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1.
Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed and implemented to prepare TAs for this role, but data about effectiveness are lacking and are derived almost exclusively from self-reported surveys. In this study, we describe the design of a reformed PD (RPD) model and apply Kirkpatrick''s Evaluation Framework to evaluate multiple outcomes of TA PD before, during, and after implementing RPD. This framework allows evaluation that includes both direct measures and self-reported data. In RPD, TAs created and aligned learning objectives and assessments and incorporated more learner-centered instructional practices in their teaching. However, these data are inconsistent with TAs’ self-reported perceptions about RPD and suggest that single measures are insufficient to evaluate TA PD programs. 相似文献
2.
Graduate Teaching Assistants (TAs) need effective, appropriate professional development opportunities that offer both meaningful
foundations and strategically useful tools for their teaching. This study examined and explored the perceptions of TAs with
regard to the nature, content, and design characteristics of training and development for teaching in the research university.
A group of 210 graduate teaching assistants at a research university reported their perceptions of a range of design elements
of training sessions and activities. TAs perceived that training contributed to their learning and development, promoting
skills and strategies helpful for their teaching. More focused, strategic sessions received higher overall scores than more
general foundational sessions, though strategic sessions were grounded in the more foundational ones. Design features that
TAs reported most significantly contributed to their development were: expertise of speakers, structural design of events,
and quality of support materials. Eighty percent of TAs reported intentions to continue learning about instructional theory
and practice. Findings include consistency with some previous research-based principles of training and development, but also
raise new questions regarding TAs’ needs and how to address them. 相似文献
3.
Matter and Interactions (M&I) has recently been adopted as a novel introductory physics course that focuses on the application
of a small number of fundamental physical principles to the atomic and molecular nature of matter. This study investigated
how five physics teaching assistants (TAs) developed professional knowledge for teaching from their teaching experiences.
Specifically, we explored what experiences influenced their knowledge development for teaching the innovative introductory
physics course, M&I. Through a qualitative, multiple case study research design, data was collected from multiple sources:
non-participant observations, digitally recorded video, semistructured interviews, TAs’ written reflections, and researchers’
field notes. As TA’s progressed through the semester, two experiences emerged as having a significant role in their development
of knowledge for teaching M&I: (1) setting teaching, learning, and curriculum goals for their classes; and (2) encountering
dilemmas of teaching and learning. The results of this study will contribute to future preparation of the innovative introductory
physics course as well as other college level science courses. 相似文献
4.
5.
Alphonse Uworwabayeho 《Journal of Mathematics Teacher Education》2009,12(5):315-324
This article presents practical perspectives on mathematics teacher change through results of collaborative research with
two mathematics secondary school teachers in order to improve the teaching and learning of mathematics in Rwanda. The 2006
national mathematics curriculum reform stresses pedagogies that enhance problem-solving, critical thinking and argumentation.
Teachers need to use new teaching strategies. This article is a case study looking at issues around developing teachers’ use
of interactions in mathematics classrooms independently of the national programme. Outputs of the study include teachers’
awareness of the need for change and their increased flexibility to accept learners’ autonomy in shifting from teacher-centred
to learner-centred pedagogy. Geometer’s Sketchpad challenged teachers’ practice and then provoked reflection to improve student
learning. 相似文献
6.
Advocates of constructivist science recommend that school science begins with children’s own constructions of reality. This
notion of the way in which students’ knowledge of science grows is closely paralleled by recent research on teachers’ knowledge.
This paper draws on case study evidence of teachers’ work to show how two experienced teachers’ attempts to develop alternative
ways of teaching science involved reframing their previous patterns of understanding and practice. Two alternative interpretations
of the case study evidence are offered. One interpretation, which focuses on identifying gaps in the teachers’ knowledge of
science teaching, leads to theconstructivist paradox. The second interpretation explores theconstructivist parallel, an approach which treats the process of teachers’ knowledge growth with the same respect as constructivists treat students’
learning of science. This approach, the authors argue, is not only more epistemologically consistent but also opens up the
possibilities of helping teachers lead students towards a constructivist school science.
Specializations: Teachers’ knowledge and culture, educational change, qualitative research methodology.
Specializations: Teachers’ knowledge, imagery and teachers’ work, teacher collegiality, supervision of teachers’ work. 相似文献
7.
8.
?se Hansson 《Educational Studies in Mathematics》2012,81(1):103-125
In the multilingual mathematics classroom, the assignment for teachers to scaffold students by means of instruction and guidance in order to facilitate language progress and learning for all is often emphasized. In Sweden, where mathematics education is characterized by a low level of teacher responsibility for students’ performance, this responsibility is in part passed on to students. However, research investigating the complexity of relations between mathematics teaching and learning in multilingual classrooms, as well as effect studies of mathematics teaching, often take the existence of teachers’ responsibility for offering specific content activities for granted. This study investigates the relations between different aspects of responsibility in mathematics teaching and students’ performance in the multilingual mathematics classroom. The relationship between different group compositions and how the responsibility is expressed is also investigated. Multilevel structural equation models using TIMSS 2003 data identified a substantial positive influence on mathematics achievement of teachers taking responsibility for students’ learning processes by organizing and offering a learning environment where the teacher actively and openly supports the students in their mathematics learning, and where the students also are active and learn mathematics themselves. A correlation was also revealed between group composition, in terms of students’ social and linguistic background, and how mathematics teaching was performed. This relationship indicates pedagogical segregation in Swedish mathematics education by teachers taking less responsibility for students’ learning processes in classes with a high proportion of students born abroad or a high proportion of students with low socio-economic status. 相似文献
9.
Vanithamani Saravanan 《Educational Research for Policy and Practice》2005,4(2-3):97-113
‘Thinking schools’ will be sites of learning for everyone declared the Singapore Prime Minister, Goh Chok and Minister of
Education Teo Chee Hean’s in 1997 also spoke on the model of’ ‘thinking schools, learning nation’. Gardner’s model was used
for the thinking school model in Singapore, in order to develop critical and creative thinking in students. This was to be
done with the use of instructional technology as an enabling tool using a diversity of approaches including integrated project
work. This paper reports on how one school went about changing approaches to teaching and learning by implementing integrated
project work as a way of integrating the content areas of the curriculum, mathematics and science through English language,
supported by the tools of instructional technology. 相似文献
10.
中小学"数学情境与提出问题"教学的实验研究 总被引：1，自引：0，他引：1
Xiaogang Xia Chuanhan Lü Bingyi Wang Yunming Song 《Frontiers of Education in China》2007,2(3):366-377
This research tends to make the experimental study on the mathematics teaching model of “situated creation and problem-based
instruction” (SCPBI), namely, the teaching process of “creating situations—posing problems—solving problems—applying mathematics”.
It is aimed at changing the situation where students generally lack problem-based learning experience and problem awareness.
Result shows that this teaching model plays a vital role in arousing students’ interest in mathematics, improving their ability
to pose problems and upgrading their mathematics learning ability as well.
相似文献
11.
This paper is methodologically based, addressing the study of mathematics teaching by linking micro- and macro-perspectives.
Considering teaching as activity, it uses Activity Theory and, in particular, the Expanded Mediational Triangle (EMT) to consider the role of the broader social frame in which classroom teaching is situated. Theoretical and methodological
approaches are illustrated through episodes from a study of the mathematics teaching and learning in a Year-10 class in a
UK secondary school where students were considered as “lower achievers” in their year group. We show how a number of questions
about mathematics teaching and learning emerging from microanalysis were investigated by the use of the EMT. This framework
provided a way to address complexity in the activity of teaching and its development based on recognition of central social
factors in mathematics teaching–learning. 相似文献
12.
Carlton J. Fong Joanna Gilmore Tershia Pinder-Grover Molly Hatcher 《Journal of Further & Higher Education》2019,43(3):363-380
As current graduate instructors of labs and class discussions, teaching assistants (TAs) play a critical role in Science, Technology, Engineering, and Math (STEM) undergraduate education, especially as some graduate students may choose a faculty career in the future. Because of the importance of TAs and their development as scholars and instructors, we sought to determine the most effective methods of preparing engineering TAs at two research universities. We compare the impact of a teaching orientation with one of four teaching development programmes (Pedagogy Course, Advanced Practice Teaching, Workshop Attendance with Written Reflection, or Mid-Semester Student Feedback with Written Reflection) on engineering TAs’ teaching efficacy and definitions of active learning. Results indicated that the Pedagogy Course consistently increased TAs’ teaching efficacy and attitudes toward teaching compared with the other programmes. We also found that stand-alone Mid-Semester Student Feedback with Written Reflection enhanced TAs’ efficacy for reflection and beliefs about teaching. We discuss implications for providing teaching development for graduate students and directions for future research. 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.
Konstantinos A. Sdrolias Triandafillos A. Triandafillidis 《Educational Studies in Mathematics》2008,67(2):159-169
Students mainly perceive the transition to secondary school as an opportunity to start their school career anew. Reality often
proves them wrong, especially in the case of mathematics. In our paper, we briefly discuss children’s transition to secondary
school as both an opportunity and a problem, with reference to the Greek context. In discussions about the transition to secondary
school and its effect on the teaching and learning of mathematics, primary and secondary school teachers in Greece often depict
school mathematics as a “chain” of concepts and procedures. With this metaphor as our reference point, we discuss how ideologies
about the teaching of mathematics are enacted in both school levels. We will base our discussion on the analysis of extracts
taken from dialogues in primary and secondary school mathematics classrooms in Greece. In our analysis, we employ a Peircean
view of semiotics in an attempt to conceptualize students’ rushed introduction to rigor in justifying mathematical statements
in secondary school. These extracts are part of a longitudinal study that aimed, on the one hand, to pinpoint discontinuities
and continuities in the teaching of geometry between primary and secondary schools and, on the other, to investigate whether
a set of curriculum material that we designed could serve as a link in the teaching of geometry between the two school levels. 相似文献
15.
Despina Potari Barbara Georgiadou–Kabouridis 《Journal of Mathematics Teacher Education》2009,12(1):7-25
This article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The focus is on the
development of the teacher’s beliefs regarding mathematics teaching and learning from the last year of her university studies
up to the third year of teaching mathematics in school. This development has been investigated within three different contexts,
which have been distinguished in terms of the kind of support provided to this teacher. Two dominant beliefs emerged which
have been traced through the period of the study from both the teacher’s reflections and actions. The first belief drew on
the idea that what was considered an easy mathematical task by an adult could also be easily understood by children, while
the second was that children learn mathematics through their actual involvement in a variety of teaching activities. The results
indicate the way that teacher’s experiences from her university studies, actual classroom practice and inservice education
interact and influence her beliefs and professional development. 相似文献
16.
Ng Wee Leng 《International Journal of Science and Mathematics Education》2006,4(3):485-511
Ancient Chinese mathematics has been the focus of many research studies and scholarly works from a historical perspective.
However, no move has been made to investigate its role in the teaching and learning of mathematics. This pilot study examined
the effects of an Ancient Chinese Mathematics Enrichment Programme (ACMEP) on the academic achievement of second-year students
from a secondary school in Singapore – a strand of a principle study with the intent of investigating the possible roles of
ancient Chinese mathematics in the Singapore secondary school mathematics curriculum. Analysis of covariance was used to examine
the difference in mean scores on a variety of formal assessments in mathematics between students who participated in the ACMEP
and those who did not. In addition, the scores on formal assessments of other relevant subjects were analyzed to further investigate
the ACMEP’s scope of influence. 相似文献
17.
Ancient Chinese mathematics has been the focus of many research studies and scholarly works from a historical perspective.
However, no move has been made to investigate its role in the teaching and learning of mathematics. This pilot study examined
the effects of an Ancient Chinese Mathematics Enrichment Programme (ACMEP) on the academic achievement of second year students
from a secondary school in Singapore—a strand of a principal study which had the intent of investigating possible roles of
ancient Chinese mathematics in the Singapore secondary school mathematics curriculum. Analysis of covariance was used to examine
the difference in mean scores on a variety of formal assessments in mathematics between students who participated in the ACMEP
and those who did not. In addition, scores on formal assessments of other relevant subjects were analyzed to further investigate
ACMEP’s scope of influence. 相似文献
18.
Amy E. Ryken 《Journal of Mathematics Teacher Education》2009,12(5):347-364
This documentary account situates teacher educator, prospective teacher, and elementary students’ mathematical thinking in
relation to one another, demonstrating shared challenges to learning mathematics. It highlights an important mathematics reasoning
skill—creating and analyzing representations. The author examines responses of prospective teachers to a visual representation
task and, in turn, their examination of school children’s responses to mathematical tasks. The analysis revealed the initial
tendency of prospective teachers to create pictorial representations and highlights the importance of looking beyond the pictures
created to how prospective teachers use mathematical models. In addition, the challenges prospective teachers face in moving
beyond a ruled-based conception of mathematics and a right/wrong framework for assessing student work are documented. Findings
suggest that analyzing representations helps prospective teachers (and teacher educators) rethink their teaching practices
by engaging with a culture of teaching focused on reading for multiple meanings and posing questions about student thinking
and curriculum materials. 相似文献
19.
Shu-Huei Yen 《Asia Pacific Education Review》2009,10(4):455-463
Research shows that minority students continue to fail in the Taiwan public school system. That failure has sharply focused
on the urgent need for teachers with the skills to work effectively with minority students. The purpose of this study is to
investigate the experiences of an exemplary Taiwanese teacher who teach Indigenous students and to obtain insights about teaching
Indigenous students. Four themes can be drawn from the teacher’s beliefs and knowledge about educating Indigenous students
and her efforts on behalf of that cause. The themes are to adapt teaching to students’ learning needs, to believe in their
learning ability, to provide curriculum in context, and establish caring relationships with students. The implications for
teaching practices and teacher education are provided. 相似文献
20.
Gill Johnson 《Education 3-13》2018,46(7):729-740
The role and deployment of teaching assistants (TAs) (paraprofessionals) have changed significantly over the past decade; TAs in England hold greater responsibilities in terms of their wider role in classrooms and, specifically, in relation to their support for children with literacy difficulties in a primary school context. The impact of their role has been both questioned and challenged; nevertheless, in relation to literacy support, their role is widely valued by schools, and evidence exists that there is a positive impact on attainment. This paper reports on a case study of an early literacy intervention implemented by TAs which, it is argued, provides a positive model of TA deployment and literacy intervention implementation. It is also argued that this model of intervention offers a scaffold to the TAs themselves, who are then far better placed to scaffold the literacy learning of children with individual needs. 相似文献