American Educational Research Journal

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Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms
American Educational Research Journal - Tập 33 Số 2 - Trang 455-488 - 1996
Mary Kay Stein, Barbara W. Grover, Marjorie Henningsen
This article focuses on mathematical tasks as important vehicles for building student capacity for mathematical thinking and reasoning. A stratified random sample of 144 mathematical tasks used during reform-oriented instruction was analyzed in terms of (a) task features (number of solution strategies, number and kind of representations, and communication requirements) and (b) cognitive d...... hiện toàn bộ
Measuring Usable Knowledge
American Educational Research Journal - Tập 49 Số 3 - Trang 568-589 - 2012
Nicole Kersting, Karen B. Givvin, Belinda Thompson, Rossella Santagata, James W. Stigler
This study explores the relationships between teacher knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed and evaluated an innovative approach to assessing teacher knowledge based on teachers’ analyses of classroom video clips. Teachers watched and commented on 13 fraction clips. These written analyses were coded using objective rubri...... hiện toàn bộ
Differences Among Teachers in a Task Characterized by Simultaneity, Multidimensional, and Immediacy
American Educational Research Journal - Tập 28 Số 1 - Trang 63-88 - 1991
Donna S. Sabers, Katherine Cushing, David C. Berliner
Expert, beginning, and novice teachers viewed three television monitors, each focusing on a work group of a junior high science class, simultaneously. Participants expressed their thoughts as they viewed the monitors, indicated the monitor to which they were referring, and answered questions about classroom management and instruction. Differences among the groups were found in their perce...... hiện toàn bộ
Globalization, Education, and Citizenship: Solidarity Versus Markets?
American Educational Research Journal - Tập 39 Số 2 - Trang 363-378 - 2002
Carlos Alberto Torres
This article suggests that globalization places limits on state autonomy and national sovereignty, affecting education in various ways. Those limits are expressed in tensions between global and local dynamics in virtually every policy domain. Globalization not only blurs national boundaries but also shifts solidarities within and outside the national state. Globalization cannot be defined...... hiện toàn bộ
How Including Prior Knowledge As a Subject Variable May Change Outcomes of Learning Research
American Educational Research Journal - Tập 41 Số 1 - Trang 159-189 - 2004
Amy M. Shapiro
Prior knowledge has a marked effect on learning outcomes. Researchers typically rely on a number of methodologies to control for that factor in learning research, including the use of fictional stimuli and domain-novice subjects. The experiments reported here demonstrate that such methodological controls may be insufficient. In Experiment 1, students read texts about fictional places and ...... hiện toàn bộ
Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects
American Educational Research Journal - Tập 45 Số 1 - Trang 166-183 - 2008
Barry J. Zimmerman
The topic of how students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews were successful in demonstrating significant predictions of students’ academic outcomes. The present article describes the second wave of research, which has involved the development of online measu...... hiện toàn bộ
Verbal and Math Self-Concepts: An Internal/External Frame of Reference Model
American Educational Research Journal - Tập 23 Số 1 - Trang 129 - 1986
Herbert W. Marsh
Preparing High-Quality Teachers: Views From the Classroom
American Educational Research Journal - Tập 44 Số 4 - Trang 959-1001 - 2007
Linda Reichwein Zientek
Every child has the right to a highly qualified teacher, yet as a nation we are reluctant to empirically investigate how teacher preparation programs are succeeding. Results from the present study suggested that (a) traditionally certified (TC) teachers felt better prepared than non–traditionally certified (NTC) teachers on communicating, planning, and using instructional strategies; (b) ...... hiện toàn bộ
Sử Dụng Kiến Thức Về Tư Duy Toán Học Của Trẻ Em Trong Giảng Dạy Lớp Học: Một Nghiên Cứu Thực Nghiệm Dịch bởi AI
American Educational Research Journal - Tập 26 Số 4 - Trang 499-531 - 1989
Thomas P. Carpenter, Élizabeth Fennema, Penelope L. Peterson, Chi-Pang Chiang, Megan Loef
Nghiên cứu này đã điều tra cách thức mà các giáo viên sử dụng kiến thức từ nghiên cứu về tư duy toán học của trẻ em và cách thức mà thành tích của học sinh bị ảnh hưởng bởi điều đó. Hai mươi giáo viên lớp một, được phân ngẫu nhiên vào một nhóm thực nghiệm, đã tham gia vào một hội thảo kéo dài một tháng, nơi họ nghiên cứu phân tích dựa trên nghiên cứu về sự phát triển kỹ năng giải quyết vấ...... hiện toàn bộ
“Don’t Leave Us Behind”
American Educational Research Journal - Tập 52 Số 1 - Trang 40-72 - 2015
Ruth Enid Zambrana, Rashawn Ray, Michelle M. Espino, Corinne Castro, Beth Cohen, Jennifer Eliason
This article examines the mentoring experiences of 58 underrepresented minority (URM) faculty at 22 research-extensive institutions. Drawing on in-depth interviews and focus group data, participants discussed the importance of mentoring across the life course, the ideal attributes of mentoring relationships, the challenges to effective mentoring, and the role of political guidance. These ...... hiện toàn bộ
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