Building and assessing subject knowledge in mathematics for pre-service students

In planning and teaching curriculum courses for pre-service primary teachers, both within a one-year Post Graduate Certificate of Education (PGCE) programme, and in a four-year undergraduate degree leading to Qualified Teacher Status (QTS), we have always been aware that mathematics presents particular problems because of the experiences and attitudes students bring to the subject. We have always tried to balance students’ learning about how children learn mathematics in school, with reflection on their own experiences as learners, and with understanding of the mathematical content of the curriculum. In the past, mathematical content has generally been approached indirectly through discussion of activities and materials appropriate for the primary classroom. However the recent introduction in the U.K. of a National Curriculum for Primary Mathematics in Initial Teacher Training (ITT) which places considerable emphasis on students’ subject knowledge, has meant that we have had to rethink the balance within courses, and to place much more overt emphasis on developing students’ mathematical knowledge. In this paper we describe the way in which we have approached building and assessing mathematical knowledge during the pilot phase of the ITT National Curriculum, examine some of the students’ responses to our approach, and discuss the issues this has raised

Able and gifted: judging by appearances?

In this article I reflect upon an aspect of my research involving Year 6 pupils identified by their teachers as ‘able’ or ‘gifted’ in mathematics, using ‘able’ to refer to high achievers and ‘gifted’ to exceptionally high achievers. I discuss the differences I observed between the able and gifted when solving mathematical tasks, and consider what these differences may mean for professionals involved in identifying gifted pupils. I speculate that teachers’ judgements are highly influenced by those aspects of achievement that are readily visible, such as answering questions quickly, and discuss the potential problems associated with judging by appearances

Catalogers explore a new frontier: establishing a NEASC evidence center

This article describes how cataloging staff at the Roger Williams University Library established, managed, and planned to preserve an online NEASC Evidence Center for the University’s reaccreditation process. It highlights use of MARC and AACR2rev for effective organization of the Center’s records and the continuing importance of professional cataloging skills

A study of the influence of the socieconomic background of the nursing student on attitude toward selected nursing activities

Thesis (M.S.)--Boston UniversityThis study was undertaken to determine the influence of socio-economic background of nursing students upon attitude toward selected nursing activities. The review of literature suggested that there may be a relationship between socio-economic background and student attitudes. The sample chosen for study was composed of fifteen junior students in a medical-surgical nursing class of a basic collegiate school of nursing. A tool was developed to elicit attitudes about twenty-seven commonly performed nursing activities. Socio-economic background factors were obtained by collecting data pertinent to occupational classification of the father, age of the student, number of siblings, previous work experience in a hospital, participation in household tasks, and number and kind of employed household help. This information was analyzed in relation to the students' expressed attitudes toward the selected nursing activities [TRUNCATED

The Future of Institutional Repositories at Small Academic Institutions: Analysis and Insights

Institutional repositories (IRs) established at universities and academic libraries over a decade ago, large and small, have encountered challenges along the way in keeping faith with their original objective: to collect, preserve, and disseminate the intellectual output of an institution in digital form. While all institutional repositories have experienced the same obstacles relating to a lack of faculty participation, those at small universities face unique challenges. This article examines causes of low faculty contribution to IR content growth, particularly at small academic institutions. It also offers a first-hand account of building and developing an institutional repository at a small university. The article concludes by suggesting how institutional repositories at small academic institutions can thrive by focusing on classroom teaching and student experiential learning, strategic priorities of their parent institutions

International Conference on Dublin Core and Metadata Application 2004

The International Conference on Dublin Core and Metadata Applications took place on October 11-14, 2004 in Shanghai, China. It was the fourth in a series of expanded Dublin Core conferences that included a conference, tutorials and workshops. Prior to the first in this series of conferences held in Tokyo in 2001, eight Dublin Core workshop series had been held in various North American and European countries starting in 1995. These workshops and conferences have provided a forum where researchers and practitioners can exchange new ideas and demonstrate the development of metadata standards and applications from practical aspects

Hey, Look What I Can Do

Take a word like FLING, add the letter I, and you have filing. Described below are other word-pairs in which one becomes the other merely by the addition of I. Answers are found in Answers and Solutions at the end of this issue

The Interdependence of School Outcomes and School and Neighborhood Crime

In this paper, we estimate the effects of neighborhood crime and in-school crime on educational outcomes for elementary and secondary schools in the city of Atlanta over the period 1999 to 2002. We specify a model that accounts for the joint determination of both types of crime along with school outcomes. Despite the large empirical literature on both education production functions and crime incidence, there has been little empirical work on crime's effect on school outcomes. One exception is Grogger (1997) who used individual data from the High School and Beyond study to estimate the effect of school violence on measures of individual student performance. After controlling for individual and school characteristics, he found that moderate and severe levels of school violence had substantial negative consequences for school outcomes. Our study both updates and expands on his work, using current data and better measures of neighborhood violence. Working Paper 07-1

Impact of online learning on student effort and persistence in technical college students

Includes bibliographical references