Exploring How Culture of Excellence is Personified by Mathematics Teachers in the Public Schools

2021 ◽  
Vol 1 (1) ◽  
pp. 88-94
Author(s):  
Jahfet Nabayra ◽  
Nabayra Liza Jean

This basic qualitative study aimed to describe how the culture of excellence is being personified by mathematics teachers who were scholar graduates of a certain state university in the Western Visayas region in the Philippines. Eight public school mathematics teachers were included in the study purposively. The researcher utilized semi-structured interviews in gathering the data. Thematic analysis was used to analyze the qualitative data. Findings revealed that mathematics teachers personified the culture of excellence in mathematics education by integrating different strategies in teaching mathematics, being passionate and dedicated, and by pursuing continuous professional growth.  In addition, they have manifested excellence in mathematics education through the following: conducted action researches in mathematics education, attended various seminars and training, actively involved in different committees and organizations in and out of school, and received recognition as winners and coaches in different math-related and non-math related activities.

2016 ◽  
Vol 6 (1) ◽  
pp. 145 ◽  
Author(s):  
Gürsel Güler

<p>The aim of this study is to examine the difficulties prospective mathematics teachers experience in mathematical proving, the courses in which they have difficulties in proving, the importance of proof in mathematics education and its functions in their professional lives. The data of the study was collected via semi-structured interviews with fifteen academicians who volunteered to take part in the study. Content analysis method was used to analyze the data obtained. As a result of the study, based the views of the academicians, it was seen that prospective mathematics teachers experience four different difficulties in proving. Besides, in line with the views of the academicians the following categories were formed: the courses that prospective teachers experience difficulty, the importance of proof in mathematics education and its functions in prospective teachers’ professional lives and these categories were presented with their subcategories.</p>


1943 ◽  
Vol 36 (3) ◽  
pp. 114-124
Author(s):  
John W. Studebaker

The United States Office of Education has received urgent and repeated requests from individuals and organizations throughout the country to give the secondary schools detailed suggestions for the teaching of mathematics for pre-induction purposes. In December 1942, the Office in cooperation with the President of The National Council of Teachers of Mathematics appointed a committee to make a survey of the mathematical needs of the armed forces and upon this basis to make a report concerning what the schools can do for the emergency. The committee consisted of Virgil S. Mallory, Professor of Mathematics, New Jersey State Teachers College at Montclair; William D. Reeve, Professor of Mathematics, Teachers College, Columbia University; Giles M. Ruch, Chief, Research and Statistical Service, U. S. Office of Education; Raleigh Schorling, Professor of Education, University of Michigan; and Rolland It. Smith, Specialist in Mathematics for the Public Schools of Springfield, Massachusetts, and President of the National Council of Teachers of Mathematics. Dr. Smith served as chairman of the Committee.


2018 ◽  
Vol 6 (11) ◽  
pp. 271
Author(s):  
Robert Smith

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 11Adalberto Felipe Martinez, Federal University of São Carlos, BrazilAngel H. Y. Lai, Hong Kong Baptist University, Hong KongBenmarrakchi Fatimaezzahra, Chouaib Doukkali University, MoroccoBrenda L. Shook, National University, USACagla Atmaca, Pamukkale University, TurkeyChosang Tendhar, Long Island University (LIU), USACynthia M. Compton, Wingate University, USAEnisa Mede,Bahcesehir University,TurkeyErica D. Shifflet-Chila, Michigan State University, USAFroilan D. Mobo, Philippine Merchant Marine Academy, PhilippineHelena Reis, Polytechnic Institute of Leiria, PortugalHyesoo Yoo, Virginia Tech., USAIntakhab Khan, King Abdulaziz University, Saudi ArabiaJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaJohn Cowan, Edinburgh Napier University, UKJon S. Turner, Missouri State University, USAJonathan Chitiyo, University of Pittsburgh Bradford, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMan-fung Lo, The Hong Kong Polytechnic University, Hong KongMarcie Zaharee, The MITRE Corporation, USAMaurizio Sajeva, Pellervo Economic Research PTT, FinlandMehmet Inan, Marmara University, TurkeyMin Gui, Wuhan University, ChinaNicole Celestine, The University of Western Australia, AustraliaSadia Batool, Preston University Islamabad, PakistanSamad Mirza Suzani, Islamic Azad University, IranSandro Sehic, Oneida BOCES, USASelloane Pitikoe, University of Kwazulu-Natal, South AfricaSenem Seda Şahenk Erkan, Marmara University, TurkeyShu-wen Lin, Sojo University, JapanStamatis Papadakis, University of Crete, GreeceThomas K. F. Chiu, The University of Hong Kong, Hong KongRobert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com


2017 ◽  
Vol 5 (6) ◽  
pp. 240
Author(s):  
Robert Smith

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 6Adrienne Barnes, Florida State University, USAAngelina Wilson, North-West University, South AfricaAntónio Calha, Polytechnic Institute of Portalegre, PortugalArlene Kent-Wilkinson, University of Saskatchewan, CanadaCarmen Pérez-Sabater, Universitat Poltècnica de València, SpainDilek Sevimli, Cukurova University, TurkeyDonna Smith, The Open University, UKEnisa Mede, Bahcesehir University, TurkeyGökhan Arastaman, Hacettepe University, TurkeyHilmi Demirkaya, Akdeniz University, TurkeyHülya Aslan Efe, Dicle Üniversitesi, TurkeyIoannis Syrmpas, University of Thessaly, GreeceKun-Hsi Liao, Taiwan Shoufu University, TaiwanLaima Kyburiene, Kaunas University of Applied Sciences, LithuaniaLorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMehmet Akif Ziyagil, Mersin University, TurkeyMehmet Güllü, İnonu University, TurkeyMetin Argan, Anadolu University, TurkeyMuhammad Qasim Ali, Institute of Social Sciences, PakistanMu-hsuan Chou, Wenzao Ursuline University of Languages, TaiwanMustafa Cin, Giresun University, TurkeyNiveen M. Zayed, MENA College of Management, JordanPirkko Siklander, University of Lapland, FinlandRui Manuel Carreteiro, National Institute of Psychology and Neurosciences, PortugalSabri Kaya, TurkeySadia Batool, Preston University Islamabad, PakistanSait Akbaşli, Hacettepe University, TurkeySarthou Nerina Fernanda, Universidad Nacional del Centro de la Provincia de Buenos Aires, ArgentinaSerdar Orhan, Fırat University, TurkeySerkan Boyraz, Aksaray Üniversitesi, TurkeyStamatis Papadakis, University of Crete, GreeceYoung Mudavanhu,University of Exeter, UKRobert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com


Author(s):  
Awad Mufleh Alkhazam

The study was designed to identify the level of reflective thinking among mathematics teachers for the first three school classes in the light of the variables of educational experience and educational qualification., The study population of all the mathematics teachers for the first three grades in the public schools in the province of Mafraq in Jordan during the first semester of the academic year 2018/2019 and the number (835) teachers. The study sample consisted of (500) mathematics teachers for the first three school classes. The study included a questionnaire consisting of (30) paragraph of Eysenck and Wilson reflective thinking scale (Eysenck & Wilson, 1976), which Barakat (2005) Arabized and developed and reformulated to suit the Arab environment. The researcher used descriptive analytical method in the survey, The results of the study showed that the level of reflective thinking among mathematics teachers for the first three school classes was medium on the whole scale, where the mean was( 1.35. The results also showed statistically significant differences (0.05≥α) In the level of reflective thinking of mathematics teachers for the first three grades due to the teaching experience and for the benefit of teachers with teaching experience (more than 5 years), The results also showed that there were statistically significant differences ( 0.05 ≥α ) in the level of reflective thinking among the mathematics teachers for the first three school classes due to the scientific qualification and to the benefit of teachers with qualification (higher than Bachelor).


2018 ◽  
Vol 6 (5) ◽  
pp. 207
Author(s):  
Robert Smith

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 5Ali Kızılet, Marmara University, TurkeyAntónio Calha, Polytechnic Institute of Portalegre, PortugalCagla Atmaca, Pamukkale University, TurkeyCarmen Pérez-Sabater, Universitat Poltècnica de València, SpainElena Jerves, University of Cuenca, EcuadorErcan Polat, TurkeyErickzon Astorga, The Metropolitan University of Educational Sciences, ChileFatih Karahüseyinoğlu, Fırat University, TurkeyFatih Yazici, Gaziosmanpaşa University, Turkeyİbrahim Yaşar Kazu, Firat University, TurkeyJon S. Turner, Missouri State University, USAKatya De Giovanni, University of Malta, MaltaLaima Kyburiene, Kaunas University of Applied Sciences, LithuaniaLaura Bruno, The College of New Jersey, USALinda J. Rappel, Yorkville University/University of Calgary, CanadaLisa Marie Portugal, Grand Canyon University, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMassimiliano Barattucci, Ecampus University, ItalyMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMin Gui, Wuhan University, ChinaMurat Kul, TurkeyMustafa Çakır, Marmara Üniversity, TurkeyNicole Celestine, The University of Western Australia, AustraliaOzgur Demirtas, Inonu University, TurkeyPuneet S. Gill, Texas A&M International University, USARichard H. Martin, Mercer University, USASadia Batool, Preston University Islamabad, PakistanSamad Mirza Suzani, Islamic Azad University, IranSandro Sehic, Oneida BOCES, USASelloane Pitikoe, University of Kwazulu-Natal, South AfricaSenem Seda Şahenk Erkan, Marmara University, TurkeySisi Chen, American University of Health Sciences, USAStamatis Papadakis, University of Crete, GreeceTercan Yildirim, Ahi Evran University, TurkeyYalçın Dilekli, Aksaray University, Turkey Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com


2017 ◽  
Vol 5 (10) ◽  
pp. 238
Author(s):  
Robert Smith

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 10Adem İşcan, TurkeyAkif Arslan, TurkeyAli Özkan, TurkeyAnne M. Hornak, Central Michigan University, USABora Bayram, TurkeyErica D. Shifflet-Chila, Michigan State University, USAIoannis Syrmpas, University of Thessaly, GreeceIşık Bayraktar, TurkeyJohn Cowan, Edinburgh Napier University, UKLaima Kyburiene, Kaunas University of Applied Sciences, LithuaniaLisa Marie Portugal, Grand Canyon University, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMehmet Boyacı, İstanbul Medeniyet University, TurkeyMichail Kalogiannakis, University of Crete, GreeceMin Gui, Wuhan University, ChinaMustafa Altunsoy, TurkeyNerina Fernanda Sarthou, Univ. Nacional del Centro de la Provincia de Buenos Aires, ArgentinaNiveen M. Zayed, MENA College of Management, JordanÖzgür Murat Çolakoğlu, Bülent Ecevit University, TurkeyPirkko Siklander, University of Lapland, FinlandRecep Soslu, TurkeyRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASamad Mirza Suzani, Islamic Azad University, IranSeher Mandacı Şahin, Niğde Ömer Halisdemir University, TurkeySelloane Pitikoe, University of Kwazulu-Natal, South AfricaSeyfullah Tingir, Florida State University, USAStamatis Papadakis, University of Crete, GreeceThomas K. F. Chiu, The University of Hong Kong, Hong KongTurgay Kabak, TurkeyUfuk Töman, TurkeyYi Lu, American Institute for Research, USARobert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com


2017 ◽  
Vol 5 (5) ◽  
pp. 217
Author(s):  
Robert Smith

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 5Abdulhamit Cakir, TurkeyAnne M. Hornak, Central Michigan University, USAArlene Kent-Wilkinson, University of Saskatchewan, CanadaChosang Tendhar, Baylor College of Medicine, USACynthia M. Compton, Wingate University, USADavid A. Compton, Wingate University, USADerya Çelik, Karadeniz Technical University, TurkeyDuygu Turkoglu, TurkeyEnisa Mede, Bahcesehir University, TurkeyErcan Gür, Fırat University, TurkeyErica D. Shifflet-Chila, Michigan State University, USAEsra Gecikli, TurkeyGulgun Sertkaya, TurkeyIntakhab Khan, King Abdulaziz University, Saudi ArabiaJeyavel Sundaramoorthy, Gulbarga University Campus, IndiaLaima Kyburiene, Kaunas University of Applied Sciences, LithuaniaLisa Marie Portugal, Grand Canyon University, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMarcie Zaharee, The MITRE Corporation, USAMaria Pavlis Korres, Hellenic Open University, GreeceMarieke van der Schaaf, Utrecht University, The NetherlandsMatthews Tiwaone Mkandawire, Central China Normal University, MalawiMehmet Inan, Marmara University, TurkeyMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMin Gui, Wuhan University, ChinaMustafa Çakır, Marmara Üniversity, TurkeyNiveen M. Zayed, MENA College of Management, JordanÖzgün Uyanik, Afyon Kocatepe University, TurkeyPirkko Siklander, University of Lapland, FinlandRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASadia Batool, Preston University Islamabad, PakistanSelin Cenberci, NEU, TurkeySelma Civar, Süleyman Demirel University, TurkeySimona Savelli, Università degli Studi Guglielmo Marconi, ItalyThomas K. F. Chiu, The University of Hong Kong, Hong KongTuğba Horzum, Necmettin Erbakan University, TurkeyVeronica Rosa, University Rome, ItalyYalçın Dilekli, Aksaray University, TurkeyYi Lu, American Institute for Research, USAYücel Gelişili, Gazi University, TurkeyZachary Wahl-Alexander, Northern Illinois University, USA                         Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com


Author(s):  
Alexandre Vasconcelos Mazzoni ◽  
Marcos Garcia Neira

ResumoRealizou-se uma pesquisa com o objetivo de conhecer quais elementos possam ter contribuído para a constituição de uma docência da Educação Física atenta à diversidade cultural. Como procedimento metodológico, optou-se pela pesquisa pedagógica qualitativa. O material resultante da realização de entrevistas semiestruturadas foi confrontado com a teorização cultural. Partindo da análise das concepções de professores da rede pública, que colocam em ação o currículo cultural da Educação Física, inferiram-se as possíveis relações entre a experiência pessoal, o olhar para a contemporaneidade e a atuação pedagógica. Podemos inferir que os elementos que contribuíram para a constituição de uma docência da Educação Física atenta à diversidade cultural podem ter sido gerados por uma trajetória de vida marcada pelo enfrentamento de situações socialmente adversas.Palavras-chave: Educação Física. Cultura. Currículo. Diversidade Cultural. Relationships between personal experiences and physical education sensitive to cultural diversityAbstractResearch was performed aiming to know which are the elements that must have contributed to build a Physical Education teaching practice that is concerned with the cultural diversity. As to the methodology, the pedagogical qualitative research. The material obtained from the semi-structured interviews was compared to the cultural theories. From the analysis of the conceptions of the teachers of the Public Schools, who put into action the cultural syllabus of the Physical Education teaching, were derived the possible relationships among the personal experience, the regard to the contemporaneity and the pedagogical practice. From the many analysis we could derive which are the elements that contributed to creating a teaching practice in Physical Education, which are concerned with the cultural diversity, and may have been generated by a life trajectory marked by socially difficult situations.Keywords: Physical Education. Culture. Curriculum. Cultural Diversity. Relaciones entre experiencias personales y educación física sensibles a la diversidad culturalResumenLa investigación se realizó con el objetivo de conocer cuáles son los elementos que deben haber contribuido para construir una práctica docente de Educación Física que se preocupa por la diversidad cultural. En cuanto a la metodología, se adoptó la investigación cualitativa pedagógica. El material obtenido de las entrevistas semiestructuradas se comparó con las teorías culturales. A partir del análisis de las concepciones de los docentes de las escuelas públicas que pusieron en práctica el currículo cultural de la Educación Física, se derivaron las posibles relaciones entre la experiencia personal, el respeto a la contemporaneidad y la práctica pedagógica. De los muchos análisis que pudimos deducir cuáles son los elementos que contribuyeron a la creación de una práctica docente en Educación Física, que se preocupan por la diversidad cultural y que pueden haber sido generadas por una trayectoria vital marcada por situaciones socialmente difíciles.Palabras clave: Educación Física. Cultura. Currículum. Diversidad Cultural.


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