Investigating a Professional Development School Model of Teacher Education in Canada

We examined the effectiveness of a professional development school model of teacher education in Canada. Teacher education candidates responded positively to program features related to sustained participation and collaboration in school communities throughout the year. Their efficacy beliefs about developing professional knowledge were most strongly related to the school component of the program. This highlights the importance of careful selection and preparation of associate teachers where teacher candidates are placed in only one school. Nous avons fait l’examen de l’efficacité d’un modèle de développement professionnel de formation des enseignants en milieu scolaire au Canada. Les candidats enseignants ont réagi positivement aux dimensions du programme relatives à une participation soutenue et à la collaboration au sein des communautés scolaires tout au long de l’année. Leurs convictions relativement au développement efficace d’un savoir professionnel étaient fortement liées à la dimension scolaire du programme. Cette conclusion souligne l’importance de sélectionner et de préparer avec soin les maîtres associés lorsque les candidats à l’enseignement sont assignés à un seul établissement

Exploring the Relationship Between Self-Regulated Learning and Reflection in Teacher Education

Literature on teacher learning has shown links between being a self-regulated learner, reflecting effectively on one’s own practice, and being described as an “adaptive expert”. For instance, the metacognitive skills needed for effective reflection on teaching practice are seen as critically important to developing adaptive expertise in the context of the highly complex classroom environment. Similarly, self-regulated learning is often defined, at least in part, in terms of using metacognitive skill to adapt one’s approach to complex learning situations or problems. Although there is rich literature on reflective practice in teacher education, less is known about measuring teachers’ self-regulated learning or the relationship between self-regulated learning and teacher reflections. This research examines reflective practice and self-regulated learning through pre-service teachers’ written reflections. The study makes a novel adaptation of a rubric designed to evaluate teacher education candidates’ reflections to measure self-regulated learning. Findings suggest that the rubric could also be useful in understanding the self-regulated practices of teacher education candidates

Measuring the effects of using partially-populated notes in first-year calculus

Pedagogical innovation in post-secondary mathematics has not progressed at the same rate as other disciplines. Recent poor results in international standardized testing and a high number of students failing in post-secondary mathematics, among other factors, has created an urgent need to examine post-secondary mathematics pedagogy and innovations in student-centred curricula, assessment and teaching practices. In this research, we explored the use of partially-populated notes (PPNs) in a first-year calculus course, and we consider PPNs to likely be an effective teaching method in many other disciplines in Science. PPNs are lecture notes containing pre-filled low-level content and have strategically placed empty spaces for students to fill-in during class time with the instructor. The method affords great time savings on low-level material, leaving more time/attention to be spent on challenging course material and learning activities. In terms of effectiveness, qualitative analysis (Tonkes et al, 2009) has been done and here we examine both qualitative and quantitative aspects of using PPNs. Student data (both in-course and high school) were considered when comparing two sections of a calculus course (1-control class and 2-PPN class) in order to measure the effect of the PPNs. Other variables were also considered: participation in remediation, lab results, and placement test scores. Comparative data will be presented, as well as results from an exit survey measuring the student experience. We will also share examples of PPNs, discuss the important factors of successful writing in undergraduate Science courses, and discuss the instructor perspective. Tonkes et al. (2009). International Journal of Mathematical Education in Science and Technology, 40(4), 495-504

Investigating mathematical cognition using distinctive features of mathematical discourse

Ben-Yehuda, Lavy, Linchevski, and Sfard (2005) propose that there are four distinctive features of mathematical discourse: uses of words, the use of uniquely mathematical visual mediators, special discursive routines, and endorsed narratives. Utilizing modified talk- and think-aloud protocols for research in naturalistic settings this research explored: (1) the potential utility of the proposed four distinctive features of mathematical discourse as an analytic tool in studying mathematical cognition and mathematical cognitive processes, and (2) the interaction (or lack of interaction) between the four distinctive features of mathematical discourse in order to contemplate implications to students’ underlying or emergent mathematical cognition. Our findings suggest that there may be a unique interaction between particular features of mathematical discourse, and an absence of this interaction may be an important indicator for additional support for the learner. Implications to teaching, learning, and future research will be discussed

Créer un cours de commerce de premier cycle en utilisant des ressources éducatives ouvertes

There are growing concerns about the affordability and accessibility of post-secondary education. This has resulted in increased attention to the inclusion of open educational resources (OERs) as course materials rather than commercial course resources. OERs are mostly cost-neutral for students. In this research, an elective course for business students was developed using only OERs. To assist with the selection of OERs to be included in this course, an OER evaluation tool available online was used. Resources that were considered and were evaluated using the tool included traditional OERs (fully open), those in the public domain (unrestricted by licensing), and resources that are publicly available for educational purposes. An important contribution of this research is the extension of the definition of OERs to include publicly available resources. This paper reports on the results of this process and students’ perceptions about the inclusion of OERs in their course. Recommendations for further research and for practice are shared.Le caractère abordable et l’accessibilité de l’enseignement post-secondaire suscitent des préoccupations croissantes. Ceci a eu pour résultat une attention accrue portée sur l’inclusion de ressources éducatives ouvertes en tant que matériel de cours plutôt que les ressources de cours commerciales. Les ressources éducatives ouvertes sont généralement neutres en termes de coût pour les étudiants et les étudiantes. Dans cette recherche, un cours électif pour étudiants et étudiantes de commerce a été créé uniquement à partir de ressources éducatives ouvertes. Afin d’aider à choisir quelles ressources inclure dans ce cours, on a utilisé un outil d’évaluation des ressources éducatives ouvertes, disponible en ligne. Les ressources qui ont été prises en considération et qui ont été évaluées à l’aide de l’outil comprenaient les cours à ressources éducatives ouvertes (entièrement ouvertes), ceux qui appartenaient au domaine public (sans restriction de licence) et les ressources qui étaient disponibles publiquement à des fins éducatives. Une importante contribution à cette recherche est l’extension de la définition de ce qui constitue des ressources éducatives ouvertes pour y inclure les ressources disponibles publiquement. Cet article présente les résultats de ce processus ainsi que les perceptions des étudiants et des étudiantes concernant l’inclusion des ressources éducatives ouvertes dans leur cours. On y présente également des recommandations pour des recherches supplémentaires et pour la pratique

THE DIAGNOSIS DILEMMA: DYSLEXIA AND VISUAL-SPATIAL ABILITY

Visual-spatial ability is important for mathematics learning but also for future STEM participation. Some studies report children with dyslexia have superior visual-spatial skills and other studies report a deficit. We sought to further explore the relationship between children formally identified as having dyslexia and visual-spatial ability. Despite our best efforts, and despite recruiting from a large potential sample population, we were unable to secure a sufficient amount of participants for statistical power. Thus, our findings consider the ethical dilemma of diagnosis; namely, (1) how do children come to be tested for disabilities? And, (2) what are the potential implications, mathematical or otherwise, for children who have disabilities but are not formally identified? This report has important implications for children with disabilities and for educators

A Cross-Sectional Analysis of Mathematics Education Practices at Canadian Universities

In response to international standardized testing, many countries are examining mathematics education at virtually every level of instruction. Canada is no exception. Declines in mathematics scores in some international standardized tests have raised concerns amongst some stakeholders that a “crisis” may be unfolding and the readiness of students to study mathematics in university. These results raise questions about the ways in which students are streamed into university mathematics and the supports provided once they begin their studies. Our focus in this research was university-level mathematics education. To mimic how students, parents, counselors and son on are most likely to seek for mathematics support, we engaged in a web-based examination of departments of mathematics at 62 Canadian universities (including “university colleges”). Our objectives were to examine the types of degrees offered, admission protocols (including types of streaming or placement tests), methods for remedial support, accessibility of online information, mathematics help centers, courses for non-mathematics majors, and access initiatives as a preliminary step in analyzing the broader Canadian landscape in post-secondary mathematics education. Our findings reveal remarkably consistent practices across all institutions. A rethinking of practices may be necessary in order to support those students that appear to be underprepared for post-secondary mathematics