scholarly journals Factors affecting teacher educators adoption of formative assessment strategies in the mathematics classroom

2021 ◽  
Vol 15 (4) ◽  
pp. 483-489
Author(s):  
Justice Enu
Keyword(s):  
Formative Assessment ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Case Study Research ◽  
Assessment Practices ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Major Factors

The purpose of this study was to look into the factors that influence mathematics teacher educators' formative assessment practices. This paper took a qualitative case study research design approach with six educators teaching mathematics in three teacher Colleges of Education in Ghana. The exploration focused on factors that hinders teacher educators use of formative assessment practices. Data were generated through the administration of semi – structured interviews and lesson observations. The qualitative data was analyzed using thematic analysis. Findings revealed that major factors which limit teacher educators formative assessment practices were: large class size, time, lack of transparency in assessment, and internal and external summative assessment issues. The factors limiting teacher educators' use of formative assessment (FA) discussed in this study are beneficial for teacher college administration in addressing the issues and educators in assisting pre-service teachers in eliminating these factors during their training and after passing out from the college of education to the teaching field. Based on the findings, it is recommended that a large scale study is conducted on factors that affect teachers formative assessment practices and the effect on students mathematics learning.

scholarly journals Insights into Grade 2 teachers’ enactment of formative assessment in mathematics in selected priority schools in Gauteng

2020 ◽  
Vol 40 (Supplement 2) ◽  
pp. S1-S10
Author(s):  
Poomoney Govender
Keyword(s):  
Formative Assessment ◽  
Teacher Development ◽  
Qualitative Content Analysis ◽  
Mathematics Learning ◽  
Training Programme ◽  
Assessment Practices ◽  
Unique Contribution ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Service Training

This article reports on Grade 2 teachers’ perceptions of formative assessment in explaining the phenomenon of the underutilisation of formative assessment practices in mathematics teaching. A qualitative and interpretative case study investigated two Grade 2 teachers’ enactment of formative assessment in priority schools in Gauteng. Data were collected through semi-structured interviews and observations of lessons. The basic principles of qualitative content analysis were applied during data analysis and guided by the formative assessment theoretical framework proposed by Black and Wiliam (2009). The study revealed that teachers’ enactment of formative assessment was limited by their vague understanding of formative assessment and the tensions between formative assessment and curriculum compliance. The study’s central claim is that teachers may know about formative assessment, but if they do not understand how children learn and engage in mathematics learning, then they are unlikely to enact it correctly. While teachers who attended the in-service training programme were able to use some of the strategies as singular tools, they were still unable to implement the combined strategies that constitute the formative assessment pedagogy. Hence, the formative assessment practices of teachers bore limited possible returns on investment to improve learning outcomes in mathematics. The unique contribution of this study is its potential to inform teacher development, policy and practice as it yielded important insights while reinforcing and amplifying existing knowledge.

scholarly journals Progress in Research on Carbon Nanotubes Reinforced Cementitious Composites

2015 ◽  
Vol 2015 ◽  
pp. 1-16 ◽  
Author(s):  
Qinghua Li ◽  
Jintao Liu ◽  
Shilang Xu
Keyword(s):  
Carbon Nanotubes ◽  
Large Scale ◽  
High Strength ◽  
Cementitious Composites ◽  
Scale Production ◽  
Multiwalled Carbon ◽  
Factors Affecting ◽  
Environment And Health ◽  
Research Activities ◽  
Major Factors

As one-dimensional (1D) nanofiber, carbon nanotubes (CNTs) have been widely used to improve the performance of nanocomposites due to their high strength, small dimensions, and remarkable physical properties. Progress in the field of CNTs presents a potential opportunity to enhance cementitious composites at the nanoscale. In this review, current research activities and key advances on multiwalled carbon nanotubes (MWCNTs) reinforced cementitious composites are summarized, including the effect of MWCNTs on modulus of elasticity, porosity, fracture, and mechanical and microstructure properties of cement-based composites. The issues about the improvement mechanisms, MWCNTs dispersion methods, and the major factors affecting the mechanical properties of composites are discussed. In addition, large-scale production methods of MWCNTs and the effects of CNTs on environment and health are also summarized.

scholarly journals German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

2018 ◽  
Vol 12 (2) ◽  
pp. 77-97
Author(s):  
Ana Kuzle
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Research Report ◽  
Mathematics Teacher Educators ◽  
Set Up ◽  
Teaching Problem

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

Formative Assessment in a Teacher Education Course

2020 ◽  
pp. 71-88
Author(s):  
Kerryn Dixon
Keyword(s):  
Critical Pedagogy ◽  
Formative Assessment ◽  
Student Teachers ◽  
Critical Literacy ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Assessment Practices ◽  
Literacy Teachers ◽  
Postgraduate Students ◽  
Support Students

Although many teachers are sympathetic to critical literacy's social justice agenda, they are often unsure about how to implement it in their classrooms. This is particularly so in contexts where increased accountability requires standardized forms of assessment. The challenge for teacher educators is to find ways to support student teachers and teachers who are new to critical literacy. The chapter focuses on how postgraduate students new to critical literacy learn to use this approach with young children. The chapter explicates the ways in which formative assessment is practiced as part of a critical pedagogy to support students' understandings of critical literacy, it describes how low-risk opportunities to put critical literacy into practice are provided, furthermore it considers the ways in which dialogue works to support inexperienced critical literacy teachers and finally examines the benefits of formative assessment practices within a critical pedagogy from a teacher educator perspective.

A Study of Attitude of Student and Educators towards ICT

2009 ◽  
Vol 5 (2) ◽  
pp. 157-171
Author(s):  
Bijoy K. Thomas
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Communication Technologies ◽  
The Internet ◽  
Factors Affecting ◽  
Teachers And Students ◽  
Ict Tools ◽  
Increase Productivity ◽  
Major Factors ◽  
Learning With Technology

Technology offers the opportunity to change the roles that teachers and students have traditionally played. With technology dispersing information, teachers are free to coach and facilitate students learning. With technology monitoring, students become active and effectively acquire new skills. Educational access to ICT tools, applications, networks and media worldwide has grown dramatically. Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Overall attitude of Student Teachers and Teacher Educators was high but attitude is based on certain factors.  Major factors were availability and access of Internet.  Besides this awareness about the benefits of new communication technologies, access such as computers and connectivity, the language barriers in using Internet and motivation to use information available on the Internet are also considered as the factors affecting the usage of online education. 

scholarly journals STUDI KASUS FAKTOR-FAKTOR YANG MEMPENGARUHI HASIL BELAJAR MATEMATIKA DI SD NEGERI 01 NANGA MERAKAI

2021 ◽  
Vol 4 (1) ◽  
pp. 60-64
Author(s):  
Dwi Cahyadi Wibowo ◽  
Lhadyza Ocberti ◽  
Adriana Gandasari
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Case Study Research ◽  
External Factors ◽  
Internal Factors ◽  
Factors Affecting ◽  
Two Factors ◽  
Collection Data ◽  
Qualitative Descriptive

The purpose of this research is to describe the factors that affect mathematics learning outcomes in class V SD Negeri 01 Nanga Merakai Academic Year 2019/2020. This research uses qualitative research methods with a qualitative descriptive approach with a case study research form.  The research sample consisted of 16 student of class 5th at public elementary school 01 Nanga Merakai. Data collection tools in the form of interview guidelines, questionnaires and documentation studies. Data analysis through several stages of data collection, data persentation, data reduction and conclusion drawing. The results showed that (1) Inhibiting factors affecting mathematics learning outcomes were divided into two factors, namely internal factors and external factors. (2)  Supporting factors for mathematics learning outcomes, the research results are divided into two, namely internal factors and external factors.

scholarly journals Exploring the Institutional and Bottom-Up Actions for Urban Air Quality Improvement: Case Studies in Antwerp and Gdańsk

2021 ◽  
Vol 13 (21) ◽  
pp. 11790
Author(s):  
Joanna Badach ◽  
Małgorzata Dymnicka ◽  
Jarosław Załęcki ◽  
Maciej Brosz ◽  
Dimitri Voordeckers ◽  
...  
Keyword(s):  
Air Pollution ◽  
Air Quality ◽  
Urban Planning ◽  
Public Discourse ◽  
Case Study Research ◽  
Comparative Case Study ◽  
Structured Interviews ◽  
The Difference ◽  
Major Factors ◽  
Urban Development Policy

The article presents the results of qualitative studies concerning the presence of air quality management in the process of urban planning and in the public discourse in Antwerp, Belgium, and Gdańsk, Poland. We focused on the way urban planners, environmental experts, and stakeholders perceive the problem of air pollution, especially with respect to urban development policy, and whether they consider it one of the major factors determining the quality of the urban built environment. The analysis was empirically based on free, partially structured interviews with experts. With that aim, we referred to certain assumptions of the multidimensional concept of environmental protection and integrated urban planning, highlighting the knowledge gained through interview analysis, literature review, and comparative case study research. The approach brings to light the difference between the perceived and measured air quality and to what extent it is affected by the spatial conditions. The research reveals how the range of perceptions of air pollution is embedded in several sociological, urban planning, and cultural perspectives and how these perceptions differ between the different profiles of the stakeholders and experts.

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