Connie Myers v. Albertsons, Inc. : Brief of Appellee

Appeal of the Judgment of Michael Glasmann Based upon a Jury Verdict Second Judicial District Court Weber County, State of Uta

Reflexões sobre Relações entre Currículo, Avaliação e Formação de Professores na Área de Educação Matemática

ResumoNo presente texto, o objetivo é trazer algumas reflexões voltadas para a articulação das pesquisas sobre currículo, avaliação e formação de professores na área de Educação Matemática, particularmente voltadas para o modo como se articulam os projetos/ações que constituem políticas públicas no Brasil, considerando-se essa tríade. Essas reflexões baseiam-se em experiências vivenciadas em nosso grupo de pesquisa e em projetos/ações governamentais de reorganização curricular e formação de professores. Destacamos a necessidade de desenvolver de forma articulada pesquisas sobre currículo, avaliação e formação de professores e que seus resultados sejam mais bem divulgados, com vistas a contribuir efetivamente na formulação de políticas públicas. Ainda no âmbito de projetos/ações que constituem políticas públicas no Brasil, observa-se que as propostas de discussão curricular, de avaliação e de formação de professores conversam pouco entre si e são implementadas como se fossem autossuficientes, com desarticulação visível

Considerations for the development of Computer-assisted Language Learning (CALL) teacher training course: a practical experience from a CALL course development in Indonesia

The need for technology training for teachers will keep on growing in line with the development of technology itself. Although technology nowadays is more and more user friendly and may need no specific training on how to use it, teachers need to possess the knowledge that underpins the idea of using it for teaching and learning process. Teachers need to have solid pedagogical knowledge on how to use the technology to deliver contents to their students. Therefore, a technology-training course for teachers is always necessary. This paper presents the partial results of a design based study/research (DBR) on the development of online technology training for teachers with focus on CALL in Indonesia. Questions regarding factors affecting online CALL course and ways to improve the course in terms of training materials, activities, as well as the administration of the training are addressed in the study. Based on the study, some considerations on how to design such technology-training course are proposed. The considerations are ranging from aspects associated with technology competence for teacher standards, constructivism in online learning, adult learning theory, online instructional models, the technology, pedagogy and content knowledge (TPACK) framework and open educational resources (OER). Information regarding those aspects will be useful to assist other CALL teacher training course developers later to inform their decision in the development of the course which is based on a good theoretical understanding as well as highly practical in learning activitie

Teachers’ conceptions of learning philosophies: discussing context and contextualising discussion

With the introduction of any new initiative into the mathematics classroom, there is often an assumption that it will produce visible and measurable effects in teaching approaches and pupil progress. Yet, there is a body of research that tempers such optimism, drawing attention to a series of mitigating factors, for example, the deep-seated nature of teachers’ practices, their implicit or stated beliefs and values, and their lack of detailed awareness of how they perform in the classroom. Rather than make associative links between these factors and the success of the initiative, our intention is to examine the ways in which teachers are trying to interpret what the new scheme requires of them and how in turn, engaging with it causes them to re-describe both their pedagogic understanding and classroom practices relationally to earlier approaches. Employing data from a small project, we seek to examine four teachers’ moves to grapple with this attempted shift from one teaching paradigm to another by considering how certain key terms serve to anchor the teachers’ conceptions of themselves during this transition and find that their responses can be idiosyncratic and varied depending on the approaches in which they have been previously embedded. By using theoretical ideas from some neo-Marxist writers we examine these discursive shifts and their relevance to conceiving curriculum change. We suggest that the individual’s teaching practice develops as a result of it being understood and enacted through a succession of ideological filters, each adding to the cumulative experience of the teacher

Participating in classroom mathematical practices

In this article, we describe a methodology for analyzing the collective learning of the classroom community in terms of the evolution of classroom mathematical practices. To develop the rationale for this approach, we first ground the discussion in our work as mathematics educators who conduct classroom-based design research. We then present a sample analysis taken from a 1st-grade classroom teaching experiment that focused on linear measurement to illustrate how we coordinate a social perspective on communal practices with a psychological perspective on individual students’ diverse ways of reasoning as they participate in those practices. In the concluding sections of the article, we frame the sample analysis as a paradigm case in which to clarify aspects of the methodology and consider its usefulness for design research