Development of Mathematics Curriculum The National Council of Teachers of Mathematics has recommended principles to aid in the development of unified curriculum standards and assessments for use across the nation. Several recommendations were made such as ensuring that teachers have an understanding of the curriculum content at the students’ previous learning level in order to build on those skills and incorporate new material. NCTM also suggests that a national curriculum must teach ideas and pr... ... middle of paper ... ...oks. Journal for Research in Mathematics Education, 31(2), 234-241. McGehee, J. J., & Griffith, L. K. (2001).
They were willing to ask questions and the teacher welcom... ... middle of paper ... ...ategies in the Language Classroom. Cambridge: Cambridge University Press. Dörnyei, Z. and Csizér, K. (1998) ‘Ten commandments for motivating language learners: results of an empirical study’, Language Teaching Research, 2(3), pp. 203-229. Gower, R., Phillips, D. and Walters, S. (2005) Teaching Practice.
Through PLCs, teachers critically reflect on current practices, brainstorm solutions, and obtain help and advice from others in a supportive growth-oriented environment over an extended period of time (Vescio, Ross, & Adams, 2008; Nelson, 2009; Scher & O'Reilly, 2009; Bolam, McMahon, Stoll, Thomas, & Wallace, 2005). The theory of change guiding PLCs holds that by providing teachers with targeted support from within the school community, as oppose to hiring additional outside experts, professional developments can become for efficient. Implementation of effective PLCs requires intentional effort, school-wide and possibly district-wide restructuring of teacher schedules, and additional resources. For schools considering implementing PLCs, it is important to understand the logic of action and the benefits of PLCs as it relates to teacher improvement and increased student achievement. Analysis of the underlying logic of action and evidence from empirical studies show that developing Professional Learning Communities within schools can lead to increas... ... middle of paper ... ...Nelson, T. H. (2009).
To put it simply, it is just the smart thing to do. It provides support for actions and implementations in the classroom as well as giving the teacher information to follow so he or she will have an idea what will happen in the classroom before the strategy is implemented. Not to mention many research-based strategies outline the implementation methods. Countless strategies have been researched but some of the most impressive fall under the positive behavior support category, which provide positive reinforcement for good behavior while avoiding positive punishment in most cases. Effective Behavior Management Strategies for Teachers Student behavior problems are a major concern for the public, administrators, and teachers.
Suggestions from research for improving mathematics instruction for bilinguals. School Science and Mathematics, 88, 480-486. McKeon, Denise & Samway, Katharine. (1999). “Myths and Realities: Best practice for language minority students.” Heinemann.
(2002). Impact of Phonological Working Memory on English as a Second Language Students’ Vocabulary Learning. McNair Scholars Journal. Holmes, j., & Gathercole, S. (2013). Taking working memory training from the laboratory into schools.
As a student, I always enjoyed math. In high school I took all math classes offered, including Calculus. The first math class I took in college was a breeze, and I thought that this one would be no different. What could I learn about elementary school math that I didn’t already know? The first day of class showed me what a ridiculous question that was and I went on to learn things about math that had never before been brought to my attention.
Am Educ Res J 40(4):807–840. Zelkowski, J., Gleason, J., Cox, D. C., & Bismarck, S. (2013). Developing and validating a reliable TPACK instrument for secondary mathematics preservice teachers. Journal of Research On Technology In Education, 46(2), 173-206. Wachira, P., & Keengwe, J.
Hsieh, H. (2002). Teachers’ Beliefs about English Learning: A Case Study of Elementary School English Teachers in Taipei County. Unpublished master thesis. Taipei: National Taipei Teachers‟ College. Holt-Reynolds, D. (1992).
Albany, NY: State University of New York Press, 1995 Sowder, Judith. “Making sense of numbers in school mathematics” In G. Leinhardt, R. Putnam, & R.A. Hattrup (Eds), Analysis of arithmetic for mathematics teaching (p. 1-51). Hillsdale, NJ: Erlbaum. 1995. Sowder, Judith.