A Multivocal Analysis of Pivotal Moments for Learning Fractions in a 6th-Grade Classroom in Japan

2013 ◽  
pp. 161-180
Author(s):  
Kristine Lund
Keyword(s):  
Pivotal Moments ◽  
Grade Classroom

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

Reagan and Thatcher's Special Relationship

2015 ◽  
Author(s):  
Sally-Ann Treharne
Keyword(s):  
Latin American ◽  
Special Relationship ◽  
Pivotal Moments ◽  
Political Relationships ◽  
Latin American Region ◽  
The Us ◽  
Anglo American ◽  
Elite Interviews ◽  
Personal Diplomacy ◽  
The Cold War

Reagan and Thatcher’s Special Relationship offers a unique insight into one of the most controversial political relationships in recent history. An insightful and original study, it provides a new regionally focused approach to the study of Anglo-American relations. The Falklands War, the US invasion of Grenada, the Anglo-Guatemalan dispute over Belize and the US involvement in Nicaragua are vividly reconstructed as Latin American crises that threatened to overwhelm a renewal in US-UK relations in the 1980s. Reagan and Thatcher’s efforts to normalise relations, both during and after the crises, reveal a mutual desire to strengthen Anglo-American ties and to safeguard individual foreign policy objectives whilst cultivating a close personal and political bond that was to last well beyond their terms in office. This ground-breaking reappraisal analyses pivotal moments in their shared history by drawing on the extensive analysis of recently declassified documents while elite interviews reveal candid recollections by key protagonists providing an alternative vantage point from which to assess the contentious ‘Special Relationship’. Sally-Ann Treharne offers a compelling look into the role personal diplomacy played in overcoming obstacles to Anglo-American relations emanating from the turbulent Latin American region in the final years of the Cold War.

scholarly journals Lower Case Truth: Bridging Affect Theory and Arts-Based Education Research to Explore Color as Affect

2021 ◽  
Vol 20 ◽  
pp. 160940692199891
Author(s):  
Ellie Haberl
Keyword(s):  
Education Research ◽  
Visual Arts ◽  
Lived Experiences ◽  
Affect Theory ◽  
Western United States ◽  
Visual Method ◽  
School Practice ◽  
Lower Case ◽  
Project Participants ◽  
Grade Classroom

As education researchers increase our focus on affect as a crucial dimension of school practice and pedagogy, we also have the responsibility of taking up the paradoxical nature of seeking to represent and analyze moments of feeling that, by their very nature, evade our understanding. This article explores the question of attending to affect in education research by drawing on research conducted in a seventh grade classroom in a mid-sized city in the western United States, where students were explicitly invited to ground argumentative writing in lived experiences that were significant to them, including those experiences often deemed difficult and thus saturated with affective intensities. Invited to use visual arts-based methods of representing the felt dimension of the project, participants used both color and abstract design as a method for representing the complexity of these affective intensities. The author makes an argument for this visual method of representation that invites students to illustrate their affective experience in ways that maintain its complex, contrasting and often non-linguistic nature.

A Proposed Instructional Theory for Integer Addition and Subtraction

2012 ◽  
Vol 43 (4) ◽  
pp. 428-464 ◽  
Author(s):  
Michelle Stephan ◽  
Didem Akyuz
Keyword(s):  
Number Line ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Instructional Theory ◽  
Education Theory ◽  
Addition And Subtraction ◽  
Support Students ◽  
Grade Classroom ◽  
Viable Model

This article presents the results of a 7th-grade classroom teaching experiment that supported students' understanding of integer addition and subtraction. The experiment was conducted to test and revise a hypothetical learning trajectory so as to propose a potential instructional theory for integer addition and subtraction. The instructional sequence, which was based on a financial context, was designed using the Realistic Mathematics Education theory. Additionally, an empty, vertical number line (VNL) is posited as a potentially viable model to support students' organizing their addition and subtraction strategies. Particular emphasis is placed on the mathematical practices that were established in this setting. These practices indicate that students can successfully draw on their experiences with assets, debts, and net worths to create meaning for integer addition and subtraction.

Self-Contained versus Team Teaching: An Analysis of a Physical Education Intervention by Classroom Teachers

1992 ◽  
Vol 11 (3) ◽  
pp. 268-287 ◽  
Author(s):  
Nell Faucette ◽  
Thomas L. McKenzie ◽  
James F. Sallis
Keyword(s):  
Physical Education ◽  
Team Teaching ◽  
Stages Of Concern ◽  
Fifth Grade ◽  
Classroom Teachers ◽  
Education Curriculum ◽  
Service Program ◽  
Service Training ◽  
Team Model ◽  
Grade Classroom

A primary purpose of this study was to describe differences between self-contained and team teaching approaches when two groups of fourth- and fifth-grade classroom teachers attempted to implement a physical education curriculum during a 4-month in-service program. One school featured team teaching in pairs during physical education classes; the other used a self-contained teaching approach. The program required a minimum of three 30-min physical education classes weekly. All teachers participated in an extensive in-service training program that included weekly on-site assistance. Data collection included teachers’ lesson-completion forms, specialist’s reports, SOFIT PE class observations, teacher-completed Stages of Concern questionnaires, and teachers’ formal interviews. Results indicated that classroom teachers who used the self-contained model more consistently implemented the curriculum and more frequently expressed positive responses. Participants who used the team model for the physical education curriculum frequently strayed from the assigned pedagogical approach, ignored major portions of the program, and experienced extreme management concerns.

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