Explore, Conjecture, Connect, Prove: The Versatility of a Rich Geometry Problem

2007 ◽  
Vol 101 (1) ◽  
pp. 8-11
Author(s):  
Robert J. Quinn ◽  
Tom S. Ball
Keyword(s):  
Preservice Teachers ◽  
Ability Levels ◽  
Geometry Problem ◽  
Student Ability

A rich geometry problem and discussion of its solution. Preservice teachers are challenged to prove their conjecture in a variety of mathematically correct justifications. The authors demonstrate that mathematical rigor is possible at a variety of student ability levels.

Prologue to the Forum: Vocabulary Across the School Grades

2019 ◽  
Vol 50 (4) ◽  
pp. 461-465 ◽  
Author(s):  
Suzanne M. Adlof
Keyword(s):  
Word Learning ◽  
Vocabulary Instruction ◽  
Elementary Grades ◽  
Reading Disorders ◽  
Vocabulary Intervention ◽  
New Words ◽  
School Grades ◽  
Grade Levels ◽  
Ability Levels ◽  
Instructional Settings

Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

Ready? Preservice Teachers' Self-Efficacy for Teaching Queer and Transgender Youth

2017 ◽  
Author(s):  
Martin H. Jones ◽  
Brennan Artrip ◽  
Tara S. Hackel ◽  
Kristopher M. Goodrich
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Transgender Youth

Preservice Teachers' Comprehension of CBM Performance Graphs

2018 ◽  
Author(s):  
Helen (Huiqing) Hu ◽  
Rayne A. Sperling ◽  
Adam Peal ◽  
Ann Marie Gardner
Keyword(s):  
Preservice Teachers
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