scholarly journals Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach

2018 ◽  
Vol 8 (3) ◽  
pp. 98 ◽  
Author(s):  
Robin Anderson ◽  
Jo Boaler ◽  
Jack Dieckmann
Keyword(s):  
Student Learning ◽  
Professional Learning ◽  
English Learners ◽  
Instructional Practice ◽  
Student Beliefs ◽  
The Us ◽  
Math Test ◽  
Math Test Scores ◽  
One Year ◽  
Mathematics Teaching Methods

The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from our quantitative analyses found statistically significant positive improvements in student beliefs, teacher’s instructional practice, and on students’ math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on our qualitative analysis, we propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners.

Con Cariño: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners

2012 ◽  
Vol 114 (7) ◽  
pp. 1-42 ◽  
Author(s):  
James L. Lewis ◽  
Robert K. Ream ◽  
Kathleen M. Bocian ◽  
Richard A. Cardullo ◽  
Kimberly A. Hammond ◽  
...  
Keyword(s):  
English Learners ◽  
Test Scores ◽  
Self Efficacy ◽  
Math Achievement ◽  
Moderated Mediation ◽  
Elementary Student ◽  
Teacher Caring ◽  
Caring Teachers ◽  
Math Test ◽  
Math Test Scores

Background/Context How do we account for the persistence of below-average math test score performance among California Hispanics who are fluent in English, as well as Spanish-dominant English learners? Recent studies have attributed the problem to an overly rigid focus on “what works” in curriculum and fluency in English to the veritable neglect of the social components of teaching and learning—particularly caring. Purpose/Objective/Research Question/Focus of Study We investigated Hispanic elementary student perceptions of teacher caring in relation to their math self-efficacy and math test performance, and we specify the sequence of the relationship: Caring teachers bolster student self-efficacy in math, which in turn bolsters math test scores. Moreover, we sought to examine whether the meditational relationships among the variables were moderated by English language proficiency. Research Design Our correlational/comparative analyses were based on longitudinal data for 1,456 Hispanic students nested in 84 fifth- or sixth-grade classrooms in the spring of 2007. Students were either fluent English speakers (EFs, n = 799) or English learners (ELs, n = 657). We secured student self-report measures of teacher caring and math self-efficacy using the Student Motivation Questionnaire, and scores from the California Standards Test for Mathematics served as the primary dependent variable. While controlling for background variables, prior math achievement, and prior math self-efficacy where appropriate, we employed a well-known framework and a series of multilevel regression models to examine our hypothesis of moderated mediation. Conclusions/Recommendations For all study participants, caring teachers bolstered can-do attitudes in math, which in turn positively impacted math test scores. We identified two principal differences, however, in support of our hypothesis of moderated mediation that indicate that the total effect of teacher caring is larger among ELs. First, the magnitude of the direct link between teacher caring and math self-efficacy was more pronounced among ELs. Second, teacher caring was only partially mediated by math self-efficacy for ELs, whereas for EFs, the positive influence of teacher caring on math scores was completely mediated by math self-efficacy. Several issues come to light when the literature on how communication across cultural and language barriers impacts perceptions of caring is examined concurrently with our findings. Among them is the deemphasis of bilingual ability in California's recent mandate for more authorizations to teach ELs, which may create a barrier to fostering caring teacher–student and teacher–parent relations for Hispanic EFs and especially Hispanic ELs, whose math achievement would otherwise stand to gain.

Safety of reduced anti-thrombotic strategies in HeartMate II patients: A one-year analysis of the US-TRACE Study

2015 ◽  
Vol 34 (12) ◽  
pp. 1542-1548 ◽  
Author(s):  
Jason N. Katz ◽  
Robert M. Adamson ◽  
Ranjit John ◽  
Antone Tatooles ◽  
Kartik Sundareswaran ◽  
...  
Keyword(s):  
Heartmate Ii ◽  
The Us ◽  
One Year

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

2020 ◽  
Vol 43 (4) ◽  
pp. 297-335
Author(s):  
Rachel U. Mun ◽  
Vonna Hemmler ◽  
Susan Dulong Langley ◽  
Sharon Ware ◽  
E. Jean Gubbins ◽  
...  
Keyword(s):  
Best Practices ◽  
Professional Learning ◽  
Gifted And Talented ◽  
Gifted Education ◽  
English Learners ◽  
The United States ◽  
Effective Practices ◽  
Referral Process ◽  
Screening Assessment ◽  
Looking Back

Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.

ID: 3527213 THIRD SPACE ENDOSCOPY AFTER FORMAL ENDOSCOPY ADVANCED FELLOWSHIP TRAINING IN THE US: ONE YEAR LINEAR FOLLOW UP OF INDEPENDENT PRACTICE

2021 ◽  
Vol 93 (6) ◽  
pp. AB281
Author(s):  
Mohamed Abdelfatah Magdy ◽  
Ali M. Ahmed ◽  
Shajan Peter ◽  
Douglas R. Morgan ◽  
Qiang Cai
Keyword(s):  
Third Space ◽  
Fellowship Training ◽  
Independent Practice ◽  
The Us ◽  
One Year

scholarly journals The Mediating Effect of Creativity on the Relationship Between Mathematic Achievement and Programming Self-Efficacy

2022 ◽  
Vol 12 ◽  
Author(s):  
Jun Liu ◽  
Meng Sun ◽  
Yue Dong ◽  
Fei Xu ◽  
Xue Sun ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Mathematics Learning ◽  
Positive Influence ◽  
Mediating Effect ◽  
School Students ◽  
Programming Education ◽  
And Mathematics ◽  
Math Test ◽  
Math Test Scores ◽  
The Relationship

Purpose: This study aimed to explore the relationship between mathematic achievement and programming self-efficacy, and adopt a mediation model to verify the mediating role of creativity on the relationship between mathematic achievement and programming self-efficacy.Methods: A total of 950 upper-secondary school students were surveyed using their math test scores, the Kirton Adaption-Innovation and the Programmed Self-Efficacy Scale. SPSS-26 was used for descriptive statistical analysis and correlation analysis of related variables. The PROCESS plugin was used to test the mediating effect of creativity.Results: (1) Mathematic achievement has a positive effect on programming self-efficacy, mathematic achievement is positively related to creativity, and creativity also has a positive influence on programming self-efficacy. (2) Creativity has a mediating effect on the relationship between mathematic achievement and programming self-efficacy.Conclusion: The results revealed that mathematic achievement affected programming self-efficacy directly and also indirectly through creativity. This provided certain ideas for the development of programming education for teenagers. Since students’ mathematics learning and creativity are related to programming learning, it is necessary to pay attention to the integration of the disciplines of programming education and mathematics. Further, the cultivation of innovative thinking is also critical to facilitate programming learning.

scholarly journals Peningkatan Kemampuan Matematika Siswa Sekolah Dasar Melalui Media Pembelajaran Ular Tangga Aljabar

2018 ◽  
Vol 3 (1) ◽  
pp. 25
Author(s):  
Mustika Fitri Larasati Sibuea ◽  
Hommy Dorthy Ellyany Sinaga
Keyword(s):  
Student Learning ◽  
Preliminary Test ◽  
Learning Activity ◽  
Math Skills ◽  
School Students ◽  
Ability Test ◽  
Math Ability ◽  
Average Value ◽  
Mathematics Ability ◽  
Math Test

AbstractThe purpose of this research is to find out whether by using algebra ladder snake learning media can improve students' math ability and can improve student learning activity. This research is a Classroom Action Research. The subject of this research is the third grade students of SD Tamansiswa Sukadamai of Asahan Regency, amounting to 30 students. And the object in this study is the use of learning media ladder algebra snake in improving students' math skills and student learning activeness. The instrument used in this research is the students' math test in the form of test essay and observation sheet. The average value of student activity observation observation cycle I and II is 2.6 and 3.9. Exhaustiveness of preliminary test was obtained at 23.33%. After learning by using algebra ladder learning medium, there was an increase in the students' mathematics ability test of cycles I and II of 62.33% and 93.33%. It can be concluded that learning using algebra stepping snake learning media can improve the mathematics ability of elementary school students. Keywords: mathematical ability, learning activity, learning media of algebra ladder snake  AbstrakTujuan penelitian ini adalah untuk mengetahui apakah dengan menggunakan media pembelajaran ular tangga aljabar dapat meningkatkan kemampuan matematika siswa dan dapat meningkatkan keaktifan belajar siswa. Penelitian ini merupakan Penelitian Tindakan Kelas. Yang menjadi subjek dalam penelitian ini adalah siswa kelas III SD Tamansiswa Sukadamai Kabupaten Asahan yang berjumlah 30 siswa. Dan yang menjadi objek dalam penelitian ini adalah penggunaan media pembelajaran ular tangga aljabar dalam meningkatkan kemampuan matematika siswa dan keaktifan belajar siswa.  Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan matematika siswa dalam bentuk essay tes dan lembar observasi. Nilai rata-rata hasil observasi keaktifan siswa siklus I dan II sebesar 2,6 dan 3,9. Ketuntasan belajar tes awal diperoleh sebesar 23,33%. Setelah dilakukan pembelajaran dengan menggunakan media pembelajaran ular tangga aljabar, terjadi peningkatan pada tes kemampuan matematika siswa siklus I dan II sebesar 62,33% dan 93,33%. Dapat disimpulkan bahwa pembelajaran menggunakan media pembelajaran ular tangga aljabar dapat meningkatkan kemampuan matematika siswa sekolah dasar. Kata kunci:  kemampuan matematika, keaktifan belajar, media pembelajaran ular tangga aljabar 

scholarly journals THE PECULIARITIES OF ENHANCING PROFESSIONAL COMPETENCE OF FOREIGN LANGUAGE LECTURERS IN THE USA

2021 ◽  
pp. 12-20
Author(s):  
Жанна Баб’як ◽  
Наталія Щур
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Professional Learning ◽  
Technical Assistance ◽  
Professional Competence ◽  
Time Frame ◽  
Learning Needs ◽  
Smart Goals ◽  
The Usa ◽  
The Individual

The article deals with studying the American experience of educator professional development. To carry out this research the following methods have been applied: content analysis, systematization and theoretical generalization of scientific literature, standards, technical assistance documents and samples of the individual professional development plan (IPDP) for educators. Having conducted the research, the following results and conclusions have been drawn. The primary goal for professional learning is to help educators develop and apply the knowledge and skills necessary to help students to learn foreign languages more effectively and efficiently. Therefore, the planning and designing of professional learning include defining the SMART goals of professional learning drawn from analysis of student and educator learning needs, which are determined by examining data on student learning outcomes. To achieve these goals those who are responsible for professional learning should select the appropriate job-embedded and external forms of professional learning, which allow the educators to satisfy student learning needs, bridge the knowing-doing gap and integrating new ideas and skills into practice. An IPDP is a tool serving as a guide for the professional learning. IPDP enables educators to chart their goals and to plan learning activities that improve their competencies in order to enhance their students’ performance. Completing the IPDP includes setting the goals based on student learning needs, deciding on the professional methods/strategies, tapping possible resources, setting the time-frame, identifying success indicators. After having been accomplished, the IPDP is evaluated by the person in charge. Evaluation of professional learning provides the opportunity to monitor the process of embedding the new learning into practices by observing and assessing changes in educator practice and increases in student learning.

scholarly journals Contrarian and Momentum Strategies in the Indian Capital Market

2002 ◽  
Vol 27 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Sanjay Sehgal ◽  
I Balakrishnan
Keyword(s):  
Stock Returns ◽  
Indian Market ◽  
Momentum Effect ◽  
Short Term ◽  
Momentum Strategy ◽  
Momentum Strategies ◽  
Holding Period ◽  
The Us ◽  
One Year

The study attempts to evaluate if there are any systematic patterns in stock returns for the Indian market. The empirical findings reveal that there is a reversal in long-term returns, once the short-term momentum effect has been controlled by maintaining a one year gap between portfolio formation period and the portfolio holding period. A contrarian strategy based on long-term past returns provides moderately positive returns. Further, there is a continuation in short-term returns and a momentum strategy based on it provides significantly positive payoffs. The results in general are in conformity with those for developed capital markets such as the US.

Exploring linguistically responsive teaching for English learners in rural, elementary classrooms: From theory to practice

2021 ◽  
pp. 136216882110510
Author(s):  
Mark Preston S. Lopez
Keyword(s):  
Teacher Preparation ◽  
English Learners ◽  
The United States ◽  
White Female ◽  
Critical Examination ◽  
Responsive Teaching ◽  
Academic Needs ◽  
Scaffolded Instruction ◽  
Classroom Diversity ◽  
The Us

The rapid growth in the number of English learners (ELs) in urban and rural school classrooms and the continual homogenization of a White, female, teaching force in the United States create cultural and linguistic disconnections in the classroom. As research suggests, although classroom diversity and ELs’ academic needs could be addressed by teachers’ enactment of linguistically responsive teaching (LRT) practices, most mainstream classroom teachers are not adequately prepared to implement these practices. This study examined the teaching practices of teachers with English learners in rural, elementary classroom settings in the US to find evidence of linguistically responsive teaching. It also explored how rurality shaped teachers’ instruction of ELs. The findings illustrate limited and considerable evidence of LRT implementation in the teachers’ classrooms. Evidence shows that two focal teachers mostly implemented LRT through their teaching strategies and scaffolded instruction. Findings further demonstrate that rural factors like place-based awareness and the teachers’ rural upbringing influenced their instruction of ELs. Implications on the need for researchers to undertake further and critical examination of LRT both as a theoretical framework that guides teacher preparation and as a theory that guides educational research are discussed while recommendations for language teaching, pedagogy and teacher preparation are put forward.

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