By Way of Introduction: Teaching Children Mathematics: New (School) Year Resolutions

2005 ◽  
Vol 12 (1) ◽  
pp. 3-4
Author(s):  
Cathie Lewis
Keyword(s):  
Professional Development ◽  
Active Role ◽  
New School ◽  
School Year ◽  
January Issue ◽  
Mathematics Educators

The Editorial Panel of Teaching Children Mathematics (TCM) welcomes you to volume 12 and invites you to take an active role in our community of mathematics educators. Once again, we offer you an August issue to begin the school year. Continuing this new publishing schedule is just one indication of how committed we are to bringing you timely and informative articles and ideas. As always, the volume 12 publishing calendar will include nine issues, one each month from August through May, with a combined December/January issue. We will also offer the annual focus issue in October. This year, the theme is “Posing and Solving Problems.” Throughout the volume year, TCM will support NCTM's yearlong professional development focus, “Assessing to Learn and Learning to Assess.” A special icon on the table of contents will signify related articles and departments.

Heads Up New School Year: Here I Come!

ASHA Leader ◽  
2018 ◽  
Vol 23 (8) ◽  
pp. 36-37
Author(s):  
Stacey Ellison Glasgow
Keyword(s):  
New School ◽  
School Year

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

scholarly journals The teacher’s main competencies in modern higher education

2019 ◽  
Vol 3 (I) ◽  
pp. 30-42
Author(s):  
Надія СМОЛІКЕВИЧ
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Active Role ◽  
Teaching Staff ◽  
Creative Potential ◽  
Higher Education System ◽  
Professional Activities ◽  
Teachers And Students

The article has analyzed the problems of teaching and learning at a higher educational establishment, reveals the specifics of the teacher's professional activities, the components of his or her teaching skills and deals with the issue on the necessary competencies of the teacher to provide a favorable and successful learning environment for diverse students. The emphasis has been concentrated on the specifics of teaching, research and professional development of the teaching staff, etc. It has also been emphasized the importance of creating the appropriate conditions for the full realization of the creative potential of teachers, ensuring their professional development, etc. The important characteristics of a favorable university environment have been singled out. It has been noted that teachers and students should be free in scientific research, study, evaluation, accumulation of new knowledge and its understanding. The main tasks, professional abilities and responsibilities of teachers in the global educational environment have been identified in order to help recipients of academic services to succeed in the adaptation and academic process. The successful experience of the American centers of pedagogical skill has been described in order to borrow it by the higher education system of Ukraine to ensure the development of the professional and creative potential of the teaching staff of universities. The main competencies of teachers have been determined and described, because they are necessary for providing high-quality educational services based on the educational philosophy of social-constructivism and postmodernism, which support an active role of students, social interaction and diversity in the class.

Using Data to Tell Your School Health Story

2019 ◽  
Vol 34 (5) ◽  
pp. 274-277 ◽  
Author(s):  
Regina Wysocki ◽  
Erin D. Maughan
Keyword(s):  
21St Century ◽  
School Health ◽  
School Nurse ◽  
Digital Tools ◽  
Data Driven ◽  
Data Presentation ◽  
New School ◽  
School Year ◽  
Using Data ◽  
Minimal Effort

The beginning of a new school year provides an opportunity to share with teachers and principals how you, as the school nurse, support student learning. Presenting data, whether via an Excel spreadsheet, PowerPoint presentation, or handout is vital to telling your students’ story. While often we talk about compiling data for year-end reports, you can share your data anytime. Data can be used to articulate the complexity of students’ health and where needs exist. Presenting your data is a way to advocate for your students and describe your role as the school nurse. There are several questions to think about when preparing a data presentation: Who is your audience? What information are you presenting? How are you going to tell the story? And finally, why is this important? This article will provide tips on conveying your data-driven message to the audience with minimal effort, utilizing digital tools the 21st century school nurse is already familiar with.

Teacher Goals and Dilemmas in the Use of Mathematical Representations

2014 ◽  
Vol 2 (2) ◽  
pp. 171-184 ◽  
Author(s):  
Edd V. Taylor ◽  
Elizabeth Dyer
Keyword(s):  
Professional Development ◽  
Group Discussion ◽  
Multiple Representations ◽  
Mathematical Representations ◽  
Mathematics Educators ◽  
Teacher Goals

The purpose of this article is to describe the reported goals of teachers participating in professional development related to their efforts to consider multiple representations in their teaching. Through analysis of monthly written reflections and group discussion, we describe 3 teacher dilemmas that emerged related to their efforts to consider multiple representations in their teaching: (a) equitable practices when particular representations result in differential success, (b) a teacher's need to balance exposure and choice, and (c) a potential dilemma related to conflicts between competing goals. We provide suggestions of how mathematics educators might use these findings to support future professional development efforts.

Sign in / Sign up

Export Citation Format

Share Document