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Noticing Structural Inequities in Classroom Discussions: The relationship between teacher educator pedagogies and teachers’ noticing
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Teaching and Teacher Education |
| Volume / Edisi | : | 131 |
| Halaman | : | 1-13 |
| Abstrak | : | Supporting teachers to acknowledge the influence of structural inequities in their classrooms is a perennial challenge in teacher education. There is a need for research on supporting teachers to do the important work of noticing structural inequities in their classrooms. Using qualitative methods, the present study responds to this need, revealing that one teacher educator pedagogy may have supported teachers to notice the influence of structural inequities in their classrooms. In an analysis that juxtaposes teacher noticing and teacher educator pedagogies, this manuscript tells a story of initial teacher resistance, teacher educator persistence, and resulting teacher noticing of structural inequities. |
What's in a Teacher Team Meeting? Testing Pedagogically Productive Talk as a Framework for Teacher Collaboration
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Teaching and Teacher Education |
| Volume / Edisi | : | 131 |
| Halaman | : | 1–12 |
| Abstrak | : | This study examines transcripts of collaborations among an experienced team of sixth-grade teachers in southern California to determine the extent to which the framework for Pedagogically Productive Talk (PPT; Lefstein, Vedder-Weiss & Segal, 2020) is a useful tool for examining teachers’ collaborative discourse. Based on our analysis of quantitative and qualitative data, PPT contributed to a thorough and meaningful analysis of the substance and progression of teacher collaborations. This case study highlights the value of efficient focus on a robust problem of practice and provides an operationalization of the PPT framework that tracks discourse over the course of one meeting. |
Building Teacher Candidates’ Self-efficacy Beliefs About the Education of Multilingual Learners: A linguistically responsive approach
| Pengarang | : | Mahalingappa, Laura |
| Nama Majalah/Jurnal | : | Teaching and Teacher Education |
| Volume / Edisi | : | 131 |
| Halaman | : | 1-15 |
| Abstrak | : | This study explores possible effects of a linguistically responsive instructional intervention including critical language awareness and systemic functional linguistics on preservice teachers' self-efficacy beliefs about providing support for multilingual learners, focusing on their knowledge of language structures, and incorporating multilingual activities and critical perspectives in classroom instruction. Survey data were collected from 106 preservice teachers (control = 54, intervention = 52). Findings suggest that the intervention had several significant effects on teacher candidate's self-efficacy beliefs and that many of the effects were moderated by background factors. This study shows that critical content infused into teacher education coursework can make differences in preservice teachers' perceptions. |
On Cusps of Caustics by Reflection: Billiard Variations on the Four Vertex Theorem and on Jacobi’s Last Geometric Statement
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The American Mathematical Monthly |
| Volume / Edisi | : | 130 (No. 5) |
| Halaman | : | 454-467 |
| Abstrak | : | A point source of light is placed inside an oval. The nth caustic by reflection is the envelope of the light rays emanating from the light source after n reflections off the curve. We show that, for a generic point light source, each of these caustics has at least 4 cusps. This is a billiard variation on Jacobi’s Last Geometric Statement concerning the number of cusps of the conjugate locus of a point on a convex surface. We present various proofs, using different ideas, including the curve shortening flow and Legendrian knot theory. |
From Error-focused to Learner-centred Feedback Practices: Unpacking the development of teacher feedback literacy
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Teaching and Teacher Education |
| Volume / Edisi | : | 131 |
| Halaman | : | 1-13 |
| Abstrak | : | Driven by the need to build teachers' capacity to implement effective feedback, this study explored how a professional development programme fostered teacher feedback literacy in a Singapore secondary school. A learner-centred feedback design featuring peer and self-assessment was trialled in collaborative action research. Data from reflective journals, focus group interviews and feedback artifacts indicated that the programme enhanced teachers’ understanding of learner-centred feedback and their capabilities to soothe students during peer feedback production and tackle pragmatic constraints. The interweaving of experimentation and multiple reflection opportunities was crucial to nurturing teacher feedback literacy. Implications for designing professional development programmes are outlined. |
An Impossible Asylum
| Pengarang | : | Wojciech Nawrocki |
| Nama Majalah/Jurnal | : | The American Mathematical Monthly |
| Volume / Edisi | : | 130 (No. 5) |
| Halaman | : | 446-453 |
| Abstrak | : | In 1982, Raymond Smullyan published an article, “The Asylum of Doctor Tarr and Professor Fether,” that consists of a series of puzzles. These were later reprinted in the anthology The Lady or The Tiger? and Other Logic Puzzles. The last puzzle, which describes the asylum alluded to in the title, was designed to be especially difficult. With the help of automated reasoning, we show that the puzzle’s hypotheses are, in fact, inconsistent, which is to say, no such asylum can possibly exist. |
An Upper Bound on the Size of Sidon Sets
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The American Mathematical Monthly |
| Volume / Edisi | : | 130 (No. 5) |
| Halaman | : | 437-445 |
| Abstrak | : | A classical combinatorial number theory problem is to determine the maximum size of a Sidon set of {1,2,…,????}, where a subset of integers is Sidon if all its pairwise sums are different. For this entry point into the subject, combining two elementary proofs, we decrease the gap between the upper and lower bounds by 0.2% for infinitely many values of n. We show that the maximum size of a Sidon set of {1,2,…,????} is at most √????+0.998?????1/4 for n sufficiently large. |
Unmasking Queer Bodies to Humanize Teacher Education: A diffractive collaborative autohistoria-teoria
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Teaching and Teacher Education |
| Volume / Edisi | : | 131 |
| Halaman | : | 1-9 |
| Abstrak | : | Recent scholarship in social justice-oriented teacher education emphasizes the importance of critical reflection for preservice teachers and teacher educators. However, more research is needed to document how teacher educators carry out this complex work from various perspectives. Therefore, we queer teacher educators explored selves in this study. We employed a diffractive collaborative autohistoria-teoria to unmask our identities and humanity. Specifically, we drew on queer, new materialist, and humanizing approaches to think with us. We have experienced joy and identity development and offer a queer way of designing and researching in teaching and teacher education. |
Early Childhood Teacher Identity Development for Working with Culturally and Linguistically Diverse Students in Chile
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Teaching and Teacher Education |
| Volume / Edisi | : | 131 |
| Halaman | : | 1-10 |
| Abstrak | : | This study investigates how three recently graduated early childhood educators in Chile construct teacher identities related to working with culturally and linguistically diverse (CLD) students. This multiple case study analyzes written narratives and interviews. Findings show that participants construct teacher identities that position them as advocates for CLD students, grounded on their personal identities and previous experiences, and expanded during the teacher education program. In this article, I argue that whereas participants constructed an identity for working with CLD students despite having graduated from a program that did not include those contents, the development of pedagogical skills is still needed. |
Using a SAT Solver to Find Interesting Sets of Nonstandard Dice
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The American Mathematical Monthly |
| Volume / Edisi | : | 130 (No. 5) |
| Halaman | : | 421-436 |
| Abstrak | : | We describe a family of Boolean satisfiability (SAT) problems for which each solution corresponds to a unique set of nonstandard dice. We show that we can control the relationships between the dice in each solution by imposing a set of cardinality constraints on the variables in the corresponding SAT problem. We then present examples of interesting sets of nonstandard dice that we found by solving such problems. In particular, we describe a set of 19 five-sided dice that realize the Paley tournament on 19 vertices. Furthermore, we show that this set of dice is minimal in the sense that no set of 19 dice with less than five sides can realize the Paley tournament on 19 vertices. |