Examining elementary mathematics teachers' justification practices

2019 ◽  
Author(s):  
◽  
Christopher Austin
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Elementary Mathematics ◽  
Single Case ◽  
Future Research ◽  
University Of Missouri ◽  
Exploratory Factor Analyses ◽  
Using Data ◽  
Teachers Attitudes ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This study examined the relationship between elementary teachers' attitudes, beliefs, knowledge, Elementary Mathematics Specialist (EMS) status, and students' opportunities to engage in justification. Guided by a theoretical framework positioning instructional practices as an outcome of psychological factors (Ernest, 1989; Wilkins, 2008), a mixed-methods sequential explanatory design (Ivankova et al., 2006) was used to structure the study. Quantitative analyses were conducted using data from Studying Teacher Expertise and Assignment in Mathematics (STEAM), a large-scale, federally funded project. Interpretable factors representing teachers' attitudes and beliefs about mathematics teaching and learning were empirically derived via exploratory factor analyses. These factors, along with data on teachers' knowledge and instructional practice, were incorporated into a factor score path analysis (Devlieger and Rosseel, 2017). An embedded single-case study (Yin, 2014) was utilized to characterize classrooms described in task-based interviews of 8 EMS-certified teachers representing High, Medium, and Low justification practices. The quantitative investigation resulted in an empirical model of direct effects of teachers' attitudes, beliefs, and EMS status, as well as indirect effects of teachers' knowledge, attitudes, and specialized training on justification practices. Qualitative analysis yieled themes regarding the object and source of challenges for students' justifications and teachers' actions to foster classroom environments for justification. Findings from quantitative and qualitative analyses were synthesized to explain how teacher-level characteristics align with observable classroom practices. Implications for future research and teacher education are offered.

Math coaches, specialists, and student achievement: Learning from the data

2020 ◽  
Vol 102 (3) ◽  
pp. 42-45
Author(s):  
Kristin E. Harbour ◽  
Evthokia Stephanie Saclarides
Keyword(s):  
Student Achievement ◽  
Teaching And Learning ◽  
Large Scale ◽  
Elementary Mathematics ◽  
National Assessment ◽  
Mathematics Coaches ◽  
Professional Development Model ◽  
Using Data ◽  
The Relationship ◽  
Practical Implications

To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect student learning and achievement. Kristin E. Harbour and Evthokia Stephanie Saclarides begin to fill in this gap by using data from the National Assessment of Educational Progress to explore the relationship between the presence and responsibilities of elementary MCSs and 4th-grade student achievement in mathematics. Based on their findings, they share practical implications for districts and administrators to consider.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

scholarly journals Academic-related perceptions, beliefs, and strategies of undergraduate agricultural students

2020 ◽  
Vol 1 (1) ◽  
pp. 75-85
Author(s):  
Samantha Jordan ◽  
Christopher Stripling ◽  
Christopher Boyer ◽  
Carrie Stephens ◽  
Nathan Conner
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Academic Efficacy ◽  
College Of Agriculture ◽  
Traditional Lecture ◽  
Future Success ◽  
Cognitive Levels ◽  
Colleges Of Agriculture ◽  
Based Instruction ◽  
The University

Students’ academic-related perceptions, beliefs, and strategies are fundamental elements that influence teaching and learning within colleges of agriculture. This study investigated students’ academic efficacy, academic self-handicapping, and skepticism about the relevance of school for future success at the University of Tennessee’s Herbert College of Agriculture. The students were academically efficacious, rarely self-handicapped, and did not doubt the relevance of their degree. In addition, a low negative association was found between academic efficacy and self-handicapping, a negligible relationship was found between academic efficacy and skepticism about the relevance of school for future success, and a moderate relationship was found between academic self-handicapping and skepticism about the relevance of school for future success. Therefore, instructors are encouraged to move past traditional lecture-based instruction and challenge their students at higher cognitive levels, which will allow students to realistically explore the complexities of agriculture. Furthermore, academic self-handicapping may be an indicator of lower academic efficacy and/or skepticism about the relevance of a student’s degree. Future research should further explore these relationships.  

scholarly journals Teacher Preparation, Motivation, and Self-Efficacy: A Comparative Study of New Teachers in Japan and the United States

2021 ◽  
Vol 4 (3) ◽  
pp. 368
Author(s):  
Shaoan Zhang ◽  
Andromeda Hightower ◽  
Qingmin Shi
Keyword(s):  
Teacher Preparation ◽  
Self Efficacy ◽  
New Teachers ◽  
Teaching And Learning ◽  
Large Scale ◽  
The United States ◽  
Social Utility ◽  
Future Research ◽  
Utility Value ◽  
The U.S

Using the Teaching and Learning International Survey (TALIS) 2018, this study examines U.S. and Japanese new teachers’ initial teacher preparation (ITP), feelings of preparedness, motivations, and self-efficacy. The analysis of 355 U.S. and 433 Japanese new secondary teachers provided several findings. First, ITP in the U.S. more often included teaching in mixed-ability and multicultural settings, cross-curricular skills, and technology than Japan, and U.S. teachers felt more prepared than Japanese teachers in every category of preparation. Second, Japanese teachers were more likely to declare teaching as their first career choice and reportedly scored significantly higher on motivations to become a teacher of personal utility value, while U.S. new teachers scored higher on social utility value. Third, there were no significant differences in self-efficacy between U.S. and Japanese new teachers. This study contributes to the gap of large-scale, comparative literature between the U.S. and Japanese initial teacher preparation. Implications for practice and directions for future research are discussed.

Analysis of cell signaling during floral abscission in arabidopsis

2017 ◽  
Author(s):  
◽  
Isaiah Taylor
Keyword(s):  
Protein Degradation ◽  
Future Research ◽  
Loss Of Function ◽  
Kinase Gene ◽  
University Of Missouri ◽  
Gene Map ◽  
Map Kinase Phosphatase ◽  
Floral Abscission ◽  
The University ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The shedding of plant organs is known as abscission. Floral abscission in Arabidopsis is regulated by two related receptor[negation symbol]-like protein kinases (RLKs), HAESA and HAESA[negation symbol-like 2 (HAE/HSL2). Double mutants of HAE/HSL2 are completely defective in abscission and retain sepals, petals, and stamen indefinitely. We have utilized genetic suppressor screens of hae hsl2 mutant to identify additional regulatory mechanisms of floral abscission. We have uncovered a series of gain-of-function alleles of the receptor-like protein kinase gene SERK1, as well as loss of function alleles of the gene MAP-KINASE-PHOSPHATASE-1/MKP1. We further show that mutation of two components of the endoplasmic reticulum-associated protein degradation system can suppress a weak hae hsl2 mutant, suggesting that the weak hae hsl2 mutant receptor proteins undergo ER-associated protein degradation. We further perform a number of experiments to examine the impact of phosphorylation on the activity of HAE. These results provide a number of important mechanistic details to our understanding of floral abscission, and suggest many lines of inquiry for future research.

scholarly journals The Efficacy of Ethnic Stacking: Military Defection during Uprisings in Africa

2019 ◽  
Vol 5 (4) ◽  
pp. 695-702 ◽  
Author(s):  
Julien Morency-Laflamme ◽  
Theodore McLauchlin
Keyword(s):  
Large Scale ◽  
Armed Forces ◽  
Future Research ◽  
Group Loyalty ◽  
Limited Support ◽  
History Of ◽  
Group Members ◽  
Using Data ◽  
The Cost ◽  
The Impact

Abstract Does ethnic stacking in the armed forces help prevent military defection? Recent research, particularly in Africa and the Middle East, suggests so; by favoring in-groups, regimes can keep in-group soldiers loyal. In-group loyalty comes at the cost of antagonizing members of out-groups, but many regimes gladly run that risk. In this research note, we provide the first large-scale evidence on the impact of ethnic stacking on the incidence of military defection during uprisings from below, using data on fifty-seven popular uprisings in Africa since formal independence. We find clear evidence for the downside: ethnic stacking is associated with more frequent defection if out-group members are still dominant in the armed forces. We find more limited support for the hypothesized payoff. Ethnic stacking may reduce the risk of defection, but only in regimes without a recent history of coup attempts. Future research should therefore trace the solidification of ethnic stacking over time.

Psychotropic induced sexual dysfunction for people with a dual diagnosis

2015 ◽  
Vol 8 (4) ◽  
pp. 167-178 ◽  
Author(s):  
Ian Hamilton ◽  
Rose Pringle ◽  
Stephen Hemingway
Keyword(s):  
Sexual Dysfunction ◽  
Dual Diagnosis ◽  
Sexual Functioning ◽  
Large Scale ◽  
Single Case ◽  
Future Research ◽  
Ageing Population ◽  
Research Attention ◽  
Content Type ◽  
Psychotropic Substances

Purpose – The purpose of this paper is: first, to consider the reported problems in sexual function caused by psychotropic medication. Second, the complex undertaking of completing an assessment of sexual functioning. Third, the role of the pharmaceutical industry is explored. Finally, implications for future research and practice are suggested. Design/methodology/approach – As a commentary this paper draws on the available literature to synthesise what is already known about the relationship between psychoactive substances and sexual functioning. Findings – The limited literature and lack of research attention given to psychotropic induced sexual dysfunction limits our collective understanding of how many people are affected and in what way. Research limitations/implications – A greater focus on psychotropic induced sexual dysfunction is needed for people with a dual diagnosis. There has been an over reliance on single case studies and self-reporting. Large scale epidemiological investigation would help understand the extent and nature of the problem more fully. The demographic shift particularly in relation to an ageing population should be considered as psychotropic substances effect individuals in different ways as they grow older. Practical implications – There is scope for workers to engage more fully in a conversation with clients about their experience of using psychotropic substances and how this has impacted their sexual functioning. The literature suggests that clients want to talk about this issue but staff are unwilling or unable to discuss the topic. Originality/value – To the authors’ knowledge this is the first paper that draws on the available literature to explore the known and likely implications of psychotropic induced sexual dysfunction for this client group.

The positioning of English-medium of instruction

2020 ◽  
Vol 8 (1) ◽  
pp. 5-27
Author(s):  
John Trent
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
English Language ◽  
Positioning Theory ◽  
Future Research ◽  
Medium Of Instruction ◽  
English Medium Instruction ◽  
English Speaking ◽  
English Medium Of Instruction ◽  
The University

Abstract The proliferation of English-medium instruction (EMI) in higher education institutions (HEIs) across non-English-speaking Europe has been recently documented in several large-scale surveys. The opportunities and challenges of designing and implementing EMI policies are also widely recognized. However, our understanding of the use of EMI in Russian HEIs is limited. This study responds to this research need by exploring the experiences and perspectives of instructors teaching business-related subjects using the English language in two different Russian HEIs. A contribution of the study is to investigate these perspectives and experiences using the analytic lens of positioning theory. Results reveal the ways in which instructors are positioned by the university, as well how they position themselves, within an EMI environment. Acknowledging the potential antagonism that might result between different EMI stakeholders because of this positioning and repositioning, suggestions are then made as how this outcome could be avoided. Implications for future research are also considered.

scholarly journals An examination of the study abroad advising process in a university context

2015 ◽  
Author(s):  
◽  
Paulina Perkins
Keyword(s):  
Study Abroad ◽  
Academic Advising ◽  
Student Perspective ◽  
Future Research ◽  
Developmental Advising ◽  
Related Field ◽  
University Of Missouri ◽  
Peer Advisors ◽  
Training Resources ◽  
The University

For this qualitative case study, the aim was to better understand what informs study abroad advising practices from the perspective of the advisor and to examine these practices for evidence of developmental advising using Crookston's (1972) developmental advising framework. This study significantly contributes to the very limited research that is available on advising for study abroad. Because of its limited nature, much of the review of the literature for this study centers on research in the field of academic advising, a closely related field, rather than study abroad advising. Five study abroad advisors at the University of Missouri participated in this study. The data were collected through interviews, written reflections, and video recorded advising appointments. There are four distinct themes that inform study abroad advising practices: relevant experiences, formal training, resources, and professional experience. Additionally, there are elements of developmental advising practiced by the advisors in this study, including abilities, rewards, maturity, responsibility, and relationships. The implications for future research include studies related to the student perspective on developmental advising, longitudinal studies, student outcomes, and evaluation of study abroad advising practices. As for practical implications, this study can help inform training of study abroad advisors as well as student peer advisors; potentially increase the diversity of the study abroad population by having advisors utilize personal identity to build relationships with students; and, may serve to justify curricular changes within student affairs degrees to include student advising, which is currently lacking in many master's level programs.

scholarly journals University Students Academic Usage of Facebook. Case Study: Licence 2 English Students, Mostaganem University

2019 ◽  
Author(s):  
Amel Ghermaoui
Keyword(s):  
University Students ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Effective Means ◽  
Large Population ◽  
University Education ◽  
Future Research ◽  
Academic Knowledge ◽  
Learning Platforms ◽  
The University

last decade has witnessed the rapid popularity of social networking sites like Facebook and College students constitute a large population of Facebook users. Advancement in telecommunication and information technology has resulted in a tremendous impact on teaching and learning. Accordingly, university education has started to benefit from online learning platforms. The revolutionary progress that the internet has known is giving a modern dimension to the teaching process, thus, facilitating university students' learning. The purpose of this study is to evaluate the extent to which Facebook can be an effective means to distribute academic content to university students. Department of English of Mostaganem University is involved in this study. The Study combines quantitative with qualitative types of research. Quantitate research involves distributing a survey in the form of a questionnaire among License 2 students department of English as well as teachers to examine to what extent Facebook can be used for academic purposes. Qualitative research is dedicated to the analysis and observation of studens’ Facebook group page. The results showed that Students confirm that Facebook is a useful tool to distribute and share academic knowledge yet there are still many obstacles that hinder its use at the university context. On another hand, the present research suggests some helping solutions to enhance Facebook educational use among university students and their teachers. Future research may include a larger population from every Department of Mostaganem University to ensure generalizability of the study’s findings.

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