ dispositions have long been held to direct and energise cognition in ways that shape how they experience and respond to events in the social world. Therefore, a consideration of these dispositions is likely to be helpful in understanding the inter-psychological processes between individual and social world that frame contemporary socio-cultural accounts of learning. Here, the specific concern is to elaborate the sources, legacies and potency of individuals’ dispositions in the learning of occupational practice through these processes. Having reviewed ideas about the dispositional underpinnings of individuals’ construal and construction of the knowledge required for work, these conceptions are exercised through illuminating the roles dispositions play in the process of constructing the knowledge required for an occupational practice (i.e. hairdressing). The study reported here combines workplace ethnography and problem-solving tasks to identify the source of these subjectivities, how they shape individuals’ cognitive processes at work tasks and their learning through participation in vocational practice. In all, it identified how individuals’ dispositions arise through socially-shaped life histories or ontogenies, albeit in person-dependent ways. The participants’ conceptions, preferences and procedures that shape their learning and the enactment of their practice were found to be products of earlier socially-derived experiences, thereby making them personally-subjective. These personally-subjective dispositions were identified as shaping how these individuals engage in work, learning and the ongoing remaking of work activities, because they influence inter-psychological processes that comprise the immediate experiences that constitute the enactment of these activities. So, this suggests that the sociogeneses of knowledge and learning likely includes personally unique social contributions that arise through ontogeny.  相似文献   

12.
With the introduction of any new initiative into the mathematics classroom, there is often an assumption that it will produce visible and measurable effects in teaching approaches and pupil progress. Yet, there is a body of research that tempers such optimism, drawing attention to a series of mitigating factors, for example, the deep-seated nature of teachers’ practices, their implicit or stated beliefs and values, and their lack of detailed awareness of how they perform in the classroom. Rather than make associative links between these factors and the success of the initiative, our intention is to examine the ways in which teachers are trying to interpret what the new scheme requires of them and how in turn, engaging with it causes them to re-describe both their pedagogic understanding and classroom practices relationally to earlier approaches. Employing data from a small project, we seek to examine four teachers’ moves to grapple with this attempted shift from one teaching paradigm to another by considering how certain key terms serve to anchor the teachers’ conceptions of themselves during this transition and find that their responses can be idiosyncratic and varied depending on the approaches in which they have been previously embedded. By using theoretical ideas from some neo-Marxist writers we examine these discursive shifts and their relevance to conceiving curriculum change. We suggest that the individual’s teaching practice develops as a result of it being understood and enacted through a succession of ideological filters, each adding to the cumulative experience of the teacher.  相似文献   

13.
Eliciting and responding to student thinking are high-leverage practices that have powerful implications for student learning. However, they are difficult to enact effectively, particularly for novices, and more research is needed to understand how teacher education can support teachers in developing these skills. This study examined ways prospective elementary teachers (PSTs) responded to unanticipated incorrect student solutions to high-demand problem-solving tasks and how their responses changed over a 6-week field experience embedded in a practiced-based mathematics methods course. Data were collected in 6 weekly cycles of planning (written plans), enactment (video of problem-solving sessions with students), and reflection (written reflections on video). Problem-solving task implementations were analyzed using cognitive demand and math-talk frameworks. Of the three collaborating PST groups, two groups improved at responding to unanticipated incorrect solutions, but these two groups also developed a tendency to shut down anticipated solutions. The third group showed no patterns in their responses to unanticipated incorrect solutions, but did maintain the cognitive demand when responding to anticipated solutions. I present a case of one group of collaborating PSTs who made improvements in responding to unanticipated incorrect solutions in terms of the pedagogical moves they employed, cognitive demand associated with their responses, and how their responses changed over time. Implications for teacher education are discussed.  相似文献   

14.
The purpose of this study was to examine and elaborate upon elementary prospective teachers’ (PSTs) conceptions of partitive division with fractions. We examined the degree to which PSTs’ conceptions were connected (i.e., capable of translating between representations correctly; aware that partitive division generates a unit rate for its quotient) and flexible (i.e., capable of differentiating between opportunities to partition or iterate (or both) when solving a partitive division task; aware that partitioning or iterating (or both) could be associated with the operation of division, as appropriate). Seventeen PSTs participated in task-based interviews prior to instruction in a mathematics content course for teachers. These PSTs demonstrated disconnected conceptions of partitive division with fractions when they incorrectly translated between representations and either inconsistently or did not express awareness that the purpose of the task was to generate a unit rate. These PSTs demonstrated rigid conceptions of partitive division with fractions such that they did not express awareness that the process of iterating could be associated with the operation of division, even when they obtained a correct answer by iterating. Results extend prior research by looking beyond PSTs’ performance on tasks to elaborate upon PSTs’ conceptions of the operation of partitive division. This study contributes new insights into PSTs’ conceptions that can be used by mathematics teacher educators to inform the design of future instructional interventions.  相似文献   

15.
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16.
The purpose of this paper is to contribute to the debate about how to tackle the issue of ‘the teacher in the teaching/learning process’, and to propose a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity the teacher organises for students during classroom sessions and the way he manages1 the relationship between students and mathematical tasks in two approaches: a didactical one [Robert, A., Recherches en Didactique des Mathématiques 21(1/2), 2001, 7–56] and a psychological one [Rogalski, J., Recherches en Didactique des Mathématiques 23(3), 2003, 343–388]. Articulating the two perspectives permits a twofold analysis of the classroom session dynamics: the “cognitive route” students are engaged in—through teacher’s decisions—and the mediation of the teacher for controlling students’ involvement in the process of acquiring the mathematical concepts being taught. The authors present an example of this cross-analysis of mathematics teachers’ activity, based on the observation of a lesson composed of exercises given to 10th grade students in a French ‘ordinary’ classroom. Each author made an analysis from her viewpoint, the results are confronted and two types of inferences are made: one on potential students’ learning and another on the freedom of action the teacher may have to modify his activity. The paper also places this study in the context of previous contributions made by others in the same field.  相似文献   

17.
A socio-constructivist account of learning and emotions stresses the situatedness of every learning activity and points to the close interactions between cognitive, conative and affective factors in students’ learning and problem solving. Emotions are perceived as being constituted by the dynamic interplay of cognitive, physiological, and motivational processes in a specific context. Understanding the role of emotions in the mathematics classroom then implies understanding the nature of these situated processes and the way they relate to students’ problem-solving behaviour. We will present data from a multiple-case study of 16 students out of 4 different junior high classes that aimed to investigate students’ emotional processes when solving a mathematical problem in their classrooms. After identifying the different emotions and analyzing their relations to motivational and cognitive processes, the relation with students’ mathematics-related beliefs will be examined. We will specifically use Frank’s case to illustrate how the use of a thoughtful combination of a variety of different research instruments enabled us to gather insightful data on the role of emotions in mathematical problem solving.  相似文献   

18.
The authors investigated the impact of 22 pre-service teachers’ participation in a change-oriented service-learning project on their conceptions of citizenship as civic actors and civic educators. The goal of this project was to push students toward adopting more critically conscious and activist conceptions of citizenship as aligned with the needs of a democratic society. Using Eyler and Giles’ (1999) typology of effective citizenship as an analytic framework, we describe how students’ participation in this project led to demonstrated growth along all five dimensions of effective citizenship. Yet, analysis revealed that, despite the project’s change-orientation, students’ conceptions of citizenship failed to move beyond personal responsibility to include enhanced social consciousness and the importance of collective action. Thus, we raise critical questions about what constitutes “effective citizenship” in a democratic society and the role of higher education in preparing teachers to embody and enact such a vision.  相似文献   

19.
This paper investigates the noticing of six Chinese mathematics prospective teachers (PSTs) when looking at a procedural error and responding to three specific tasks related to that error. Using video clips of one student’s procedural error consisting of exchanging the order of coordinates when applying the distance formula, some variation was found in how PSTs attended to, interpreted, and responded to this error. A more important finding is represented by the inconsistent responses that individual PSTs provided to the three related tasks. This finding suggests that, to some extent, prior learning experience, beliefs, and orientations inform what PSTs notice. But the finding also suggests the centrality of selecting tasks that provide accurate representations of PSTs’ emerging professional noticing. Implications for teacher educators are discussed.  相似文献   

20.
Although researchers in higher education propose alternatives to traditional approaches to assessment, traditional methods are commonly used in college or university science courses. The purpose of this study was to explore the feasibility and validity of Prospective Science Teachers’ (PSTs) concept maps as authentic assessment tools in a student-centred approach to describe the changes in the conceptual understanding of the PSTs in general chemistry laboratory investigations. After the PSTs (n = 47) decided on important issues, such as who would assess their concept maps and what scoring strategy and criteria would be used, they practiced assessing their own and peers’ concept maps during the first five laboratory investigations. They subsequently constructed and assessed pre- and post-laboratory concept maps in a student-centred approach consisting of self, peer, and instructor assessments for the five remaining laboratory investigations. The results of the study showed using pre- and post-laboratory concept maps as authentic assessment tools in a student-centred approach was valid and reliable for describing the conceptual understanding of the PSTs in a university general chemistry laboratory course. The results of individual interviews indicated most PSTs had positive views of their assessment practices in the laboratory course. This study also provides pedagogical implications for the training of science teachers.  相似文献   

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