ethanporcaro/eric-fulltext-meta huggingface dataset:
The Mathematical Content Knowledge and Attitudes of New Zealand Pre-Service Primary Teachers
Author: Young-Loveridge, Jenny
Date: 2012-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Preservice Teacher Education,Foreign Countries,Student Teacher Attitudes,Elementary School Mathematics,Mathematical Aptitude,Misconceptions,Prior Learning,Achievement Gains,Undergraduate Students,Graduate Students,Knowledge Base for Teaching

This paper presents data on the mathematical content knowledge and attitudes of pre-service primary teacher education students. The assessment consisted of nine tasks, including 2-digit computations and proportional reasoning. Students rated their liking for mathematics at three time points: primary, secondary, .and when assessed. Fewer than half the students liked mathematics, currently. Those with positive attitudes tended to perform well on mathematics tasks, but some low scorers were positive and some high' scorers were negative about mathematics. Most students used algorithmic procedures to solve problems and several consistent misconceptions were identified. Performance was noticeably poor on adding common fractions and converting fractions to percentages using knowledge of common factors. The implications of these findings for Initial Teacher Education (ITE) providers are presented.
Current Practice and Infrastructures for Campus Centers of Community Engagement
Author: Welch, Marshall
Date: 2013-00-00
Type: Journal Articles
Subjects: Strategic Planning,Campuses,Community Centers,Structural Elements (Construction),Service Learning,Clearinghouses,Operations Research,Institutional Characteristics,Educational Policy,School Community Relationship,Design Requirements,Outreach Programs,Surveys,Best Practices

This article provides an overview of current practice and essential infrastructure of campus community engagement centers in their efforts to establish and advance community engagement as part of the college experience. The authors identified key characteristics and the prevalence of activities of community engagement centers at engaged campuses by reviewing the professional literature and analyzing over 100 successful applications for the Carnegie Foundation for the Advancement of Teaching elective Community Engagement Classification. These data can be used as a baseline for centers and institutions of higher education to assess their current structures and programs and to assist in strategic planning for the future.
A Reflexive Interrogation: Talking Out Loud and Finding Spaces for Works of Public Good
Author: Gonzales, Leslie D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Teaching (Occupation),Tenure,Teacher Role,Critical Theory,Feminism,Race,Prosocial Behavior,Sharing Behavior,Altruism,Inquiry,Personal Narratives,Research

Over a year, we engaged in an ongoing dialogue about what it means to be a professor and how we might do a better job of making the public contributions of our work more explicit. Throughout our dialogue, we continually discussed how we, as faculty members, must always work within the institutional constraints that allow the professoriate to exist in the first place. This conceptual essay, which is anchored by a critical theoretical perspective, is poised to make a contribution to the scholarship on faculty careers, professorial understandings of the public good, as well as the practice of faculty evaluation.
Health Campaigns as Engaged Pedagogy: Considering a Motorcycle Safety Campaign as Scholarship of Teaching and Learning
Author: Mattson, Marifran
Date: 2013-00-00
Type: Journal Articles
Subjects: Health Education,Motor Vehicles,Traffic Safety,Safety Education,Interviews,Graduate Students,Teaching Methods,Strategic Planning,School Community Programs,Partnerships in Education,Program Implementation,Program Evaluation,Cooperation,Theory Practice Relationship,Educational Objectives,Teacher Attitudes

This article argues that teaching health campaigns from an engaged pedagogy perspective is beneficial for students, instructors, and communities. This argument is supported by a teaching and learning perspective using a motorcycle safety campaign as an exemplar. Retrospective interviews were conducted with students who participated in a graduate-level, two-course engaged pedagogy sequence. Subsequently, the instructor's perspective is used to describe challenges and offer suggestions for teaching health campaigns applying the scholarship of teaching and learning perspective. The analysis illustrates the benefits gained by incorporating a real-time health campaign into the curriculum, such as accomplishing specific course objectives while working on a bona fide safety campaign, and achieving a high level of student satisfaction. Ultimately, instructors are encouraged to incorporate this engaged approach when designing and teaching health campaign courses.
Beginning Teachers' Perspectives on Attributes for Teaching Secondary Mathematics: Reflections on Teacher Education
Author: Wasserman, Nicholas H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Secondary School Teachers,Teacher Attitudes,Beginning Teachers,Alternative Teacher Certification,Academic Standards,Teacher Characteristics,Pedagogical Content Knowledge,Personality Traits,Preservice Teacher Education,Teacher Competencies,Reflection,Semi Structured Interviews,Qualitative Research

The aim of this collaborative study was to understand what factors beginning secondary mathematics teachers attribute their success to in the classroom, regardless of their preparation program. Further description of how and when beginning teachers reported acquiring important teaching attributes provides a perspective on how they make the transition to teaching. A large-grain analysis of critical developmental moments, pre-, during, or post-program, contributes to the conversation about teacher education, highlighting valuable aspects of the preparation process for beginning teachers. The results have implications for informing the types of students mathematics education programs should try to attract or recruit, and defining areas on which teacher education programs should focus and where practicum or internship components might be incorporated into the preparation process.
From Gates to Engagement: A Ten-Year Retrospective of Widener University's Journey to Reclaim Its Soul and Fulfill Its Mission as a Leading Metropolitan University
Author: Harris, James T., III
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Institutional Mission,Urban Universities,School Community Relationship,Sustainability,Educational History,Capacity Building,Citizen Participation,Community Development

In this reflective essay, we describe Widener University's 10-year transformation from a disengaged institution to an institution that has a metropolitan-focused mission vested in civic leadership, community engagement, and service-learning. We describe our journey to embed an expansive civic frame that includes concrete practices of pedagogy, institutional engagement, and community partnerships. We discuss the rewards and challenges of engaging in long-term, democratic, collaborative work, offering a unique insight about the role of a private, mid-size university in anchor-based engagement. We conclude that Widener's strategy for achieving comprehensive community and economic development is responsible for sustaining multi-anchor regional and local partnerships.
Knowing Mathematics to Be a Teacher
Author: Meaney, Tamsin
Date: 2012-00-00
Type: Journal Articles
Subjects: Knowledge Level,Knowledge Base for Teaching,Pedagogical Content Knowledge,Mathematics Teachers,Mathematics Instruction,Elementary School Mathematics,Elementary School Teachers,Preservice Teachers,Student Evaluation,Mathematical Concepts,Mathematics Skills,Student Teacher Attitudes,Foreign Countries,Focus Groups,Interviews

The limited mathematical knowledge of preservice primary teachers is an  international concern. The areas of mathematical difficulties have been well  documented, which has led to many universities instituting testing regimes to ensure  that preservice teachers have appropriate knowledge of primary school mathematics. In our study, the preservice teachers identify some benefits for being tested, but these  were often related to having sufficient knowledge so that they did not lose face in  front of students. We suggest that this emphasis on performance could exacerbate  preservice teachers' reliance on procedural rather than conceptual understanding. Thus, there needs to be consideration of the type of testing that is instituted so that it  connects to preservice teachers' professional identities as teachers.
Curricular Placement of Academic Service-Learning in Higher Education
Author: Phillips, Amy
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Service Learning,Curriculum Development,Decision Making,School Community Relationship,Surveys,Skill Development,Student Development,Content Analysis,Intellectual Disciplines

The higher education service-learning literature is rich with case studies, guidelines for service-learning course and program development, and demonstrations of the impact of service-learning on students. Minimal discussion, however, focuses on the &quot;strategic placement&quot; of service-learning in disciplinary curricula, and how curricular placement might support and enhance student learning and developmental outcomes. This study offers a summary of curricular placement themes from the service-learning literature and reviews findings from a survey of two national service-learning electronic mailing lists about intentional decision making related to departmental curricular placement of service-learning. Both the literature review and survey data support the need for a curricular placement research agenda, particularly tied to promotion of student learning and developmental outcomes.
How Do They Measure Up? Primary Pre-Service Teachers' Mathematical Knowledge of Area and Perimeter
Author: Livy, Sharyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Mathematical Concepts,Knowledge Level,Misconceptions,Foreign Countries,Mathematics Teachers,Knowledge Base for Teaching,Pedagogical Content Knowledge,Teaching Skills,Secondary School Mathematics,Mixed Methods Research

This paper reports on the results of three different investigations into pre-service teachers' understanding of the mathematical concepts of area and perimeter. Different test instruments were used with three cohorts from two universities in order to identify pre-service teachers' understandings and common misconceptions. The results indicated that many pre-service teachers across the cohorts had a procedural understanding of area and perimeter, displayed similar misconceptions to their student counterparts, and were limited in their ability to demonstrate examples of the mathematics knowledge required to teach these topics. The findings add to the limited field of research into primary pre-service teachers' understanding of area and perimeter, particularly within an Australian context and across institutions.
Diagnostic Assessment of Pre-Service Teachers' Mathematical Content Knowledge
Author: Linsell , Chris
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Knowledge Base for Teaching,Mathematics,Diagnostic Tests,Mathematics Tests,Computer Assisted Testing,Adaptive Testing,Numeracy,Comparative Analysis

Establishing the mathematical content knowledge of pre-service teachers is a requirement in New Zealand. However, this knowledge is not clearly defined and is a challenge for initial teacher education providers to assess. We develop the concept of foundation content knowledge and suggest how it can be assessed using two forms of diagnostic assessment. We examined an established conventional written test and an adaptive online adult numeracy assessment. The usefulness of each assessment tool was analysed in terms of how it revealed the foundation content knowledge of pre-service teachers. The two assessment tools were administered to different cohorts of pre-service teachers. In both cases, less than one-half of each cohort demonstrated foundation content knowledge at the beginning of their teacher education programmes. Both assessment tools provide information about the learning needs of each pre-service teacher. Crucially, the adaptive assessment tool gave immediate feedback directly to pre-service teachers. Furthermore, the adaptive assessment tool has the potential to provide consistent diagnostic information from year to year and between initial teacher education providers.
Measuring Pre-Service Primary Teachers' Knowledge for Teaching Mathematics
Author: Beswick, Kim
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Knowledge Level,Foreign Countries,Beliefs,Pedagogical Content Knowledge,Knowledge Base for Teaching,Difficulty Level,Test Items,Educational Attainment,Teacher Competencies,Mathematics Instruction,College Mathematics,Educational Opportunities,Evidence,Mathematics Education,Teacher Education Programs,Program Effectiveness,Change Strategies,Best Practices,Teacher Characteristics,Teacher Educators,Student Characteristics,Elementary School Mathematics,Comparative Analysis,Surveys

This paper reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The project was funded by the Australian Learning and Teaching Council. Rasch measurement techniques were used to validate and obtain performance measures on an overall Teacher Knowledge scale and three subscales (beliefs, content knowledge, and pedagogical content knowledge). The relative difficulties of items on each of the three subscales are discussed and differences between the participants' performances on each subscale and the overall scale according to level of education (prior to their pre-service teacher education course), previous mathematics study, course type, mode of study, and confidence to teach mathematics at the grade levels for which they were being prepared, are examined. The findings contribute to the establishment of an evidence-base for pre-service teacher education, and they also raise questions about the knowledge with which pre-service teachers leave teacher education, and current understandings of how important aspects of the knowledge teachers need can be measured.
Developing Robust Forms of Pre-Service Teachers' Pedagogical Content Knowledge through Culturally Responsive Mathematics Teaching Analysis
Author: Aguirre, Julia M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Preservice Teachers,Pedagogical Content Knowledge,Culturally Relevant Education,Cultural Relevance,Methods Courses,Scoring Rubrics,Mathematical Logic,Social Justice,Language Usage,Teaching Methods,Graduate Study,Mathematical Concepts,Mathematics Skills,English (Second Language),Mixed Methods Research,Learner Engagement,Classroom Communication,Knowledge Level,Student Needs

This study documents and describes efforts to develop robust forms of pre-service teachers' pedagogical content knowledge through a culturally responsive mathematics teaching approach. Embedded in a university K-8 mathematics methods course emphasising the connections among mathematics, children's mathematical thinking, and children's cultural/linguistic funds of knowledge, pre-service teachers (N = 40) were given an assignment to analyse their own mathematics lessons utilizing a rubric tool with categories about children's mathematical thinking, academic language supports, cultural funds of knowledge, and critical math/social justice. Utilizing a mixed methods approach to analyse the pre-service teachers' (PST) work, we found the highest average self-ratings across the categories associated with children's mathematical thinking and high variability in the categories related to language, culture, and social justice. To understand the variation within the latter three categories we qualitatively analysed PST written reflections. We found strong PST receptivity to supporting academic language for second language learners and integrating cultural funds of knowledge into mathematics lessons, and mixed  receptivity to integrating social justice into mathematics lessons. However, a more nuanced analysis of teacher resistance revealed challenges with pedagogy rather than ideology. Implications for mathematics teacher education and strengthening pedagogical content knowledge of pre-service teachers are discussed.
An Enactivist Perspective on Teaching Mathematics: Reconceptualising and Expanding Teaching Actions
Author: Towers, Jo
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Learning Theories,Classification,Elementary Secondary Education,Foreign Countries

We reject a trajectory approach to teaching that classifies &quot;good&quot; and &quot;bad&quot; teaching actions and seeks to move teachers' practices from one of these poles to the other. In this article we offer instead a conceptualisation of mathematics teaching actions as a &quot;landscape of possibilities&quot;. We draw together terms commonly used in the literature to describe teaching strategies, and add our own, to offer an expanded view of teaching actions. We illustrate each with data extracts drawn from our various studies of mathematics teachers and classrooms, and explain how a range of teaching actions can be woven into a coherent teaching practice. Note that we are not talking about growth in teaching in this paper, nor about change in teachers' practice over time. We aim to simply talk about and conceptualise teaching in ways that can broaden our understanding of it.
&quot;I Know You Have to Put Down a Zero, but I'm Not Sure Why&quot;: Exploring the Link between Pre-Service Teachers' Content and Pedagogical Content Knowledge
Author: Maher, Nicole
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Knowledge Base for Teaching,Mathematics,Pedagogical Content Knowledge,Multiplication,Elementary School Mathematics,Identification,Error Correction,Misconceptions,Teaching Methods,Interviews,Mathematics Tests,Mixed Methods Research

This paper reports on an investigation into pre-service teachers' mathematical content knowledge and their ability to interpret students' responses to a multi-digit multiplication task and make subsequent appropriate teaching decisions. Using a combination of quantitative and qualitative methods, the researchers tested aspects of the mathematical knowledge held by a volunteer group of twenty final year preservice primary teachers. A volunteer sample of seven pre-service teachers were involved in a follow-up interview, where they were provided with hypothetical student work samples, including one using the long multiplication algorithm, and asked to analyse the student's mathematical thinking and make suggestions as to appropriate teaching approaches. The results indicated that the pre-service teachers in the study had an instrumental understanding of the long multiplication process that impacted on their ability to both recognise and address students' mathematical errors. This study provides an insight into the lack of content knowledge of a small sample of pre-service teachers with respect to multiplication of two and three digit numbers and subsequent lack of pedagogical content knowledge for teaching this topic.
Educating for Community Change: Higher Education's Proposed Role in Community Transformation through the Federal Promise Neighborhood Policy
Author: Hudson, Elizabeth
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Neighborhoods,Federal Legislation,Federal Programs,Child Health,Qualitative Research,School Community Relationship,Partnerships in Education,Colleges,College Role,Capacity Building,Cultural Education,Labor Force Development,Early Childhood Education,Teacher Education,Educational Improvement,Leadership,Sustainability,Adult Education,Dual Enrollment,Educational Administration,Institutional Mission,Research,College Students,Student Role

This study investigated a federal comprehensive community initiative, the Promise Neighborhood initiative, in order to understand higher education community engagement in an embedded context. Promise Neighborhood programs aim to create a place-based system of family and education services that can support youth from early childhood through college access and career. Through a qualitative analysis of the 21 Promise Neighborhood awardee applications nationwide, the author concluded that higher education institutions commit to these partnerships in four ways: mission-related practices associated with teaching, research, and service; capacity-building practices, including teacher training and community leadership development; programs and services, including direct community services; and administrative functions, such as grant management. Many of these functions in university-community partnership intersect with contributions related to university missions. Exploring higher education--community engagement from the perspective of community goals offers insight into practices related to universities' and colleges' civic mission and potential as anchor institutions.
Miami Dade College and the Engaging Power of the Arts
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: College Presidents,Administrator Role,Cultural Influences,Labor Force Development,College Role,Educational History,Art Education,Humanities,School Community Relationship,Theater Arts,Literature,Art Products,Exhibits,Cultural Centers,Films,Cultural Activities,College School Cooperation,Public Schools

In this essay, the president of Miami Dade College describes the anchoring role that the institution plays in the Miami metropolitan region, with a particular emphasis on the many arts and cultural contributions. These efforts, combined with the economic and workforce development endeavors, make Miami Dade College a model anchor institution.
Service-Learning: Some Academic and Community Recommendations
Author: Kronick, Robert F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Citizen Participation,Service Learning,Higher Education,Social Problems,School Community Relationship,Reflection

Civic engagement, service-learning, and university-assisted community schools are strong forces in making universities, as anchor institutions, engaged and responsible within their spheres of influence. By helping solve social problems, universities engage in the highest form of learning, come to understand social issues and problems, and escape the problem of inert knowledge, knowledge that is valuable only in a classroom.
Lehigh University and Bethlehem, Pennsylvania: Partnering to Transform a Steel Town into a College Town
Author: McGrail, Frederick J.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Universities,Partnerships in Education,School Community Relationship,Human Capital,Social Capital,Educational History,Urban Planning,Crime Prevention,Public Education,Community Schools,Community Centers,Athletics,Credit (Finance),Money Management

Since Lehigh University was founded in 1865, it has been inextricably tied to the City of Bethlehem in eastern Pennsylvania. Rich in history and steeped in cultural tradition, the area continues to be an outstanding home for the university. In the aftermath of the fall of Bethlehem Steel, Lehigh and community partners are working together to forge a prosperous future.