scholarly journals Teachers' Deficit and Dynamic Thinking in Advanced Placement Classes: Exploring the Nature of Teacher-Student Classroom Interactions

2012 ◽  
Author(s):  
Robert T. Izzo
Keyword(s):  
Advanced Placement ◽  
Classroom Interactions ◽  
Teacher Student ◽  
Advanced Placement Classes

scholarly journals Teachers' beliefs about ability to engage African-American students and identify for advanced placement through the lens of the Ohio State Teacher Efficacy Survey and the Rand Measure

2017 ◽  
Author(s):  
◽  
Eric C. Sr. Greely
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
Teacher Efficacy ◽  
Advanced Placement ◽  
African American Students ◽  
School Students ◽  
American Students ◽  
American Children ◽  
Advanced Placement Classes

A fundamental right of American children is to have equal opportunities to obtain a quality education regardless of race, class, or economic status. College graduates are less likely to live in poverty and more likely to have greater earning potential. High school students enrolling in rigorous coursework, like Advanced Placement classes, are better prepared for college. Using the instruments of the Ohio Teacher Efficacy Survey and the Rand Measure, this study found that having a rigorous curriculum and avoiding deficit thinking matters in recommending African-American students' to Advanced Placement classes. Race and ethnicity should not be used as a limitation. Educators must recognize the diversity that each student contributes to the classroom. Additionally, this research revealed that what high school teachers believe about their students' capabilities does influence the success of the students. Teachers who teach Advanced Placement courses have to believe all students can learn, regardless of condition, status, race or economic opportunities.

scholarly journals LAS INTERACCIONES EN EL AULA DE MATEMÁTICA CUANDO SE UTILIZA EL APRENDIZAJE COOPERATIVO COMO METODOLOGÍA. THE INTERACTIONS IN THE MATHEMATICS CLASSROOM WHEN COOPERATIVE LEARNING IS USED AS A METHODOLOGY

2014 ◽  
Vol 5 (1) ◽  
pp. 176-204
Author(s):  
Zuleyka Suárez Valdés-Ayala
Keyword(s):  
Cooperative Learning ◽  
Mathematics Classroom ◽  
Classroom Interactions ◽  
Methodological Innovation ◽  
Teacher Student ◽  
Teaching Of Mathematics ◽  
Phd Thesis ◽  
Aprendizaje Cooperativo

En este artículo se expone la discusión de resultados de la tesis doctoral titulada: “El aprendizaje cooperativo: Un estudio sobre las interacciones entre docente y estudiantes ante una innovación metodológica en la enseñanza de la matemática” así como las conclusiones y recomendaciones que de esta surgieron. Para esto se mencionan previamente algunos aspectos teóricos básicos para poder fundamentar los hallazgos encontrados.Palabras claves: aprendizaje cooperativo, aula, interacciones, docente, estudiante.AbstractIn this article the discussion of results of the PhD thesis is as follows: "Cooperative learning: A study of the interactions between teacher and students with a methodological innovation in the teaching of mathematics" and the conclusions and recommendations that emerged from this. It is necessary first to mention some basic theoretical aspects in order to support the findings.Keywords: cooperative learning, classroom, interactions, teacher, student.

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