Dynamic Approach to Teaching Geometry

2016 ◽  
pp. 519-550 ◽  
Author(s):  
Ewelina Suchacka McBroom ◽  
Zhonghong Jiang ◽  
M. Alejandra Sorto ◽  
Alexander White ◽  
Edwin Dickey
Keyword(s):  
Professional Development ◽  
Mixed Methods Research ◽  
Positive Impact ◽  
Dynamic Geometry ◽  
Future Research ◽  
Pedagogical Content ◽  
School Based ◽  
Professional Development For Teachers ◽  
Geometry Teachers ◽  
Development Levels

Secondary geometry teachers from several urban school districts participated in a two-year professional development focused on integrating dynamic geometry into teaching. The chapter documents the positive impact of the professional development for teachers' Technological Pedagogical Content Knowledge (TPACK) development and their students' achievement in geometry through the use of the dynamic geometry approach. Instruments used to develop and assess teachers' TPACK included a Conjecturing-Proving Test, interviews and observation protocols. Participants' TPACK levels were identified using a TPACK Development Levels Assessment Rubric. Findings show that teachers' TPACK tended to remain within the three middle TPACK levels (accepting, adapting, and exploring). Recommendations and suggestions for future research are offered to those who implement school-based, mixed methods research studies involving technology.

Dynamic Approach to Teaching Geometry

2018 ◽  
pp. 161-192
Author(s):  
Ewelina Suchacka McBroom ◽  
Zhonghong Jiang ◽  
M. Alejandra Sorto ◽  
Alexander White ◽  
Edwin Dickey
Keyword(s):  
Professional Development ◽  
Mixed Methods Research ◽  
Positive Impact ◽  
Dynamic Geometry ◽  
Future Research ◽  
Pedagogical Content ◽  
School Based ◽  
Professional Development For Teachers ◽  
Geometry Teachers ◽  
Development Levels

Secondary geometry teachers from several urban school districts participated in a two-year professional development focused on integrating dynamic geometry into teaching. The chapter documents the positive impact of the professional development for teachers' Technological Pedagogical Content Knowledge (TPACK) development and their students' achievement in geometry through the use of the dynamic geometry approach. Instruments used to develop and assess teachers' TPACK included a Conjecturing-Proving Test, interviews and observation protocols. Participants' TPACK levels were identified using a TPACK Development Levels Assessment Rubric. Findings show that teachers' TPACK tended to remain within the three middle TPACK levels (accepting, adapting, and exploring). Recommendations and suggestions for future research are offered to those who implement school-based, mixed methods research studies involving technology.

Case Studies of ICT-Enhanced Blended Learning and Implications for Professional Development

2011 ◽  
pp. 239-258
Author(s):  
Gail Wilson
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Learning Environments ◽  
Faculty Members ◽  
Future Research ◽  
Collective Case Study ◽  
Face To Face ◽  
Regional University ◽  
Professional Development For Teachers ◽  
The Face

This chapter draws on a collective case study of six faculty members working in ICT-enhanced blended learning environments at a large regional university in Australia. The chapter identifies seven dimensions of the blended learning environments created by each teacher, with a particular focus on four of these dimensions – the teacher, the online, the resource-based learning and the institutional support dimension. The research showed how individual faculty members worked to blend their courses through their overall approaches to course planning, their focus on combining the strengths of both the face-toface and the online learning environments, and their eagerness to shift their pedagogical approaches to accommodate the best features of both the face-to-face and the online environments. The chapter makes recommendations for professional development for teachers that is effective in preparing them for creating and working in blended learning environments and suggests areas for future research in the area of blended learning.

scholarly journals Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment

2021 ◽  
Author(s):  
Courtney K. Baker
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Elementary Mathematics ◽  
Descriptive Case Study ◽  
Coaching Education ◽  
School Based ◽  
Professional Development For Teachers ◽  
Education Tool ◽  
And Mathematics

AbstractAs content-specific educational coaches, elementary mathematics specialists (EMSs) have emerged as school-based professionals who are needs-driven and work closely with school stakeholders in regard to mathematics teaching and learning. While leading mathematics education organizations have identified the specialized knowledge and skills required for EMS positions, how to best prepare these individuals is knowledge that the field is still exploring. This paper first presents a theoretical model for EMS preparation that aligns an emerging coaching tool, the Decision-Making Protocol for Mathematics Coaching (Baker & Knapp, 2019, [DMPMC]) with the Professional Development Design Framework (Loucks-Horsley et al. in Designing professional development for teachers of science and mathematics, Corwin Press, 2010). The paper then presents a descriptive case study that examines the application of this model in an EMS preparation course. The findings indicate that assessing the coaching situation fostered administrative partnerships, revisiting goals increased specificity of anticipated outcomes, and applying research-informed practices increased EMS self-efficacy and advanced coaching agendas. Taken together, these findings suggest that integrating the DMPMC into an EMS preparation course led to positive changes in EMS candidate learning of professional development design. Notably, this is one of the first studies that documents the influence of a coaching education tool on EMS candidates’ professional development design.

Visiting Technological Pedagogical and Content Knowledge (TPACK)

2018 ◽  
pp. 1091-1102 ◽  
Author(s):  
Chien Yu ◽  
Dana Pomykal Franz
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Extensive Literature ◽  
Content Areas ◽  
Pedagogical Content ◽  
Professional Development For Teachers ◽  
Teacher Professional ◽  
Quality Professional Development

The TPACK framework has been widely discussed for effective technology integration, and the literature has also indicated TPACK has significant implications for teacher education and professional development. The purpose of this chapter is to examine interconnectedness of TPACK and teacher professional development. This chapter reviews the research on TPACK and the extensive literature on quality professional development for teachers. In addition, the chapter highlights how various content areas have addressed pedagogical content knowledge and implications for practice in technology and teacher development. The chapter seeks to contribute knowledge about the structure of professional development initiatives that involve instructional technology and integration into various content knowledge disciplines.

scholarly journals Desenvolvimento profissional dos professores de Matemática: uma experiência de formação em TIC

2016 ◽  
Vol 29 (2) ◽  
pp. 209
Author(s):  
Patrícia Alexandra da Silva Ribeiro Sampaio
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Online Survey ◽  
Positive Impact ◽  
Interactive Whiteboards ◽  
Classroom Context ◽  
Public Programs ◽  
Pedagogical Content ◽  
On Line ◽  
Tecnología Educativa

A integração das TIC é uma prática que deverá ser tão natural ao professor como preparar aulas. No caso da Matemática, esta inclusão surge implícita nos programas oficiais, mas nem todos os docentes se sentem capazes. Neste texto apresenta-se uma experiência de formação sobre a utilização dos quadros interativos em contexto de sala de aula com 20 professores de Matemática, segundo o referencial TPACK da Matemática que considera não só competências tecnológicas, como pedagógicas, de conteúdo, contextuais e todas as relações que se estabelecem. Pretendeu-se investigar se, e de que forma, a formação construída neste âmbito teria um ipacto positivo na prática docente tendo-se, para o efeito, aplicado um questionário on-line aos professores, no fim da formação, após nove meses e passados três anos. Constatou-se uma mudança nas suas práticas letivas, mais próximas de um professor do século XXI, promovendo assim o desenvolvimento profissional dos professores de Matemática.Palavras-chave: desenvolvimento profissional, TPACK da Matemática, tecnologia educativa, quadros interativos. ABSTRACTICT integration is a practice that should be as natural as lessons plans made by teachers. In the case of Mathematics, this inclusion appears implicitly in public programs, but not all teachers feel able to work with it. We present an educational experience about the use of interactive whiteboards in classroom context with 20 Mathematics teachers, according to Mathematics TPACK framework, that considers not only technological knowledge, but also pedagogical, content, context and all relationships that are established. It was intended to investigate if, and in what way, the training built according to this ideology would have a positive impact on teachers’ practices, implementing, for this purpose, an online survey, at the end of the training, after nine months and after three years. It was found a change in their actual practices, closer to a 21th century teacher, thus promoting the professional development of Mathematics teachers. Keywords: professional development, Mathematics TPACK, educational technology, interactive whiteboards

scholarly journals How Can We Improve Knowledge and Perceptions of Menstruation? A Mixed-methods Research Study

2020 ◽  
Author(s):  
Gayoung Moon ◽  
Inkyung Kim ◽  
Habhin Kim ◽  
Suwan Choe ◽  
Soyeon Jeon ◽  
...  
Keyword(s):  
Young Adults ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Positive Impact ◽  
Information Service ◽  
World Health ◽  
Future Research ◽  
Research Information ◽  
Clinical Trial Registry ◽  
Menstrual Products

Abstract Background Traditionally, menstrual education has been conducted in the form of lectures directed mainly towards women. This study aimed to design an innovative menstrual education (ME) program that reflects the needs of both young women and men, and to verify its effectiveness.Methods A mixed-method design was used to determine the requirements of an ME program and to assess young adults’ knowledge and perceptions of menstruation and menstrual products. Focus group interviews were conducted with 17 young adults, and 150 young adults participated in an online survey. After developing the ME program, 10 young adults participated in an experiment to verify its effectiveness.Results The interview results showed that young adults wanted more knowledge of various types of menstrual products. The online survey revealed significant differences in knowledge based on participants’ general characteristics and experience; exposure to menstruation and menstrual products had a positive impact on knowledge and perception. In addition, the results indicated that young adults would like ME content to be available on mobile devices and via in-person methods, to be designed for both genders, to draw on menstrual experts’ knowledge, and to incorporate multi-experimental methods. Considering the results, a multi-experimental menstrual education (MEME) program was designed, utilizing hands-on exposure to 60 menstrual products, simulations of the products’ use with a female perineal model, a YouTube video created by the researchers, a true-or-false quiz, and question-and-answer sessions with menstrual experts.Conclusions This study clarified the requirements of an innovative menstrual education program. Consequently, the MEME program not only led to high satisfaction among participants, but also helped to improve knowledge and perceptions of menstruation and menstrual products. In the online survey, results showed a correlation between the extent of received ME, and respondents’ perception of menstrual products. This implies that MEME could change perceptions of menstruation and menstrual products when conducted systematically; by extension, it would contribute to addressing the cause of menstruation-related problems attributed to poverty. Future research could further verify the effectiveness of the MEME program, using a larger sample, for the program’s incorporation into official ME curricula, such as at universities and companies.Trial registration This trial was registered in a Clinical Research Information Service in Korea that was linked with the World Health Organization’s International Clinical Trial Registry Platform (WHO’s ICTRP) (no. KCT0004715), Registered 07 Feb 2020, https://cris.nih.go.kr/cris/search/search_result_st01.jsp?seq=15855

The influence of religiosity on taxpayers’ compliance attitudes

2014 ◽  
Vol 27 (1) ◽  
pp. 71-91 ◽  
Author(s):  
Raihana Mohdali ◽  
Jeff Pope
Keyword(s):  
Mixed Methods Research ◽  
Positive Impact ◽  
Tax Compliance ◽  
Moral Values ◽  
Study Data ◽  
Religious Values ◽  
Future Research ◽  
Content Type ◽  
Almost All ◽  
The Impact

Purpose – This paper aims to explore the role of religiosity in determining taxpayers’ attitudes towards tax compliance and discusses likely explanations for the findings in the context of the literature. Design/methodology/approach – A sequential exploratory mixed-methods research design was used in this study. Data were collected using a self-administered survey which involved approximately 300 individual taxpayers in Malaysia, followed by face-to-face interviews with 14 individual taxpayers. Majority of the respondents in both survey and interviews were salaried taxpayers, and the remaining were self-employed taxpayers. Findings – Religiosity is found to have a minimal but statistically significant positive impact on voluntary tax compliance. This probably can be explained by the strong religious values held by many Malaysians, as well as the concept of giving which has been emphasised in almost all religions. Research limitations/implications – Because this study did not differentiate between religious values and moral values in measuring the source of respondents’ internal values, there was a possibility that their internal values may be derived from both sources. Hence, comparing the impact of individuals’ religious values with individuals’ moral values that have no influence from religion on tax compliance is suggested for future research. Practical implications – A new mechanism is suggested to the Malaysian tax authority in regards to the treatment of religious payment to reduce the sense of inequality among citizens and taxpayers. Originality/value – This study enriches the limited literature of tax compliance from the perspective of developing countries, particularly Malaysia, and adds to the limited literature internationally from a religiosity perspective.

Visiting Technological Pedagogical and Content Knowledge (TPACK)

2017 ◽  
pp. 380-391
Author(s):  
Chien Yu ◽  
Dana Pomykal Franz
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Extensive Literature ◽  
Content Areas ◽  
Pedagogical Content ◽  
Professional Development For Teachers ◽  
Teacher Professional ◽  
Quality Professional Development

The TPACK framework has been widely discussed for effective technology integration, and the literature has also indicated TPACK has significant implications for teacher education and professional development. The purpose of this chapter is to examine interconnectedness of TPACK and teacher professional development. This chapter reviews the research on TPACK and the extensive literature on quality professional development for teachers. In addition, the chapter highlights how various content areas have addressed pedagogical content knowledge and implications for practice in technology and teacher development. The chapter seeks to contribute knowledge about the structure of professional development initiatives that involve instructional technology and integration into various content knowledge disciplines.

scholarly journals Technology Integration for the Professional Development of English Teachers

2019 ◽  
Author(s):  
Deisy Baracaldo Guzmán
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Lesson Planning ◽  
Development Program ◽  
Pedagogical Content ◽  
Use Of Technology ◽  
Virtual Resources

This paper deals with the intersection of the didactics of English as a ForeignLanguage (efl) and of Technological Pedagogical Content Knowledge (tpack)to guide teachers in the use of some specific tools and how to integrate theminto their lessons. To meet this requirement, the researchers conducted a study to answer the question: How may the implementation of a teacher development program on tpack impact the English teaching and learning of a group of in-service teachers? The researchers collected data through observations, interviews, and before-while-after questionnaires in the implementation of two technology modules. The participants received a 48-hour course in technology during the first and second semester, as well as four follow-up sessions on the tpack these teachers use in practice, associated with the knowledge intersections, namely tck, tck, and tpk. The professional development was organized into four stages and workshops: a) modeling a technology-enhanced activity type; b) integrating a pedagogical model in a lesson; c) developing technical skills through different virtual resources for lesson planning; d) applying tpack to design tasks for teachers’ lesson plans. The results highlighted a positive impact on professional learning for teacher’s development of tpack. They also revealed that teachers learned to consider the possibility of using technology, access issues in their choices, and use of technology for lesson planning.

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