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Author: Karen M. Rosen Publisher: ISBN: Category : Developmental studies programs Languages : en Pages : 480
Book Description
The purpose of this exploratory, phenomenological study was to understand developmental mathematics in community college by examining the beliefs and worldviews of developmental mathematics instructors. This study interviewed 11 instructors in 4 demographically different community colleges within a single state with decentralized developmental mathematics programs in order to understand instructors' perceptions of the mission and outcomes of developmental mathematics, and suggestions for improving outcomes in developmental mathematics. This study also examined how instructors differentiated teaching developmental and college-level mathematics. Central to this study was an examination of instructors' personal theories of practice, which included instructors' epistemological worldviews. Although not all instructors differentiated teaching developmental and college-level mathematics, this study revealed that many instructors perceived developmental differences in student metacognitive skills and affective behaviors. Colleges whose faculties perceived a difference in developmental and college-level mathematics were in agreement as to how to improve outcomes in developmental mathematics. Instructors in this study understood the goal of developmental mathematics in pragmatic terms: helping students progress into the college-level mathematics required by their degree or certificate program. However, the metrics used by instructors to assess the success of developmental mathematics were neither uniform nor linked to the program goal. Instructors reported problems related to student learning, lack of progress, placement, instruction, and instructor preparation, and suggestions for improving outcomes that were college-specific and called for college- or system-level action. Examining instructors' worldviews using vignettes revealed that (1) instructors did not identify with one particular worldview, and (2) instructors intentionally held multiple worldviews. This study examined the applicability of Schraw and Olafson's (2002) worldview typology with instructors in higher education, and raised the possibility of a student support worldview. Developmental instructors in community colleges practice within their own understandings of developmental mathematics, without the guidance of a formal theory or philosophy. This study contributed to the theory that self-regulation is a key distinguishing characteristic between developmental and college-level students in community colleges, and supports the notion that the role of the developmental mathematics instruction is the promotion of self-regulation (Ley & Young, 1998; Wambach & Brothern, 2000).
Author: Karen M. Rosen Publisher: ISBN: Category : Developmental studies programs Languages : en Pages : 480
Book Description
The purpose of this exploratory, phenomenological study was to understand developmental mathematics in community college by examining the beliefs and worldviews of developmental mathematics instructors. This study interviewed 11 instructors in 4 demographically different community colleges within a single state with decentralized developmental mathematics programs in order to understand instructors' perceptions of the mission and outcomes of developmental mathematics, and suggestions for improving outcomes in developmental mathematics. This study also examined how instructors differentiated teaching developmental and college-level mathematics. Central to this study was an examination of instructors' personal theories of practice, which included instructors' epistemological worldviews. Although not all instructors differentiated teaching developmental and college-level mathematics, this study revealed that many instructors perceived developmental differences in student metacognitive skills and affective behaviors. Colleges whose faculties perceived a difference in developmental and college-level mathematics were in agreement as to how to improve outcomes in developmental mathematics. Instructors in this study understood the goal of developmental mathematics in pragmatic terms: helping students progress into the college-level mathematics required by their degree or certificate program. However, the metrics used by instructors to assess the success of developmental mathematics were neither uniform nor linked to the program goal. Instructors reported problems related to student learning, lack of progress, placement, instruction, and instructor preparation, and suggestions for improving outcomes that were college-specific and called for college- or system-level action. Examining instructors' worldviews using vignettes revealed that (1) instructors did not identify with one particular worldview, and (2) instructors intentionally held multiple worldviews. This study examined the applicability of Schraw and Olafson's (2002) worldview typology with instructors in higher education, and raised the possibility of a student support worldview. Developmental instructors in community colleges practice within their own understandings of developmental mathematics, without the guidance of a formal theory or philosophy. This study contributed to the theory that self-regulation is a key distinguishing characteristic between developmental and college-level students in community colleges, and supports the notion that the role of the developmental mathematics instruction is the promotion of self-regulation (Ley & Young, 1998; Wambach & Brothern, 2000).
Author: Bert van Oers Publisher: Springer Science & Business Media ISBN: 9400746172 Category : Education Languages : en Pages : 304
Book Description
Developmental Education is an approach to education in school that aims at promoting children’s cultural development and their abilities to participate autonomously and well-informed in the cultural practices of their community. From the point of view of Cultural-historical Activity theory (CHAT), a play-based curriculum has been developed over the past decades for primary school, which presents activity contexts for pupils in the classroom that create learning and teaching opportunities for helping pupils with appropriating cultural knowledge, skills, and moral understandings in meaningful ways. The approach is implemented in numerous Dutch primary schools classrooms with the explicit intention to support the learning of both pupils and teachers. The book focuses especially on education of young children (4 – 8 years old) in primary school and presents the underpinning concepts of this approach, and chapters on examples of good practices in a variety of subject matter areas, such as literacy (vocabulary acquisition, reading, writing), mathematics, and arts. Successful implementation of Developmental Education in the classroom strongly depends on dynamic assessment and continuous observations of young pupils’ development. Strategies for implementation of both the teaching practices and assessment strategies are discussed in detail in the book.
Author: Douglas Bourn Publisher: Routledge ISBN: 1317619048 Category : Education Languages : en Pages : 222
Book Description
Development education is much more than learning about development; it is a pedagogy for the globalised societies of the twenty-first century that incorporates discourses from critical pedagogy and postcolonialism, and a mechanism for ensuring that differing perspectives are reflected within education, particularly those from developing countries. Learning about development and global issues is now part of the school curriculum in a number of countries, and terms such as global citizenship, sustainable development and cultural understanding are commonplace in many educational contexts. Development education has been recognised as one of the educational discourses that has influenced the acceptance of these terms, for both policy-makers and practitioners. This ground-breaking volume addresses the history, theoretical influences, practices and impact of development education in Europe, North America, Australia and Japan. Chapters include how development education evolved, the influence of theorists such as Paulo Freire, the practices of aid and development agencies, and the impact of governments seeking evidence of public understanding of and engagement with development. The Theory and Practice of Development Education provides essential reading for anyone engaged in re-thinking and reflecting upon the educational needs of a globalised society, and seeking approaches towards learning that place social justice at the heart of that practice. It will be of particular interest to academics and postgraduate students in the fields of development education, international education and globalisation.
Author: Anne McKeough Publisher: Routledge ISBN: 1136470808 Category : Education Languages : en Pages : 210
Book Description
This unique contribution to the field of education offers a comparative look at the application of cognitive theory to instruction. Six leading researchers, representing the three theoretical positions which guide the study of cognition -- socio- cultural, information processing, and neo-Piagetian approaches -- discuss their theories and present empirical evidence in support of cognitively-based instructional practice. An introductory chapter describes the basic tenets of each tradition and its general educational posture, and a concluding chapter compares the contributors' views and draws implications for key educational issues. These open-ended discussions of the contrasts and overlaps in the various positions should stimulate readers to formulate personal opinions on cognitively-based instruction.
Author: Loose, Crystal Publisher: IGI Global ISBN: 1799846237 Category : Education Languages : en Pages : 202
Book Description
Teachers, as life-long learners, engage in professional development to deepen their understanding of content and instructional methods. Teacher professional development is a form of adult education, and adults learn best if they are actively involved in their own learning and see it relative to their own needs. Grounding professional development in actual classroom practice is a highly powerful means of fostering effective teachers. Research has shown that, for professional development to be effective, several components of instruction should be considered: reflection on practice, problems arising in practice, subject matter content, and principles of adult learning. Practice-Based Professional Development in Education is a cutting-edge research publication that explores both effective and ineffective professional development practices and presents arguments for why adult learning theory should be considered when designing a professional development session. Highlighting a range of topics including social media, education reform, and teacher learning, this book is essential for teachers, academicians, education professionals, policymakers, curriculum designers, researchers, and students.
Author: Douglas Bourn Publisher: Routledge ISBN: 131761903X Category : Education Languages : en Pages : 224
Book Description
Development education is much more than learning about development; it is a pedagogy for the globalised societies of the twenty-first century that incorporates discourses from critical pedagogy and postcolonialism, and a mechanism for ensuring that differing perspectives are reflected within education, particularly those from developing countries. Learning about development and global issues is now part of the school curriculum in a number of countries, and terms such as global citizenship, sustainable development and cultural understanding are commonplace in many educational contexts. Development education has been recognised as one of the educational discourses that has influenced the acceptance of these terms, for both policy-makers and practitioners. This ground-breaking volume addresses the history, theoretical influences, practices and impact of development education in Europe, North America, Australia and Japan. Chapters include how development education evolved, the influence of theorists such as Paulo Freire, the practices of aid and development agencies, and the impact of governments seeking evidence of public understanding of and engagement with development. The Theory and Practice of Development Education provides essential reading for anyone engaged in re-thinking and reflecting upon the educational needs of a globalised society, and seeking approaches towards learning that place social justice at the heart of that practice. It will be of particular interest to academics and postgraduate students in the fields of development education, international education and globalisation.
Author: Frances Degen Horowitz Publisher: Psychology Press ISBN: 1317766733 Category : Psychology Languages : en Pages : 232
Book Description
Through the evaluation and integration of developmental theories, this volume proposes a new structural/behavioral model of development. Dr. Horowitz’s model helps account for both the behavioral development of children (with extensions across the life-span) and for the universal and non-universal characteristics in human behavioral development. Exploring Developmental Theories also sheds a new and different light on the nature- nurture or heredity-environment controversy and on the topic of continuity and discontinuity in development. Exploring Developmental Theories: *examines the concepts of stage, structure, and systems; organismic theory; and general system theory; *analyzes open and closed systems as well as organismic and mechanistic world views; *integrates the concepts associated with organismic and mechanist world views; *examines learning mechanisms and processes that foster the acquisition of behavior, and *discusses the strengths and weaknesses of Gessel, Piaget, and behaviorism in accounting for behavioral development.
Author: Naeyc Publisher: ISBN: 9781938113956 Category : Education Languages : en Pages : 400
Book Description
The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas.
Author: Karen M. Rosen
Author: Karen M. Rosen
Author: Bert van Oers
Author: Douglas Bourn
Author: Anne McKeough
Author: Loose, Crystal
Author: Douglas Bourn
Author: Frances Degen Horowitz
Author: Hunter R. Boylan
Author: Naeyc
Author: Yrjö Engeström