Global ETD Search

11	A Comprehensive Model for Examining Pre-Service Teachers'' Knowledge of Technology Tools for Mathematical Learning: The T-MATH Framework Johnston, Christopher J., Moyer-Packenham, Patricia 15 March 2012 (has links) No description available. info:eu-repo/classification/ddc/510 ddc:510
12	An Alternate Route to Urban Mathematics Teaching: The NYC Teaching Fellows Program Cooley, Laurel A. 12 April 2012 (has links) (PDF) The NYC Teaching Fellows (NYCTF) program, as the nation’s largest alternative certification program, aims to provide high-needs NYC public schools with highly qualified teachers in such hard-to-staff areas as math, science, and special education. Reports of NYCTF teacher retention are mixed; The New Teacher Project (TNTP) claims high retention rates, but other research indicates that fellow recruits have lower retention rates than other teachers in similar NYC schools – only Teach for America (TFA) exhibits higher attrition (Boyd et al., 2006). After scrutinizing these contrary claims, this paper examines the retention of a recent cohort of approximately 300 Mathematics Teaching Fellows (MTFs) in the NYCTF program, examining MTF’s early attrition, movements from school to school in the NYC system, and professional plans for the future. We also include findings on teacher induction, school leadership, and school context that affect MTF retention. Mathematikausbildung Lehrerausbildung Lehrergewinnung Lehrerfluktuation Lehrerwechsel alternative Zertifizierung Berufseinstieg für Lehrer Lehrerinduktion soziale Gerechtigkeit Mathematics education teacher education teacher retention teacher attrition teacher turnover alternative certification teacher induction social justice ddc:510 rvk:SD 2009
13	An Alternate Route to Urban Mathematics Teaching: The NYC Teaching Fellows Program Cooley, Laurel A. 12 April 2012 (has links) The NYC Teaching Fellows (NYCTF) program, as the nation’s largest alternative certification program, aims to provide high-needs NYC public schools with highly qualified teachers in such hard-to-staff areas as math, science, and special education. Reports of NYCTF teacher retention are mixed; The New Teacher Project (TNTP) claims high retention rates, but other research indicates that fellow recruits have lower retention rates than other teachers in similar NYC schools – only Teach for America (TFA) exhibits higher attrition (Boyd et al., 2006). After scrutinizing these contrary claims, this paper examines the retention of a recent cohort of approximately 300 Mathematics Teaching Fellows (MTFs) in the NYCTF program, examining MTF’s early attrition, movements from school to school in the NYC system, and professional plans for the future. We also include findings on teacher induction, school leadership, and school context that affect MTF retention. info:eu-repo/classification/ddc/510 ddc:510
14	Transcribing an Animation: The case of the Riemann Sums Hamdan, May 16 April 2012 (has links) In this paper I present a theoretical analysis (genetic decomposition) of the cognitive constructions for the concept of infinite Riemann sums following Piaget\''s model of epistemology. This genetic decomposition is primarily based on my own mathematical knowledge as well as on my continual observations of students in the process of learning. Based on this analysis I plan to suggest instructional procedures that motivate the mental activities described in the proposed genetic decomposition. In a later study, I plan to present empirical data in the form of informal interviews with students at different stages of learning. The analysis of those interviews may suggest a review of my initial genetic decomposition. info:eu-repo/classification/ddc/510 ddc:510

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