Making Connections: Journal Writing and the Professional Teaching Standards

1995 ◽  
Vol 88 (2) ◽  
pp. 92-95 ◽  
Author(s):  
Carolyn Stewart ◽  
Lucindia Chance
Keyword(s):  
Journal Writing ◽  
Mathematics Classroom ◽  
Writing To Learn ◽  
Teaching Standards ◽  
Teacher Student ◽  
Instructional Technique ◽  
Affective Influences ◽  
Professional Teaching ◽  
Journal Entries ◽  
Insight Into

Can the national focus on the NCTM's Standards be combined with the focus on writing to learn to streng then mathematics instruction? The NCTM's Professional Standards for Teaching Mathematics (1991) supports the use of writing as an instructional technique. The possibilities suggested for journal writing in the mathematics classroom challenged these authors to explore the available literature. Several studies appeared promising (Linn 1989; Miller and England 1989; Powell and Lopez 1989; Richards 1990; Rose 1989; Skiba 1990; Vukovich 1985; White and Dunn 1989). Where as most of these projects indicated that journal writing increased mathematical ability and decreased anxiety, too few studies actually delineated the content of the journal entries to any great extent. Moreover, many of the investigations did not consider the context within which students and teachers operate. The relevance and interaction of teacher, student, and subject matter were often overlooked. This situation further challenged the authors to extend and broaden the investigation of journal writing into a more global study-one of practical inquiry, not only exploring the cognitive and affective influences of journal writing but seeking situational insight into, and understanding of, the mathematics classroom.

Using a Feedback Form to Communicate with Students

1996 ◽  
Vol 89 (3) ◽  
pp. 184-185
Author(s):  
Margaret A. Potter
Keyword(s):  
Student Teacher ◽  
Journal Writing ◽  
School Mathematics ◽  
Feedback Form ◽  
Evaluation Standards ◽  
Teacher Communication ◽  
Teacher Student ◽  
Great Insight ◽  
Teachers And Students ◽  
Insight Into

The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) has caused a stir of creativity, some of which has been used to devise ways to align instruction and teacher-student or student-teacher communication. One of the more visionary methods for assessment that teachers are currently using is journal writing. Journals can give both teachers and students great insight into a student's progress throughout a grading period.

Characteristics of Teacher-Student Discourse in Computer-Based Dialogue Journals: A Descriptive Study

1992 ◽  
Vol 15 (3) ◽  
pp. 187-206 ◽  
Author(s):  
Robert S. Rueda
Keyword(s):  
Journal Writing ◽  
Learning Disabled ◽  
Disabled Students ◽  
Teacher Input ◽  
Teacher Student ◽  
Pull Out ◽  
Conversational Style ◽  
Computer Based ◽  
Resource Rooms ◽  
Pull Out Programs

Twenty-seven learning disabled students in grades four through six engaged in interactive journal writing with their teachers in seven resource rooms (special education pull-out programs). Dialogue journal writing took place by means of a microcomputer program, and was carried out over a two- to three-month period. Although journal writing requires a conversational style, the literature suggests this might be affected both by learning disabled students' social and communicative abilities and by teachers' predisposition to engage in evaluative, “recitation”-style interactions in the classroom. A variety of discourse features of the journals were analyzed. In general, students engaged appropriately in written interaction with their teachers, but the journals tended to be dominated by teachers. For example, teachers wrote more, asked more questions, and introduced more new topics, including more topics that led to extended sequences or topic chains. Analysis of teacher input suggested that teachers used more complex than simple questions, and both students and teachers responded to a relatively high proportion of each others' initiations. In addition, various examples showed that teachers were able to be more conversational and less “teacher-like” in their discourse: that is, they were able to use a more personal style than otherwise common in the classroom. Analysis of the journals suggested that when such conversational style occurred, the topics were maintained to a greater extent than when the discourse was of a more traditional nature.

scholarly journals The Pakaru ‘Pipeline’: Māori and Pasifika Pathways within the Academy

2020 ◽  
Author(s):  
Sereana Naepi ◽  
Tara G McAllister ◽  
Patrick Thomsen ◽  
Marcia Leenen-Young ◽  
Leilani A Walker ◽  
...  
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Recruitment And Retention ◽  
Teaching Fellows ◽  
Advantages And Disadvantages ◽  
Professional Teaching ◽  
Insight Into ◽  
Academic Positions ◽  
Academic Pipeline

We examine the academic ‘pipeline’ for Māori and Pasifika graduates and illustrate the chronic under-representation of Māori and Pasifika in permanent academic positions in New Zealand universities. We identify areas within higher education where significant opportunities are being lost for the recruitment and retention of Māori and Pasifika. The narratives of Māori and Pasifika post-doctoral researchers, research associates and professional teaching fellows provide further insight into the advantages and disadvantages of these positions. Lastly, we propose a Pacific alternative metaphor ‘Pacific Navigation of Academic Pathways’ based on Pacific navigation, as opposed to the more commonly used term ‘pipeline’, in order to capture the nuances of Pasifika and Māori experiences.

Performativity in Practice

2011 ◽  
Vol 3 (2) ◽  
pp. 1-16
Author(s):  
Dianne Mulcahy
Keyword(s):  
Teacher Identity ◽  
Liberal Education ◽  
Sociology Of Science ◽  
Actor Network Theory ◽  
Teaching Standards ◽  
School Teaching ◽  
Teacher Professional ◽  
Teacher Professional Knowledge ◽  
Professional Teaching ◽  
Case Data

In the context of neo-liberal education policy reform, professional teaching standards have become one of the main means of managing improvements to school teaching and assuring its quality. Using the methodology of material semiotics in association with video case data of classroom teaching (in this case, school geography teachers) and their students, the author treats a set of standards in action, towards conducting an ontological inquiry. Bringing the performative perspective of actor-network theory to bear not only is sociality taken into account but also materiality. This paper argues that standards are best understood as shifting assemblies of practice whose nature defines and enacts teacher identity and teacher professional knowledge differently in different locations. The conclusion is drawn that while teaching standards ‘clot’ and can serve to standardise practices of teaching, they are not stable entities. The variable ontology that they manifest challenges the managerialist impulses that tend to drive standards work in education. Altogether, the paper seeks to augment existing accounts of standards within the field of the sociology of science (Bowker & Star, 1999; Star, 2010; Timmermans & Berg, 2003; Timmermans & Epstein, 2010) and contribute to its subfield, the sociology of standards.

scholarly journals The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning

2020 ◽  
Vol 32 (4) ◽  
pp. 1089-1126 ◽  
Author(s):  
Matthias Nückles ◽  
Julian Roelle ◽  
Inga Glogger-Frey ◽  
Julia Waldeyer ◽  
Alexander Renkl
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Journal Writing ◽  
Theoretical Perspective ◽  
Self Regulation ◽  
The Self ◽  
Writing To Learn ◽  
Self Regulated Learning ◽  
Load Theory ◽  
Regulated Learning

Abstract We propose the self-regulation view in writing-to-learn as a promising theoretical perspective that draws on models of self-regulated learning theory and cognitive load theory. According to this theoretical perspective, writing has the potential to scaffold self-regulated learning due to the cognitive offloading written text generally offers as an external representation and memory aid, and due to the offloading, that specifically results from the genre-free principle in journal writing. However, to enable learners to optimally exploit this learning opportunity, the journal writing needs to be instructionally supported. Accordingly, we have set up a research program—the Freiburg Self-Regulated-Journal-Writing Approach—in which we developed and tested different instructional support methods to foster learning outcomes by optimizing cognitive load during self-regulated learning by journal writing. We will highlight the main insights of our research program which are synthesized from 16 experimental and 4 correlative studies published in 16 original papers. Accordingly, we present results on (1) the effects of prompting germane processing in journal writing, (2) the effects of providing worked examples and metacognitive information to support students in effectively exploiting prompted journal writing for self-regulated learning, (3) the effects of adapting and fading guidance in line with learners’ expertise in self-regulated learning, and (4) the effects of journal writing on learning motivation and motivation to write. The article closes with a discussion of several avenues of how the Freiburg Self-Regulated-Journal-Writing Approach can be developed further to advance research that integrates self-regulated learning with cognitive load theory.

Verbal Factors and Mathematics Learning: A Review of Research

1971 ◽  
Vol 2 (4) ◽  
pp. 304-313 ◽  
Author(s):  
Lewis R. Aiken
Keyword(s):  
Reading Instruction ◽  
Reading Ability ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Mathematical Ability ◽  
General Intelligence ◽  
Verbal Interactions ◽  
Teacher Student ◽  
And Mathematics

Recent investigations pertaining to the importance of verbal factors in the learning of mathematics are reviewed. The paper is divided into 3 sections: (a) the relationships of mathematical ability to reading ability and general intelligence, (b) reading instruction and mathematics learning, and (c) student and teacher verbalizations. The importance of general intelligence for mathematics achievement is recognized, but the evidence for a group factor of mathematical ability is not convincing. Training in careful, analytical reading appears to have a beneficial effect on achievement in mathematics, but more controlled experiments with larger samples need to be conducted. The influence of verbalizing awareness of mathematical generalizations and the effects of teacher–student verbal interactions in mathematics classroom settings are other promising directions for research. Finally, an appeal is made for long–term multivariate investigations rather than piecemeal, one–shot studies.

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