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711.
Donna Alvermann Elizabeth Friese Sybilla Beckmann Achariya Rezak 《The Australian Educational Researcher》2011,38(2):203-220
The twofold purpose of this study was to trace prospective and practicing mathematics teachers’ understandings of content area reading instruction in relation to domain knowledge in mathematics, and to examine the extent to which online pedagogical mentoring supported the integration of such instruction and knowledge. The design called for two pairs of prospective and practicing mathematics teachers to develop, implement, and reflectively evaluate four lessons. A multilevel mentoring approach was used to leverage the valuing of domain knowledge in mathematics. Course materials, lesson plans, teacher reflections, mentors’ feedback, interviews, and case reports were analysed using Bourdieu’s concepts of cultural capital, field, and misrecognition. Results indicate that despite the study’s focus on prioritising domain knowledge through pedagogical mentoring, the instances in which such knowledge were integrated effectively with reading instruction varied in relation to a mentor’s expertise in mathematics. If reading teacher educators are to support prospective and practicing mathematics teachers in content area reading instruction, additional sources of mathematics cultural capital are needed. 相似文献
712.
Deb Keen Donna Pennell Sandy Muspratt Shiralee Poed 《The Australian Educational Researcher》2011,38(3):293-310
Effective engagement of young children in the classroom is a critical step toward achieving positive learning outcomes. The Learning and Engagement Questionnaire (LEQ) was developed by the first two authors to identify ways in which teachers strive to engage learners in the classroom. In this study, the factor structure of the LEQ is examined. Participants were 274 teachers of children in their first 3 years of formal schooling. An exploratory factor analysis was conducted and supported a five factor solution: Goal Directed Learning; Task Selection; Teacher Responsiveness; Intensive Teaching; and Planning the Learning Environment. 相似文献
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