ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Ambitious Teaching of Multiplicative Properties through a Cycle of Enactment and Investigation
Author: Fauskanger, Janne
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Multiplication,Mathematical Concepts,Mathematics Skills,Language Usage,Student Educational Objectives,Elementary School Mathematics,Inservice Teacher Education,Mathematics Teachers,Faculty Development,Foreign Countries,Prediction

This study explores components of ambitious teaching practices for teaching multiplicative properties that can give teachers opportunities to learn through a quick images activity in a cycle of enactment and investigation. Throughout the cycle, it is found that the participants have opportunities to learn the following components of ambitious teaching: 1. the mathematical ideas (strategies and concepts) involved, 2. mathematical work on representations, 3. predicting student responses, 4. mathematical language, and 5. setting and working towards a focused mathematical learning goal for the students. The findings point out the complexities of learning to teach elementary mathematics, such as the associative property of multiplication. The findings also highlight the opportunities these complexities provide for teacher learning when it comes to distinguishing between and understanding commutative and associative computations.
Secondary Practising Teachers&apos; Professional Noticing of Students&apos; Thinking about Pattern Generalisation
Author: LaRochelle, Raymond
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Generalization,Algebra,Mathematical Concepts,Expertise,Thinking Skills,Concept Formation,Faculty Development,Mathematics Teachers,School Districts,Disadvantaged Schools,Cues,Writing (Composition),Learning Strategies,Teacher Student Relationship,Secondary School Students

In this article we describe secondary school practising teachers' professional noticing expertise, which includes (a) attending to the details of students' written or verbal responses, (b) interpreting students' mathematical understandings, and (c) deciding how to respond to students based on their understandings, with a focus on algebraic-pattern generalisation. Quantitative results indicated that the majority of teachers in our study provided evidence that they could attend to the mathematical details of students' thinking. However, the practising secondary school teachers provided less evidence of interpreting students' understandings, and even less of deciding how to respond to students based on those understandings. We present qualitative trends to help mathematics professional developers prepare for the teachers they will support and discuss how these trends might influence work with secondary school practising teachers on noticing student thinking in pattern-generalisation tasks. [Note: The volume number (1) shown on the PDF is incorrect. The correct citation is v21 n1.]
Metaphorical Perceptions of &quot;Violence&quot; among Students of Psychological Counselling and Guidance
Author: Sargin, Nurten
Date: 2016-12-00
Type: Journal Articles
Subjects: Figurative Language,Violence,Student Attitudes,College Students,Counselor Training,Psychological Services,School Counselors,School Counseling,Prevention,Counselor Attitudes,Foreign Countries

It is seen that violence has been escalating across the globe. In parallel with the increase worldwide, violence takes place at larger scales especially in the geography we live in due to reasons such as wars, terrorism, domestic violence and school violence. Based on these harrowing experiences, we often see the news about violence in the media, social media, and on TVs. Exposure to such excessive violence seems to normalize the violence and leads to decreased awareness. The purpose of this study is to determine how violence is perceived by the preservice school counsellors (i.e., students enrolled in a psychological counselling and guidance training program) who, as school counsellors, are to take part in the efforts at schools to prevent violence. Accordingly, the present study is aimed at identifying the metaphorical perceptions of violence amongst the students enrolled in the Department of Psychological Counselling and Guidance, Necmettin Erbakan University. In the study, the research data was collected, analysed and interpreted using qualitative and quantitative research methods. In order to find out what kind of perceptions they have on violence, the students were presented with the following incomplete sentence &quot;Violence is (like) ….. because ……….&quot; and then requested to complete it. Based on the descriptions, five categories were elicited; threat; purpose; destruction, psychological harm and (physical) harm; injury and death; force. It was seen that metaphors were mostly used in the category of threat, as opposed to the category of injury and death with the smallest number of metaphors. Recommendations were offered based on the results of the study.
Today&apos;s College Students: Who Are They and What Do They Require from a College Education?
Author: Caruth, Gail
Date: 2016-06-00
Type: Journal Articles
Subjects: College Students,Student Characteristics,Student Attitudes,Educational Attitudes,Preferences,Student Motivation,Graduation Rate,Demography,Student Needs,Educational Trends,Enrollment Trends,Age Differences,Gender Differences

College students today are not like students from just a decade before. The purpose of this archival quantitative, data mining study using data from the Integrated Postsecondary Education Data System (IPEDS) of the National Center for Education Statistics was to identify the demographics of today's college students in the United States during the Fall of 2014. This study was significant because understanding who these students are and what they need from college is critical for providing them with an education to become tomorrow's leaders. Findings revealed that the majority of students tended to be under the age of 25; female; full-time; enrolled in face-to-face courses; and White. They tended to enroll in public 2-year and 4-year colleges. These female, full-time, White students attending face-to-face classes also tended to be stressed, stay in college longer, are not doing what they need to do to learn, are technologically proficient, are unprepared for college, are connected to family and friends, desire classes that are technologically-rich, are skilled in conducting searches on Google and Wikipedia but not in conducting academic research, enjoy some risk in the classroom, and are more diverse than past students.
Lesson Plays as a Mirror on Prospective Teachers&apos; Professional Knowledge for Mathematics Teaching
Author: Dahl, Heidi
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Lesson Plans,Large Group Instruction,Group Discussion,Discussion (Teaching Technique),Middle School Students,Middle School Teachers,Knowledge Level,Knowledge Base for Teaching,Foreign Countries

In this study, we analyse 23 prospective teachers' lesson plans for short whole-class mathematics discussions held with students at a middle school. The plans are in the form of &quot;lesson plays&quot;, where an imagined discussion between the teacher and students is written verbatim. We use the Knowledge Quartet as a framework to investigate what insights about prospective teachers' professional knowledge for mathematics teaching lesson plays can reveal. Our study shows that lesson plays provide thick information about the prospective teachers' ability to transform and connect mathematics in order to make it accessible for students. One lesson play and its analysis are presented in their entirety to give insights into the data and our use of contributory codes from the Knowledge Quartet in the analysis. Implications of the study for teacher education are considered in the conclusion. [Note: The volume number (1) shown on the PDF is incorrect. The correct citation is v21 n1.]
Patterns Linking Interpreting and Deciding How to Respond during the Launch of a Lesson: Noticing from an Integrated Perspective
Author: Wieman, Rob
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Guidelines,Metacognition,Mathematics Instruction,Thinking Skills,Mathematics Skills,Teacher Student Relationship,Elementary School Teachers,Secondary School Teachers,Mathematics Teachers,Student Attitudes,Pedagogical Content Knowledge,Preservice Teachers,Methods Courses,Teacher Response,Classroom Communication,Computer Assisted Instruction,Computer Software

Researchers have generated a powerful framework that identifies three aspects of noticing students' mathematical thinking: attending to, interpreting, and deciding how to respond to student thinking. Previous research has tended to focus on evaluating how &quot;well&quot; teachers engaged in noticing, and how &quot;well&quot; they connected the different aspects of noticing. We describe a complementary way of studying the connections between different aspects of noticing, one that stresses the &quot;content&quot; of teachers noticing. We report on a study in which participants were shown depictions of students reacting to the launch of a complex task. Participants then chose among a variety of possible interpretations and teacher responses. We found that participants displayed patterns in how they decided to respond to specific interpretations. We describe some of these patterns, as well as similarities and differences between secondary and elementary mathematics teachers. We argue that developing nonhierarchical categories for interpreting and deciding how to respond to student thinking, and describing patterns linking them, reflects how teachers engage in noticing and support teachers in learning how to notice more effectively. [Note: The volume number (1) shown on the PDF is incorrect. The correct citation is v21 n1.]
Using Teaching through Problem Solving to Transform In-Service Teachers&apos; Thinking about Instruction
Author: King, Barbara
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Teaching Methods,Mathematics Instruction,Problem Solving,Reflection,Interpersonal Communication,Models,Modeling (Psychology),Group Discussion,Writing Assignments,Graduate Study,Algebra,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Teacher Role

Many teachers' experiences in problem-based classrooms are limited, therefore, mathematics teacher educators face a significant challenge when trying to inspire in-service teachers (ISTs) to teach through problem solving. To address this challenge, the professor in a mathematics education course designed and implemented an instructional model using the following principles as a guide; modelling problem-based instruction, creating opportunities for reflection, and building a discourse community. Assessment results showed that ISTs were better able to create problem-based lessons after going through the instructional model. Additionally, an analysis of writing samples revealed several changes in ISTs' thinking. Most notably, ISTs discussed a new role for communication in the classroom and emphasised the need for students to develop their own solution strategies. Their writing also provided evidence that participation in problem-based learning and critical reflection during the instructional model were key factors that led ISTs to think differently about instruction.
Maths Anxious Pre-Service Teachers&apos; Perspectives of &quot;Doing&quot; Mathematics in a Whiteboard Room
Author: Sanders, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Preservice Teachers,Mathematics Instruction,Elementary School Teachers,Anxiety,Student Attitudes,Visual Aids,Discussion (Teaching Technique),Teaching Methods,Foreign Countries,Interaction

Mathematics anxiety is common among pre-service primary teachers and many experience higher levels of maths anxiety than other university students. This study asks: What are maths anxious preservice teachers' perspectives of &quot;doing&quot; mathematics in a whiteboard room? The Abbreviated Mathematics Anxiety Rating Scale (A-MARS) was used to identify high, medium and low levels of maths anxiety in a cohort of first-year pre-service teachers (n=196). Semi-structured interviews (n=6) explored perspectives that were analysed through Vygotsky's sociocultural dimensions of the intrapersonal and the interpersonal, as well as the physical environment of the whiteboard room. Results show that doing maths in a whiteboard room was positive and engaging for participants because the room afforded positive interpersonal interactions and fostered an engaging learning environment that served to ease their maths anxiety. The whiteboard pedagogy is thus recommended in pre-service teacher education.
The Value of Honors: A Study of Alumni Perspectives on Skills Gained through Honors Education
Author: Kotschevar, Christopher M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Program Effectiveness,Alumni,Attitudes,Skill Development,Grade Point Average,Student Participation,Awards,Emotional Intelligence,Best Practices,Student Characteristics,Thinking Skills,Communication Skills,Leadership Qualities,Reflection,Inquiry,Citizenship Responsibility

Honors education is often marketed as a means to offer enhanced value to a collegiate education. This value has the capacity to bolster a student's academic experience, to add to his or her comprehensive skill set, to enhance a resumé, and to improve professional development. Ernest Pascarella argued that theoretical value without data is often used to justify collegiate programs such as honors and criticized those practices for lacking research and data to validate the claim of enhanced value. The current research was designed to obtain validation by eliciting the perspectives of alumni from South Dakota State University's (SDSU's) Honors College on the value of their honors education. The data presented here sought to fill a gap in honors research by identifying what skills honors graduates value from their honors education and determining whether post-graduation value aligns with the SDSU Honors College's student learning outcomes. Assessing the effectiveness and value of honors education is a challenge, heightened by the fact that no two honors programs are exactly alike. However, there have been attempts dating back at least as early as 1995 to assess the value of honors education. Among these attempts are studies on grade point average (GPA), student involvement, exposure to collegiate &quot;good practices,&quot; student awards, and measures of emotional intelligence among honors students. These studies have largely been conducted with undergraduate students in an attempt to justify the value of an honors education, but these previous studies can help scholars assess where future research is needed.
Preservice Teachers&apos; Use of Curricular Resources for Mathematics Lesson Design
Author: Amador, Julie M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Lesson Plans,Preservice Teachers,Curriculum,Decision Making,Educational Resources,Planning,Instructional Design,Textbooks,Elementary Education,Academic Standards,Mathematics Skills

Curriculum resources are integral to teaching, yet more could be known about preservice teachers' curricular use when planning mathematics lessons. Framed with a consideration toward teachers' pedagogical design capacity, this study explores the decisions preservice teachers make when presented with four curricular resources and tasked with planning one lesson. Preservice teachers were pressed to provide rationale for their decision making around choice of resources. Findings indicate some resources were used much more extensively than others. The most common reasons cited were appropriate rigor and useful problems. Depending on the resource, the incorporation of manipulatives and real-world connections were also commonly cited.
Gifted Education to Honors Education: A Curious History, a Vibrant Future
Author: Colangelo, Nicholas
Date: 2018-00-00
Type: Journal Articles
Subjects: Academically Gifted,Honors Curriculum,Student Needs,Elementary Secondary Education,Higher Education,Teacher Competencies,Educational Environment,Teacher Attitudes,Barriers,Access to Education

Gifted programs and honors education have evolved along parallel tracks in the past decades with little interconnection or cross-communication. Exploring what these two fields can teach each other should allow us to collaborate in addressing their overlapping goals and potential conflicts in order to better educate bright young students. At both the high school and college levels, teachers often assume that gifted students need no special attention, that we can simply get out of their way and focus our attention on students who struggle academically. Those of us in both gifted and honors education know better. At the University of Iowa, scholars and teachers in the two fields have shared our insights into how to help this special group of students, and we hope to encourage increased collaboration throughout K-16 education. My introduction to gifted education took place in 1973 as a research assistant at the University of Wisconsin-Madison's Counseling Laboratory for Superior Students (Lab). Until then, I had been a seventh-grade social studies teacher, and while I had some very bright students in my classes, I had no experience or training with gifted education. Neither I nor any of my teaching colleagues had given any thought to issues that might affect gifted students in or out of school. Over the next four years at the Lab, I worked with high school students who were identified as gifted. Many were from small towns in Wisconsin who had received little special attention to their exceptional academic/artistic abilities, especially in terms of counseling. I learned that being smart in school was a complicated issue. Through individual and group discussion sessions as well as their written responses to open-ended stems, I learned from these Lab students about hidden issues regarding giftedness. Three takeaways from my four years at the Lab formed much of my later work in gifted education: 1. Students chose to deliberately earn lower grades and did not answer questions in class so that they would not be ostracized by their classmates as brains or nerds. 2. Teachers took subtle and not so subtle swipes at their students' intelligence. Comments by teachers such as &quot;Of course you should know the answer to this question, you are gifted&quot; were not viewed as compliments, nor were they meant to be. What these students figured out was that in a school setting, it was not always smart to be smart. 3. Often these students were ready to learn more complex material and at a faster pace, but the curriculum did not allow for such customizing. Educators felt that students in the same grade should take the same curriculum.
Gifted Students, Honors Students, and an Honors Education
Author: Chancey, Jaclyn M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Academically Gifted,Gifted Education,Honors Curriculum,Models,Academic Ability,Higher Education,College Students

The seeming lack of connection between honors and gifted education has puzzled us for some time. Both of us incorporated gifted education and higher education into our doctoral studies, and both of our dissertations used gifted education theories as lenses into the honors student experience. Our lives as researchers and higher education administrators have been spent in the shared space between gifted students and honors programs. We know that this combination strengthens our work with the University of Connecticut Honors Program, and we are excited at the possibility of greater collaboration between the two fields. In this essay, we will respond to Guzy's central tenet that there is a difference between gifted and honors students, using the theoretical framework and structure of UConn Honors for examples. Our recent programmatic changes have led us to the conclusion that we should focus on an &quot;honors education&quot; designed for gifted students and honors students. One of the prompts for this special Forum of &quot;JNCHC&quot; invited us to &quot;focus on one or more contrasting traits of gifted and honors students.&quot; Not only does this prompt presuppose that the two labels refer to different groups of learners, but it also implies that there are set definitions for both terms that are agreed upon across the professions. One of us has taught a master's seminar on the various conceptions of giftedness, using Sternberg and Davidson's 2005 book of that title and supplementing it with ideas from the Columbus Group (Morelock) and others. An ambitious recent effort to orient the field around talent development and the pursuit of eminence (Subotnik, Olszewski- Kubilius, &amp; Worrell) prompted significant criticism (e.g., Grantham; McBee, McCoach, Peters, &amp; Matthews). On the honors side, variations in admissions and programming across institutions dictate that the only functional definition of an honors student is one who is enrolled in an honors program or honors college. For that matter, a similar approach is often found in gifted education research, where the operational definition of &quot;gifted&quot; is a student who has been identified as such by their school district.
If Not Us, Who? If Not Now, When?
Author: Yarrison, Betsy Greenleaf
Date: 2018-00-00
Type: Journal Articles
Subjects: Academically Gifted,Honors Curriculum,College Curriculum,College Admission,Admission Criteria,Gifted Education,Student Recruitment,Talent Identification

Last year's surprise hit of the television season was &quot;The Good Doctor&quot;, in which Freddie Highmore plays a gifted surgical resident who is also a high-functioning autistic. Critics speculate that it succeeded because audiences are hungry for good-outcome fantasy, or &quot;warm bath&quot; television. Fantasy is right. As much as we love watching Shaun Murphy show up not only all the other residents but all the attending physicians, we wouldn't want to work with him in real life. Gifted students who can move through the K-12 curriculum so quickly that they can earn college-ready SAT scores at 11 or 12 are a prickly annoyance after elementary school, and many of them, especially boys, are outright casualties of the secondary school environment. They may sabotage their chances for admission to colleges that could challenge them--through poor attendance, low grades, and issues with authority, making an early exit from the educational system to excel as entrepreneurs or perhaps deliver pizza until they eventually succeed without a formal education or go back to school years later. In college, they are reluctant to enter yet another honors environment where they expect to be chased around with a &quot;potentiometer.&quot; How can they know that college is not high school--that, in college, they can do undergraduate research, take classes that are actually hard, and develop intellectual relationships with their professors that are truly collegial and rooted in mutual respect? You might think that gifted students are a natural fit for honors education, and they are, but they are nevertheless a marginalized minority because they are not always high achievers, their behavior is hard to predict or measure, and extrinsic motivators don't work well with them; it is hard to justify giving them money or a scarce slot in a program with competitive admission unless they have a solid track record of proven academic success rather than just a glittering pile of test scores indicating amazing potential but little to no accomplishment. Honors programs tend to steer admission away from high test scores and low grades because high grades and class ranking do predict college success, at least early on. Yet we also recognize that honors programs have historically experienced high attrition and problems with student persistence. One of the wickedest of all wicked dilemmas for honors is whether we can predict performance from potential.