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31.
Maeghan N. Hennessey Kelli Higley Steven R. Chesnut 《Educational Psychology Review》2012,24(2):187-204
Mathematics teachers face a myriad of instructional obstacles. Since the early 1990s, mathematics education researchers have
proposed the use of constructivist practices to counteract these ever-prevalent obstacles. While we do give credit to the
choices of instructional activities the constructivist paradigm promotes, there are problems with its use as the foundation
of mathematics pedagogy (e.g., Phillips, Educational Researcher 24: 5–12 1995; Simon, Journal for Research in Mathematics Education 26: 114–145 1995). In this paper, we will analyze and review the literature pertaining to the conceptual tenets and operational practices
of constructivism, and the viability of these practices for meeting the professional teaching standards proposed by the National
Council of Teachers of Mathematics (NCTM; 2000). We will then review the literature pertaining to a paradigm of teaching that may be more applicable, that of persuasive
pedagogical practices, and the ways in which these practices can differentially meet the goals of the mathematics standards.
The differences between constructivism and persuasive pedagogy lead us to believe that the adoption of the theory of teaching
as persuasion, or persuasive pedagogy, may be more appropriate for learning mathematics and the identification and correction
of misconceptions. Further, these pedagogical practices correspond with suggestions for mathematical discourse provided by
NCTM (2000). 相似文献
32.
In this study, we used social cognitive career theory (Lent, Brown, & Hackett, 1994) to examine the development of female athletes' career interest in coaching and, specifically, the impact of contextual factors (female coaching role models, working hours, and perceived discrimination) on coaching self-efficacy and outcome expectations. Participants were 205 predominantly White, heterosexual female student athletes. A path analysis indicated that role models and working hours predicted coaching self-efficacy, which predicted coaching outcome expectations. Additionally, coaching self-efficacy, coaching outcome expectations, and contextual factors predicted coaching interest. Practical implications are discussed as well as suggestions for further research in this relatively unexplored area. 相似文献
33.
Both K-12 schools and STEM disciplines are embedded in White supremacy and exclusion, making it that much harder for Black women to maintain an interest and sense of belonging in STEM. Through a Critical Race Feminism methodology, we tell the counterstories of our two co-authors, two Black women, over the course of their lives. Through these counterstories (stories that run counter to normative stories of STEM as male and White), Kelli and Samantha show us how they negotiated and maintained a sense of belonging in STEM even through moments of self-doubt in their STEM trajectory. These negotiations allowed them to carve a space for themselves within STEM. A key finding from these counterstories was the resilience both women developed through their participation in counterspaces and support from family and teachers that helped them develop pride in their STEM identity trajectories. Our study adds to the research on Black women's journeys in STEM by describing resilience strategies that our authors were forced to develop in response to White supremacy and how they were able to maintain their STEM identity by creating a counterstory that allowed them to maintain their sense of belonging within STEM. And yet, we conclude by asking if resilience is enough since both women questioned their authentic and valued place in their respective STEM disciplines because of the dominant storyline of STEM as White and male. Their stories reveal the deeper truth that change is needed in STEM to empower students of color to see themselves as not just tolerated but valued members of the discipline. 相似文献
34.
As mathematics educators think about teaching that promotes students’ opportunities to learn, attention must be given to the
conceptualization of the professional development of teachers and those who teach teachers. In this article, we generalize
and expand the instructional triangle to consider different interactions in a variety of teacher development contexts. We
have done so by addressing issues of language for models of teachers’ professional development at different levels and by
providing examples of situations in which these models can be applied. Through the expansion of our understanding and use
of the instructional triangle we can further develop the concept of mathematics teacher development. 相似文献
35.
Research in Higher Education - Do administrators in public higher education experience different levels of job satisfaction than their counterparts in the private sector? Drawing upon the... 相似文献
36.
Research Findings: The goal of the present study was to provide empirical evidence for the importance of mastering reading fluency in early schooling. Study participants were 1,322 students in 3rd grade in 42 schools in a northwestern state. These students were assessed using a battery of reading skill tests as well as comprehensive tests of more general reading outcomes from kindergarten through 3rd grade. Practice or Policy: The results of the study show that mastery of reading fluency prior to currently established benchmarks is a significant positive predictor of later reading skills in primary grades even after student demographic information and initial reading levels are controlled. The results provide additional evidence for the importance of early reading development, early intervention, and preventing reading difficulties as early as possible in schooling. 相似文献
37.
Analysis of the academic job market in 2002-2003 reveals that 118 nationally advertised academic jobs named technical or professional communication as a primary or secondary specialization. Of the 56 in the “primary” category that we were able to contact, we identified 42 jobs filled, 10 unfilled, and 4 pending. However, only 29% of the jobs for which technical or professional communication was the primary specialization were filled by people with degrees in the field, and an even lower percent (25%) of all jobs, whether advertised for a primary or secondary specialization, were filled by people with degrees in the field. Search chairs report a higher priority on teaching and research potential than on a particular research specialization, and 62% of all filled positions involve teaching in related areas (composition, literature, or other writing courses). 相似文献
38.
Kelli J. Chromey Amy Duchsherer Jennifer Pruett Kyle Vareberg 《Educational Media International》2016,53(1):1-12
The purpose of this research is to identify the students’ perceptions of social media use in a classroom setting. Knowing students’ perceptions of social media can help the instructor build a course that both student and teacher can find effective. Using focus groups this study found a model to determine if social media is an appropriate or inappropriate tool to incorporate into the classroom. The findings showed that social media can be a double-edged sword. Students are willing to accept social media use for class purposes under circumstances they perceive as appropriate. Students deem social media use as appropriate if it can be used without providing personal information, is the most effective tool available, can be engaged in voluntarily, is used for the purpose of announcements, and is perceived by the students as a convenience. 相似文献
39.
Kelli?NipperEmail author Thomas?Ricks Jeremy?Kilpatrick Lauren?Mayhew Sharren?Thomas Na?Young?Kwon Jacob?T.?Klerlein Dennis?Hembree 《Journal of Mathematics Teacher Education》2011,14(5):375-392
The purpose of this study was to better understand teacher tensions in professional development. The population under study
was practicing mathematics teachers engaged in a week-long professional development institute. Data sources included observations,
interviews, and teacher products (such as registration forms, surveys, journals, and notebooks). The data were analyzed to
determine what tensions were evident in the institute and how those tensions arose. In this paper, we examine participants’
tensions in a professional development situation when their expectations did not match reality. We have done so by presenting
a theoretical model of professional development based on an instructional rhombus that illuminates the actual and applicatory
aspects of teachers’ professional development experiences. The main tensions expressed by the teachers were related to the
content and pedagogy of the institute. This study points toward the importance of teachers’ expectations in professional development. 相似文献
40.
Kelli Cargile Cook 《Technical Communication Quarterly》2003,12(1):47-65
This article reports the findings of a national survey of members of the Association of Teachers of Technical Writing (ATTW). The survey focuses on practices of assessing student classroom work and specifically asked technical writing instructors what they assess, how they assess, and what they would like to do to assess their students optimally. In addition to reporting responses to these questions, the article concludes with recommendations for improving student assessment practices at the departmental, programmatic, and course levels. 相似文献