Zobrazeno 1 - 10
of 11
pro vyhledávání: '"Allyson Hallman-Thrasher"'
Autor:
Chad Mourning, Harsha Chenji, Allyson Hallman-Thrasher, Savas Kaya, Nasseef Abukamail, David Juedes, Avinash Karanth
Publikováno v:
Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::53248f457f83c15616178d4a4bdfb88c
https://doi.org/10.1145/3545945.3569761
https://doi.org/10.1145/3545945.3569761
Autor:
Jodi Dunham, Otto Shaw, Danielle E. Dani, Mathew D. Felton-Koestler, Michael A Kopish, Lisa Harrison, Allyson Hallman-Thrasher
Publikováno v:
Peabody Journal of Education. 96:76-86
With the recent emphasis on clinical models of teacher education, research is needed to improve understanding of how teacher candidates learn from clinical practice. The purpose of this study is to...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a60b9a12d7365bd859ed638f91c50711
https://doi.org/10.1080/0161956x.2020.1864248
https://doi.org/10.1080/0161956x.2020.1864248
Autor:
Chad Mourning, David Juedes, Allyson Hallman-Thrasher, Harsha Chenji, Savas Kaya, Avinash Karanth
Publikováno v:
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d6b92771338616a8d0428fb318ff065a
https://doi.org/10.1145/3478432.3499094
https://doi.org/10.1145/3478432.3499094
Publikováno v:
The Mathematics Enthusiast. 17:883-906
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1dc4f18c879acda2b10d46bb835ef392
https://doi.org/10.54870/1551-3440.1506
https://doi.org/10.54870/1551-3440.1506
Publikováno v:
Mathematics Teacher: Learning and Teaching PK-12. 113:446-459
We share ideas for preparing for and enacting high-cognitive demand tasks in ways that support students in articulating and justifying their ideas. We offer strategies for developing and posing several types of purposeful questions: (1) eliciting thi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d4c466bed382090e4b00430a620184be
https://doi.org/10.5951/mtlt.2019.0297
https://doi.org/10.5951/mtlt.2019.0297
Publikováno v:
Mathematics Teaching in the Middle School. 24:90-96
Through trial and error and ultimate success, students create a graph to model a real-world situation.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::be32450007e56efc30c2b197a30a23a3
https://doi.org/10.5951/mathteacmiddscho.24.2.0090
https://doi.org/10.5951/mathteacmiddscho.24.2.0090
Publikováno v:
International Journal of Science and Mathematics Education. 17:253-272
This paper presents the findings of a group of teacher candidates with undergraduate degrees in a STEM discipline who were followed through an intensive 1-year preparation program and their 1st year of teaching. We report on the affordances and chall
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f90b7692a556fbdc389b1bad0dd8844a
https://doi.org/10.1007/s10763-017-9871-x
https://doi.org/10.1007/s10763-017-9871-x
Publikováno v:
The Mathematics Teacher. 110:182-190
Frozen custard recipes are the starting point for students to derive and explain a method for multiplying matrices.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9b87108fc6cc27e0df0b024624ac7854
https://doi.org/10.5951/mathteacher.110.3.0182
https://doi.org/10.5951/mathteacher.110.3.0182
Autor:
Mathew D. Felton-Koestler, Loretta W. Harvey, Kristin Diki, Michael A Kopish, Jodi Dunham, Danielle E. Dani, Allyson Hallman-Thrasher, Lisa Harrison
One of the challenges of field-based teacher education is the perennial divide between university courses and field experiences. Collaborative mentoring is proposed as an approach to bridge this divide. The purpose of this chapter is to explore the a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a32bba37e3f48757a0f117d8e11a956c
https://doi.org/10.4018/978-1-5225-6249-8.ch005
https://doi.org/10.4018/978-1-5225-6249-8.ch005
Autor:
Allyson Hallman-Thrasher
Publikováno v:
Journal of Mathematics Teacher Education. 20:519-555
Eliciting and responding to student thinking are high-leverage practices that have powerful implications for student learning. However, they are difficult to enact effectively, particularly for novices, and more research is needed to understand how t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3e60d021abeea9d314443a450a7aea0c
https://doi.org/10.1007/s10857-015-9330-y
https://doi.org/10.1007/s10857-015-9330-y