scholarly journals Mathematics Teachers Reflection on the Role of Productive Pedagogies in Improving their Classroom Instruction

2020 ◽  
Vol 6 (2) ◽  
pp. 319-335 ◽  
Author(s):  
Iliya Joseph Bature
Keyword(s):  
Mathematics Teachers ◽  
Classroom Instruction

Inattentive Behavior in Boys with ADHD during Classroom Instruction: the Mediating Role of Working Memory Processes

2017 ◽  
Vol 46 (4) ◽  
pp. 713-727 ◽  
Author(s):  
Sarah A. Orban ◽  
Mark D. Rapport ◽  
Lauren M. Friedman ◽  
Samuel J. Eckrich ◽  
Michael J. Kofler
Keyword(s):  
Working Memory ◽  
Classroom Instruction ◽  
Memory Processes ◽  
Mediating Role

Enhanced Interactivity in Secondary Mathematics

2010 ◽  
pp. 118-130
Author(s):  
Dave Miller ◽  
Derek Glover
Keyword(s):  
Secondary School ◽  
Learning Style ◽  
Mathematics Teachers ◽  
Research Group ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Secondary Mathematics ◽  
Interactive Whiteboards ◽  
Motivational Support

This chapter outlines the background to the development of changed pedagogy by mathematics teachers within a secondary school in England. It relates this development to the enhanced understanding of the use of interactive whiteboards, initially as a presentational and motivational support but then as the basis of more effective conceptual and cognitive learning by students. The experience of teachers within the school and members of a research group points to the importance of the integration of interactive whiteboards, desk work and thinking in the planning of mathematics lessons. It also discusses emerging evidence that effective whiteboard use requires an understanding of the role of individual learning style, gesture, and artifact use in reflective and stepped teaching and learning situations.

The Role of Delayed Output on Second/Foreign Language Pronunciation in Children

2021 ◽  
pp. 23-44
Author(s):  
Hana Ehbara ◽  
Martha Young-Scholten ◽  
Jalal Al-Tamimi
Keyword(s):  
Foreign Language ◽  
Classroom Instruction ◽  
Language Teaching ◽  
Computer Assisted ◽  
Training Studies ◽  
Learning English

Effective language teaching can provide children with the satisfaction of succeeding in the challenge of learning a foreign language. All these issues must be taken under consideration when researching children and their teachers. Production training is under-investigated in L2 training studies, and despite the small number of studies with adults, there are very few studies of children. Even fewer attempts have been made to compare classroom instruction with computer-assisted training. The results show that output practice has an advantage over delayed production after only three weeks of training particularly in less marked sounds. Findings also show that learning English before the age of puberty does not warrant accent-free pronunciation.

Topics of Interest to Mathematics Teachers: Guidance: The Case for Mathematics

1951 ◽  
Vol 44 (2) ◽  
pp. 130-134
Author(s):  
William L. Schaaf
Keyword(s):  
High School ◽  
World War Ii ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
High School Mathematics ◽  
World War ◽  
Guidance Counsellor ◽  
Good For ◽  
Do So

Twenty years ago one heard very little about “guidance” in high school mathematics. Many students took mathematics only because they were required to do so, or because they were told it was good for them. Other students took no mathematics- having been misguided by wellmeaning adults. World War II temporarily usurped the role of guidance counsellor. There was little doubt as to what had to be done.

scholarly journals The Sandcastle Classroom

2017 ◽  
Vol 5 (6) ◽  
pp. 80-97
Author(s):  
Eric William Mishne
Keyword(s):  
Classroom Instruction ◽  
Kenneth Burke ◽  
Long Term Effects ◽  
Work Of Art ◽  
Course Content ◽  
Art As Experience

This essay positions the classroom as a work of art. More specifically, the author suggests that the classroom is a form of temporary art not unlike a sandcastle. Relying heavily on John Dewey’s Art as Experience, and finding auxiliary support from authors such as Elaine Scarry, Drew Leder, and Kenneth Burke, this essay argues that art and teaching occur simultaneously and are inseparable. Comparing teaching to building a sandcastle and other types of art, an examination of the role of the teacher as an artist, the course content as the message, the space of the classroom as the medium, and the students as the audience build the foundation for this artful perspective of teaching. Finally, the collaborative experience of the teacher and student illustrate the long term effects of this aesthetic perspective reinforcing the value of purposeful and artistic classroom instruction and course creation.

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