1,720,959 research outputs found
Elementary Teacher Perceptions of the Common Core Mathematics Standards After One Year of Implementation
Full text linkAs a means of improving the mathematics education of K-12 students in the U.S., teachers in 45 states are now expected to utilize the academic standards of the Common Core State Standards for Mathematics (CCSS-Mathematics) in their daily classroom instruction (CCSS, 2010). The CCSS-Mathematics is intended to deliver increased rigor and depth of the mathematical understandings of K-12 students, while potentially requiring increased specialized mathematics content knowledge and fundamental changes in instructional practices of mathematics teachers (Schmidt, 2012). Ultimately, the difficulty of transitioning to the CCSS-Mathematics lies in putting the standards into classroom practice, with teachers having control over how this will play out (Dacey & Polly, 2012). In this study, a mixed methods design was used to examine teachers’ perspectives on the newly implemented CCSS-Mathematics, which in this particular context are implemented as the Academic Knowledge and Skills (AKS) Curriculum aligned with the state-adopted Common Core Georgia Performance Standards (CCGPS). Survey/questionnaire and interview data provided insights into teachers’ awareness of the standards, their views of the standards and potential to transform their teaching practices and student learning, their views of integration of the standards in classroom instructional practices, and supports and hindrances related to understanding and enacting the standards. The findings will provide insight into the professional needs of teachers and ways they can best be supported during this critical time of transition to the CCSS-Mathematics, with the end goal of improving student learning and achievement
High Leverage Teaching Practices: Examining Implementation in Elementary Mathematics Instruction
No full textSignificant attention has been given to mathematics teaching and learning as demonstrated by national reform models (e.g. NCTM standards), and national curriculum changes (e.g. Common Core Standards). This attention has placed pressure to improve mathematics teaching and learning. In particular, many teacher education programs are beginning to focus on exposing pre-service teachers to High Leverage Teaching Practices (HLTP) in mathematics. Research has demonstrated that the use of HLTP in classroom mathematics instruction has a positive impact on increasing student achievement. Although research has shown that HLTP have a positive impact on student achievement, there has been limited research on in-service teachers use of HLTP. The limited research has shown that the use of HLTP can have a positive impact on student achievement. Through teacher interviews and classroom observations this study will examine in-service teachers knowledge and implementation of HLTP in the mathematics classroom and to contribute to the limited research in order to contribute to the development of effective elementary mathematics teachers
Examining Elementary Mathematics Teachers\u27 Knowledge and Implementation of High Leverage Teaching Practices
Full text linkABSTRACT
Over the last two decades, significant attention has been given to mathematics teaching and learning as demonstrated by national reform models (e.g. NCTM standards), and national standards changes (e.g. Common Core Standards). This attention generated increased pressure to improve mathematics teaching and learning. As a result, mathematics teacher educators came to identify a set of practices referred to as High Leverage Teaching Practices (HLTP), teaching behaviors that researchers believe improve the teaching and indirectly the learning of mathematics. While there are indications that there is a link between the use of these teaching strategies in mathematics and student achievement, research has focused on pre-service teachers with less attention on the use of HLTP by in-service teachers. To address this gap, this study sought to determine if practicing elementary mathematics teachers identified as ‘exceptional’ did in fact use HLTP and how they described their use of these practices. Through teacher interviews and classroom observations in-service teachers’ knowledge and implementation of HLTP in the mathematics classroom was examined. Results showed that even with limited formal professional learning experiences, these teachers enacted HLTP, albeit to varying degrees, and they described these strategies in their teaching. Additional themes that emerged included the low self-efficacy of the teachers with respect to their knowledge of mathematics and their abilities to teach mathematics
Preservice Teachers’ Perspectives of Equity-Based Instruction in Mathematics
No full textThirty-five pre-service teachers enrolled in an elementary teacher education program completed a course assignment to understand their knowledge of equity-based mathematics instruction. Results of the study revealed that all the pre-service teachers indicated knowledge of equity- based mathematics; however, many discussed having a limited understanding of implementation in classroom instruction. They expressed limited opportunities to observe and engage in equity- based mathematics instruction during their teacher preparation program. The results suggested that the pre-service teachers did not feel prepared to teach mathematics to diverse students effectively. Thus, a more significant focus needs to be placed on providing pre-service teachers experiences with developing and delivering instruction to meet the needs of a variety of learners
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
MAT Impact Fellows: A Noyce Scholarship Program for Developing Teachers and Emerging Teacher Leaders in Science and Mathematics
No full textThe persistent shortage of highly qualified STEM (science, technology, engineering, and mathematics) teachers in high-needs school districts remains a pressing concern for the U.S. education system (National Science Board, 2022). This shortage is particularly acute in high schools serving historically marginalized populations, where access to experienced and content-knowledgeable teachers can significantly influence student achievement and career trajectories in STEM fields (Ingersoll et al., 2014; Sutcher, Darling-Hammond, & Carver-Thomas, 2016).
This study explores a Track 2 Noyce Teaching Fellowship project designed to recruit, prepare, and retain post-baccalaureate STEM professionals as master teachers in high-needs high schools in Georgia. The initiative aims to create a sustainable pipeline of skilled STEM educators by fast-tracking selected Fellows through a one-year Master of Arts in Teaching (MAT) program that emphasizes advanced STEM content knowledge, inquiry-based pedagogy, and intensive classroom-based clinical experiences. Unlike traditional preparation programs, this model incorporates robust induction support and ongoing leadership development, positioning these teachers not only as effective practitioners but also as future instructional leaders and agents of change within their schools and districts (Berry, Byrd, & Wieder, 2013; Darling-Hammond, 2017)
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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