Relationships between mathematical knowledge for teaching and teaching practice: the case of proof

Teachers of mathematics orchestrate opportunities for interactions between learners and subject matter. Therefore, mathematics teachers need rich, multidimensional content knowledge for teaching mathematics, which incorporates knowledge of the subject matter, students, and teaching. Studying this mathematical knowledge for teaching (MKT) necessitates more than a unidirectional assessment. In this study, the mathematical knowledge for teaching reasoning and proving of two secondary mathematics teachers was investigated through classroom observations and clinical assessments. Results indicate that using MKT as a frame for examining classroom practice, in addition to assessing the MKT a teacher possesses in a clinical setting, provides an in-depth and innovative method for investigating MKT. The comparison of the two cases also identifies student positioning as a key mediating factor between MKT and opportunities to learn. Implications for using MKT as a lens for examining practice in teacher education are discussed.     

USING CONSULTATION TO SUPPORT ENGLISH LEARNERS: THE EXPERIENCES OF BILINGUAL SCHOOL PSYCHOLOGISTS

Through semi‐structured interviews, this study explored 11 bilingual school psychologists’ (BSPs) consultation experiences with teachers of English learners (EL) to determine referral concerns, recommendations made, challenges encountered, preparation experiences, and skills most needed. The most common referral issue concerned students’ academic performance and teachers’ attempts to parse out language acquisition difficulties from learning problems. Principal consultation challenges included the scarcity of trained professionals, teacher bias, and the stress of competing school priorities. BSPs relied most on their interpersonal skills and relationship building skills, as well as their knowledge of EL‐focused interventions and their problem identification skills. Recommendations to their monolingual school psychology colleagues included the need to actively seek out a) language and culture resources, b) relevant professional development opportunities, and c) consultations with fellow BSPs. Study limitations and implications are discussed.     

The trend of body donation for education based on Korean social and religious culture

Until a century ago, Korean medicine was based mainly on Oriental philosophies and ideas. From a religious perspective, Chinese Confucianism was prevalent in Korea at that time. Since Confucianists believe that it is against one's filial duty to harm his or her body, given to them by their parents, most Koreans did not donate their bodies or organs for education in the past. However, by the end of the 20th century, a unique fusion of Western and Oriental medicines were produced on the Korean Peninsula, revolutionizing traditional perspectives on the human body, mortality, and the relationship of medical science to society. Koreans began to think about others' lives as well as their own by realizing the importance of donating one's organs and bodies for scientific purposes. Since then, the number of people donating their bodies to Korean medical and dental schools for the purpose of improving academic learning has increased dramatically. In response, Korean medical schools have begun to hold various types of funeral ceremonies to honor body donors. We have compared such ceremonies performed in Korea with those performed in the United States of America and Taiwan. These ceremonies are viewed as a suitable way to pay proper respect to the dead and to promote knowledge about body donation programs in Korea. Overall, the transition of religions and social ethics in Korea has greatly facilitated body bequeathal programs, benefiting both medical education and the Korean public health administration.     

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

The Urban Review - Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and...     

Teaching Mathematics through Play to Primary School Children

The use of ‘play’ as a means of teaching elementary mathematics is discussed. The games used are described and the underlying theory explained. Results obtained from work with over 150 children are presented and the case for ‘Playway’ argued in the light of these.     

Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach

This study focused on the barriers that middle school teachers faced when implementing technology-enhanced problem-based learning (PBL) in their classrooms. Using a human performance-based model, we interviewed teachers, administrators, university faculty and technical support staff to determine the perceived importance of multiple barriers to the implementation of technology-enhanced PBL. Twenty-one teachers, two school administrators and a project manager, two faculty members, and two technical support staff participated in the study. Interview data were supported by surveys, classroom observations and researchers' reflective journals. Results suggested that lack of a clear, shared vision was the primary barrier. Additional barriers included lack of knowledge and skills, unclear expectations and insufficient feedback. Recommendations to support teachers' efforts to integrate technology-enhanced problem-based learning are presented.     

Dickens for All: Inclusive Approaches to Literature and Communication with People with Severe and Profound Learning Disabilities

Keith Park, a teacher of children with visual impairment and learning disabilities with the Greenwich Visual Impairment Service, describes a series of multisensory interactive drama games re-telling the story of A Christmas Carol by Charles Dickens, following a discussion of the potential uses of literature with people with severe and profound learning disabilities.     

Ocular dominance,reading and spelling: a reassessment of a measure associated with specific reading difficulties

The association of reading disability with perceptuomotor problems has had a chequered history. This study examines the relationship between a new test of ocular dominance and reading and spelling ability in a group of 323 schoolchildren. Similar rates for unfixed ocular dominance were found for poor readers as in comparable studies. The rates of unstable ocular dominance did not differ between those with reading and spelling difficulties and controls. These findings in a ‘blind’ study question the role of this test of eye dominance as a diagnosis of ‘dyslexia’.     

Exploring the Roles of Social Presence and Gender Difference in Online Learning

Online learning has become more popular in higher education with its advantages of flexibility and accessibility. However, there have been challenges to students’ learning experience in online learning. One critical challenge would be providing interactions between students and instructors as good or effective as in the face‐to‐face environment. However, providing face‐to‐face interactions in online learning is not feasible because students and instructors are not physically present together. In this study, we introduce and empirically investigate social presence as student learning experience in online learning in which physical presence does not exist. Drawing upon the social presence and online learning literature, we propose a research model to explore how the interactivity of communication tools can drive social presence and student satisfaction in online learning. Furthermore, this study examines gender difference as a moderator in the model. Data were collected from undergraduate students who were taking online business statistics courses where an interactive communication tool was required to use for class communication and collaboration. The results showed that social presence driven by tool interactivity had a significant impact on student satisfaction in online learning. We also found that gender difference moderated the relationship between tool interactivity and social presence in online learning.