The Rights of the Learner a Framework for Promoting Equity Through Formative Assessment in Mathematics Education
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Educating Preschool Teachers: Mapping the Teacher Preparation And
EDUCATING PRESCHOOL TEACHERS: MAPPING THE TEACHER PREPARATION AND PROFESSIONAL DEVELOPMENT SYSTEM IN NEW JERSEY Carrie Lobman, Sharon Ryan, Jill McLaughlin, & Debra J. Ackerman Graduate School of Education Rutgers, The State University of New Jersey 10 Seminary Place New Brunswick, New Jersey 080901 732-932-7496 ext 8116 Financial support for this study was provided by the Foundation for Child Development New York City. ACKNOWLEDGEMENTS The authors greatly acknowledge the participation of the representatives from the agencies surveyed for this study. This report would also not be possible without the research assistance of Joanne Curcio, Laura Weinstein and the statistical expertise of Hao Song, Wei Shao, and Mei Guo. The authors also wish to thank the following individuals: Elissa Lombardo, New Jersey City University Art Marshall, Brookdale Community College Florence Nelson, New Jersey Professional Development Center Karen Nemeth, New Jersey Association of Childcare Resource and Referral Agencies Mary O’Connell, Childcare Services of Monmouth County Kathy Priestley, New Jersey Department of Education Muriel Rand, New Jersey City University Cynthia Rice, Association for Children of New Jersey Fasaha Traylor, Foundation for Child Development 2 CONTENTS Executive Summary ……………………………………………………………………………..4 Introduction ……………………………………………………………………………………..8 Background ……………………………………………………………………………………10 Methodology ……………………………………………………………………………………12 Sample ……………………………………………………………………………12 Data Collection ……………………………………………………………………13 Data Analysis -
Chapter 13 National Science Foundation Systemic Initiatives
Chapter 13 National Science Foundation Systemic Initiatives: How a small amount of federal money promotes ill-designed mathematics and science programs in K-12 and undermines local control of education Michael McKeown Mathematically Correct David Klein California State University, Los Angeles Chris Patterson Education Connection of Texas Since its inception in 1950, the National Science Foundation (NSF) has played a strong, positive role in making American scientific research and technological application the best in the world. Through its funding of peer-reviewed, investigator-initiated research proposals, it has supported basic research in a wide variety of scientific disciplines, such as mathematics, biology, physics, chemistry, geology, astronomy, and psychology. American science owes much to the support it has received, and continues to receive, from NSF. This chapter deals with a program in the Education and Human Resources Division called the NSF Systemic Initiatives Program, not with NSF programs related directly to the support of basic research. We are highly critical of this particular NSF program. Not only do the Systemic Initiatives undermine local control of education, but, as our analysis in this chapter suggests, they also seem to lower academic standards for mathematics education and weaken the educational base for American science. This chapter is composed of three sections. The first section, an overview of NSF Systemic Initiatives, was written by Michael McKeown. The second section, an analysis of the development and 288 Standards Wars features of the Los Angeles Systemic Initiative, was written by David Klein. The third section, an analysis of the development and features of the Texas Statewide Systemic Initiative, was written by Chris Patterson. -
Mathematics in African History and Cultures
Paulus Gerdes & Ahmed Djebbar MATHEMATICS IN AFRICAN HISTORY AND CULTURES: AN ANNOTATED BIBLIOGRAPHY African Mathematical Union Commission on the History of Mathematics in Africa (AMUCHMA) Mathematics in African History and Cultures Second edition, 2007 First edition: African Mathematical Union, Cape Town, South Africa, 2004 ISBN: 978-1-4303-1537-7 Published by Lulu. Copyright © 2007 by Paulus Gerdes & Ahmed Djebbar Authors Paulus Gerdes Research Centre for Mathematics, Culture and Education, C.P. 915, Maputo, Mozambique E-mail: [email protected] Ahmed Djebbar Département de mathématiques, Bt. M 2, Université de Lille 1, 59655 Villeneuve D’Asq Cedex, France E-mail: [email protected], [email protected] Cover design inspired by a pattern on a mat woven in the 19th century by a Yombe woman from the Lower Congo area (Cf. GER-04b, p. 96). 2 Table of contents page Preface by the President of the African 7 Mathematical Union (Prof. Jan Persens) Introduction 9 Introduction to the new edition 14 Bibliography A 15 B 43 C 65 D 77 E 105 F 115 G 121 H 162 I 173 J 179 K 182 L 194 M 207 N 223 O 228 P 234 R 241 S 252 T 274 U 281 V 283 3 Mathematics in African History and Cultures page W 290 Y 296 Z 298 Appendices 1 On mathematicians of African descent / 307 Diaspora 2 Publications by Africans on the History of 313 Mathematics outside Africa (including reviews of these publications) 3 On Time-reckoning and Astronomy in 317 African History and Cultures 4 String figures in Africa 338 5 Examples of other Mathematical Books and 343 -
Utah Kindergarten Teachers' Challenges and Concerns About Teaching Kindergarten
Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 12-2010 Utah Kindergarten Teachers' Challenges and Concerns About Teaching Kindergarten Ruth Jane Liebschutz Moore Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons Recommended Citation Moore, Ruth Jane Liebschutz, "Utah Kindergarten Teachers' Challenges and Concerns About Teaching Kindergarten" (2010). All Graduate Theses and Dissertations. 790. https://digitalcommons.usu.edu/etd/790 This Thesis is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. UTAH KINDERGARTEN TEACHERS’ CHALLENGES AND CONCERNS ABOUT TEACHING KINDERGARTEN by Ruth Jane Liebschutz Moore A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE in Family, Consumer, and Human Development Approved: _______________________ _______________________ Shelley L. Knudsen Lindauer, Ph.D. Linda Skogrand, Ph.D. Major Professor Committee Member _______________________ _______________________ Kaelin M. Olsen, M.S. Byron R. Burnham, Ed.D. Committee Member Dean of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2010 11 Copyright © Ruth Jane Liebschutz Moore 2010 All Rights Reserved III ABSTRACT Utah Kindergarten Teachers' Challenges and Concerns about Teaching Kindergarten by Ruth Jane Liebschutz Moore, Master of Science Utah State University, 2010 Major Professor: Dr. Shelley L. Knudsen Lindauer Department: Family, Consumer, and Human Development This qualitative study was an exploration of 55 Utah kindergarten teachers' perceptions of challenges in teaching. -
Professional Standards and Competencies for Early Childhood Educators
Professional Standards and Competencies for Early Childhood Educators Effective early childhood educators are critical for realizing the early childhood profession’s vision that each and every young child, birth through age 8, have equitable access to high-quality learning and care environments. As such, there is a core body of knowledge, skills, values, and dispositions early childhood educators must demonstrate to effectively promote the development, learning, and well-being of all young children. Disponible en Español: NAEYC.org/competencias A Position Statement Held on Behalf of the Early Childhood Education Profession Adopted by the NAEYC National Governing Board November 2019 Professional Standards and Competencies for Early Childhood Educators 3 Introduction 4 Relationship of Five Foundational Position Statements 6 Purpose 6 The Position 7 Design and Structure 8 Professional Standards and Competencies 9 Summary 11 STANDARD 1: Child Development and Learning in Context 13 STANDARD 2: Family–Teacher Partnerships and Community Connections 15 STANDARD 3: Child Observation, Documentation, and Assessment 17 STANDARD 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices 20 STANDARD 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 24 STANDARD 6: Professionalism as an Early Childhood Educator Professional Standards and Competencies for Early Childhood Educators Copyright © 2020 by the National Association for the Education of Young Children. All rights reserved. Permissions -
Teacher Education Handbook
1 Teacher Education Handbook Becoming teachers who teach boldly in a changing world through an ethic of care and critical reflection Education Department Eastern Mennonite University 2017-2018 www.emu.edu/education Updated August 1, 2017 2 Welcome to Teacher Education At Eastern Mennonite University The teacher education department subscribes to a Reflective Teaching Model informed by constructivist and critical reflective theorists. You will approach your studies through active learning as you reflect upon your beliefs, knowledge, thought, and actions. You will be challenged to examine your assumptions about teaching and learning as you participate in an environment of inquiry and collaboration. Teachers touch and help shape the future. They serve as models of life itself. For this reason each teacher needs a positive self-concept, needs to think well of others, and needs to believe in persons' mutual dependence. Faith commitment to Christ makes possible this wholeness in outlook and in relationships. Teacher education at Eastern Mennonite University offers you the opportunity to change and grow. The education faculty members believe that the person you are becoming is the key to your effectiveness as a prospective teacher. Preparation for teaching is dynamic and life-long. As your teachers, we are seeking to model this pilgrimage of openness and continuous growth both personally and professionally. We welcome you to walk with us on this journey. As you have questions and concerns, many of which will not be addressed in this handbook, please feel free to stop by the education department office. We anticipate a rewarding journey ahead! Sincerely, Cathy Smeltzer Erb, Ph.D. -
An Alternative Route to Teaching Fraction Division: Abstraction of Common Denominator Algorithm
International Electronic Journal of Elementary Education, 2015, 7(3), 399-422. An Alternative Route to Teaching Fraction Division: Abstraction of Common Denominator Algorithm İsmail Özgür ZEMBAT Mevlana (Rumi) University, Turkey Received: February 2015 / Revised: May 2015 / Accepted: May 2015 Abstract From a curricular stand point, the traditional invert and multiply algorithm for division of fractions provides few affordances for linking to a rich understanding of fractions. On the other hand, an alternative algorithm, called common denominator algorithm, has many such affordances. The current study serves as an argument for shifting curriculum for fraction division from use of invert and multiply algorithm as a basis to the use of common denominator algorithm as a basis. This was accomplished with the analysis of learning of two prospective elementary teachers being an illustration of how to realize those conceptual affordances. In doing so, the article proposes an instructional sequence and details it by referring to both the (mathematical and pedagogical) advantages and the disadvantages. As a result, this algorithm has a conceptual basis depending on basic operations of partitioning, unitizing, and counting, which make it accessible to learners. Also, when participants are encouraged to construct this algorithm based on their work with diagrams, common denominator algorithm formalizes the work that they do with diagrams. Keywords: Teaching fraction division, abstracting common denominator algorithm, curriculum development Introduction Arithmetic operations, and teaching and learning of them have always been an interest for mathematics education community. In his historical analysis, Usiskin (2007) pointed out that operations (especially on fractions) still preserve its importance in school mathematics and they should be given enough emphasis. -
AVAILABLE from ABSTRACT DOCUMENT RESUME Exemplary
DOCUMENT RESUME ED 434 033 SE 062 877 TITLE Exemplary and Promising Mathematics Programs. INSTITUTION Department of Education, Washington, DC. PUB DATE 1999-00-00 NOTE 71p.; Prepared by the "Math and Science Education Expert Panel." AVAILABLE FROM ED Pubs, P.O. Box 1389, Jessup, MD. Tel: 877-433-7827 (Toll Free); Web site: <http://www.enc.org>. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Academic Standards; Demonstration Programs; Elementary Secondary Education; Mathematics Curriculum; *Mathematics Education; *Program Descriptions; *Program Evaluation ABSTRACT Selecting programs, textbooks, and curriculum materials is one of the most important decisions educators make. An Expert Panel on Mathematics and Science was established by the U.S. Department of Education to develop a high-quality, research-based process for selecting programs and to use that selecting process to identify exemplary and promising programs. This booklet describes eight mathematics programs designated as exemplary or promising. A detailed explanation of the submission and selection process and an explanation of how the programs were separated into exemplary and promising categories is included. The four characteristics used for the selection criteria include quality of program, usefulness to others, educational significance, and evidence of effectiveness and success. Each characteristic has multiple criteria with specific indicators of achievement. Each program is described in terms of the four selection characteristics and professional -
Historical Evolution of Instructional Technology in Teacher Education Programs
Historical Evolution of Instructional Technology in Teacher Education Programs by Anthony K. Betrus and Michael Molenda ontrary to popular perception, EARLY VISUAL INSTRUCTION the present status of the visual instruc- C technology is not new to COURSES:1920S AND 1930s tion courses in the United States [as] teacher education programs in the While it is not clear when the first the instructors in these courses have U.S. Skills in using technological course that focused on the use of little to guide them in preparing their media in teaching have been in- technology to support instruction was syllabi" (p. 315). cluded since the early 1900s. We will taught to pre-service teachers, "Prob- After conducting a survey of the in- review the evolving content and ably the first official credit course in structors who taught visual instruction methods of technology training in visual instruction was given at the courses, Starnes made recommenda- American teacher education, tracing University of Minnesota in 1918 by tions for the course content based on the changes from the 1920s to the Albert M. Field" (Saettler, 1990, p. the most frequently taught topics, in- early 2000s. We will show that this 149). In the 1920s, Anna V. Dorris cluding a sample course outline. In this evolutionary process was dramatically analyzed survey results from 30 nor- course outline, the first topic he pro- affected by the popularization of com- mal schools and 37 universities re- posed was "a brief history of visual in- puter technology in the 1980s, leading garding their provisions for teaching struction," followed by "the to a situation in which we now have visual instruction. -
Teacher Education and Development Study in Mathematics (TEDS-M) Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics Conceptual Framework
TEACHER TEACHER TEACHER E DUCA EDUCATION This document outlines the framework and a comprehensive plan for a cross- national study of primary and secondary mathematics teacher education (TEDS-M) T ION AND AND sponsored by the International Association for the Evaluation of Educational Achievement (IEA). DEVELOPMENT TEDS-M 2008, which builds on the results of IEA student achievement studies, D focuses on how teachers are prepared to teach mathematics in primary and lower EVELOPMEN STUDY IN secondary schools. TEDS-M is a study of the variation in the nature and impact of teacher education MATHEMATICS programs within and across countries. The study collects and analyzes nationally representative data from participating countries to address contested issues and T improve policy and practice in teacher education. This document lays out the goals S (TEDS-M) T and justification for this study as well as its design and methodology. IN UDY The overall study has three overlapping components: • COMPONENT I: Studies of teacher education policy, schooling, and social contexts M TEDS at the national level. A T • COMPONENT II: Studies of primary and lower secondary mathematics teacher HEMA Policy, Practice, and education routes, institutions, programs, standards, and expectations for teacher Readiness to Teach learning. T IC • COMPONENT III: Studies of the mathematics and related teaching knowledge of S Primary and Secondary (TED future primary and lower secondary school mathematics teachers. Mathematics The key research questions for the study focus on the relationships between these S - components, such as relationships between teacher education policies, institutional M practices, and future teacher outcomes. ) Conceptual Framework Maria Teresa Tatto Lawrence Ingvarson John Schwille Ray Peck Sharon L. -
The Impact of Information and Communication Technology on Our Understanding of the Nature of Mathematics
FLM 26(1) 2/2/06 12:33 PM Page 29 THE IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON OUR UNDERSTANDING OF THE NATURE OF MATHEMATICS FREDERICK K. S. LEUNG The incorporation of information and communication tech- scientific calculator) and it can also be used as a transforma- nology (ICT) into mathematics education constitutes one of tional tool, a data collection and analysis tool, a visualizing the most important themes in contemporary mathematics tool and/or a checking tool. Doerr and Zangor (2000) sum- education. For example, one of the six principles of school marized the different roles the graphing calculator plays and mathematics as espoused by the National Council of Teach- the corresponding student actions as follows: ers of Mathematics (NCTM, 2000) is that Role of the Description of Student Actions Technology is essential in teaching and learning math- Graphing Calculator ematics; it influences the mathematics that is taught and enhances students’ learning. (p. 24, emphasis added). Computational Tool Evaluating numerical expressions, esti- mating and rounding The purpose of this article is to review research findings on the effectiveness of the use of some selected ICT tools in Transformational Tool Changing the nature of the task mathematics teaching and learning. [1] This review is then Data Collection and Gathering data, controlling phenomena, set against a summary of the actual use of ICT tools in real Analysis Tool fiding patterns classrooms. Various issues related to the incorporation of Visualizing Tool Finding symbolic functions, displaying ICT into mathematics education arise, including: data, interpreting data, solving equations • the reasons for the discrepancy between the poten- Checking Tool Confirming conjectures, understanding tial and actual use of ICT multiple symbolic forms Figure 1: Table showing the patterns and modes of use of a • the impact of ICT on our understanding of the graphing calculator (p. -
Prekindergarten Teacher Qualification Guidance
Prekindergarten Teacher Qualifications Guidance In implementing Rider 78, school districts and open-enrollment charter schools should employ prekindergarten teachers who are appropriately certified to teach early childhood (as per Subchapter B, Chapter 21) and meet one of the following qualification options: a) A Child Development Associate (CDA) credential or another early childhood education credential approved by the agency; b) A certification offered through a training center accredited by Association Montessori Internationale or through the Montessori Accreditation Council for Teacher Education; c) At least eight years of experience teaching in a nationally-accredited child care program; d) Be employed as a prekindergarten teacher in a school district that has received approval from the commissioner for the district’s prekindergarten-specific instructional training plan that the teacher uses in the teacher’s prekindergarten classroom; or e) An equivalent certification. TEA Guidance for d) and e) above: The following provisions, as provided in statute, satisfy qualification d) above: a) Employment as a prekindergarten teacher in a school district or charter that has ensured that: a. Prior to assignment in a prekindergarten class, teachers who provide prekindergarten instruction have completed at least 150 cumulative hours of documented professional development addressing the 2015 Texas Prekindergarten Guidelines in addition to other relevant topics related to high-quality prekindergarten over a consecutive five-year-period; b. Teachers who have not completed training required in subparagraph a of this paragraph prior to assignment in a prekindergarten class shall complete: i. The first 30 hours of 150 cumulative hours of documented professional development before the end of the school year.