排序方式： 共有5条查询结果，搜索用时 15 毫秒
1
1.
A large body of literature exists that examines teacher quality characteristics and the relationship of indicators of those characteristics to teacher effectiveness. This existing research literature broadly views teacher quality research without illuminating specific areas of teacher quality, such as mathematics and science. In an effort to focus the literature base for researchers and policymakers more narrowly, this review specifically examines teacher quality as it relates to mathematics and science teaching and learning. The review highlights key policy and practitioner perspectives, provides a focused synthesis on current research findings on mathematics and science teacher quality, and suggests areas of research that are limited in the literature. 相似文献
2.
Johnna Darragh 《Early Childhood Education Journal》2007,35(2):167-171
This article introduces the framework of Universal Design for Early Childhood Education (UDECE). The goal of the framework
is to synthesize best practices within the field of early childhood education and special education, providing a template
to support access and equity for all children. The UDECE framework includes examination of issues of access, the provision
of high quality educational practices, and issues of accountability for success and equity. By placing the needs of all children
at the core, UDECE extends philosophies embracing full inclusion into pathways through which this goal can be supported. 相似文献
3.
In order to corroborate and grow teacher educator knowledge (TEK) scholarship, this paper describes an in-depth-focused exploration of a group of teacher educators providing professional development. Our grounded data analysis allowed us to define different major elements, sub-elements, and components that comprise TEK, as well as make explicit how the use of this knowledge—in the context of teaching professional development—draws upon multiple components at any given moment. These findings hold implications for TEK scholarship and practice. Specific to scholarly efforts, while current models for TEK are useful for explicating common understandings amongst the research community, the most functional representations should be fluid and dynamic, in part by balancing both breadth and depth in their scope. Specific to the development of teacher educators, teacher educator preparation should recognize, emphasize, and develop future teacher educators’ layered understandings (i.e. knowledge of students and teachers) and robust knowledge of contexts. 相似文献
4.
Patricia S. Moyer-Packenham Johnna J. Bolyard Anastasia Kitsantas Hana Oh 《Peabody Journal of Education》2013,88(4):562-591
The purpose of this study was to examine the types of instruments being used to document mathematics and science teacher quality characteristics in 48 nationally funded mathematics and science education awards. Each of the 48 projects operationalized teacher quality and determined how to assess it. The main research questions examined the instruments awardees used to gather data on mathematics and science teacher quality, and the main characteristics of teachers examined by awardees. Results showed that awardees most frequently used surveys or questionnaires to assess characteristics of mathematics and science teacher quality. The most common teacher characteristics examined by awardees' included teacher behaviors, practices, and beliefs, followed by the assessment of subject and pedagogical knowledge, and the documentation of mathematics and science teachers' certification. A few new instruments were under development and in use to assess characteristics of teacher quality. Detailed information on the development and psychometric properties of the instruments used for these examinations was not available from the reports. Because awardees were at different stages in their funded activities and data collection efforts were ongoing at the time of this analysis, this study offers a preliminary and formative review of the use of assessments to document mathematics and science teacher quality characteristics among these awards. 相似文献
5.
M. Daniel Smith A. Joyce Bolyard 《Educational technology research and development : ETR & D》1966,14(4):514-531
Summary This study suggests that nonwordal sequences can be employed advantageously in teaching certain concepts; trials to criterion,
time, and accuracy all favor nonwordal sequences and, in some cases, successive treatment as well.
This study indicates the feasibility of replicating aspects of basic concept-formation research in applied subject-matter
areas and suggests that terminology from such research is relevant.
This study implies that small-group program-development studies which emphasize experimental analysis of behavior can be given
an experimental-design emphasis without going to prohibitively high “N’s”; however, results from such a study should be taken
as suggestive for more rigorous investigations by others who concentrate on experimental design and comparisons of treatments.
Finally, this study demonstrates that research in curriculum design involving the experimental use of new approaches to teaching,
stemming from advanced subject-matter frames of reference, can be carried on in conjunction with research in learning; indeed,
in the opinion of the investigators, it is unrealistic to separate these dimensions. The need to draft nonwordal stimuli produced
a learning sequence which has powerful implications for the teaching of algebra.
The research reported herein was supported by a grant from the Office of Education, U.S. Department of Health, Education,
and Welfare. 相似文献
1