Foregrounding equity in mathematics teacher education   总被引：1，自引：0，他引：1  

Marilyn Strutchens  Jennifer Bay-Williams  Marta Civil  Kathryn Chval  Carol E. Malloy  Dorothy Y. White  Beatriz D’Ambrosio  Robert Q. Berry III 《Journal of Mathematics Teacher Education》2012,15(1):1-7

  相似文献   

Mathematics learning and assessment using MathE platform: A case study     

Azevedo  Beatriz Flamia  Pereira  Ana I.  Fernandes  Florbela P.  Pacheco  M. Fatima 《Education and Information Technologies》2022,27(2):1747-1769

Education and Information Technologies - Universities are encouraging the implementation of innovative methodologies and teaching strategies to develop an interactive and appealing educational...  相似文献   

The accountability era in US teacher education: looking back,looking forward     

Marilyn Cochran-Smith  Megina Baker  Stephani Burton  Wen-Chia Chang  Molly Cummings Carney  M. Beatriz Fernández 《欧洲师范教育杂志》2017,40(5):572-588

Abstract

In keeping with the theme of the 40th anniversary issue of EJTE, this article looks back and forward at US teacher education accountability. It argues that “holding teacher education accountable” has been the major approach to reforming teacher education in the US for the last two decades, assuming that enhanced teacher education quality depends on vigilant public evaluation and monitoring of outcomes related to teacher education institutions, programs, and teacher candidates. This article looks back at the “era of accountability” by examining five policy, political, and professional developments that contributed to its emergence and strong hold on US teacher education. Looking forward to the future of teacher education accountability in the US, the article argues that we need a new approach – democratic accountability in teacher education – which is based on intelligent professional responsibility for students’ learning including democratic knowledge and skills, strong equity, and genuine collaboration with multiple stakeholders.  相似文献   

Developing Instructional Web Sites – A Software Engineering Approach     

Jonas A. Montilva  Beatriz Sandia  Judith Barrios 《Education and Information Technologies》2002,7(3):201-224

This paper focuses on the application of software engineering practices to the development of instructional web sites. The development of a web site, to support a distance or campus-based online course, is a very complex process that involves many instructional and technical aspects, including the instructional purpose of the course, its content, its structure, its interface, and its teaching–learning activities. The use of a method is essential for dealing with the complexity of this process. We describe, in this paper, a software engineering method that helps course designers and teachers to develop high quality instructional web sites. The design of the method was based on the integration of well-known principles, concepts and process models borrowed from instructional design, method engineering, and object-oriented software engineering. The method addresses the managerial processes required to plan, organize, and control the project, as well as the instructional and technical activities involved in the development of high quality course sites.  相似文献   

The Impact of Corporate Media News on Market Valuation     

Beatriz Cuellar-Fernández  Yolanda Fuertes-Callén  José Antonio Laínez-Gadea 《Journal of Media Economics》2013,26(2):90-110

This article explores the influence of Web-based corporate reporting on the investors' valuation of companies in the information and communications technology industry. This study compiled 8,111 news items issued in the “Press Releases” tab of the firms' Web sites between January 2003 and April 2005, and analyzed what type of news items affects stock returns. The results show a positive price reaction to news regarding new customers, completion of acquisitions, strategic long-term decisions, and non-technological alliances. In contrast, the results show a negative price reaction to news regarding the launch of new or upgraded products.  相似文献   

Progression in Complexity: Contextualizing Sustainable Marine Resources Management in a 10th Grade Classroom     

Beatriz Bravo-Torija  María-Pilar Jiménez-Aleixandre 《Research in Science Education》2012,42(1):5-23

Sustainable management of marine resources raises great challenges. Working with this socio-scientific issue in the classroom requires students to apply complex models about energy flow and trophic pyramids in order to understand that food chains represent transfer of energy, to construct meanings for sustainable resources management through discourse, and to connect them to actions and decisions in a real-life context. In this paper we examine the process of elaboration of plans for resources management in a marine ecosystem by 10th grade students (15–16 year) in the context of solving an authentic task. A complete class (N = 14) worked in a sequence about ecosystems. Working in small groups, the students made models of energy flow and trophic pyramids, and used them to solve the problem of feeding a small community for a long time. Data collection included videotaping and audiotaping of all of the sessions, and collecting the students’ written productions. The research objective is to examine the process of designing a plan for sustainable resources management in terms of the discursive moves of the students across stages in contextualizing practices, or different degrees of complexity (Jiménez-Aleixandre & Reigosa International Journal of Science Education, 14(1): 51–61 2006), understood as transformations from theoretical statements to decisions about the plan. The analysis of students’ discursive moves shows how the groups progressed through stages of connecting different models, between them and with the context, in order to solve the task. The challenges related to taking this sustainability issue to the classroom are discussed.  相似文献   

The relationship between biology teachers’ understanding of the nature of science and the understanding and acceptance of the theory of evolution     

Hernán Cofré  Emilia Cuevas  Beatriz Becerra 《International Journal of Science Education》2013,35(16):2243-2260

ABSTRACT

Despite the importance of the theory of evolution (TE) to scientific knowledge, a number of misconceptions continue to be found among biology teachers. In this context, the first objective of this study was to identify the impact of professional development programme (PDP) on teachers’ understanding of nature of science (NOS) and evolution and on the acceptance of this theory. Its second objective was to study the relationship among these variables. Three instruments were used to quantify these variables: the Views of the Nature of Science Version D (VNOS D+), the Assessing Contextual Reasoning about Natural Selection (ACORN), and the Measure of Acceptance of Theory of Evolution (MATE). The results indicate that the PDP had a positive impact on teachers, significantly improving their understanding of the NOS and natural selection, as well as their acceptance of the TE. Furthermore, a positive correlation between the understanding of the NOS obtained by teachers in the first part of the PDP and the understanding and acceptance of evolution that these teachers showed at the end of the programme was determined. However, no relationship between an understanding of the NOS and gains in the understanding and acceptance of evolution was found.  相似文献   

Los libros del año 1989     

Antonio Bautista  Carlos Monereo  Juan Ignacio Pozo  Pia Vilarrubias  Itziar Idiazábal  Beatriz Trueba 《Infancia y Aprendizaje》2013,36(49):107-124

  相似文献   

Reliability and validity evidence of scores on the Achievement Goal Tendencies Questionnaire in a sample of Spanish students of compulsory secondary education     

Candido J. Ingles  Jose M. Garcia‐Fernandez  Juan L. Castejon  Antonio Valle  Beatriz Delgado  Juan C. Marzo 《Psychology in the schools》2009,46(10):1048-1060

This study examined the reliability and validity evidence drawn from the scores of the Spanish version of the Achievement Goal Tendencies Questionnaire (AGTQ) using a sample of 2,022 (51.1% boys) Spanish students from grades 7 to 10. Confirmatory factor analysis replicated the correlated three‐factor structure of the AGTQ in this sample: Learning Goals (LG), Social Reinforcement Goals (SRG), and Performance Goals (PG). The AGTQ yields relatively reliable scores for Spanish students. Logistic regression analyses were used to provide additional validity evidence of AGTQ scores on academic success (general, Spanish, and mathematics). Results indicated that general academic success was 15% and 5% more likely every time that scores on LG and PG scales increased 1 point, respectively, although general academic success was 9% less likely every time that scores on SRG scale increased 1 point. These results were similar for Spanish and mathematics. However, the score on the LG scale did not forecast success in both subjects. © 2009 Wiley Periodicals, Inc.  相似文献   

Preservice Elementary Teachers’ Voices Describe How Their Teacher Motivated Them to do Mathematics     

Shelly Sheats Harkness  Beatriz D&#;ambrosio  Anastasia S. Morrone 《Educational Studies in Mathematics》2007,65(2):235-254

In this study, data in the form of (preservice teacher) student voices taken from mathematical autobiographies, written at the beginning of the semester, and end-of-semester reflections, were analyzed in order to examine why preservice elementary school teachers were highly motivated in a social constructivist mathematics course in which the teacher emphasized mastery goals. The findings suggest that students entered the course with a wide variety of feelings about mathematics and their own mathematical ability. At the end of the semester, students wrote about aspects of the course that “led to their growth as a mathematical thinker and as a mathematics teacher…” Student responses were coded within themes that emerged from the data: Struggle; Construction of meaning [mathematical language; mathematical understanding]; Grouping [working in groups]; Change [self-efficacy; math self-concept]; and the Teacher’s Role. These themes are described using student voices and within a motivation goal theory framework. The role of struggle, in relation to motivation, is discussed.  相似文献