Critical Conversations on Social Justice in Undergraduate Mathematics     

Nathan N. Alexander  Zeynep Teymuroglu  Carl R. Yerger 《PRIMUS》2019,29(3-4):396-419

Abstract

This article explores how critical conversations engage undergraduate mathematics faculty in a community of practice that enhances their knowledge about teaching and learning mathematics for social justice. More broadly, critical conversations are defined as a cooperative learning strategy that can be used to identify, explore, and respond to various interests and issues situated across differing values and beliefs. We present a case study of a critical conversation that took place at a 2016 Mathematics for Social Justice workshop organized by a group of junior faculty. Participant reflections situate perspectives that can help novice and experienced instructors design conversations about teaching mathematics for social justice. Specifically, individual and group reflections highlight the importance of: (i) framing and reflecting on the conversation; (ii) exploring implications and content connections; and (iii) identifying barriers. Implications for faculty members and mathematics departments are provided.  相似文献   

Antecedents,correlates and consequences of faculty burnout     

Zaynab Sabagh  Nathan C. Hall  Alenoush Saroyan 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):131-156

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International Counseling Traits: Identifying Counseling Traits Ranked most Important by International Counseling Professionals through Q-Sort Analysis     

Nathan C. D. Perron  Toni Tollerud  Teresa A. Fisher 《International journal for the advancement of counseling》2016,38(2):159-176

Research has shown an increase in the study and discussion of international counseling throughout the past decade in the mental health domain. The counseling profession continues to take steps to address the lack of access to and the quality of counseling support throughout the world. A Q-sort methodology was utilized in order to capture an understanding of what might be identified as the most important traits for counselors to consider when counseling in international settings. A uniquely constructed Q-sort model developed from a careful review of the literature resulted in 35 items that were evaluated by 43 participants in two phases of analysis. The results from the Q-sort led to fuller consideration of the 12 counseling traits ranked highest. Three core themes that emerged from the data included: valuing people, personal character, and multicultural intentionality. Discussion about the highest ranked traits and core themes provides consideration of research implications and future studies in international counseling as a whole.  相似文献   

Students' estimates of knowledge gained as measures of the quality of teacher education     

Professor Peter Fensham  Dr. Kathiravelu Navaratnam  Dr. Warren Jones  Professor Leo West 《Research in Science Education》1991,21(1):80-89

One set of measures of the quality of courses for the preparation of science teachers stems from the perceptions exit students have of their knowledge with respect to that teaching. The Discipline Review of Teacher Education in Mathematics and Science surveyed these students late in 1988 on three broad types of knowledge-science content knowledge, curriculum knowledge, and pedagogical knowledge. Some of these findings of the Review are described. In addition, the base for developing items to measure these three types of knowledge is discussed in this paper. The variety in the data that emerged is also presented and the consistency of the findings with other measures of quality is described. Specialisations: science and technology curriculum, environmental education, educational disadvantage. Specialisations: research and evaluation in teacher education, technical and further education and total quality management. Specialisations: research in educational systems.  相似文献   

Editorial     

Nathan Deen 《International journal for the advancement of counseling》1998,20(3):173-173

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Digital Module 35: Through-Year Assessment     

Nathan Dadey  Brian Gong  Yun-Kyung Kim  Edynn Sato 《Educational Measurement》2024,43(1):97-98

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The Effects of Early Experience on Face Recognition: An Event-Related Potential Study of Institutionalized Children in Romania     

Margaret C. Moulson  Alissa Westerlund  Nathan A. Fox  Charles H. Zeanah  Charles A. Nelson 《Child development》2009,80(4):1039-1056

Data are reported from 3 groups of children residing in Bucharest, Romania. Face recognition in currently institutionalized, previously institutionalized, and never-institutionalized children was assessed at 3 time points: preintervention ( n  = 121), 30 months of age ( n  = 99), and 42 months of age ( n  = 77). Children watched photographs of caregiver and stranger faces while event-related potentials were recorded. Results demonstrate that institutionalized children show pervasive cortical hypoarousal in response to faces and that foster care is somewhat effective in remediating this deficit by 42 months of age. All 3 groups of children distinguished between the familiar and unfamiliar faces. These results have the potential to inform an understanding of the role of early experience in the development of the neural systems that subserve face recognition.  相似文献   

Teaching the process of molecular phylogeny and systematics: a multi-part inquiry-based exercise     

Lents NH  Cifuentes OE  Carpi A 《CBE life sciences education》2010,9(4):513-523

Three approaches to molecular phylogenetics are demonstrated to biology students as they explore molecular data from Homo sapiens and four related primates. By analyzing DNA sequences, protein sequences, and chromosomal maps, students are repeatedly challenged to develop hypotheses regarding the ancestry of the five species. Although these exercises were designed to supplement and enhance classroom instruction on phylogeny, cladistics, and systematics in the context of a postsecondary majors-level introductory biology course, the activities themselves require very little prior student exposure to these topics. Thus, they are well suited for students in a wide range of educational levels, including a biology class at the secondary level. In implementing this exercise, we have observed measurable gains, both in student comprehension of molecular phylogeny and in their acceptance of modern evolutionary theory. By engaging students in modern phylogenetic activities, these students better understood how biologists are currently using molecular data to develop a more complete picture of the shared ancestry of all living things.  相似文献   

Young people’s views about their involvement in decision‐making     

Hermione J. Aston  Nathan Lambert 《Educational Psychology in Practice》2010,26(1):41-51

This paper reports on research conducted over a two‐year period in a large Educational Psychology Service (EPS) in England. Researchers were keen to ascertain the views of young people and EPS members about young people being directly involved in educational decision‐making and how their genuine involvement in such decision‐making might be best achieved. Focus groups were employed as a means of gathering data which were analysed using Content Analysis. Young people and EPS members ultimately identified “culture”, “attitudes”, “environment”, and “systems” as being the most important factors in ensuring the genuine involvement of young people in decision‐making.  相似文献   

Academic self-concept and emotion relations: Domain specificity and age effects     

Thomas Goetz  Hanna Cronjaeger  Anne C. Frenzel  Oliver Lüdtke  Nathan C. Hall 《Contemporary educational psychology》2010

The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed.  相似文献