Integrating Graphic Calculator into the Singapore Junior College Mathematics Curriculum: Teacher Change
|
|
- Theodora Stokes
- 6 years ago
- Views:
Transcription
1 Integrating Graphic Calculator into the Singapore Junior College Mathematics Curriculum: Teacher Change Chow Ming Kong, Tampines Junior College, Singapore Abstract: In Singapore, the revised junior college mathematics curriculum implemented in 2006 has specifically identified the graphic calculator as an important tool in the teaching and learning of advanced level mathematics topics (MOE, 2004). The study described here, which is part of my PhD thesis, investigates teacher change, in a time of transition from a classroom without graphic calculator use, to teaching in a classroom where graphic calculator has the potential to be an integral part of students learning of mathematics. This study carried out in 2006 specifically seeks to describe how the concerns of teachers, the teaching strategies of teachers and the roles of teachers change when they integrate graphic calculator into the junior college mathematics curriculum. The study also aims to identify important features among teachers who are successful in integrating graphic calculator into the curriculum. This study is anticipated to complete by end The contributions from this study will be discussed in anticipation to theme B on teachers and teaching. Introduction The graphic calculator is a powerful handheld device that is becoming increasingly affordable and accessible to students and teachers in the classroom. The capabilities of the graphic calculator include drawing of graphs and the execution of numerical, matrix and statistical calculations. There is a large amount of research supporting the use of calculators in teaching and learning of mathematics (Dunham & Dick, 1994; Heid, 1997; Husna, Munawir & Suraiya, 2005; Penglase & Arnold, 1996). The graphic calculator reduces the drudgery of applying arithmetic and algebraic procedures when these procedures are not the focus of the lesson. Students are free to spend more time on problem solving. The graphic calculator also makes it possible for students to visualize data in more than one way. With graphing calculators, students can switch between graphical and numerical representation of data (Waits & Demana, 2000). The graphic calculator has brought about changes in the curriculum, the assessment mode and the way teachers teach mathematics in various parts of the world. In Singapore, with the revised mathematics curriculum in 2006, graphic calculator will form an integral part of the teaching and learning process in schools. The use of graphic calculators will be expected for all three Advanced
2 Level mathematics papers (H1, H2 and H3 1 ) offered at junior colleges (MOE, 2004). This provides a rare opportunity to investigate teacher change in a time of transition. Rationale and Purpose of the Study Since the 1980 s, many countries have realized the potential of graphic calculators and have integrated or have made recommendations for its integration into the mathematics curriculum. The availability of graphic calculators has resulted in the teaching of mathematics to be reexamined at both the secondary and collegiate levels (Dunham & Dick, 1994). The National Council of Teachers of Mathematics (NCTM) has long advocated the use of calculators at all levels of mathematics instruction, and graphic calculators are no exception (NCTM, 1989, 2000). In 1989, in the Curriculum and Evaluation Standards for School Mathematics, the National Council for Teachers of Mathematics (NCTM) made the following recommendations: Scientific calculators with graphing capabilities will be available to all students at all times (p.124). NCTM s most recent standards document, Principles and Standards for School Mathematics (2000), placed greater emphasis on the implementation of technology in the teaching and learning of mathematics by making technology one of its main principles. This principle states: "Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning" (NCTM, 2000, p. 24). At present, there is much research being done on graphic calculator usage (Kor, 2004; Noraini, 2005). The majority of research on graphic calculators seems to fall into two categories; namely, student performance, and attitudes and beliefs. Most research studies on graphic calculators involve the investigation of the teaching of a certain mathematics topics using graphic calculator and report on its impact on student performance and understanding of concepts (Burrill, 2002). Authors of various reports have concluded that benefits in student achievement can be derived from appropriate graphic calculator use (Heid, 1997; Husna, Munawir & Suraiya, 2005). The other category of research investigates how teacher attitude, belief and conception of mathematics affect the use of graphic calculator in the classroom (Jost, 1992; Simmt, 1997; Tharp, Fitzsimmons & Ayers, 1997). So far, there is no study done to investigate how the concerns of teachers change as they integrate graphic calculator into mathematics curriculum at secondary or tertiary school levels. The revised mathematics curriculum in 2006 provides a rare opportunity for me to investigate teacher change. 1 H1 level: Half of H2 in breadth but similar to H2 in depth; H2 level: Equivalent to current A level subjects; and H3 level: Allows for a greater range of learning and research options. Must offer subject at H2 level.
3 There is limited research on teaching strategies employed by teachers when they integrate graphic calculator into mathematics curriculum (Barton, 1995; Fox, 1997). The relationship between teachers knowledge and pedagogical strategies and their use of graphic calculator is largely unexamined (Doerr & Zangor, 2000). However, a recent study was conducted by Ball and Stacey (2005) to describe the teaching strategies that teachers can use to produce students who are judicious users of technology. The four teaching strategies mentioned are (a) to promote careful decision making and technology use, (b) to integrate technology into curriculum, (c) to tactically restrict the use of technology for a limited time, and (d) to promote habits of using algebraic insight for overview and monitoring. This study aims to describe and analyze how the teaching strategies of teachers change when they integrate graphic calculators into junior college mathematics curriculum. There are a few studies which investigate the role of teachers teaching with graphic calculator in the classroom (Barton, 1995; Doerr & Zangor, 2000; Farrell, 1996; Simmt, 1997). Doerr and Zangor (2000) conducted a qualitative classroombased research study on role, knowledge and beliefs of a precalculus teacher. Five patterns and modes of graphic calculator tool use were identified, supported by rich field notes. The results of the study suggested that nature of the mathematical task and the role, knowledge and belief of the teacher influenced the emergence of rich usage of the graphic calculator. The descriptions of various modes of graphic calculator use seem to illuminate certain roles of teachers like being an explainer and interpreter of results. Thus, this study aims to investigate how such roles of teachers change when they integrate graphic calculator into mathematics curriculum in junior colleges. There is limited research on the factors that impact the integration of graphic calculator into the mathematics curriculum (Arvanis, 2003; Bynum, 2002). Arvanis (2003) investigated the extent Illinois high school Algebra I teachers used graphic calculators and what factors impacted this use. Algebra I teachers reported that the factors that most influenced their use were personal beliefs, offers something different to do, workshops and other teachers. The factors that limited their use of graphic calculators were emphasis on basics, cost, availability, not enough time, lack of training, and lack of materials. This study aims to further investigate factors that impact the successful integration of graphic calculator into the junior college mathematics curriculum. Research questions The purpose of this study is to pursue answers to the following research questions:
4 1. How do the concerns of teachers change when they integrate graphic calculator into the junior college mathematics curriculum? 2. How do teaching strategies of teachers change when they integrate graphic calculator into the junior college mathematics curriculum? 3. How do the roles of teachers change when they integrate graphic calculator into the junior college mathematics curriculum? 4. What features seem common among teachers who are successful in integrating graphic calculator into the junior college mathematics curriculum? Significance of the study This study aims to contribute findings and knowledge of change in teacher concerns, teaching strategies and teacher roles when they integrate graphic calculator in the junior college mathematics curriculum. From this research, the changes in teaching strategies and changes in roles of teachers identified will serve to inform the wider community of mathematics educators resulting in improved pedagogy and practice in the mathematics classrooms. Knowledge of teaching strategies and teacher roles can also be used as a base for meaningful pre-service and in-service programmes. Another significant contribution will be the development of a framework which describes factors identified from findings in the Singapore context that results in the successful integration of graphic calculator into junior college mathematics curriculum. The success factors identified will serve to inform policy makers what factors demand greater attention at various stages of implementation of new technology in mathematics curriculum. Research Methodology The methodology used is case-study approach. Following Merriam s (1997) suggestions for case study research, data will be collected by means of classroom observations, interviews and document analysis. Subjects A formal letter will be drafted and sent to principals of junior colleges to request for mathematics teachers who would like to participate in this study. The mathematics teachers have to teach the revised syllabus mathematics (H1, H2) in A total of 9 subjects from 3 junior colleges agreed to participate in the study. Instrumentation Every subject in this study will be visited by me once a school term for three terms. Every school term consists of 10 weeks of study. The duration of study is from January 2006 to September During each visit, the sequence of events
5 will be lesson observation, administering Teacher Concern on Graphic Calculator Use (TCGCU) questionnaire and interview. Data collection will involve the following aspects: lesson observations, teacher self-reflection of other lessons, a Teacher Concern on Graphic Calculator Use (TCGCU) questionnaire and interviews. A significant part of the data collection is by means of classroom lesson observations. Only lessons that involve teachers using graphic calculators as part of their instructional strategy will be observed. Every lesson observation will be audio-taped. Detailed field notes about how each lesson is conducted will also be made. The times at which activities change and the times at which significant classroom events occur will be noted in the lesson observation checklist. After checking the audiotape, a comprehensive set of observations about the lesson will be made, describing up to 20 characteristics of the lesson. Characteristics that are monitored include lesson preparation, lesson proper, teaching strategies, classroom management and technical issues. The teacher interactions with individual students and the whole class will be recorded. The teachers use and students use of graphic calculator will also be recorded. Thus the teaching strategies and roles of teachers are carefully monitored through examination of the types of instructional activities planned, their questioning techniques and how teachers explain concepts. Based on three sources, a Teacher Concern on Graphic Calculator Use (TCGCU) questionnaire will be constructed: concerns of teachers found in the pilot study, concerns identified from relevant literature research and concerns found in Stages of Concern Questionnaire by Hall and Hord (2001). Care will be taken to attempt to fit concerns into seven different stages proposed by Hall and Hord. The seven stages are: Awareness, Informational, Personal, Management, Consequence, Collaboration and Refocusing. In each stage, the items which are statements of concern typical of that stage are obtained by adapting items from Stages of Concern questionnaire and writing as appropriate some new items to suit the local context. The Teacher Concern on Graphic Calculator Use (TCGCU) questionnaire will have a total of 35 statements of concern. A preliminary version of the interview protocol has been developed based on review of selected literature (Simonsen & Dick, 1997). This interview protocol will be piloted by three mathematics teachers who have experience in teaching mathematics with graphic calculators and appropriate changes will be made. The final format of the interview protocol will be derived after additional input from two authorities in mathematics education research. The interview protocol contains primarily open-ended questions grouped into four areas comprising: (a) teacher concerns, (b) teaching strategies, (c) teacher roles, (d) success factors. Specifically, teachers in the interview will be asked twelve questions. Some of the questions are adopted from Simonsen and Dick (1997). For example, under teaching strategies,
6 the teacher will be interviewed on how the presence of graphic calculator has helped them teach the mathematics topic differently to illuminate students learning of mathematics. The teachers will also be interviewed if there are any specific functions in the graphic calculator that deliberately made them enthusiastic about their teaching. Conclusion This study carried out in 2006 specifically seeks to describe how the concerns of teachers, the teaching strategies of teachers and the roles of teachers change when they integrate graphic calculator into the junior college mathematics curriculum. The data collection is anticipated to complete by end The findings from this study will be discussed in anticipation to theme B on teachers and teaching. Being offered an opportunity to participate in the discussion will definitely be beneficial and enriching to me as a new researcher and as a PhD student. References Arvanis, H. R. (2003). Extent of use and obstacles faced by teachers in the integration of the graphing calculator into Algebra I classes: Survey of Illinois high schools mathematics teachers. Unpublished Ed.D, (Illinois State University, 2003). Dissertation Abstracts International, 64/04, Ball, L., & Stacey, K. (2005). Teaching strategies for developing judicious technology use. In W. Masalski (Ed.), Technology-supported mathematics learning environments (2005 National Council of Teachers of Mathematics Yearbook, pp. 3-15). Reston, VA: National Council of Teachers of Mathematics. Barton, S. D. (1995). Graphing calculators in college calculus: An examination of teachers conceptions and instructional practice. Unpublished Ph.D, (Oregon State University, 1995). Dissertation Abstracts International 56/10, Burrill, G. (2002). Handheld Graphing Technology in Secondary Mathematics: Research findings and implications for classroom practice. USA: Texas Instruments. Bynum, J. L. (2002). Graphing calculator use in college algebra and implications for teaching and course development. Unpublished Ph.D, (North Carolina State University, 2002). Dissertation Abstracts International, 63/04, Doerr, H. M., & Zangor, R. (2000). Creating meaning for and with the graphing calculator. Educational Studies in Mathematics, 41(2), Dunham, P., & Dick, T. (1994). Research on graphing calculators. Mathematics Teacher, 87(6), Farrell, A. L. (1996). Roles and behaviors in technology-integrated precalculus classrooms. Journal of Mathematical Behavior, 15(1), Fox, T. B. (1997). Teacher change during the first-year implementation of a reform calculus curriculum in a small, rural high school: A case study. Unpublished Ph.D, (Illinois State University, 1997). Dissertation Abstracts International 58/08, Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles, and potholes. Boston: Allyn & Bacon.
7 Heid, M. K. (1997). The technological revolution and the reform of school mathematics. American Journal of Education, 106, Husna, H., Munawir, A., & Suraiya, K. (2005). The use of graphic calculators in malaysian secondary schools: Students perception and teachers constraints. In S. C. Chu, H. C. Lew & W. C. Yang (Eds.), Proceedings of 10 th Asian Technology Conference in Mathematics. Blacksburg, VA: ATCM Inc. Jost, K. L. E. (1992). The implementation of technology in the calculus classroom: an examination of teacher beliefs, practice and curriculum change. Unpublished Ph.D, (Syracuse University, 1992). Dissertation Abstracts International 53/06, Kor, L. K. (2004). Students attitudes and reflections on the effect of graphing technology in the learning of statistics. In W. C. Yang, S. C. Chu, T de Alwis & K. C. Ang (Eds.), Proceedings of 9 th Asian Technology Conference in Mathematics. Blacksburg, VA: ATCM Inc. Merriam, S. B. (1997). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass Publishers. Ministry of Education (MOE) A-level Mathematics Syllabuses. H1 Mathematics, H2 Mathematics, H3 Mathematics. Singapore: Curriculum Planning & Development Division. National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author. National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author. Noraini, I. (2005). A graphing calculator-based instruction and its impact on the teaching and learning of mathematics in Malaysia. Proceeding of ICMI-EARCOME3 Conference, Symposium 3: Technology and Teaching. Nanjing, China. Penglase, M., & Arnold, S. (1996). The graphics calculator mathematics education: A critical review of recent research. Mathematics Education Research Journal, 8(1), Simonsen, L. M., & Dick, P. T. (1997). Teachers perceptions of the impact of graphing calculators in the mathematics classroom. Journal of Computers in Mathematics and Science Teaching, 16(2/3), Simmt, E. (1997). Graphing calculators in high school mathematics. Journal of Computers in Mathematics and Science Teaching, 16(2/3), Tharp, M. L., Fitzsimmons, J. A., & Ayers, R. L. (1997). Negotiating a technological shift: Teacher perception of the implementation of graphing calculators. Journal of Computers in Mathematics and Science Teaching, 16(4), Waits, B.K., & Demana, F. (2000). Calculators in mathematics teaching and learning: Past, present, and future. In M. J. Burke & F. R. Curcio (Eds.), Learning mathematics for a new century (pp ). Reston, VA: National Council of Teachers of Mathematics.
Enhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach
Enhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach Krongthong Khairiree drkrongthong@gmail.com International College, Suan Sunandha Rajabhat University, Bangkok,
More informationMETHODS OF INSTRUCTION IN THE MATHEMATICS CURRICULUM FOR MIDDLE SCHOOL Math 410, Fall 2005 DuSable Hall 306 (Mathematics Education Laboratory)
METHODS OF INSTRUCTION IN THE MATHEMATICS CURRICULUM FOR MIDDLE SCHOOL Math 410, Fall 2005 DuSable Hall 306 (Mathematics Education Laboratory) Dr. Diana Steele 357 Watson Hall Northern Illinois University
More informationThe Singapore Copyright Act applies to the use of this document.
Title Learning for listening: Metacognitive awareness and strategy use to develop listening comprehension Author(s) Zhang Donglan Source REACT, 2001(1), 21-26 Published by National Institute of Education
More informationHonors Mathematics. Introduction and Definition of Honors Mathematics
Honors Mathematics Introduction and Definition of Honors Mathematics Honors Mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students
More informationUnderstanding and improving professional development for college mathematics instructors: An exploratory study
Understanding and improving professional development for college mathematics instructors: An exploratory study Natasha M. Speer & Jon R. Star Michigan State University The past two decades have seen increased
More informationQuality Framework for Assessment of Multimedia Learning Materials Version 1.0
Available online at www.sciencedirect.com Procedia - Social and Behavioral Sciences 67 ( 2012 ) 571 579 The 3 rd International Conference on e-learning ICEL2011, 23-24 November 2011, Bandung, Indonesia
More informationEnhancing Van Hiele s level of geometric understanding using Geometer s Sketchpad Introduction Research purpose Significance of study
Poh & Leong 501 Enhancing Van Hiele s level of geometric understanding using Geometer s Sketchpad Poh Geik Tieng, University of Malaya, Malaysia Leong Kwan Eu, University of Malaya, Malaysia Introduction
More informationThe Role of Problems to Enhance Pedagogical Practices in the Singapore Mathematics Classroom.
The Mathematics Educator 2002, Vol. 6, No.2, 15-31 The Role of Problems to Enhance Pedagogical Practices in the Singapore Mathematics Classroom. Foong Pui Yee National Institute of Education, Nanyang Technological
More informationCharacterizing Mathematical Digital Literacy: A Preliminary Investigation. Todd Abel Appalachian State University
Characterizing Mathematical Digital Literacy: A Preliminary Investigation Todd Abel Appalachian State University Jeremy Brazas, Darryl Chamberlain Jr., Aubrey Kemp Georgia State University This preliminary
More informationEGRHS Course Fair. Science & Math AP & IB Courses
EGRHS Course Fair Science & Math AP & IB Courses Science Courses: AP Physics IB Physics SL IB Physics HL AP Biology IB Biology HL AP Physics Course Description Course Description AP Physics C (Mechanics)
More informationSenior Project Information
BIOLOGY MAJOR PROGRAM Senior Project Information Contents: 1. Checklist for Senior Project.... p.2 2. Timeline for Senior Project. p.2 3. Description of Biology Senior Project p.3 4. Biology Senior Project
More informationWildlife, Fisheries, & Conservation Biology
Department of Wildlife, Fisheries, & Conservation Biology The Department of Wildlife, Fisheries, & Conservation Biology in the College of Natural Sciences, Forestry and Agriculture offers graduate study
More informationMath Pathways Task Force Recommendations February Background
Math Pathways Task Force Recommendations February 2017 Background In October 2011, Oklahoma joined Complete College America (CCA) to increase the number of degrees and certificates earned in Oklahoma.
More informationEye Level Education. Program Orientation
Eye Level Education Program Orientation Copyright 2010 Daekyo America, Inc. All Rights Reserved. Eye Level is the key to self-directed learning. We nurture: problem solvers critical thinkers life-long
More informationA sustainable framework for technical and vocational education in malaysia
Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences 9 (2010) 1233 1237 WCLTA 2010 A sustainable framework for technical and vocational education in malaysia Asnul Dahar Minghat
More informationA BLENDED MODEL FOR NON-TRADITIONAL TEACHING AND LEARNING OF MATHEMATICS
Readings in Technology and Education: Proceedings of ICICTE 2010 407 A BLENDED MODEL FOR NON-TRADITIONAL TEACHING AND LEARNING OF MATHEMATICS Wajeeh Daher Al-Qasemi Academic College of Education Israel
More informationMathematics Education
International Electronic Journal of Mathematics Education Volume 4, Number 2, July 2009 www.iejme.com TEACHING NUMBER SENSE FOR 6 TH GRADERS IN TAIWAN Der-Ching Yang Chun-Jen Hsu ABSTRACT. This study reports
More informationWHY SOLVE PROBLEMS? INTERVIEWING COLLEGE FACULTY ABOUT THE LEARNING AND TEACHING OF PROBLEM SOLVING
From Proceedings of Physics Teacher Education Beyond 2000 International Conference, Barcelona, Spain, August 27 to September 1, 2000 WHY SOLVE PROBLEMS? INTERVIEWING COLLEGE FACULTY ABOUT THE LEARNING
More informationDEVELOPING ENGLISH MATERIALS FOR THE SECOND GRADE STUDENTS OF MARITIME VOCATIONAL SCHOOL
LINGUISTIKA AKADEMIA, Special Edition, May 2016 ISSN: 2089-3884 accredited by DGHE (by DGHE (DIKTI), Decree No: 51/Dikti/Kep/2010 87 DEVELOPING ENGLISH MATERIALS FOR THE SECOND GRADE STUDENTS OF MARITIME
More informationA Lesson Study Project: Connecting Theory and Practice Through the Development of an Exemplar Video for Algebra I Teachers and Students
A Lesson Study Project: Connecting Theory and Practice Through the Development of an Exemplar Video for Algebra I Teachers and Students 2010 NCSM Annual Conference San Diego, CA April 19-21, 2010 Dr. Anne
More informationThe Use of Metacognitive Strategies to Develop Research Skills among Postgraduate Students
Asian Social Science; Vol. 10, No. 19; 2014 ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of Science and Education The Use of Metacognitive Strategies to Develop Research Skills among Postgraduate
More informationBlended Learning Module Design Template
INTRODUCTION The blended course you will be designing is comprised of several modules (you will determine the final number of modules in the course as part of the design process). This template is intended
More informationNational Survey of Student Engagement (NSSE)
2008 NSSE National Survey of Student Engagement (NSSE) Understanding SRU Student Engagement Patterns of Evidence NSSE Presentation Overview What is student engagement? What do we already know about student
More informationFrom practice to practice: What novice teachers and teacher educators can learn from one another Abstract
From practice to practice: What novice teachers and teacher educators can learn from one another Abstract This symposium examines what and how teachers and teacher educators learn from practice. The symposium
More informationPractical Research. Planning and Design. Paul D. Leedy. Jeanne Ellis Ormrod. Upper Saddle River, New Jersey Columbus, Ohio
SUB Gfittingen 213 789 981 2001 B 865 Practical Research Planning and Design Paul D. Leedy The American University, Emeritus Jeanne Ellis Ormrod University of New Hampshire Upper Saddle River, New Jersey
More informationIntegration of ICT in Teaching and Learning
Integration of ICT in Teaching and Learning Dr. Pooja Malhotra Assistant Professor, Dept of Commerce, Dyal Singh College, Karnal, India Email: pkwatra@gmail.com. INTRODUCTION 2 st century is an era of
More informationKUTZTOWN UNIVERSITY KUTZTOWN, PENNSYLVANIA DEPARTMENT OF SECONDARY EDUCATION COLLEGE OF EDUCATION
KUTZTOWN UNIVERSITY KUTZTOWN, PENNSYLVANIA DEPARTMENT OF SECONDARY EDUCATION COLLEGE OF EDUCATION I. Course Description Title: EDU 592 Intensive Clinical Experience 6 s.h., 6 c.h. A field assignment in
More informationIntroductory thoughts on numeracy
Report from Summer Institute 2002 Introductory thoughts on numeracy by Dave Tout, Language Australia A brief history of the word A quick look into the history of the word numeracy will tell you that the
More informationClassifying combinations: Do students distinguish between different types of combination problems?
Classifying combinations: Do students distinguish between different types of combination problems? Elise Lockwood Oregon State University Nicholas H. Wasserman Teachers College, Columbia University William
More informationUsing Virtual Manipulatives to Support Teaching and Learning Mathematics
Using Virtual Manipulatives to Support Teaching and Learning Mathematics Joel Duffin Abstract The National Library of Virtual Manipulatives (NLVM) is a free website containing over 110 interactive online
More informationWorking with Rich Mathematical Tasks
Working with Rich Mathematical Tasks being good at mathematics involves many different ways of working it involves asking questions, drawing pictures and graphs, rephrasing problems, justifying methods,
More informationDIDACTIC MODEL BRIDGING A CONCEPT WITH PHENOMENA
DIDACTIC MODEL BRIDGING A CONCEPT WITH PHENOMENA Beba Shternberg, Center for Educational Technology, Israel Michal Yerushalmy University of Haifa, Israel The article focuses on a specific method of constructing
More informationSetting the Scene and Getting Inspired
Setting the Scene and Getting Inspired Inclusive Education and Schools Sheldon Shaeffer Save the Children Learning Event Inclusive Education: From Theoretical Concept to Effective Practice Bangkok, Thailand
More informationLEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A
Contact Info: Email: lhubbard@sandiego.edu LEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A Phone: 619-260-7818 (office) 760-943-0412 (home) Office Hours: Tuesday- Thursday
More informationLecturing for Deeper Learning Effective, Efficient, Research-based Strategies
Lecturing for Deeper Learning Effective, Efficient, Research-based Strategies An Invited Session at the 4 th Annual Celebration of Teaching Excellence at Cornell 1:30-3:00 PM on Monday 13 January 2014
More informationEnglish for Specific Purposes World ISSN Issue 34, Volume 12, 2012 TITLE:
TITLE: The English Language Needs of Computer Science Undergraduate Students at Putra University, Author: 1 Affiliation: Faculty Member Department of Languages College of Arts and Sciences International
More informationProfessional Learning Suite Framework Edition Domain 3 Course Index
Domain 3: Instruction Professional Learning Suite Framework Edition Domain 3 Course Index Courses included in the Professional Learning Suite Framework Edition related to Domain 3 of the Framework for
More informationEDUCATING TEACHERS FOR CULTURAL AND LINGUISTIC DIVERSITY: A MODEL FOR ALL TEACHERS
New York State Association for Bilingual Education Journal v9 p1-6, Summer 1994 EDUCATING TEACHERS FOR CULTURAL AND LINGUISTIC DIVERSITY: A MODEL FOR ALL TEACHERS JoAnn Parla Abstract: Given changing demographics,
More informationICTCM 28th International Conference on Technology in Collegiate Mathematics
DEVELOPING DIGITAL LITERACY IN THE CALCULUS SEQUENCE Dr. Jeremy Brazas Georgia State University Department of Mathematics and Statistics 30 Pryor Street Atlanta, GA 30303 jbrazas@gsu.edu Dr. Todd Abel
More informationESTABLISHING NEW ASSESSMENT STANDARDS IN THE CONTEXT OF CURRICULUM CHANGE
ESTABLISHING NEW ASSESSMENT STANDARDS IN THE CONTEXT OF CURRICULUM CHANGE Paper Presented at the 32 nd Annual Conference of the International Association for Educational Assessment (IAEA) held at the Grand
More informationPEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)
PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding
More informationAGRICULTURAL AND EXTENSION EDUCATION
Agricultural and Extension 1 AGRICULTURAL AND EXTENSION EDUCATION Undergraduate Program Information The department offers a broad-based curriculum with majors, options and minors that prepare students
More informationProcedia - Social and Behavioral Sciences 209 ( 2015 )
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 209 ( 2015 ) 503 508 International conference Education, Reflection, Development, ERD 2015, 3-4 July 2015,
More informationMultimedia Environments in Mathematics Teacher Education: Preparing Regular and Special Educators for Inclusive Classrooms
Jl. of Technology and Teacher Education (2004) 12(4),599-613 Multimedia Environments in Mathematics Teacher Education: Preparing Regular and Special Educators for Inclusive Classrooms SUSAN DE LA PAZ AND
More informationMathematics Program Assessment Plan
Mathematics Program Assessment Plan Introduction This assessment plan is tentative and will continue to be refined as needed to best fit the requirements of the Board of Regent s and UAS Program Review
More informationGeorge Mason University Graduate School of Education Program: Special Education
George Mason University Graduate School of Education Program: Special Education 1 EDSE 590: Research Methods in Special Education Instructor: Margo A. Mastropieri, Ph.D. Assistant: Judy Ericksen Section
More informationDG 17: The changing nature and roles of mathematics textbooks: Form, use, access
DG 17: The changing nature and roles of mathematics textbooks: Form, use, access Team Chairs: Berinderjeet Kaur, Nanyang Technological University, Singapore berinderjeet.kaur@nie.edu.sg Kristina-Reiss,
More informationMinistry of Education General Administration for Private Education ELT Supervision
Ministry of Education General Administration for Private Education ELT Supervision Reflective teaching An important asset to professional development Introduction Reflective practice is viewed as a means
More informationWhat is PDE? Research Report. Paul Nichols
What is PDE? Research Report Paul Nichols December 2013 WHAT IS PDE? 1 About Pearson Everything we do at Pearson grows out of a clear mission: to help people make progress in their lives through personalized
More informationBeginning Teachers Perceptions of their Pedagogical Knowledge and Skills in Teaching: A Three Year Study
Volume 38 Issue 5 Article 5 2013 Beginning Teachers Perceptions of their Pedagogical Knowledge and Skills in Teaching: A Three Year Study Doris Choy National Institute of Education, Nanyang Technological
More informationThe Impact of Honors Programs on Undergraduate Academic Performance, Retention, and Graduation
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Journal of the National Collegiate Honors Council - -Online Archive National Collegiate Honors Council Fall 2004 The Impact
More informationPhilip Hallinger a & Arild Tjeldvoll b a Hong Kong Institute of Education. To link to this article:
This article was downloaded by: [Hong Kong Institute of Education] On: 03 September 2012, At: 00:14 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered
More informationMinistry Of Education Jamaica Grade Four Curriculum Guide
Grade Four Guide Free PDF ebook Download: Grade Four Guide Download or Read Online ebook ministry of education jamaica grade four curriculum guide in PDF Format From The Best User Guide Database e-learning
More informationUC San Diego - WASC Exhibit 7.1 Inventory of Educational Effectiveness Indicators
What are these? Formal Skills A two-course requirement including any lower-division calculus, symbolic logic, computer programming and/or statistics from the following list: MATH 3C, 4C, 10A or 20A; 10B
More informationDesigning Case Study Research for Pedagogical Application and Scholarly Outcomes
Department of Aeronautical Science - Prescott College of Aviation 10-10-2014 Designing Case Study Research for Pedagogical Application and Scholarly Outcomes Jacqueline R. Luedtke Embry-Riddle Aeronautical
More informationABET Criteria for Accrediting Computer Science Programs
ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common
More informationTeacher Development to Support English Language Learners in the Context of Common Core State Standards
Teacher Development to Support English Language Learners in the Context of Common Core State Standards María Santos, Oakland Unified School District Linda Darling-Hammond, Stanford University Tina Cheuk,
More informationContract Renewal, Tenure, and Promotion a Web Based Faculty Resource
Contract Renewal, Tenure, and Promotion a Web Based Faculty Resource Kristi Kaniho Department of Educational Technology University of Hawaii at Manoa Honolulu, Hawaii, USA kanihok@hawaii.edu Abstract:
More informationInternational Conference on Education and Educational Psychology (ICEEPSY 2012)
Available online at www.sciencedirect.com Procedia - Social and Behavioral Sciences 69 ( 2012 ) 984 989 International Conference on Education and Educational Psychology (ICEEPSY 2012) Second language research
More informationStudent Course Evaluation Class Size, Class Level, Discipline and Gender Bias
Student Course Evaluation Class Size, Class Level, Discipline and Gender Bias Jacob Kogan Department of Mathematics and Statistics,, Baltimore, MD 21250, U.S.A. kogan@umbc.edu Keywords: Abstract: World
More informationGeorgetown University School of Continuing Studies Master of Professional Studies in Human Resources Management Course Syllabus Summer 2014
Georgetown University School of Continuing Studies Master of Professional Studies in Human Resources Management Course Syllabus Summer 2014 Course: Class Time: Location: Instructor: Office: Office Hours:
More informationRunning Head: Implementing Articulate Storyline using the ADDIE Model 1. Implementing Articulate Storyline using the ADDIE Model.
Running Head: Implementing Articulate Storyline using the ADDIE Model 1 Implementing Articulate Storyline using the ADDIE Model Daniel Littleton The University of Arkansas at Little Rock LSTE 7320 Implementing
More informationActive Learning a pathfinder guide to active learning resources Developed by Roberta (Robin) Sullivan
Active Learning a pathfinder guide to active learning resources Developed by Roberta (Robin) Sullivan Scope note The guides on this pathfinder provide suggested resources for beginning research about active
More informationUniversity of Toronto Mississauga Degree Level Expectations. Preamble
University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of
More informationPractices Worthy of Attention Step Up to High School Chicago Public Schools Chicago, Illinois
Step Up to High School Chicago Public Schools Chicago, Illinois Summary of the Practice. Step Up to High School is a four-week transitional summer program for incoming ninth-graders in Chicago Public Schools.
More informationThe Singapore Copyright Act applies to the use of this document.
Title Mathematical problem solving in Singapore schools Author(s) Berinderjeet Kaur Source Teaching and Learning, 19(1), 67-78 Published by Institute of Education (Singapore) This document may be used
More informationAC : BIOMEDICAL ENGINEERING PROJECTS: INTEGRATING THE UNDERGRADUATE INTO THE FACULTY LABORATORY
AC 2007-2296: BIOMEDICAL ENGINEERING PROJECTS: INTEGRATING THE UNDERGRADUATE INTO THE FACULTY LABORATORY David Barnett, Saint Louis University Rebecca Willits, Saint Louis University American Society for
More informationGrowth of empowerment in career science teachers: Implications for professional development
Growth of empowerment in career science teachers: Implications for professional development Presented at the International Conference of the Association for Science Teacher Education (ASTE) in Hartford,
More informationICT + PBL = Holistic Learning solution:utem s Experience
ICT + PBL = Holistic Learning solution:utem s Experience 1 Faaizah Shahbodin Interactive Media Department Faculty of Information and Communication Technology Universiti Teknikal Malaysia Melaka (UTeM)
More informationModel of Lesson Study Approach during Micro Teaching
International Education Studies; Vol. 7, No. 13; 2014 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education Model of Lesson Study Approach during Micro Teaching Zanaton
More informationGEB 6930 Doing Business in Asia Hough Graduate School Warrington College of Business Administration University of Florida
GEB 6930 Doing Business in Asia Hough Graduate School Warrington College of Business Administration University of Florida GENERAL INFORMATION Instructor: Linda D. Clarke, B.S., B.A., M.B.A., Ph.D., J.D.
More informationTextbook Evalyation:
STUDIES IN LITERATURE AND LANGUAGE Vol. 1, No. 8, 2010, pp. 54-60 www.cscanada.net ISSN 1923-1555 [Print] ISSN 1923-1563 [Online] www.cscanada.org Textbook Evalyation: EFL Teachers Perspectives on New
More informationWhat do Medical Students Need to Learn in Their English Classes?
ISSN - Journal of Language Teaching and Research, Vol., No., pp. 1-, May ACADEMY PUBLISHER Manufactured in Finland. doi:.0/jltr...1- What do Medical Students Need to Learn in Their English Classes? Giti
More informationImportance of a Good Questionnaire. Developing a Questionnaire for Field Work. Developing a Questionnaire. Who Should Fill These Questionnaires?
Importance of a Good Questionnaire Developing a Questionnaire for Field Work Dr. K. A. Korb 29 November 2013 ECWA Theological Seminary, Kagoro Conclusions in a study are only as good as the data that is
More informationCollege of Liberal Arts (CLA)
College of Liberal Arts (CLA) 1 College of Liberal Arts (CLA) Courses CLA 1001. The CLA First Year Experience. 1 Credit Hour. The CLA First Year Experience introduces students to the rich diversity of
More informationMultimedia Courseware of Road Safety Education for Secondary School Students
Multimedia Courseware of Road Safety Education for Secondary School Students Hanis Salwani, O 1 and Sobihatun ur, A.S 2 1 Universiti Utara Malaysia, Malaysia, hanisalwani89@hotmail.com 2 Universiti Utara
More informationIntermediate Algebra
Intermediate Algebra An Individualized Approach Robert D. Hackworth Robert H. Alwin Parent s Manual 1 2005 H&H Publishing Company, Inc. 1231 Kapp Drive Clearwater, FL 33765 (727) 442-7760 (800) 366-4079
More informationIMPACT OF INSTRUCTIONAL LEADERS ROLES ON WORK CULTURE IN A MALAYSIAN PRIVATE COLLEGE CASE STUDY
IMPACT OF INSTRUCTIONAL LEADERS ROLES ON WORK CULTURE IN A MALAYSIAN PRIVATE COLLEGE CASE STUDY Lim Hui Ling SEGi College Kuala Lumpur 33-35, Jalan Hang Lekiu, 50100 Kuala Lumpur, Malaysia E-mail: hllim@segi.edu.my
More informationUsing portfolio assessment as an innovation to assess problembased learning in Hong Kong schools
Using portfolio assessment as an innovation to assess problembased learning in Hong Kong schools Sharon Lynne Bryant and Andrew Anthony Timmins Hong Kong Institute of Education, Hong Kong, SAR, China This
More informationA pilot study on the impact of an online writing tool used by first year science students
A pilot study on the impact of an online writing tool used by first year science students Osu Lilje, Virginia Breen, Alison Lewis and Aida Yalcin, School of Biological Sciences, The University of Sydney,
More informationGUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION
GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in
More informationDoctoral GUIDELINES FOR GRADUATE STUDY
Doctoral GUIDELINES FOR GRADUATE STUDY DEPARTMENT OF COMMUNICATION STUDIES Southern Illinois University, Carbondale Carbondale, Illinois 62901 (618) 453-2291 GUIDELINES FOR GRADUATE STUDY DEPARTMENT OF
More informationGRADUATE CURRICULUM REVIEW REPORT
UATE CURRICULUM REVIEW REPORT OCTOBER 2014 Graduate Review Committee: Beverly J. Irby, Chair; Luis Ponjuan, Associate Professor, and Lisa Baumgartner, Associate Professor (First Draft Submission- June,
More informationE 31 The Innovative Reflective Thinking Process In Solving Calculus Problems
E 31 The Innovative Reflective Thinking Process In Solving Calculus Problems 1 In Abdullah, 2 Hery Suharna 1,2 Study Program of Mathematics Education 1,2 Faculty of Teacher Training and Education. Khairun
More informationTHEORY OF PLANNED BEHAVIOR MODEL IN ELECTRONIC LEARNING: A PILOT STUDY
THEORY OF PLANNED BEHAVIOR MODEL IN ELECTRONIC LEARNING: A PILOT STUDY William Barnett, University of Louisiana Monroe, barnett@ulm.edu Adrien Presley, Truman State University, apresley@truman.edu ABSTRACT
More informationVITA. SHANNON S. LAMB PO BOX 244 CLEVELAND, MS Office: (662) Cell: (662)
VITA SHANNON S. LAMB PO BOX 244 CLEVELAND, MS 38732 slamb@deltastate.edu Office: (662)846-4098 Cell: (662)-822-5870 SUMMARY Doctor of Education degree (ABD), with 42 graduate hours in the academic field
More informationEffective Supervision: Supporting the Art & Science of Teaching
Effective Supervision: Supporting the Art & Science of Teaching Robert J. Marzano Even small increments in teacher effectiveness can have a positive effect on student achievement. 1 The purpose of supervision
More informationFROM QUASI-VARIABLE THINKING TO ALGEBRAIC THINKING: A STUDY WITH GRADE 4 STUDENTS 1
FROM QUASI-VARIABLE THINKING TO ALGEBRAIC THINKING: A STUDY WITH GRADE 4 STUDENTS 1 Célia Mestre Unidade de Investigação do Instituto de Educação, Universidade de Lisboa, Portugal celiamestre@hotmail.com
More informationStrategic Planning for Retaining Women in Undergraduate Computing
for Retaining Women Workbook An NCWIT Extension Services for Undergraduate Programs Resource Go to /work.extension.html or contact us at es@ncwit.org for more information. 303.735.6671 info@ncwit.org Strategic
More informationEDUCATION AND DECENTRALIZATION
EDUCATION AND DECENTRALIZATION Skopje, 2006 Education and Decentralization: User-friendly Manual Author: Jovan Ananiev, MSc. Project management: OSCE Spillover Monitor Mission to Skopje/Confidence Building
More informationBluetooth mlearning Applications for the Classroom of the Future
Bluetooth mlearning Applications for the Classroom of the Future Tracey J. Mehigan Daniel C. Doolan Sabin Tabirca University College Cork, Ireland 2007 Overview Overview Introduction Mobile Learning Bluetooth
More informationAssessment System for M.S. in Health Professions Education (rev. 4/2011)
Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions
More informationSTEPS TO EFFECTIVE ADVOCACY
Poverty, Conservation and Biodiversity Godber Tumushabe Executive Director/Policy Analyst Advocates Coalition for Development and Environment STEPS TO EFFECTIVE ADVOCACY UPCLG Advocacy Capacity Building
More informationDeveloping Autonomy in an East Asian Classroom: from Policy to Practice
DOI: 10.7763/IPEDR. 2013. V68. 2 Developing Autonomy in an East Asian Classroom: from Policy to Practice Thao Thi Thanh PHAN Thanhdo University Hanoi Vietnam Queensland University of Technology Brisbane
More informationDual and Joint Degrees Values and Questions
Dual and Joint Degrees Values and Questions Dieter Wanner The Ohio State University AIEA 26 th Annual Meeting Washington, D.C., February 14-17, 2010 Cooperative Degrees: Values Standard Perceptions and
More informationAn Introduction and Overview to Google Apps in K12 Education: A Web-based Instructional Module
An Introduction and Overview to Google Apps in K12 Education: A Web-based Instructional Module James Petersen Department of Educational Technology University of Hawai i at Mānoa. Honolulu, Hawaii, U.S.A.
More informationThe Condition of College & Career Readiness 2016
The Condition of College and Career Readiness This report looks at the progress of the 16 ACT -tested graduating class relative to college and career readiness. This year s report shows that 64% of students
More informationWorld Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2011/CP/WDE/AI
World Data on Education Données mondiales de l éducation Datos Mundiales de Educación VII Ed. 2010/11 IBE/2011/CP/WDE/AI Armenia Updated version, August 2011. Principles and general objectives of education
More informationGREAT Britain: Film Brief
GREAT Britain: Film Brief Prepared by Rachel Newton, British Council, 26th April 2012. Overview and aims As part of the UK government s GREAT campaign, Education UK has received funding to promote the
More informationUNIVERSITY OF SOUTHERN QUEENSLAND
UNIVERSITY OF SOUTHERN QUEENSLAND USING A MULTILITERACIES APPROACH IN A MALAYSIAN POLYTECHNIC CLASSROOM: A PARTICIPATORY ACTION RESEARCH PROJECT A dissertation submitted by: Fariza Puteh-Behak For the
More information