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Teachers' Perceptions of Mathematical Discourse
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Stacy M. Hayden; Kelly Kearney; E. Jean Gubbins – Journal of Advanced Academics, 2024
This article analyzes teachers' perceptions and experiences using an educative curriculum designed to promote high levels of mathematical discourse. After participating in 2 days of professional learning, grade 3 teachers implemented a predifferentiated and enriched mathematics unit in their classroom. The curriculum was designed to be educative,…
Descriptors: Mathematics Teachers, Elementary School Teachers, Teacher Attitudes, Grade 3
A Series of Conversation Analysis Based Pedagogical Activities for Increasing Interactional Awareness
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Balaman, Ufuk; Can Daskin, Nilüfer – Journal of Inquiry Based Activities, 2019
This article presents a series of activities that are informed by research on conversation analysis and used for increasing the EFL [English as a Foreign Language] learners' awareness of interactional mechanisms of English language. The activity series consists of (1) lecture (e.g., turn taking, sequence and preference organization, repair), (2)…
Descriptors: Discourse Analysis, Intercultural Communication, Second Language Learning, English (Second Language)
From Needs Analysis to Task Design: Insights from an English for Specific Purposes Context
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Malicka, Aleksandra; Gilabert Guerrero, Roger; Norris, John M. – Language Teaching Research, 2019
Needs analysis (NA) has long been argued to be the prerequisite for the design of language curricula or syllabi and the selection of tasks. According to Long (2005), a one-size-fits-all approach should be substituted by a careful examination of learners' needs in a particular domain or learner community. Despite the increasing practice of carrying…
Descriptors: Needs Assessment, Course Descriptions, Second Language Learning, Second Language Instruction
Analysis of Peer Review Comments: QM Recommendations and Feedback Intervention Theory
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Schwegler, Andria F.; Altman, Barbara W. – American Journal of Distance Education, 2015
Because feedback is a critical component of the continuous improvement cycle of the Quality Matters (QM) peer review process, the present research analyzed the feedback that peer reviewers provided to course developers after a voluntary, nonofficial QM peer review of online courses. Previous research reveals that the effects of feedback on…
Descriptors: Distance Education, Feedback (Response), Peer Evaluation, Intervention
Supporting the Transference of Knowledge about Language within Teacher Education Programs
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Fenwick, Lisl; Endicott, Michele; Quinn, Marie; Humphrey, Sally – Australian Journal of Teacher Education, 2014
Teacher education is effective when pre-service teachers are able to transfer knowledge from content areas to practice. This study investigates the extent to which curriculum and assessment designs, along with teaching practices, supported pre-service teachers to transfer knowledge gained about language from a first-year course into a second-year…
Descriptors: Teacher Education Programs, Teaching Methods, Curriculum Design, Student Evaluation
"I Fight Poverty. I Work!" Examining Discourses of Poverty and Their Impact on Pre-Service Teachers
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Mulvihill, Thalia M.; Swaminathan, Raji – International Journal of Teaching and Learning in Higher Education, 2006
This paper examines some of the dominant discourses related to poverty and education such as those offered by the prominent political ideologies, those presented by educators who write about poverty, those embedded in popular culture, and those surrounding current teacher education curricula. Furthermore, this study evaluates the impact these…
Descriptors: Preservice Teachers, Poverty, Discourse Analysis, Student Teacher Attitudes