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AnnaMarie Conner Kelly W. Edenfield Brian W. Gleason Filyet Asli Ersoz 《Journal of Mathematics Teacher Education》2011,14(6):483-504
In this article, we report on a study of beliefs about mathematics, teaching, and proof conducted with six prospective secondary
mathematics teachers as they completed a two-semester sequence of a content course and a methods course. The initial beliefs
of the participants were identified using interview and survey data, and potential shifts in beliefs were examined through
further interview and survey data combined with classroom observations and written work. While their beliefs about mathematics
and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs
that foreground the activities and understandings of the students. These shifts are analyzed using the construct of belief
structures, and activities and events from the courses that may have facilitated the shifts are identified. The results are
consistent with the literature in some respects, such as the stability of the participants’ beliefs about mathematics. On
the other hand, our results present new information about how prospective secondary mathematics teachers’ beliefs about teaching
may be impacted. 相似文献
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Many students with learning disabilities (LD) experience difficulties with extracting relationships from expository text, especially if they are implicit. Results from studies with K-12 participants have been inconclusive regarding the potency of the graphic organizer (GO) as a comprehension tool. This study attempted to address some of the concerns with GO research by examining the effects of using GOs with middle school students with LD to convey and cue relational knowledge, using a longer intervention and using written essays to assess the students' attainment of relational knowledge. The results lend support for using GOs with students with LD to gain relational knowledge from expository textbooks. When factual knowledge was assessed via multiple choice tests and quizzes, no differences were found between treatment and control conditions. As in other GO studies, both groups demonstrated attainment of facts and concepts. But when relational knowledge was assessed, the two groups responded differentially. On essays that required application, the GO group provided significantly more relational knowledge statements than students in the No GO group did. 相似文献
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The purpose of this study was to investigate the effect of density of fish on the rate of avoidance learning in a schooling fish. Naive adult zebra fish (Brachydanio rerio) were trained in a two-way aquatic shuttlebox, in isolation, in groups of two, or in groups of five. The number of trials to reach progressively more exacting levels of performance (1, 2, 3, … ,9 consecutive correct avoidance responses on 2 successive days), was used to quantify the rate of learning for individuals in the three groups. Using this measure, individuals in groups of five reached any given level of performance in fewer trials than individuals tested alone, which in turn reached the progressive criteria in fewer trials than individuals tested in pairs. In addition, the mean latency of response to the conditioned stimulus for individuals in groups of five was significantly lower than for individuals tested alone or in groups of two by Day 3 of the experiment. The rate of learning in zebra fish schools at these densities may be due to either a balance between imitation learning and conflict-inhibition among the fish or the elicitation of different behavioral responses by shock, depending upon environmental stimuli. 相似文献
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The described interdisciplinary course helped a mixed population of in-service secondary English and biology teacher-participants increase their genetics content knowledge and awareness of Ethical, Legal, and Social Implications (ELSI) that arose from discoveries and practices associated with the Human Genome Project. This was accomplished by applying a critical literacy approach that allows people develop cognitive skills such that they are able to "read the world" (Wink, 2004). The approach is one that permits readers to go beyond the literal text to examine what is present as well as what is missing as it relates to issues of equity and fairness. Becoming critically literate enabled these teacher-participants to challenge the subtle attitudes, values, and beliefs conveyed by a range of written and oral texts. The teacher-participants in this course improved their critical literacy skills by actively reading, critically writing about, and using evidence to support their conclusions about issues arising from advances in human genetics. A biologist, a linguist, and an educator collaboratively designed and taught the course. The personalized focus on the integration of thoughtful reading and writing in this class enhanced the teacher-participants' (n = 16) professional and intellectual development and will potentially improve learning in their biology and English classrooms in the future. 相似文献
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This article discusses librarian support of medical education programs and patient care with blogs and wikis. Pedagogical background for using Web 2.0 tools in educational settings is explored and example applications given. A survey of health sciences libraries usage of blogs and wikis was conducted in 2009–2010. Using the results from the survey plus five years of experience using blogs and wikis at the University of Washington Health Sciences Library, best practices were compiled and are presented for guidance in establishing new blogs and wikis. 相似文献
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Universities and colleges have developed many new courses concerned with race relations. Objectives of these courses have been far-reaching and it has been particularly difficult to evaluate their effectiveness. Out-comes are often not clearly described. This study examined student experiences with minority groups before, during, and after taking an experimental course in race relations. We observed differences in the experiences with minority groups of open-minded, moderate, and closed-minded students who took the course, and differences in the experiences with minority groups of students who were more or less satisfied with the course. The sample was made up of 69 percent (N = 66) of the students who completed the course. Students said they had first heard of more of the well known minority individuals and had had more interpersonal relations with members of minority groups before taking the course. Most had visited or heard of more of the community agencies and councils while taking the course. At the conclusion of the course, a large number still had not read most of the books, magazines, and newspapers. Open-minded students had had more experiences with minority groups than had moderates before taking the course. The degree to which students were open or closed minded was also related to their number of non-experiences with both minority group people and minority literature at the conclusion of the course. Surprisingly, closed minded students were more satisfied with the course. More satisfied students read less about minority groups after the course was completed. Finally, the results indicated no significant differences in the experiences before, during, and after the course of students who were more and less satisfied with the course. 相似文献
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Dr Kathryn Scantlebury Ellen Johnson Scott Lykens Rennie Clements Susan Gleason Robert Lewis 《Research in Science Education》1996,26(3):271-281
Cooperating teachers are prominent people in influencing the next generation of teachers because they interact daily with
student teachers. This paper discusses the impact of gender-sensitive cooperating teachers on student teachers' teaching strategies,
questioning patterns and interactions during their teaching practicum. Student teachers working with these gender-sensitive
cooperating teachers were more equitable in their questioning patterns and more likely to ask students (of both genders) higher-order
questions than their peers.
Concord High School
Caesar Rodney High School
Glasgow High School
Middletown High School
Hanby Middle School 相似文献
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This article discusses librarian support of medical education programs and patient care with blogs and wikis. Pedagogical background for using Web 2.0 tools in educational settings is explored and example applications given. A survey of health sciences libraries usage of blogs and wikis was conducted in 2009-2010. Using the results from the survey plus five years of experience using blogs and wikis at the University of Washington Health Sciences Library, best practices were compiled and are presented for guidance in establishing new blogs and wikis. 相似文献