When a problem is more than a teacher’s question

Not only are the problems teachers pose throughout their teaching of great importance but also the ways in which they use those problems make this a critical component of teaching. A problem-posing episode includes the problem setup, the statement of the problem, and the follow-up questions. Analysis of problem-posing episodes of precalculus instructors suggests that their mindset influences how they pose problems. In this paper, we describe the reflexive relationship between an instructor’s mindset and problem-posing episodes.     

Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality

In this study we investigate how federal and state policy makers, and school principals are working to improve science teacher quality. Interviews, focused discussions, and policy documents serve as the primary data source. Findings suggest that both policy makers and principals prioritize increasing incentives for teachers entering the science teaching profession, providing professional development for new teachers, and using students’ data to evaluate and improve instruction. Differences between the two leadership groups emerged in terms of the grain size and practicality of their concerns. Our findings indicate that the complexity of educational challenges to improve science teacher quality call for the co-construction of policy by multiple constituent groups including school principals, federal and state policy makers, and science education researchers.     

Can gains from early literacy interventions be sustained? The case of Reading Recovery

Early literacy interventions have demonstrated that pedagogically sound programmes can boost reading achievement for students who do not succeed in early literacy learning. However, there is less evidence as to what extent gains are maintained in subsequent years or the factors which may contribute to sustained progress. The research reported in this article employed a cross‐sectional design to investigate the achievement of students who had previously participated in Reading Recovery. Two to four years after successfully completing the intervention, students were assessed in reading and writing by using standardised assessment tools. Although 60% of students had retained parity in reading in comparison with their age cohort, 40% were markedly below the mean of the cohort and the national norm. Data from case study schools provide some initial suggestions for school implementation factors which affect continued success. Conclusions regarding the need to plan for sustainability of gains following early intervention are made.     

The Mathematics of Estimation: Possibilities for Interdisciplinary Pedagogy and Social Consciousness

The purpose of this article is to report on the importance of providing pre-service and in-service teachers with experience and specific training in critical thinking skills. The essential concepts in elementary mathematics curricula can be augmented to include and cultivate critical thinking skills that have tremendous ramifications for future leaders and for those who move on to more technical training. A sample problem, along with pre-service teacher responses, is used here to show the necessity and importance of this kind of training as the responses show clear evidence of a certain naivete on the part of these college level students. The responses do show evidence of budding social conscience in the students, but the level of expertise in critical thinking is not at all sophisticated. We discuss and explore the implications of our approach.     

Teachers’ Conceptions of Gifted and Talented Young Children

Efforts by schools to cater more adequately for highly able students necessitate a shared understanding regarding the gifted and talented. This research aims to ascertain the qualitatively different ways in which teachers identify and describe gifted and talented children. It examines the variety of conceptions of giftedness held by teachers and analyses the patterns and inconsistencies among them. Initial findings of the study, conducted with 16 early childhood teachers (two male and 14 female), are reported. A qualitative phenomenographic research design was adopted because of its focus on revealing individual understandings (conceptions). These results show that teachers understand giftedness as a series of conceptions, namely excellence, potential, rarity, behaviour, innate ability, motivation and asynchrony. These are discussed with reference to existing theories and pertinent research. Results represent the initial findings of an ongoing major research project.