The Role of Reflection and Reflective Conversation in Sustaining Theoretically-Based Pedagogy in Middle Grades

2021 ◽  
pp. 185-198
Author(s):  
Jason DeHart
2009 ◽  
Vol 15 (5) ◽  
pp. 301

Recent national attention has focused on the role of algebra in the curriculum. Along with that comes the need to examine geometry—its concepts, skills, and processes—in relation to developing algebraic understanding. How are you incorporating geometry into your instruction? Are your students making the connections between algebra and geometry? How do you promote connections and the transfer of knowledge and processes between these strands?


2009 ◽  
Vol 15 (1) ◽  
pp. 43

Recent national attention has focused on the role of algebra in the curriculum. Along with that comes the need to examine geometry—its concepts, skills, and processes—in relation to developing algebraic understanding. How are you incorporating geometry into your instruction? Are your students making the connections between algebra and geometry? How do you promote connections and the transfer of knowledge and processes between these strands?


2014 ◽  
Vol 54 (1-2) ◽  
pp. 28-45 ◽  
Author(s):  
Ha Yeon Kim ◽  
Kate Schwartz ◽  
Elise Cappella ◽  
Edward Seidman

2009 ◽  
Vol 15 (4) ◽  
pp. 191

Recent national attention has focused on the role of algebra in the curriculum. Along with that comes the need to examine geometry—its concepts, skills, and processes—in relation to developing algebraic understanding. How are you incorporating geometry into your instruction? Are your students making the connections between algebra and geometry? How do you promote connections and the transfer of knowledge and processes between these strands?


2009 ◽  
Vol 15 (3) ◽  
pp. 175

Recent national attention has focused on the role of algebra in the curriculum. Along with that comes the need to examine geometry—its concepts, skills, and processes—in relation to developing algebraic understanding. How are you incorporating geometry into your instruction? Are your students making the connections between algebra and geometry? How do you promote connections and the transfer of knowledge and processes between these strands?


2021 ◽  
pp. 004711782110456
Author(s):  
Kathrin Bachleitner

This article explores the link between collective memory and state behaviour in international relations. In that regard, it develops a new concept entitled ‘temporal security’. Building on the existing ontological security literature, it extends a temporal understanding to its underlying identity concept. Countries are now assumed to be temporal-security seekers vis-a-vis a ‘significant historical other’ from their past. Decision makers thus enter into a self-reflective conversation with their country’s ‘collective memory’ when choosing courses of action. Contrasted with existing physical-security and ontological security explanations for state behaviour, the explanatory potential of the temporal-security approach is in a second step illustrated by the empirical case of West Germany and Austria, two former Nazi perpetrator states, and their respective assignments of support during conflict in the Middle East. Through a comparative, qualitative discourse analysis of historical documents during the Six-Day War of 1967 and the Yom Kippur War and oil crisis of 1973, the empirical study finds that West Germany and Austria adopted different courses of action in their international politics, because they looked to Nazi Germany as their significant historical other.


2009 ◽  
Vol 15 (2) ◽  
pp. 79

Recent national attention has focused on the role of algebra in the curriculum. Along with that comes the need to examine geometry—its concepts, skills, and processes—in relation to developing algebraic understanding. How are you incorporating geometry into your instruction? Are your students making the connections between algebra and geometry? How do you promote connections and the transfer of knowledge and processes between these strands?


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