A Commentary on Supporting Teachers in Addressing the Needs of Marginalized Students

2018 ◽  
pp. 327-329
Author(s):  
Mary Q. Foote
Keyword(s):  
Marginalized Students ◽  
Supporting Teachers

Supporting teachers in their use of ICT in teaching mathematics: What kind of support is necessary and when is it required?

2018 ◽  
Vol 6 (7) ◽  
pp. 1-8
Author(s):  
Benard Litali Ashiono
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Mathematics ◽  
Second Phase ◽  
Grade One ◽  
Supporting Teachers

This article reports on a study that was carried out to establish determinants of ICT integration in mathematics teaching and learning. This paper focuses on the kind of support teachers require to effectively use ICT in teaching mathematics. An exploratory sequential mixed methods research design was employed to conduct this study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data collected in the initial phase. The study targeted all the teachers teaching in lower grades in both private and public schools. A sample size of 40 lower primary schools were purposively selected based on the availability of ICT tools for instructional purposes in those schools. Three teachers teaching in grade one, two and three were then selected using simple random sampling technique especially in cases where more than three teachers existed. Teacher Questionnaire, Teacher Interview Protocol and Observation Protocol were used to collect data. Data was analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were divided into themes and sub-themes related to phenomena under study. The findings of the study revealed that there was a significant relationship between supporting teachers’ use of ICT in the classroom and their actual use of ICT in teaching mathematics. The study findings however revealed that teachers teaching lower grades in Mombasa, Kenya were not adequately supported in their use of ICT in teaching mathematics. It was recommended that teachers must be granted adequate support in their use of ICT in teaching mathematics.

Curriculum Mapping as a Strategy for Supporting Teachers in the Articulation of Learning Goals

2017 ◽  
Vol 28 (4) ◽  
pp. 347-366
Author(s):  
Michael Giamellaro ◽  
Ming-Chih Lan ◽  
Maria Araceli Ruiz-Primo ◽  
Min Li ◽  
Tammy Tasker
Keyword(s):  
Learning Goals ◽  
Curriculum Mapping ◽  
Supporting Teachers

scholarly journals Cracks to Craters: College Advising During COVID-19

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110187
Author(s):  
Meredith R. Naughton
Keyword(s):  
Qualitative Study ◽  
Marginalized Students ◽  
School Closures ◽  
Wide Range ◽  
College Advising ◽  
Communication Challenges ◽  
High Need Schools ◽  
Education Of Students ◽  
The Impact ◽  
Systemic Barriers

The COVID-19 (coronavirus disease–2019) pandemic disrupted the education of students across the globe in the spring of 2020. Students who were previously at most risk for falling behind their peers and through the cracks because of academic, financial, racial, and/or generational disadvantage faced a wide range of additional obstacles in the pursuit of their college goals. This qualitative study sought to uncover postsecondary advising implications for students through the perspectives of near-peer college advisers (n = 23) serving in high-need schools in two different states as intensive, in-person advising was forced to adapt to virtual formats. Two key thematic findings reveal that advisers faced new communication challenges and existing systemic barriers for marginalized students became even larger. For seniors who had not yet made final postsecondary decisions or who had remaining to-dos, the impact of school closures and distanced advising may have fatally widened existing cracks in the path to college.

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