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Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers
This work reports the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students ́ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes In this project data was collected on various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress students in each class. Questions addressed in the study which are reported in this volume include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved?
The Missing Course
A generation of research has provided a new understanding of how the brain works and how students learn. David Gooblar offers scholars at all levels a practical guide to the state of the art in teaching and learning. His insights about active learning and the student-centered classroom will be valuable to instructors in any discipline, right away.
There Has to Be a Better Way
There Has to be a Better Way offers an essential voice in understanding the dynamics of teacher attrition from the perspective of the teachers themselves. Drawing upon in-depth qualitative research with former teachers, the authors identify several themes that uncover the rarely-spoken reasons why teachers so often willingly leave the classroom.
Teacher's Professional Development
A central aspect of teachers’ professional knowledge and competence is the ability to assess students’ achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students’ characteristics which influence teachers’ assessments do not only involve academic achievement but also students’ responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers’ assessment competences and, more specifically, the investigation of conditions as...
Studies on the educational quality of schools
The priority program 'The educational quality of schools' has been established seven years ago by the German Research Foundation (DFG). The projects in this program investigated conditions inside and outside of school and their impact on the development of mathematical, scientific, and cross-curricular competencies. In this book major findings of the program are presented. The projects not only give an overview of their research questioning methods and findings, but also of approaches and materials that have been developed to support learning and teaching in mathematics and science class rooms. The studies reported here identify factors for weaknesses in the educational outcomes that became apparent in the international comparisons like TIMSS and PISA. The projects, however, provide empirically substantiated units on approaches that can help to improve the educational quality of schools. [Publisher, ed].
Flipped Learning
Flipped learning is an approach to the design and instruction of classes through which, with appropriate guidance, students gain their first exposure to new concepts and material prior to class, thus freeing up time during class for the activities where students typically need the most help, such as applications of the basic material and engaging in deeper discussions and creative work with it.While flipped learning has generated a great deal of excitement, given the evidence demonstrating its potential to transform students’ learning, engagement and metacognitive skills, there has up to now been no comprehensive guide to using this teaching approach in higher education.Robert Talbert, who...
Teaching English
This foundational coursebook offers an accessible and up-to-date introduction to all relevant areas of Teaching English. Definitions and practical examples guide the understanding and reflection of basic and advanced concepts of foreign language learning. The fully revised second edition responds to new developments in language education: (1) Recent policies from the Kultusministerkonferenz and updates of the Common European Framework of Reference for Languages with its Companion Volume (2020) pay more attention to language awareness, mediation, and media literacy. (2) New empirical research explores the aims, methods, and impact of professional teacher education, Task-Based Language Teaching, and Content-and-Language-Integrated Learning. (3) The dramatic need for online teaching has met with refined concepts of multimodal media competence and cutting-edge tools for the digital classroom. This essential introduction and the PowerPoint presentations online facilitate multimodal teaching and learning.
The Timescapes of Teaching in Higher Education
The chapters in this book grapple in varying ways with Barbara Adam's concept of timescapes, which provides a powerful metaphor that extends the imagery of landscapes to enable an understanding of time as entwined with space, conceptually drawn and constituted experientially. Space-time is deeply relational, contextual and experiential, forming overarching narratives of higher education, its purpose and its future. As timescapes become in/visibilised and subsumed, in various ways and in different contexts, into hegemonic discourses of individual responsibility and choice, new temporal framings must then be carefully re-negotiated and self-managed by students and teachers. The chapters thus draw on theoretical and empirical contributions to examine intersecting pressures and [im]possibilities across different timescapes in higher education. This book was originally published as a special issue of the journal Teaching in Higher Education.
