排序方式： 共有195条查询结果，搜索用时 0 毫秒
91.
研究型大学教师绩效模糊综合评价探究 总被引：9，自引：0，他引：9
韩美贵 《数学的实践与认识》2005,35(12):62-67
研究型大学核心竞争力在于师资队伍的整体素质.公正客观的评价结果是建立在科学合理的评价指标体系和评价方法之上的,它对教师工作不仅具有鉴定、管理的作用,而且具有直接的导向、改进和激励的功能.从高校的科学研究、培养人才、服务社会的功能出发,建立教师绩效综合评价的指标体系,应用模糊数学构建教师绩效的模糊综合评价模型,利用层次分析法确定指标权重,为研究型大学教师绩效评价提供一套科学可行的方法. 相似文献
92.
Felicia Moore Mensah 《School science and mathematics》2011,111(8):379-388
The aim of this study is to report findings from the Drawing‐Elementary‐Science‐Teacher‐Ideal‐Not, or the DESTIN procedure. The study utilizes a simple drawing procedure accompanied by a narrative and discussion for understanding preservice teachers' images of science, science teaching, and the science teacher. Ninety drawings from two sections of an elementary science methods course were analyzed. Looking at the pre‐drawings from the beginning of the semester and post‐drawings done at the end of the semester, the findings relate the value of using drawings in teacher education and the usefulness of this procedure to promote discussions about science teaching, the construction of new images and practices for teaching elementary science, and teacher identity. The DESTIN procedure has potential as a productive activity for teacher education and long‐term professional development by making more explicit teachers' views of science teaching and learning and their past experiences as science learners. 相似文献
93.
Sarah Haavind; 《School science and mathematics》2024,124(1):60-67
According to the Next Generation Science Standards, three-dimensional teaching challenges educators to adopt an inquiry approach through science and engineering practices aligned with disciplinary core ideas and crosscutting concepts. Few teachers today feel confident in their ability to orchestrate such lessons. Teaching inquiry science takes time and hard work. It also requires collaborative professional learning communities that support teachers in overcoming typical classroom challenges. This article describes an effective approach for facilitating professional learning that supports inquiry science teaching. Since the COVID pandemic, more teachers are familiar with videoconferencing and may even have initiated or expanded their use of asynchronous text based discussion. A hybrid combination of these platforms provides an effective, two-fold strategy for facilitating a teacher professional learning community (PLC) that engages teachers in deepened reflection and sustained collaboration with colleagues. To illustrate how this approach can be successfully adopted, I draw from a recent example of the InquirySpace PLC that unfolded during the final year of a National Science Foundation-funded educational research project. Key to the success of this PLC was a combination of responsiveness to teachers’ support requests, a warm and encouraging tone, orchestrating interactive engagement, and the showcasing of PLC member voices. 相似文献
94.
This paper presents qualitative and quantitative approaches to exploring teachers’ experiences of mathematics anxiety (for learning and doing mathematics) and mathematics teaching anxiety (for instructing others in mathematics), the relationship between these types of anxiety and test/evaluation anxiety, and the impacts of anxiety on experiences in teacher education. Findings indicate that mathematics anxiety and mathematics teaching anxiety may be similar (i.e., that preservice teachers perceive a logical continuity and cumulative effect of their experiences of mathematics anxiety as learners in K–12 classrooms that impacts their work as teachers in future K–12 classrooms). Further, anxiety is not limited to occurring in evaluative settings, but when anxiety is triggered by thoughts of evaluation, preservice teachers may be affected by worrying about their own as well as their students' performances. The implications for preservice experiences within a teacher education program and for impacting future students are discussed. 相似文献
95.
Victoria Damjanovic;Jennifer Ward; 《School science and mathematics》2024,124(5):359-367
Integrating STEM (science, technology, engineering, and mathematics) in authentic ways is often overlooked in early childhood spaces, despite young children having the ability to engage with the world around them through STEM practices. This piece showcases the work of children in a prekindergarten classroom as they explored an integrated STEM unit centering around the construction of a treehouse on their playground. Through the careful connection to content and standards in science, engineering, and mathematics, along with the integration of developmentally appropriate uses of technology, children learned about and constructed a treehouse on their school playground. Family and community partnerships also contributed to this work. We highlight the various phases of the project, associated standards, and tasks that children engaged with to help demonstrate the propensity of our youngest learners to authentically engage with STEM tasks. 相似文献
96.
Bima Sapkota;Amanda Huffman Hayes; 《School science and mathematics》2024,124(5):323-339
Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs’ practices, we operationalized six MKT subdomains in terms of approximations of practice. We used that operationalization to investigate, which subdomains were evidenced in PMTs’ lesson plans and their lesson plan reflections. Eleven secondary PMTs participated in our study. Using a qualitative content analysis method, we found Knowledge of Content and Teaching most evidenced, suggesting that the PMTs demonstrated MKT when they described mathematical tasks and associated instructional activities. Also, the PMTs demonstrated Knowledge of Content and Students when they described how their students would engage with proposed mathematical tasks. However, the PMTs struggled to plan for activities by building on students’ potential mathematical thinking and reasoning. Only limited instances of Horizon Content Knowledge suggest that the PMTs had limited opportunities to demonstrate how their advanced mathematical knowledge connected with their mathematics teaching in the approximations of practice provided. We propose alternative forms of approximations of practice to optimize PMTs’ opportunities to demonstrate and develop MKT. 相似文献
97.
98.
Juliana Utley Stacy Reeder Adrienne Redmond-Sanogo 《School science and mathematics》2020,120(6):345-355
Teachers need the opportunity to reflect, rethink, and adapt as they continually develop their image of their role in their mathematics classrooms. Thus, the purpose of this research was to examine how the Draw-a-Mathematics-Teacher-Test (DAMTT) and rubric can be used to assess preservice elementary teachers’ images of and beliefs about their future mathematics classrooms and validate the Draw-a-Math-TeacherTest-Rubric (DAMTT-R). Results suggest that the DAMTT-R is a valid measure and yields consistent results. Additionally, analysis of preservice elementary teachers’ (PETs) DAMTT revealed that only slightly more than one-third (36.9%) drew a picture and described their classroom in such a way that it reflected beliefs aligned with student-centered pedagogic practices. While mathematics educators may aim for the majority of PETs to leave their programs having developed beliefs aligned with and supportive of student-centered pedagogic practices, the results of this study revealed that 25% of PETs held beliefs that align with teacher-centered pedagogic practices. Lastly, 38.1% of the PETs reflected beliefs about their pedagogic practices, as measured by the DAMTT and the DAMTT-R, aligned with a transition between teacher-centered and student-centered. 相似文献
99.
Timothy N. Surrette 《School science and mathematics》2020,120(3):175-188
A challenge for public schools is to successfully support and professionally develop early career teachers (ECTs) and thereby prepare them for long and successful careers in education. The purpose of this qualitative research study was to describe how the professional practices of early career science and mathematics teachers, some of whom are career changers, were influenced by their interactions with mentors and professional communities. Topics examined included the contextual elements that influenced the ECTs’ interactions with mentors and professional communities, how teachers positioned themselves within multiple professional communities, and how they perceived these experiences had influenced the development of their teaching practice. An extensive semi-structured interview of the ECTs generated data that were analyzed to identify emergent themes and patterns. The findings of this study indicated that navigating professional communities and interacting with mentors had influenced the ECTs’ decisions to adopt important components of a learner-centered approach to teaching that included engaging students in active learning processes, utilizing formative assessment, and responding to students' individual needs. These findings have implications for school policies and approaches related to supporting and professionally developing unique cohorts of ECTs. 相似文献
100.
Proof and reasoning are central to learning mathematics with understanding. Yet proof is seen as challenging to teach and to learn. In a capstone course for preservice teachers, we developed instructional modules that guided prospective secondary mathematics teachers (PSTs) through a cycle of learning about the logical aspects of proof, then planning and implementing lessons in secondary classrooms that integrate these aspects with traditional mathematics curriculum in the United States. In this paper we highlight our framework on mathematical knowledge for teaching proof and focus on some of the logical aspects of proof that are seen as particularly challenging (four proof themes). We analyze 60 lesson plans, video recordings of a subset of 13 enacted lessons, and the PSTs’ self- reported data to shed light on how the PSTs planned and enacted lessons that integrate these proof themes. The results provide insights into successes and challenges the PSTs encountered in this process and illustrate potential pathways for preparing PSTs to enact reasoning and proof in secondary classrooms. We also highlight the design principles for supporting the development of PSTs’ mathematical knowledge for teaching proof. 相似文献