Examining the relationship between process-oriented staff development and classroom practices using integrated mathematics and science instructional modules

1993 ◽  
Vol 5 (1) ◽  
pp. 10-26 ◽  
Author(s):  
Barbara A. Nye ◽  
Carol G. Thigpin
Keyword(s):  
Staff Development ◽  
Classroom Practices ◽  
Process Oriented ◽  
Integrated Mathematics ◽  
The Relationship ◽  
Mathematics And Science

Sino-Japanese Reactive Diplomacy as Seen Through the Interplay of the Belt Road Initiative (BRI) and the Free and Open Indo-Pacific Vision (FOIP)

China Report ◽  
2021 ◽  
Vol 57 (1) ◽  
pp. 7-21
Author(s):  
Stephen Nagy
Keyword(s):  
Matrix Analysis ◽  
State Sovereignty ◽  
Pacific Region ◽  
Legal Perspective ◽  
Road Maps ◽  
Process Oriented ◽  
Development Trajectories ◽  
High Degree ◽  
The Relationship

The Indo-Pacific region is now home to at least two competing regionalism road maps, China’s Belt Road Initiative (BRI) and Japan’s Free and Open Indo-Pacific Vision (FOIP). Through comparing their respective development trajectories, this article examines the relationship between these two regionalisation initiatives. Key lines of enquiry include the following: Is the interaction between the BRI and the FOIP Vision reactive, proactive or both? Why has each initiative changed its trajectory? How can we characterise these competing initiatives? This article employs a regionalism matrix analysis that compares two different approaches, integration from a ‘rational-legal perspective’ with an emphasis on broad cooperation and state sovereignty from a ‘process-oriented perspective’ with a focus on exact goals. It finds that the BRI focuses on both a high degree of state sovereignty based on a ‘process-oriented perspective’ and exact cooperation. In contrast, FOIP stresses integration through a ‘rational-legal perspective’, broad cooperation and a shared rules-based order. Furthermore, there is a reactive interplay between these two regionalism frameworks that shapes their orientation and influences their focus.

On the Relationship Between Mathematics and Science Achievement in the United States

2005 ◽  
pp. 233-249 ◽  
Author(s):  
Min Li ◽  
Richard J. Shavelson ◽  
Haggai Kupermintz ◽  
Maria Araceli Ruiz-Primo
Keyword(s):  
United States ◽  
Science Achievement ◽  
The United States ◽  
The Relationship ◽  
Mathematics And Science

Professed Instructional Values versus Ratings of Student Teachers' Behavior during Classes in Mathematics and Science

1996 ◽  
Vol 79 (3) ◽  
pp. 796-798
Author(s):  
Stewart B. Shapiro ◽  
Phillip B. B. Moheno
Keyword(s):  
Secondary Schools ◽  
Student Teachers ◽  
Empirical Literature ◽  
Teaching Behaviors ◽  
Relationship Of ◽  
The Relationship ◽  
Mathematics And Science

Seven experienced raters were unable to discriminate significantly between the teaching behaviors of 4 high and 4 low scoring apprentice teachers of mathematics and science in secondary schools on a scale measuring humanistic/confluent instructional values. This study is intended as a general contribution to the sparse empirical literature on the relationship of professed humanistic teaching or learning values to teaching behaviors in the classroom.

scholarly journals The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

2016 ◽  
Vol 9 (7) ◽  
pp. 70 ◽  
Author(s):  
Bayan Alghanmi ◽  
Nadia Shukri
Keyword(s):  
Learning Styles ◽  
Teacher Development ◽  
Classroom Environment ◽  
English Language ◽  
Classroom Practices ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
English Language Institute ◽  
The Relationship

<p>Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers’ beliefs of grammar and grammar instruction as well as their practices in the classroom. This case study investigates the relationship between teachers’ beliefs of grammar and grammar instruction and their instructional practices. In the first stage, a sample of 30 teaching faculty members at the English Language Institute (ELI) at the University of Jeddah (UJ), in Saudi Arabia completed a survey discussing their beliefs related to grammar instruction. In the second stage, ten of these teachers were observed in classroom in order to explore the relationship between their beliefs and practices. In the third and final stage, open-ended questions were distributed to the teachers after the observations to better understand the factors that influence their beliefs. The findings reveal that teachers’ beliefs are indeed reflected in their classroom practices. Students’ proficiency level, attitudes toward the language, needs, learning styles, classroom environment, and teacher development are six factors that influence the transformation of teachers’ beliefs regarding grammar and grammar instruction into practices. These findings will help broaden the discussion on how to improve the quality of grammar teaching, particularly in the Saudi EFL classroom.</p>

Understanding the Relationship between Mathematics and Science Coursework Patterns

2009 ◽  
Vol 111 (9) ◽  
pp. 2101-2126
Author(s):  
Xin Ma
Keyword(s):  
High School ◽  
Multilevel Models ◽  
High School Graduates ◽  
School Personnel ◽  
School Level ◽  
Advanced Mathematics ◽  
Advanced Science ◽  
Mathematics Coursework ◽  
The Relationship ◽  
Mathematics And Science

Background/Context There has been little research on the relationship between mathematics and science coursework in secondary school. Purpose of Study The present analysis explored the patterns of science course-taking in relation to the patterns of mathematics course-taking among high school graduates. Research Design Using data from the 2000 High School Transcript Study (N = 20,368), secondary analysis was performed in the form of multilevel models with students nested within schools to document a strong relationship between mathematics and science course-work patterns. Findings/Results Results highlighted that (1) taking more courses in advanced mathematics was related to taking more courses in advanced science (this relationship remained strong even after adjustment for student-level and school-level variables); (2) the more courses that students took in advanced mathematics, the more likely it was that student and school characteristics would join in to select students into taking more courses in advanced science; (3) many high school graduates complied with graduation requirements by taking limited non-advanced mathematics and science coursework during high school; and (4) mathematics coursework was necessary but insufficient to promote advanced science coursework. Conclusions/Recommendations State governments are encouraged to prescribe not only the number but also the content of mathematics and science courses required for high school graduation. School personnel such as career counselors are encouraged to help promote better coursework of students in mathematics and science.

scholarly journals Oral Corrective Feedback: Investigating Kurdish High School Teachers’ Beliefs and Practices

2018 ◽  
Vol 8 (6) ◽  
pp. 115
Author(s):  
Yaseen Alzeebaree ◽  
Hussein Ali Ahmed ◽  
Idrees Ali Hasan
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Classroom Practices ◽  
Corrective Feedback ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Oral Corrective Feedback ◽  
Almost All ◽  
Academic Qualifications ◽  
The Relationship

The current research explores the relationship between the beliefs and the actual classroom practices of the Kurdish teachers of English as a foreign language (EFL) regarding oral corrective feedback (OCF). To collect the data required, a questionnaire was administered to 8 Kurdish teachers of EFL of different academic qualifications from three different schools, and likewise a 5-hour audio-recorded classroom observation was carried out with the same sample. The findings revealed that almost all teachers’ beliefs were identical with their actual practices with regard to who should provide OCF. In contrast, there was a discrepancy between their stated beliefs and practices in classroom regarding the timing of OCF, how to provide OCF and which types of errors to correct. The teachers highlighted the importance and the effectiveness of providing corrective feedback in EFL settings.

scholarly journals Teacher Professional Development in Mathematics and Science: A Blended Learning Approach

2013 ◽  
Vol 32 (2) ◽  
Author(s):  
Margaret Sinclair ◽  
Ron Owston
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Teacher Collaboration ◽  
Classroom Practices ◽  
School Level ◽  
Online Groups ◽  
Teacher Professional ◽  
The Impact ◽  
Mathematics And Science

Blended learning is a promis- ing model for supporting teacher professional development that combines the advantages of tradi- tional face-to-face interaction with the flexibility of online learning. In this study, we examine the impact of two one-year blended learning programs on teachers’ attitudes, knowledge, and classroom practices. These professional development programs were designed to enhance middle school teachers’ subject matter knowledge and pedagogical skills in mathematics and science/ technology. Our results indicate that the programs positively affected teacher attitudes and content knowledge in these curricular areas and motivated many teachers to transform their classroom practices. Increased teacher collaboration and involvement at the school level sug- gest that the experiences contrib- uted to the emergence of fledgling communities of practice. At the same time, the lack of cohesion in online groups and the drop off in participation suggest the need to rethink some aspects of the design of blended learning environments.

Sign in / Sign up

Export Citation Format

Share Document