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1.
《The Journal of educational research》2012,105(6):462-469
ABSTRACTThe authors explored the impact of an online tutoring program, Math Whizz (Whizz Education, 2014), on student mathematics achievement at 15 elementary schools. Students participated in the use of the Math Whizz program for the duration of the school year as a supplement to mathematics instruction. The Math Whizz program recorded such information as initial mathematics age, growth in mathematics age, amount of usage, average quiz score, and average test score. Teachers were also surveyed regarding the implementation of the online tutoring platform. In addition, 1 school provided assessment scores from the summative statewide mathematics assessment, which was used as the outcome variable of a multiple regression with variables from the online tutoring program as independent variables. Findings indicated that Math Whizz usage was related to improvement in mathematics achievement as measured by the online tutoring program, teacher survey responses, and the state assessment data. 相似文献
2.
Moore Steven Haviland Don Moore William Tran Michael 《Journal of Science Education and Technology》2016,25(6):930-946
This article reports the findings of a 3-year study of a hybrid professional development program designed to prepare science and mathematics teachers to implement GIS in their classrooms. The study was conducted as part of the CoastLines Innovative Technology Experiences for Students and Teachers project funded by the National Science Foundation. Three cohorts of teachers participated in the program, with each participant receiving 40 h of synchronous online instruction and 80 h of in-person instruction and support over an 8-month period. Data from surveys of participants both before and after the program were analyzed using correlation, ordinary least squares, and ordered logit regression analyses. The analyses revealed increases in the self-reported frequency of GIS use and enhanced feelings of preparation, competence, community, and comfort with respect to using GIS for instruction. A composite index of all impact variables was positively influenced as well. The statistical analyses found a strong relationship between self-reported feelings of preparation and use of GIS. Some support was found for the idea that feelings of competence, community, and comfort were related to the teachers’ sense of preparation. The findings suggest that a robust hybrid model of teacher professional development can prepare teachers to use GIS in their classrooms. More research is needed to understand how hybrid models influence the sociopsychological and other dimensions that support teachers’ feelings of preparation to implement GIS.
相似文献3.
Amy Roth McDuffie Jeffrey Choppin Corey Drake Jon D. Davis Jennifer Brown 《Journal of Mathematics Teacher Education》2018,21(6):545-577
Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated. Adapting a noticing framework and models of dialogic instruction and direct instruction, teachers’ noticing practices with curriculum materials and the CCSSM when planning, enacting, and reflecting on lessons were examined. Teachers who were committed to implementing the CCSSM and who were using one of two substantively different curriculum programs were purposefully selected. Data sources included multiple forms of interviews and classroom observations. The teaching evidenced three distinct noticing patterns. These patterns indicated that teachers’ curriculum materials were associated with how teachers perceived and enacted the CCSSM. Teaching with a curriculum program that was designed as a thinking device prioritized the Standards for Mathematical Practice of CCSSM evidenced noticing that was consistent with dialogic instruction. Teaching with a curriculum program that was designed as a delivery mechanism prioritized the Content Standards of CCSSM and evidenced noticing consistent with direct instruction. Findings indicated that the designated curriculum and contributed to differing interpretations of CCSSM and served as a lens for noticing. However, a dialogic curriculum program was not sufficient to support dialogic approaches in practice. One pattern showed teachers planning dialogic lessons, but the lesson enactments were not consistent with teachers’ plans, with evidence that the teachers were not aware that their practices differed from dialogic approaches. Implications for research and practice are discussed. 相似文献
4.
Implementing mobile learning in curriculum-based educational settings faces challenges related to perceived ethical and learning issues. This study investigated the affordances of mobile technologies to support mathematics instruction by teachers. An exploratory study employing questionnaires and semi-structured interviews revealed that, while mathematics instruction can be augmented with mobile learning, the majority of schools in Indonesia have banned student use of mobile phones in classrooms. Teachers are concerned about the improper use of mobile phones that could impact their students' mental well-being and distract them from learning. Most teachers perceive mobile technologies to be disruptive and seem reluctant to use them for teaching delivery. However, teachers are eager to experiment with digital technologies within mathematics instruction. Our findings suggest infusing alternate technologies that fit better with the school's teaching and learning environment. This includes web-based applications that can run on different digital devices ranging from desktop computers, laptops, and tablets, to mobile phones. We propose setting up communities of practice for mathematics teachers to share their instructional repertoire on integrating digital technologies within the classroom. 相似文献
5.
Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: integrating two lines of inquiry 总被引：1，自引：0，他引：1
This article discusses the possibility of using nonprofessional tutoring as means for advancing low achievers in secondary
school mathematics. In comparison with professional, paraprofessional, and peer tutoring, nonprofessional tutoring may seem
less beneficial and, at first glance, inadequate. The described case study shows that nonprofessional tutors may contribute
to students' understanding and achievements, and thus, they can serve as an important assisting resource for mathematics teachers,
especially in disadvantaged communities. In the study, young adults volunteered to tutor low-achieving students in an urban
secondary school. Results showed a considerable mean gain in students' grades. It is suggested that affective factors, as
well as the instruction given to tutors by a specialized counselor, have played a major role in maintaining successful tutoring. 相似文献
6.
Theresa J. Grant James Hiebert Diana Wearne 《Journal of Mathematics Teacher Education》1998,1(2):217-236
We describe the way in which 12 primary-grade teachers responded to reform-minded teaching of multidigit addition and subtraction.
Three teachers were hired to deliver 6–12 weeks of specially designed instruction; the other 9 teachers observed this instruction
in their classrooms. Results of follow-up interviews showed that teachers who believed mathematics was more than a collection
of skills and that students must construct their own understandings were inclined to interpret and appreciate the special
instruction as the developers had intended. Teachers who believed mathematics was primarily a set of skills they must teach
focused on a few individual features of the instruction, usually the use of physical materials, and, if they transferred any
of the special instruction into their own teaching, often distorted the developers' intent. The more intensive involvement
of the hired teachers led to more positive assessments of the instruction, but even here antithetical beliefs constrained
later practice. Observations are provided on the nature of effective teacher development programs.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
7.
Erica N. Walker 《The Urban Review》2007,39(5):519-540
This article reports findings from a study of preservice mathematics teacher education students and their beliefs about and
experiences with students in an urban high school. The preservice teacher education students participated as mentors to a
group of peer tutors in a mathematics tutoring program. Data collected from questionnaires and interviews reveal that the
mentors had varied perceptions of tutoring program participants’ motivation, interest, and knowledge of mathematics. Mentors
held varied perceptions of urban schools and what teaching mathematics in urban settings entails. Further, mentors reported
that their work in the tutoring program had an impact on their strategies and plans for future mathematics teaching.
Erica N. Walker is Assistant Professor of Mathematics Education in the Department of Mathematics, Science, and Technology
and Research Fellow at the Institute for Urban and Minority Education at Teachers College, Columbia University. 相似文献
8.
Raffaella Borasi Judith Fonzi Constance F. Smith Barbara J. Rose 《Journal of Mathematics Teacher Education》1999,2(1):49-78
This article describes a professional development program that introduces middle school teachers to an inquiry approach to mathematics instruction as a vehicle to reform their teaching of mathematics. The program is characterized by the use of a few illustrative units that provide an integrated context for experiences as learners and experiences as teachers. Project participants consisted of mathematics and special education teachers in school-based support teams led by school facilitators. Results suggest that the illustrative units were of considerable value in promoting reform. The benefits of including an heterogeneous group of teachers in the same professional development program and of involving teachers from the same school are also discussed. 相似文献
9.
This study explores prospective teachers’ skills of attending, interpreting and responding to content-specific characteristics of mathematics instruction in classroom videos. Prospective teachers analyzed the mathematics instruction of two teachers through four video clips and proposed alternative instructional ways to support the teaching and learning of mathematics. The results indicated that as prospective teachers examined the teachers’ instructional practices, they increased their level of attending and interpretation to content-specific aspects of instruction rather than focusing on generic dimensions of the instruction. When they watched and compared different characteristics of teachers’ mathematics instruction, they provided more detailed and mathematical instructional suggestions. 相似文献
10.
张伟远 《现代远程教育研究》2013,(1):7-14,23
教育信息化已经成为世界各国继续教育发展的方向,网络教学日益成为继续教育的重要教学传递模式。国家教育部2012年的《教育信息化十年发展规划》明确提出信息化技术与教育深度融合的要求,为学习者提供方便、灵活、个性化的学习环境。如何实现信息技术和继续教育的深度融合,关键是发展和采用有效的网络教学模式。从理论阐述上,笔者提出这一网络教学模式的基本框架,其组成包括网络学习平台、网络学习课程、网络导学和支持、网络教学管理以及质量保证体系。香港大学教师进修学院对这一网络教学模式的应用实践效果明显。学院于1999年开发了第一个网络教学平台,2012年又推出新的平台,称为SOUL2.0,其优势是功能模块化、整合Web2.0互动功能、整合学习功能、整合评价功能、降低开发成本。新平台为推进信息技术与继续教育的深度融合提供了坚实的基础设施。以全网络课程＂网络课程的设计和开发＂为例,在新平台上对课程介绍、课程教学设计、网络导学和支持、信息技术和互动学习融合及质量保证等方面进行了探索。经案例研究表明,我们通过采用系统的和有质量保证机制的网络教学发展模式,在继续教育领域中可以达到与面授相同而且更加灵活的教学和学习成效。 相似文献
11.
12.
Professional Conversations and Professional Growth 总被引：1，自引：0，他引：1
Murray S. Britt Kathryn C. Irwin Garth Ritchie 《Journal of Mathematics Teacher Education》2001,4(1):29-53
A professional development program for 18 teachers was conducted over a two-year period. The participating teachers taught
in intermediate schools (students aged 11–13) and secondary schools. The teachers worked collaboratively to improve their
mathematics teaching, with encouragement to reflect on their practice but with minimal instruction from the researchers. Results,
as defined by change in teaching practices, beliefs, and reflections, and student achievement, indicated that the collaborative
program was particularly useful for experienced secondary school teachers but less useful for intermediate school teachers.
We concluded that this type of professional development was most useful for teachers who had sufficient knowledge of mathematics;
these teachers were able to focus on pedagogy and to draw connections between aspects of the mathematics they taught, without
recourse to a specialist's advice.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
13.
Patricia S. Moyer 《Educational Studies in Mathematics》2001,47(2):175-197
Teachers often comment that using manipulatives to teach mathematics is ‘fun!’ Embedded in the word ‘fun’ are important notions
about how and why teachers use manipulatives in the teaching of mathematics. Over the course of one academic year, this study
examined 10 middle grades teachers’ uses of manipulatives for teaching mathematics using interviews and observations to explore
how and why the teachers used the manipulatives as they did. An examination of the participants’ statements and behaviors
indicated that using manipulatives was little more than a diversion in classrooms where teachers were not able to represent
mathematics concepts themselves. The teachers communicated that the manipulatives were fun, but not necessary, for teaching
and learning mathematics.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
14.
Sara McCormick Davis 《Journal of Early Childhood Teacher Education》2013,34(2):185-192
Abstract The purpose of the study was to examine the engagement of preservice teachers in the kind of authentic experiences that provided the modeling needed to make high‐quality instruction in mathematics a reality for young children. Inasmuch as these preservice teachers had not yet received any formal methods classes in mathematics, the authors theorized that classroom teachers whose practices and dispositions were congruent with the National Council of Teachers of Mathematics standards and the State of South Carolina Mathematics Standards could model effective teaching instruction for young children using the project approach. These same teachers could then provide mentoring and encouragement to preservice teachers as they became involved in this high‐quality program for 4‐year olds, deepening the knowledge base of the preservice teachers regarding developmentally appropriate ways to teach numeracy to 4‐year olds. © 2005 Elsevier Inc. All rights reserved. 相似文献
15.
Katherine N. Peeples Allison M. Kroesch Victoria J. VanUitert 《Learning disabilities research & practice》2023,38(2):129-143
Middle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content-area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not receive training in literacy instruction, much less in explicit vocabulary instruction. Additionally, relatively few studies have examined content-area vocabulary instruction at the middle or secondary school level. This study addressed these gaps in the research by examining the effect of a performance feedback and coaching intervention on middle school mathematics teachers’ use of explicit mathematics vocabulary instruction. Results of the study indicate that performance feedback and coaching had moderately positive effects on teachers’ use and quality of explicit mathematics vocabulary instruction. 相似文献
16.
Jaime L. Sabel Cory T. Forbes Leslie Flynn 《International Journal of Science Education》2016,38(7):1077-1099
Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students’ sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown that teachers may not understand FA, how to implement it, or have sufficient content knowledge to use it effectively. Few studies have investigated how teachers gather information to evaluate students’ ideas or how content knowledge factors into those decisions, particularly within the life science discipline. We designed a study embedded in a multi-year professional development program that supported elementary teachers’ development of disciplinary knowledge and FA practices within science instruction. Study findings illustrate how elementary teachers’ life science content knowledge influences their evaluation of students’ ideas. Teachers with higher levels of life science content knowledge more effectively evaluated students’ ideas than teachers with lower levels of content knowledge. Teachers with higher content exam scores discussed both content and student understanding to a greater extent, and their analyses of students’ ideas were more scientifically accurate compared to teachers with lower scores. These findings contribute to theory and practice around science teacher education, professional development, and curriculum development. 相似文献
17.
Bruria Shayshon Hagar Gal Bertha Tesler Eun-Sung Ko 《Educational Studies in Mathematics》2014,87(3):409-438
The instruction of mathematically talented students (MTS) in heterogeneous classes is an issue of debate. Questions of equity, differential instruction, teacher awareness of their talented students’ needs, and their willingness and competence to face the challenges of nurturing these students are all raised within this context. Our international study compared South Korean, American, and Israeli teachers of mathematics perspectives concerning their (a) perceived competence to teach MTS (b) perceived competence in addressing MTS’ needs through differential instruction, (c) support for separation of MTS into special math classes, and (d) equity views concerning MTS’ needs. Data was collected by means of a questionnaire presented to 80 South Korean, 145 Israeli, and 58 American teachers of mathematics. Findings suggested that most teachers in these countries perceived themselves as competent to teach MTS, while very few of the participants supported the separation of MTS into special classes. South Korean teachers perceived themselves to be less competent in teaching MTS as well as in applying differential instruction and agreed more than their foreign counterparts that the fostering of mathematically weak students is more important than the fostering of MTS. Teachers who had some mathematical background appeared to perceive themselves as more competent to teach MTS than teachers who had no mathematical background. Teachers who predominantly taught large classes felt less competent to teach MTS than teachers who predominantly taught medium-sized classes. Findings were partially interpreted within the perspective of cultural differences. Recommendations for teachers’ professional development are drawn. 相似文献
18.
《International Journal of Educational Development》2002,22(1):55-68
This paper discusses the findings of a study into the potentials of peer coaching as part of a professional development program, consisting of an in-service course and exemplary curriculum materials, in supporting the implementation of learner-centred teaching in senior secondary science and mathematics education in Botswana. Teachers in the study organised several peer coaching activities and considered them beneficial. They primarily indicated having learned about general teaching issues while comments referring specifically to the implementation of learner-centred teaching were sparse. It is argued that for peer coaching to be an effective support tool teachers should have a thorough conceptualisation of this innovative approach. 相似文献
19.
Won sug Shin 《Technology, Pedagogy and Education》2013,22(4):461-476
Until now, research on technology integration in K–12 settings focused on revealing factors that influence technology use in the classroom by teachers has not paid much attention to what teachers recognise and why they incorporate technology in the classroom. Thus, this study aims to investigate how teachers recognise important factors that influence quality technology integration and how teachers use technology in Korean schools, using closed- and open-ended items and verbatim quotes of teachers’ responses to a series of open-ended questions. The results indicate that teachers’ use of technology in practice is affected by the multidimensional characteristics of schools; hence, support of technology use therein should be improved. Teachers’ aptitude, disposition and attitudes toward technology are the most important factors for ICT-related instruction. Additionally, the answers given by the cohort to the open-ended questions help to explain the specific educational context in the Republic of Korea. Teachers report using technology largely because it provides personal convenience; additionally, the use of third-party content providers’ websites by teachers emerges as a substantial issue in the area of technology integration in the classroom. 相似文献
20.
AbstractThe online environment is an expansive educational context distinct from the traditional one. We problematize the current online teacher education landscape and make recommendations for practices that prepare and support teachers as online teachers, rather than teachers who periodically use Internet resources and digital devices for instruction. Recommendations focus on personalization, collaboration, administrative support, program (re)designs, new models of technological integration, attention to standards for teaching and learning, and ongoing professional learning opportunities. 相似文献