Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Mollee Shultz"'
Publikováno v:
International Journal of STEM Education, Vol 9, Iss 1, Pp 1-22 (2022)
Abstract Background The growing understanding of the oppressive inequities that exist in postsecondary education has led to an increasing need for culturally relevant pedagogy. Researchers have found evidence that beliefs about the nature of knowledg
Externí odkaz:
https://doaj.org/article/25f7b6aef8f24310852b8b0552cdc7c6
Publikováno v:
Educational Studies in Mathematics. 110:1-21
The investigation at scale of the tensions that teachers need to manage when deciding to follow recommendations for practice has been hampered by the problem of occurrence: The conditions in which those decisions could be made need to occur during an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::feb3281e200dbda693ec37b8b2583a50
https://doi.org/10.1007/s10649-021-10118-0
https://doi.org/10.1007/s10649-021-10118-0
Publikováno v:
Journal of Chemical Education. 99:25-34
The American Chemical Society holds supporting diverse student populations engaging in chemistry as a core value. We analyzed chemical concept inventory scores from 4,612 students across 12 institutions to determine what inequities in content knowled
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9664434431bbd15a0c7d8270f57e6b67
https://doi.org/10.1021/acs.jchemed.1c00352
https://doi.org/10.1021/acs.jchemed.1c00352
Publikováno v:
International Journal of Research in Undergraduate Mathematics Education. 6:245-278
This study describes how nine university professors managed their teaching when a shift from lecturing to inquiry-based learning was mandated in a large enrollment course, linear algebra for math majors. We describe the tensions that emerged and how
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9c621cdee2fe684c7cc234973417004f
https://doi.org/10.1007/s40753-019-00109-1
https://doi.org/10.1007/s40753-019-00109-1
Publikováno v:
Linguistics and Education. 52:33-43
Agency has been identified as a personal asset for teachers that may enable them to competently manage their classrooms ( Stein, Kintz, & Miness, 2016 ). We explored how tools from systemic functional linguistics ( Halliday & Matthiessen, 1994 ) can
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c0a0536caa9d927fddd6c3f0c6b2d00e
https://doi.org/10.1016/j.linged.2019.05.006
https://doi.org/10.1016/j.linged.2019.05.006
Publikováno v:
Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::327846945606c2f48aa2e642c11d497b
https://doi.org/10.51272/pmena.42.2020-94
https://doi.org/10.51272/pmena.42.2020-94
Autor:
Natasha G. Holmes, Eleanor W. Close, Jayson M. Nissen, Steven J. Pollock, Mollee Shultz, Ben Van Dusen, Heather Lewandowski, Bethany R. Wilcox, Manher Jariwala
The number and use of research-based assessments (RBAs) has grown significantly over the last several decades. Data from RBAs can be compared against national datasets to provide instructors with empirical evidence on the efficacy of their teaching p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::925292bee34334679fd6a345b45e44df
http://arxiv.org/abs/2008.03373
http://arxiv.org/abs/2008.03373
Publikováno v:
Advances in Game-Based Learning ISBN: 9783030445256
In this chapter, we contribute some insights from project SimTeach (Herbst P, Chieu VM, SIMTEACH: What can practical knowledge modeled in a teaching simulator contribute to support mathematics teacher learning? National Science Foundation Grant, EHR,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4cf9c984cb11660946105fbcc123e912
https://doi.org/10.1007/978-3-030-44526-3_7
https://doi.org/10.1007/978-3-030-44526-3_7