Monopolizing teacher attention: A case of multilingual learners’ competence embodied in social formations

2020 ◽  
Author(s):  
Isaac T Nichols-Paez
Keyword(s):  
Teacher Attention

What’s the Technology For? Teacher Attention and Pedagogical Goals in a Modeling-Focused Professional Development Workshop

2016 ◽  
Vol 27 (1) ◽  
pp. 11-33 ◽  
Author(s):  
Michelle Hoda Wilkerson ◽  
Chelsea Andrews ◽  
Yara Shaban ◽  
Vasiliki Laina ◽  
Brian E. Gravel
Keyword(s):  
Professional Development ◽  
Professional Development Workshop ◽  
Teacher Attention ◽  
Pedagogical Goals

Permutations in the 16th Century Cabala

1923 ◽  
Vol 16 (1) ◽  
pp. 29-34
Author(s):  
Morris Turetsky
Keyword(s):  
Mathematics Teacher ◽  
16Th Century ◽  
Teacher Attention ◽  
Introductory Note ◽  
Hebrew Language ◽  
The Subject

INTRODUCTORY NOTE. In the November, 1922 number of the Mathematics Teacher attention was called to some interesting material relating to permutations and combinations which had been discovered in certain Hebrew works by Messrs. Ginsburg and Turetsky. The latter came across his material in a certain work by Moses Cordovero, a learned rabbi of the first part of the 16th century—the Pardes Rim-monim (Orchard of Pomegranates), first printed in the Hebrew language at Salonika in the year 1552. It sets forth the simple and interesting way in which Cordovero attacked the subject of permutations and suggests a method which could be used with profit at the present time. The translation is interesting because of the quaint style, and the notes will be found valuable not merely for their explanations but for the mathematical principles set forth.

Teaching Stimulus Control via Class-Wide Multiple Schedules of Reinforcement in Public Elementary School Classrooms

2016 ◽  
Vol 19 (1) ◽  
pp. 14-25 ◽  
Author(s):  
Jessica N. Torelli ◽  
Blair P. Lloyd ◽  
Claire A. Diekman ◽  
Joseph H. Wehby
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
General Education ◽  
Stimulus Control ◽  
Multiple Schedule ◽  
Management Strategies ◽  
Schedules Of Reinforcement ◽  
Multiple Schedules ◽  
Classroom Management Strategies ◽  
Teacher Attention

In elementary school classrooms, students commonly recruit teacher attention at inappropriately high rates or at inappropriate times. Multiple schedule interventions have been used to teach stimulus control by signaling to students when reinforcement is and is not available contingent on an appropriate response. The purpose of the current study was to evaluate the effects of a class-wide multiple schedule on differentiated rates of student recruitment of teacher attention in two public elementary classrooms. General education teachers implemented the multiple schedule intervention in the context of a common instructional routine (i.e., small group rotations among reading centers). Results indicated that the multiple schedule intervention was effective at decreasing disruptive bids for attention when teacher attention was not available. Additional research on teacher implementation of class-wide multiple schedules is needed to evaluate whether this intervention may be identified as an effective supplement to Tier 1 classroom management strategies within multi-tiered systems of support.

scholarly journals ANALYSIS OF TEACHER'S COMPETENCE IN DESIGNING A PORTFOLIO ASSESSMENT TECHNIQUES IN PRIMARY SCHOOL

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Fitroh Maesaroh
Keyword(s):  
Primary Schools ◽  
Portfolio Assessment ◽  
Classroom Teachers ◽  
Teacher Attention ◽  
Pedagogical Competence ◽  
Valuation Technique ◽  
Assessment Techniques ◽  
Portfolio Valuation ◽  
Made In

The indicators in this pedagogical competence among teachers are able to master every assessment techniques and ways of designing assessment. The context of a teacher's success in carrying out the assessment is inseparable from the quality of the draft assessment prepared. One design will be thorough assessment is a portfolio assessment. This study aims to determine how the competence of teachers in primary schools Objects in designing a portfolio valuation technique. This research method is descriptive qualitative. The results showed that the level of competence of teachers at SDN Benda in designing portfolio assessment techniques is 89,32%. This means that all classroom teachers at SDN Benda was able to design a portfolio with good ratings, but in designing a portfolio assessment that there are still shortcomings, such as lack of teacher attention to documents that will be used as a portfolio and lack of willingness of teachers in documenting the design of the portfolio is made in writing.

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