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1. Schools and Society: A Sociological Approach to Education, Third Edition (ED500154)
Author(s):
Ballantine, Jeanne H., Ed.; Spade, Joan Z., Ed.
Source:
SAGE Publications (CA)
Pub Date:
2007-12-13
Pub Type(s):
Books; Collected Works - General; Reports - Research
Peer-Reviewed:
N/A
Descriptors: Ethical Instruction; Urban Schools; Charter Schools; Class Size; School Restructuring; Qualitative Research; Education Courses; Social Systems; International Schools; Equal Education; Instructional Leadership; Dropout Research; Book Reviews; Educational Change; Government School Relationship
Abstract: This third edition, now published by Pine Forge Press, features original readings and article excerpts by leaders in the area of Sociology of Education. With a wide array of theoretical perspectives, a broad range of respected sources, and inclusion of both classic and contemporary studies, this comprehensive, integrated text addresses key issues in the field with a balanced presentation. Edited by Jeanne H. Ballantine and Joan Z. Spade, both of whom actively teach Sociology of Education courses, this text continues to offer theory, methods, and classical and current issues organized around the theme of the open systems approach to make both the pedagogy and presentation of material coherent for students. Thus, the book is not just a collection of articles, but a presentation of a holistic view of educational systems. The book is divided into 10 parts. Part I, What Is Sociology of Education? Theory and Methods, contains the following chapters: (1) Getting Started: Understanding Education Through Sociological Theory (Jeanne H. Ballantine and Joan Z. Spade); (2) Contemporary Perspectives in the Sociology of Education (Alan R. Sadovnik); (3) Moral Education (Emile Durkheim); (4) Conflict Theory of Educational Stratification (Randall Collins); (5) Schooling in Capitalist Societies (Samuel Bowles and Herbert Gintis); (6) Bridges to the Future: Contributions of Qualitative Research to the Sociology of Education (Carolyn Riehl); and (7) How to Avoid Statistical Traps (Gerald W. Bracey). Part II, School Organization and Roles, contains the following chapters: (8) How Schools Work (Rebecca Barr and Robert Dreeben; (9) The School Class as a Social System (Talcott Parsons); (10) Small Class Size and Its Effects (Bruce J. Biddle and David C. Berlinger); (11) Forms of Capital and the Construction of Leadership: Instructional Leadership in Urban Elementary Schools (James P. Spillane, Tim Hallett, and John B. Diamond); (12) The Status of Teaching as a Profession (Richard M. Ingersoll and David Perda); and (13) School Reform and Teacher Burnout (Anthony Gary Dworkin). Part III, Students and the Informal System, contains the following chapters: (14) Learning the Student Role: Kindergarten as Academic Boot Camp (Harry L. Gracey); (15) Real School: A Universal Drama Among Disparate Experience (Mary Haywood Metz); (16) Straddling Boundaries: Identity, Culture, and School (Prudence L. Carter); (17) Low-Level Violence: A Neglected Aspect of School Culture (David R. Dupper and Nancy Meyer-Adams); and (18) The Dropout Problem: Losing Ground (Paul E. Barton). Part IV, Social Construction of Knowledge, contains the following chapters: (19) The New Sociology of Knowledge (Ann Swidler and Jorge Arditi); (20) Romeo and Juliet Were Just Good Friends (Joan DelFattore); (21) America in World War II: An Analysis of History Textbooks from England, Japan, Sweden, and the United States (Stuart Foster and Jason Nicholls); and (22) Facts or Critical Thinking Skills? What the NAEP Results Say (Harold Wenglinsky). Part V, Schooling in Social Context: Educational Environments, contains the following chapters: (23) The Structure of Educational Organizations (John W. Meyer and Brian Rowan); (24) Marital Transitions, Parenting, and Schooling: Exploring the Link Between Family-Structure History and Adolescents' Academic Status (Shannon E. Cavanagh, Kathryn S. Schiller, and Catherine Riegle-Crumb); (25) Adolescents' Extracurricular Participation in Context: The Mediating Effects of Schools, Communities, and Identity (Andrew Guest and Barbara Schneider); (26) No Child Left Behind: The Federal Government Gets Serious About Accountability (Kathryn M. Borman and Bridget A. Cotner); and (27) Disparities Within: Unequal Spending and Achievement in an Urban School District (Dennis J. Condron and Vincent J. Roscigno). Part VI, Social Stratification and Schools, contains the following chapters: (28) Schools: The Great Equalizer and the Key to the American Dream (Heather Beth Johnson); (29) Tracking in Mathematics and Science: Courses and Course Selection Procedures (Joan Z. Spade, Lynn Columba, and Beth E. Vanfossen); (30) How Race and Education are Related (Caroline Hodges Persell); (31) Moments of Social Inclusion and Exclusion: Race, Class, and Cultural Capital in Family-School Relationships (Annette Lareau and Erin McNamara Horvat); (32) "Tuck in that shirt!" Race, Class, Gender, and Discipline in an Urban School (Edward W. Morris); and (33) Gender and Education (Roslyn Arlin Mickelson). Part VII, Efforts Toward Equality and Equity in Education, contains the following chapters: (34) The Segregation and Resegregation of American Public Education: The Courts' Role (Erwin Chemerinsky); (35) Learning Through Experience: What Graduates Gained by Attending Desegregated High Schools (Jennifer Jellison Holme, Amy Stuart Wells, and Anita Tijerina Revilla); (36) Charter Schools and the Public Good (Linda A. Renzulli and Vincent J. Roscigno); (37) The Achievement Gap: A Broader Picture (Richard Rothstein); and (38) Early Childhood Education and Care in Advanced Industrialized Countries: Current Policy and Program Trends (Sheila B. Kamerman). Part VIII, Higher Education, contains the following chapters: (39) The Stratification of the Academy (Zelda F. Gamson); (40) The Battle Over Merit (Jerome Karabel); (41) The Community College: The Impact, Origin, and Future of a Contradictory Institution (Kevin J. Dougherty); (42) Blacks in College: Past and Present (Sarah Susannah Willie); (43) Changes in the Status and Functions of Women's Colleges Over Time (Leslie Miller-Bernal); and (44) Reshaping the University in an Era of Globalization (Alan Ruby). Part IX, Education in an International Context, contains the following chapters: (45) The Global Environment of National School Systems (David P. Baker and Gerald K. LeTendre); (46) The Content of the Curriculum: An Institutional Perspective (Elizabeth H. McEneaney and John W. Meyer); (47) Education and Social Stratification Processes in Comparative Perspective (Alan C. Kerckhoff); (48) The Case for Universal Basic Education for the World's Poorest Boys and Girls (Gene B. Sperling); and (49) What Does Globalization Mean for Educational Change? A Comparative Approach (Martin Carnoy and Diana Rhoten). Part X, Educational Reform and Change, contains the following chapters: (50) Tinkering Toward Utopia: A Century of Public School Reform (David Tyack and Larry Cuban); (51) Wider Contexts and Future Issues: National Standards and School Reform in Japan and the United States (Thomas P. Rohlen); (52) Radical Possibilities: Putting Education at the Center (Jean Anyon); and (53) Deschooling Society (Ivan Illich). Includes appendix: Web Resources for Continued Exploration of the Topics in This Book. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Continuing Education: Making a Difference. Proceedings of the Annual Meeting of the Association for Continuing Higher Education (68th, Los Angeles, California, October 27-30, 2006) (ED500593)
Barrineau, Irene T., Ed.
Association for Continuing Higher Education
2006-10-00
Collected Works - Proceedings
Descriptors: Higher Education; Feasibility Studies; Distance Education; Continuing Education; Adult Learning; Professional Associations; Annual Reports; Conferences (Gatherings); Institutional Mission; Strategic Planning; Educational Strategies; Policy Analysis; Partnerships in Education; Educational Practices; Educational Technology; Professional Development; Guidance Programs; Educational Change; Educational Certificates; Educational Objectives
Abstract: The 68th Annual Meeting of the Association for Continuing Higher Education was themed "Continuing Education: Making a Difference." The conference sessions explored continuing education's ability to transform lives, communities, and institutions while producing a strong return on investment. Speakers reflected on continuing education's power, offered techniques for enhancing program outcomes and impacts, and provided insights into the future of higher education in a global society. Part I summarizes four primary addresses: (1) Refining Our Mission: Continuing Education's Role in Engagement, Outreach, and Public Service (Dennis Parks); (2) Continuing Education--Making a Difference (Brenda White Wright); (3) Swimming with Sharks: Risking a Strategic Future for Continuing Education (Sandy Shugart); and (4) California Higher Education Leadership Panel (Dianne G. Van Hook, Karen S. Haynes, and David Menninger). Part II, Concurrent Sessions, includes: (1) Motivating Your Students from Excuses--10 Key Strategies (Brenda White Wright); (2) Conducting a Feasibility Study: The Lucky 7 Reasons Why It Works (Sallie C. Dunphy); (3) Effective Strategies for Meeting the Learning Needs of Diverse Students (Nancy Gadbow); (4) An Analysis of the Impact of Politics, Policy and Socio-Economic Factors on CHE (Sandria Stephenson); (5) Surgical Technology: Where Demand Exceeds Supply (John Roche); (6) Building Partnerships in Distance Education: Across Campus, Nationally and Beyond (Daniel Butcher); (7) Fragile Partnership to Sustainable Alliance (Dana Reinert); (8) Innovative Strategies to Offer Non-Credit Certificate Programs (Fadia Alvic and Mary Jerger); (9) Marketing to Adult Learners (Steve Blumberg); (10) Continuing Education Leaders: Making a Difference in the US and Canada--A Comparative Look at CE Leadership and Authority (Raymond W. Campbell, Lorraine Carter, B. Christopher Dougherty, and Edna Farace-Wilson); (11) Building an Online Faculty Community through Continuous Faculty Development (Cynthia Trent and Bob Boston); (12) Calling All Partners: One University/Four Community Partnerships (Byron Bond, Scott Sherry, Teresa Gleisner, Terry Gray, and Cindy Peck); (13) Elements of Successful Off-Campus Programs (Barbara Charlton, Amy Johnson, Deborah Joyner, and Tamara Mottern); (14) Meeting Critical Workforce Development Needs with Online Graduate Programs (Barbara J. Hoskins); (15) Sustainability and Continuing Education: Doing Well While Doing Good (Clare Roby); (16) The Ten Most Significant Emerging Trends in CHE--A National Perspective (Thomas W. Fuhr and Carol B. Aslanian); (17) Multifaceted Learning: Making a Difference (Denise M. Hart and Jerry Hickerson); (18) Providing Services for Continual Learners at a Historically Black College or University (Esther Powell); (19) Writing for Publication (Barbara E. Hanniford); (20) Implementing Highly Profitable GRE, GMAT, LSAT, ACT, SAT, PSAT, MCAT, GED, and PRAXIS Preparation Programs Designed to Raise Test Scores, Assess Improvements, and Increase Enrollments (Bradford L. Bruce); (21) The ABCs of Certificate Programs or I Love It When a Plan Comes Together (Jo Lynn Feinstein); (22) Making a Difference by Covering the Distance: Best Practices in Web-Based Learning (Mary Rose Grant); (23) Take the Lead in Faculty Mentorship & Evaluation to Make the Difference in Academic Quality (Roxanne Gonzales, Frank Incalcaterra, and Marthann Schulte); (24) Launching and Sustaining a Degree Program for Adults (Skip Parks and Dan Dowdy); (25) Assessment: The Change Agent in a Distributed-Campus System (Karen R. Graham and Laurie Dodge); and (26) Taking Risk to Win--Both Professionally and Personally (Pamela S. Cutright). The final section of the proceedings includes business meeting information in 21 appendixes. [For the 2005 proceedings, see ED493577.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. The Uncertain Future of the Community College Workforce Development Mission (EJ761090)
Jacobs, James; Dougherty, Kevin J.
New Directions for Community Colleges, n136 p53-62 Win 2006
2006-00-00
Journal Articles; Reports - Descriptive
Yes
Descriptors: Educational Needs; Futures (of Society); Labor Force Development; Community Colleges; Institutional Mission; Bachelors Degrees; Low Income Groups; Job Training; State Aid; Competition; Supply and Demand; Labor Needs; College Role
Abstract: This chapter describes the evolution of the workforce development mission and its current crisis in the face of changing training demands, shriveling government support, and rising competition. Two alternative future paths are outlined: a baccalaureate degree-oriented new vocationalism and a renewed emphasis on serving the training needs of low-income adults.
4. Community College Missions: A Theoretical and Historical Perspective (EJ761085)
Dougherty, Kevin J.; Townsend, Barbara K.
New Directions for Community Colleges, n136 p5-13 Win 2006
Journal Articles; Reports - Evaluative
Descriptors: Community Colleges; Educational History; Institutional Mission; Conflict; College Role; Institutional Administration
Abstract: This chapter analyzes various ways of conceptualizing the missions of the community college, describes how those missions have varied over time and across geographical regions, and examines how missions complement and conflict with one another.
5. Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004). Volume 2 (ED489632)
Hoines, Marit Johnsen, Ed.;; Fuglestad, Anne Berit, Ed.
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
2004-07-00
Descriptors: Foreign Countries; Teaching Methods; Student Characteristics; Research Tools; Psychology; Mathematics Teachers; Learning Processes; Educational Change; Measurement Techniques; Engineering Education; Algebra; Arithmetic; Calculus; Cognitive Processes; Educational Technology; Elementary School Teachers; Geometric Concepts; Geometry; Mathematical Concepts; Mathematics Instruction; Preservice Teachers; Problem Solving; Professional Development; Secondary School Students; Student Attitudes; Teacher Attitudes; Adults; Illiteracy; Calculators; Secondary School Teachers; Beliefs; Mathematics Anxiety; Graphs; Student Participation; Equations (Mathematics); Teacher Education; College Students; Spreadsheets
Abstract: This document contains the second volume of the proceedings of the 28th annual conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Inclusion and Diversity". This volume features 65 research report papers: (1) Constructing Meanings and Utilities within Algebraic Tasks (Janet Ainley, Liz Bills, and Kirsty Wilson); (2) Proportional Reasoning of Quasi-Illiterate Adults (Silvia Alatorre and Olimpia Figueras); (3) Uses of Example Objects in Proving (Lara Alcock); (4) Improving Student Teachers' Attitudes to Mathematics (Solange Amorim Amato); (5) Time and Flow as Parameters in International Comparisons: A View from an Eighth Grade Algebra Lesson (Miriam Amit and Michael N. Fried); (6) Disciplined Calculators or Flexible Problem Solvers? (Julia Anghileri); (7) A Statement, the Contrapositive and the Inverse: Intuition and Argumentation (Samuele Antonini); (8) Solution--What Does It Mean? Helping Linear Algebra Students Develop the Concept While Improving Research Tools (Ilana Arnon and David DeVries); (9) Organizing with a Focus on Defining a Phenomenographic Approach (Amir H. Asghari); (10) Mediation and Interpretation: Exploring the Interpersonal and the Intrapersonal in Primary Mathematics Lessons (Mike Askew); (11) Being Sensitive to Students' Mathematical Needs: What Does It Take? (Cettina Axiak); (12) A New Practice Evolving in Learning Mathematics: Differences in Students' Written Records with CAS (Lynda Ball and Kaye Stacey); (13) Empowering Andrea to Help Year 5 Students Construct Fraction Understanding (Annette R. Baturo); (14) Understanding Inverse Functions: The Relationship between Teaching Practice and Student Learning (Ibrahim Bayazit and Eddie Gray); (15) The Impact of Teachers' Perceptions of Student Characteristics on the Enactment of Their Beliefs (Kim Beswick); (16) Towards the Emergence of Constructing Mathematical Meanings (Angelika Bikner-Ahsbahs); (17) Identity, Knowledge and Departmental Practices: Mathematics of Engineers and Mathematicians (Erhan Bingolbali and John Monaghan); (18) Elementary Grades Students' Capacity for Functional Thinking (Maria L. Blanton and James J. Kaput); (19) For the Sake of the Children: Maintaining the Momentum of Professional Development (Janette Bobis); (20) From Formal to Semi-Informal Algorithms: The Passage of a Classroom into a New Mathematical Reality (Ada Boufi and Frosso Skaftourou); (21) A Measure of Rulers--The Importance of Units in a Measure (Philippa Bragg and Lynne Outhred); (22) In the Serpent's Den: Contrasting Scripts Relating to Fear of Mathematics (Chris Breen); (23) Formal Inclusion and Real Diversity in an Engineering Program of a New Public University (Tania Cristina Baptista Cabral and Roberto Ribeiro Baldino); (24) Primary Students' Understanding of Tessellation: An Initial Exploration (Rosemary Callingham); (25) Facilitating Peer Interactions in Learning Mathematics: Teachers' Practical Knowledge (Olive Chapman); (26) Towards a Unified Model on Teachers' Concerns and Efficacy Beliefs Related to a Mathematics Reform (Charalambos Charambous, George Philippou, and Leonidas Kyriakides); (27) What Is Unusual? The Case of a Media Graph (Helen L. Chick and Jane M. Watson); (28) Proofs through Exploration in Dynamic Geometry Environments (C. Christou, N. Mousoulides, M. Pittalis, and D. Pitta-Pantazi); (29) Establishing a Professional Learning Community among Middle School Mathematics Teachers (Karen Koellner Clark and Hilda Borko); (30) Patterns of Participation in the Mathematics Classroom (David Clarke); (31) Young "White" Teachers' Perceptions of Mathematics Learning of Aboriginal and Non-Aboriginal Students in Remote Communities (Tom J. Cooper, Annette R. Baturo, Elizabeth Warren, and Shani M. Doig); (32) Two Important Invariant Tasks in Solving Equations: Analyzing the Equation and Checking the Validity of Transformations (Anibal Cortes and Nelly Kavafian); (33) Certainty during the Early Stages of Problem Solving (Maria de Hoyos, Eddie Gray, and Adrian Simpson); (34) Studying the Mathematical Concept of Implication through a Problem on Written Proofs (Virginie Deloustal-Jorrand); (35) From Single Beliefs to Belief Systems: A New Observational Tool (Pietro Di Martino); (36) Assessment as a Strategic Tool for Enhancing Learning in Teacher Education: A Case Study (Brian Doig and Susie Groves); (37) Patterns of Reasoning in Classroom (Paola Domingo, Marco Cartiglia, Fulvia Furinghetti); (38) Generalized Diagrams as a Tool for Young Children's Problem Solving (Barbara J. Dougherty and Hannah Slovin); (39) Correspondences, Functions and Assignation Rules (M. Downs and J. Mamona-Downs); (40) Unjustified Assumptions Based on Diagrams in Geometry (Tali Dvora and Tommy Dreyfus); (41) The Impact of Individual Curricula on Teaching Stochastics (Andreas Eichler); (42) The Functions of Pictures in Problem Solving (Iliada Elia and George Philippou); (43) Mathematical Modelling with Young Children (Lyn D. English and James J. Watters); (44) Extending Linear Models to Non-Linear Contexts: An In-Depth Study about Two University Students' Mathematical Productions (Cristina Esteleyi, Monica Villarreal, and Humberto Alagia); (45) University Students' Conceptions of Function (Anastasia Evangelidou, Panayiotis Spyrou, Iliada Elia, and Athanasios Gagatsis); (46) Practical Constraints upon Teacher Development in Pakistani Schools (Razia Fakir-Mohammad); (47) Towards a Definition of Function (Rossana Falcade, Maria Alessandra Mariotti, and Colette Laborde); (48) "Why Doesn't It Start From the Origin?": Hearing the Cognitive Voice of Signs (Francesca Ferrara); (49) Mathematical Language and Advanced Mathematics Learning (Pier Luigi Ferrari); (50) Arithmetic/Algebraic Problem-Solving and the Representation of Two Unknown Quantities (Eugenio Filloy, Teresa Rojano, and Armando Solares); (51) Equity and Computers for Mathematics Learning: Access and Attitudes (Helen J. Forgasz); (52) The Tacit-Explicit Dynamic in Learning Processes (Cristina Frade); (53) Tracking Primary Students' Understanding of the Equality Sign (Viktor Freiman and Lesley Lee); (54) Levels of Student Responses in a Spreadsheet-Based Environment (Alex Friedlander and Michal Tabach); (55) Sensitivity for the Complexity of Problem Oriented Mathematics Instruction--A Challenge to Teacher Education (Torsten Fritzlar); (56) ICT Tools and Students' Competence Development (Anne Berit Fuglestad); (57) The Effects of Different Modes of Representation on Mathematical Problem Solving (Athanasios Gagatsis and Iliada Elia); (58) Descriptions and Conflicts in Dynamic Geometry (Victor Giraldo, Elizabeth Belfort, and Luiz Mariano Carvalho); (59) Students Problem Solving and Justification (Barbara Glass and Carolyn A. Maher); (60) Didactical Knowledge Development of Pre-Service Secondary Mathematics Teachers (Pedro Gomez and Luis Rico); (61) Legitimization of the Graphic Register in Problem Solving at the Undergraduate Level: The Case of the Improper Integral (Alejandro S. Gonzalez-Martin and Matias Camacho); (62) Will "The Way They Teach" Be "The Way They Have Learned"? Pre-Service Teachers' Beliefs Concerning Computer Embedding in Math Teaching (D. Gorev, I. Gurevich, and M. Barabash); (63) Progressive Discourse in Mathematics Classes--The Task of the Teacher (Susie Groves and Brian Doig); (64) Teachers' Practices and Dynamic Geometry (Luiz Carlos Guimaraes and Elizabeth Belfort); and (65) Characterization of Students' Reasoning and Proof Abilities in 3-Dimensional Geometry (Angel Gutierrez, John Pegg, and Christine Lawrie). (Individual papers contain references.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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6. Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004). Volume 4 (ED489597)
Descriptors: Foreign Countries; Equations (Mathematics); Teaching Methods; Misconceptions; Mathematics Teachers; Geometric Concepts; Concept Formation; Algebra; Arithmetic; Calculus; Cognitive Processes; Educational Technology; Elementary School Students; Elementary School Teachers; Geometry; Language Usage; Logical Thinking; Mathematical Concepts; Mathematics; Mathematics Teachers; Models; Numeracy; Numbers; Preservice Teachers; Problem Solving; Professional Development; Psychology; Research Methodology; Secondary School Students; Student Attitudes; Symbols (Mathematics); Teacher Attitudes; Thinking Skills; Undergraduate Students; Word Problems (Mathematics)
Abstract: This document contains the fourth volume of the proceedings of the 28th annual conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Inclusion and Diversity". This volume features 64 research report papers: (1) Situated or Abstract: The Effect of Combining Context and Structure on Constructing an Additive (Part-Part-Whole) Schema (Irit Peled and Ruth Meron); (2) Using Graphical Profiles to Study the Learning and Teaching of Mathematics (Dvora Peretz); (3) The Role of Number in Proportional Reasoning: A Prospective Teacher's Understanding (Axelle C. Person, Sarah B. Berenson, and Paula J. Greenspon); (4) Learning to Use CAS: Voices from a Classroom (Robyn Pierce and Kaye Stacey); (5) Technical School Students' Conceptions of Tangent Lines (Marcia Maria Fusaro Pinto and Valeria Guimaraes Moreira); (6) Elementary School Students' Mental Representations of Fractions (Demetra Pitta-Pantazi, Eddie M. Gray, and Constantinos Christou); (7) A Structural Model for Problem Posing (M. Pittalis, C. Christou, N. Mousoulides, and D. Pitta-Pantazi); (8) Some Undergraduates' Experiences of Learning Mathematics (Hilary Povey and Corinne Angier); (9) Normalising Geometrical Constructions: A Context for the Generation of Meanings for Ratio and Proportion (Georgos Psycharis and Chronis Kynigos); (10) The Sensual and the Conceptual: Artefact-Mediated Kinesthetic Actions and Semiotic Activity (Luis Radford, Serge Demers, Jose Guzman, and Michele Cerulli); (11) A Sociocultural Account of Students' Collective Mathematical Understanding of Polynomial Inequalities in Instrumented Activity (Ferdinand Rivera and Joanne Rossi Becker); (12) Infinity as a Multi-Faceted Concept in History and in the Mathematics Classroom (Ornella Robutti, Ferdinando Arzarello, and Maria G. Bartolini Bussi); (13) Successful Undergraduate Mathematicians: A Study of Students in Two Universities (Melissa Rodd and Margaret Brown); (14) Bilingual Lessons and Mathematical World Views--A German Perspective (Katrin Rolka); (15) The Use of Models in Teaching Proof by Mathematical Induction (Gila Ron and Tommy Dreyfus); (16) Reflecting on Prospective Elementary Teachers' Mathematics Content Knowledge: The Case of Laura (Tim Rowland, Peter Huckstep, and Anne Thwaites); (17) The Competent Use of the Analytic Method in the Solution of Algebraic Word Problems. A Didactical Model Based on a Numerical Approach with Junior High Students (Guillermo Rubio and Rafael Del Valle); (18) Language and Concept Development in Geometry (Frode Ronning); (19) The Role of Gestures in Conceptualisation: An Exploratory Study on the Integral Function (Cristina Sabena); (20) Psychological Aspects of Genetic Approach to Teaching Mathematics (Ildar S. Safuanov); (21) Routines in Non-Routine Problem Solving Processes (Wolfgang Schloeglmann); (22) Teacher Guidance of Knowledge Construction (Baruch Schwarz, Tommy Dreyfus, Nurit Hadas, and Rina Hershkowitz); (23) Types of Student Reasoning on Sampling Tasks (J. Michael Shaughnessy, Matt Ciancetta, and Dan Canada); (24) Didactic Model--Bridging a Concept with Phenomena (Beba Shternberg and Michal Yerushalmy); (25) Elaborating the Teacher's Role--Towards a Professional Language (Dianne Siemon, Jo Virgona, Maria Lasso, Vanessa Parsons, and Juli Cathcart); (26) Making the Connection: Procedural and Conceptual Students' Use of Linking Words in Solving Problems (Adrian Simpson and Nora Zakaria); (27) Children's Conceptual Understanding of Counting (Hannah Slovin and Barbara J. Dougherty); (28) Adding Fractions Using "Half" as an Anchor for Reasoning (Alina Galvao Spinillo and Maria Soraia Silva Cruz); (29) Persistence of Decimal Misconceptions and Readiness to Move to Expertise (Vicki Steinle and Kaye Stacey); (30) Molly and Equations in A2: A Case Study of Apprehending Structure (Nada Stehlikova and Adrian Simpson); (31) Image--Metaphor--Diagram: Visualisation in Learning Mathematics (Rudolf Straber and Gert Kadunz); (32) Images of Fractions "as" Processes and Images of Fractions "in" Processes (Marek Sulista, Jan Herman, Lucia Ilucova, Veronika Kremsova, Jiri Pribyl, Janka Ruppeldtova, Adrian Simpson, Nada Stehlikova, and Michaela Ulrychova); (33) Describing Elements of Mathematics Lessons that Accommodate Diversity in Student Background (Peter Sullivan, Judy Mousley, and Robyn Zevenbergen); (34) Orchestrating Mathematical Proof through the Use of Digital Tools (Rosamund Sutherland, Federica Olivero, and Marnie Weeden); (35) School-Based Community of Teachers and Outcomes for Students (Paola Sztajn, Martha Alexsaht-Snider, Dorothy Y. White, and Amy Hackenberg); (36) Thinking through Three Worlds of Mathematics (David Tall); (37) The Effect of Students' Roles on the Establishment of Shared Meanings During Problem Solving (Konstantinos Tatsis and Eugenia Koleza); (38) Integrating CAS Calculators into Mathematics Learning: Partnership Issues (Michael O. J. Thomas and Ye Yoon Hong); (39) The Development of Structure in the Number System (Noel Thomas); (40) Orientations to Numeracy: Teachers' Confidence and Disposition to Use Mathematics Across the Curriculum (Steve Thornton and John Hogan); (41) Efficiency and Adaptiveness of Multiple School-Taught Strategies in the Domain of Simple Addition (Joke Torbeyns, Lieven Verschaffel, and Pol Ghesquiere); (42) Supporting Teachers on Developing Teaching Norms Based on Children's Learning Mathematics (Wen-Huan Tsai); (43) Prospective Teachers' Images and Definitions: The Case of Inflection Points (Pessia Tsamir and Regina Ovodenko); (44) Fostering Mathematical Meaning via Scientific Inquiry: A Case Study (Ron Tzur, Rita A. Hagevik, and Mary E. Watson); (45) Students Building Isomorphisms (Elizabeth B. Uptegrove and Carolyn A. Maher); (46) How Do High School Students Interpret Parameters in Algebra? (Sonia Ursini and Maria Trigueros); (47) Causes Underlying Pre-Service Teachers' Negative Beliefs and Anxieties about Mathematics (Liisa Uusimaki and Rod Nason); (48) Fractions in Adult's Elementary School: The Lucina (Marta Elena Valdemoros-Alvarez); (49) Students' Overreliance on Proportionality: Evidence from Primary School Pupils Solving Arithmetic Word Problems (Wim Van Dooren, Dirk De Bock, An Hessels; Dirk Janssens, and Lieven Verschaffel); (50) From Functions to Equations: Introduction of Algebraic Thinking to 13 Year-Old Students (Petros Verikios, Vasiliki Farmaki, and Nikos Nikoudatos); (51) Critical Awareness of Voice in Mathematics Classroom Discourse: Learning the Steps in the "Dance of Agency" (David Wagner); (52) Metaphors and Cultural Models Afford Communication Repairs of Breakdowns between Mathematical Discourses (G. D. Wake and J. S. Williams); (53) Generalising Arithmetic: Supporting the Process in the Early Years (Elizabeth Warren); (54) A Framework for Describing the Processes that Undergraduates Use to Construct Proofs (Keith Weber); (55) The Nature of Spontaneity in High Quality Mathematics Learning Experiences (Gaye Williams); (56) Spreadsheet Generalising and Paper and Pencil Generalising (Kirsty Wilson, Janet Ainley, and Liz Bills); (57) A Comparison of a Visual-Spatial Approach and a Verbal Approach to Teaching Mathematics (Pamela Woolner); (58) Differentiation of Students' Reasoning on Linear and Quadratic Geometric Number Patterns (Kai-Lin Yang and Fou-Lai Lin); (59) Map Construction as a Context for Studying the Notion of Variable Scale (Nikoleta Yiannoutsou and Chronis Kynigos); (60) Understanding How the Concept of Fractions Develops: A Vygotskian Perspective (Kaori Yoshida); (61) Secondary Mathematics Teachers' Knowledge Concerning the Concept of Limit and Continuity (T. Zachariades and E. Mastorides); (62) Characteristics of Mathematical Problem Solving Tutoring in an Informal Setting (Orit Zaslavsky and Iris Zodik); (63) Making Sense of Irrational Numbers: Focusing on Representation (Rina Zazkis and Natasa Sirotic); and (64) Numeracy Practices of Young Workers (Robyn Zevenbergen and Kelly Zevenbergen). (Individual papers contain references.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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7. Proceedings of the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, Hawaii, July 13-18, 2003). Volume 3 (ED500858)
Pateman, Neil A., Ed; Dougherty, Barbara J., Ed.; Zilliox, Joseph T., Ed.
International Group for the Psychology of Mathematics Education
2003-07-00
Descriptors: Preservice Teacher Education; Preservice Teachers; Mathematics Education; Validity; Elementary School Students; Student Attitudes; Mathematical Models; Algebra; Mathematical Concepts; Student Teacher Attitudes; Interviews; Questioning Techniques; Elementary School Mathematics; Mathematical Logic; Computation; Visual Stimuli; Teacher Attitudes; Language Teachers; Educational Trends; Gender Differences; High Achievement; Mathematics Achievement; Cognitive Processes; Geometry; Problem Solving; Equations (Mathematics); Multiplication; Foreign Countries; Teacher Effectiveness; Teaching Methods; Multilingualism; Theories; Computer Uses in Education; Educational Technology; Secondary School Mathematics; Mathematics Teachers; Thinking Skills; Probability; Concept Formation; Figurative Language; Student Projects; Comprehension; Student Evaluation; Correlation; Classroom Techniques; Educational Change; Graphs; Statistics; Faculty Development; Recreational Activities; Number Concepts; Learning Processes; Writing Skills; Cooperative Learning; Elementary School Teachers; Secondary School Teachers; Definitions; Teaching Skills; Mentors; Data Analysis; Behavior Theories; Cognitive Development; Computer Software; Metacognition; Evaluation Methods; Self Esteem; Student Centered Curriculum
Abstract: This volume of the 27th International Group for the Psychology of Mathematics Education Conference includes the following research reports: (1) The Affective Views of Primary School Children (Peter Grootenboer); (2) Theoretical Model of Analysis of Rate Problems in Algebra (Jose Guzman, Nadine Bednarz and Fernando Hitt); (3) Locating Fractions on A Number Line (Markku S. Hannula); (4) Preservice Teachers' Conceptions about Y=X+5: Do They See a Function? (Orjan Hansson and Barbro Grevholm); (5) Daring to Ask the Hard Questions: The Effect of Clinical Interview Training upon Teachers Classroom Questioning (Hanna Haydar); (6) Reducing Abstraction: The Case of Elementary Mathematics (Orit Hazzan and Rina Zazkis); (7) The Effect of a Simcalc Connected Classroom on Students' Algebraic Thinking (Stephen J. Hegedus and James J. Kaput); (8) "Spontaneous" Mental Computation Strategies (Ann Heirdsfield); (9) Notation Issues: Visual Effects and Ordering Operations (Dave Hewitt); (10) Attitudes of Mathematics and Language Teachers Towards New Educational Trends (Marie Hofmannova, Jarmila Novotna and Zuzana Hadj-Moussova); (11) Gender Differences in the Early Years in Addition and Subtraction ( Marj Horne); (12) High Achieving Girls in Mathematics: What's Wrong with Working Hard? (Ann C. Howe and Sarah B. Berenson); (13) Mental Functioning of Instruments in the Learning of Geometrical Transformations (Veronica Hoyos); (14) A Perspective for Examining the Link between Problem Solving and Problem Posing (Stephen Hwang and Jinfa Cai): (15) Multiplicative Strategies of New Zealand Secondary School Authors (Kathryn Irwin); (16) Effective Vs. Efficient: Teaching Methods of Solving Linear Equations (Kathy M. C. Ivey); (17) Student's Concept of Infinity in the Context if a Simple Geometrical Construct (Darina Jirotkova and Graham H. Littler); (18) Beyond Discourse: A Multimodal Perspective of Learning Mathematics in a Multilingual Context ( Lena Licon Khisty, Hector Morales and Kathryn Chval); (19) Spontaneous Emergence of Elementary Number-Theoretic Concepts and Techniques in Interaction with Computing Technology (Carolyn Kieran and Jose Guzman); (20) Secondary School Mathematics Preservice Teachers' Probabilistic Reasoning in Individual and Pair Settings (Hari P. Koirala); (21) Social Transformation of Students' Conceptual Model: Analysis of Students' Use of Metaphor for Differential Equations (Oh-Nam Kwon, Kyoung Hee Cho, Kyung Hee Shin and Jeong Sook Park); (22) 13 Year-Olds' Meanings around Intrinsic Curves with a Medium for Symbolic Expression and Dynamic Manipulation (Kynigos Chronis, and Georgos Psycharis); (23) The Probabilistic Thinking of Primary School Pupils in Cyprus: The Case of Tree Diagrams (Iasonas Lamprianou and Thekla Afantiti Lamprianou); (24) Pre-Service Teachers' Transition from "Knowing That" to "Knowing Why" via Computerized Project-Based-Learning (Ilana Lavy and Atara Shriki): (25) Mathematics Competitions, Gender, and Grade Level: Does Time Make a Difference (Gilah C. Leder and David G. Pederson, Graham H. Pollard); (26) Dynamic Geometry and the Theory of Variation (Allen Leung); (27) Enhancing Teachers' Understanding of Students' Learning by using Assessment Tasks (Pi-Jen Lin); (28) Early Mathematics Teaching: The Relationship between Teachers' Beliefs and Classroom Practices (Francis Lopez-Real and Nirmala Rao); (29) Factors Motivating Reform: Learning from Teachers' Stories (Azita Manouchehri); (30) Difficulties in Vector Space Theory: A Compared Analysis in Terms of Conceptions and Tacit Models (Mirko Maracci); (31) Function and Graph in Dgs Environment (Rossana Falcade, Maria Alessandra Mariotti and Colette Laborde); (32) Collective Mathematical Understanding as an Improvisational Process (Lyndon Martin and Jo Towers); (33) Supporting Teacher Change: A Case from Statistics (Kay McClain); (34) Describing the Practice of Effective Teachers of Mathematics in the Early Years (Andrea McDonough and Doug Clarke); (35) Mathematics Professional Development as the Development of Communities of Practice (Rebecca McGraw, Fran Arbaugh, Kathleen Lynch and Catherine A. Brown); (36) The Emergence of Mathematical Goals in a Recreational Practice (Luciano Meira and Monica Correira); (37) Abstracting the Density of Numbers on the Number Line--A Quasi-Experimental Study (Kaarina Merenluoto); (38) Measuring Children's Proportional Reasoning, The "Tendency" for an Additive Strategy and the Effect of Models (Christina Misailidou and Julian Williams); (39) Mathematicians' Writing (Morten Misfeldt); (40) A Co-Learning Partnership in Mathematics Lower Secondary Classroom in Pakistan: Theory into Practice (Razia Fakir Mohammad); (41) Prospective Elementary Teachers' Misunderstandings in Solving Ratio and Proportion Problems (Cecilia Monteiro); (42) What Counts as Mathematical Discourse? (Judit Moschkovich); (43) Mathematical and Pedagogical Understanding as Situated Cognition (Judith A. Mousley); (44) The Relative Influence of the Teacher in Third Grade Mathematics Classrooms (Hanlie Murray); (45) The Activity of Defining (Talli Nachlieli and Anna Sfard); (46) Collective Learning Structures: Complexity Science Metaphors for Teaching (Immaculate Namukasa); (47) Mathematicians on Concept Image Construction: "Single Landscape" vs "Your Own Tailor-Made Brain Version" (Elena Nardi and Paola Iannone); (48) Learning in and from Practice: Pre-Service Teachers Investigate their Mathematics Teaching (Cynthia Nicol and Sandra Crespo); (49) Mentoring Teaching of Mathematics in Teacher Education (Vivi Nilssen); (50) Getting Organised: The Role of Data Organisation in Students' Representation of Numerical Data (Steven Nisbet); (51) Strong and Weak Metaphors for Limits (Michael C. F. Oehrtman); (52) Applying Theory of Planned Behavior Model on Studying Teachers' Change in Mathematics Instruction (Youngyoul Oh); (53) Characteristics of 5th Graders' Logical Development through Learning Division with Decimals (Masakazu Okazaki); (54) Nathan's Strategies for Simplifying and Adding Fractions in Third Grade (John Olive); (55) Cabri as a Shared Workspace within the Proving Process (Federica Olivero); (56) The Construct Validity of an Inventory for the Measurement of Young Pupils' Metacognitive Abilities in Mathematics (Areti Panaoura and George Philippou); (57) Student-Centered Teaching Practices in Korean Elementary Mathematics Classrooms (Jeong Suk Pang); and (58) On Pupils' Self-Confidence in Mathematics: Gender Comparisons (Erkki Pehkonen, Anu Nurmi, Markku Hannula and Hanna Maijala). An author index is included. (Individual papers contain references.) [For Volume 2 of the 2003 Proceedings, see ED500859. For Volume 4, see ED500860.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. Sociospatial Knowledge Networks: Appraising Community as Place. (EJ656354)
Skelly, Anne H.; Arcury, Thomas A.; Gesler, Wilbert M.; Cravey, Altha J.; Dougherty, Molly C.; Washburn, Sarah A.; Nash, Sally
Research in Nursing & Health, v25 n2 p159-70 Apr 2002
2002-00-00
Descriptors: Community Health Services; Diabetes; Diffusion (Communication); Health Education; Human Geography; Informal Education; Information Dissemination; Research Methodology; Rural Areas; Social Networks
Abstract: A new theory of geographical analysis--sociospatial knowledge networks--provides a framework for understanding the social and spatial locations of a community's health knowledge and beliefs. This theory is guiding an ethnographic study of health beliefs, knowledge, and knowledge networks in a diverse rural community at high risk for type-2 diabetes. Results will enable development of culturally sensitive prevention and intervention activities. (Contains 23 references.) (SV) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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9. Classroom Management and the Middle School Philosophy. Fastback 500. (ED478535)
Dougherty, John W.
Guides - Non-Classroom
Descriptors: Classroom Techniques; Educational Improvement; Educational Philosophy; Educational Principles; Middle Schools; Secondary Education
Abstract: This document explores how teachers can connect the instructional and interpersonal approaches embedded in middle-school philosophy to effective classroom management. It describes the current mismatch between middle-school philosophy and practice and how the creation of middle-school grades introduced a volatile mismatch between a school's organization and the intellectual and emotional needs of young adolescents. Traditional methods of dealing with classroom misbehavior, left over from the eras of K-8 schools and junior highs, and the goals and philosophy of the middle school have not been fully reconciled. To correct this, schools need to create small communities. They also should teach a core academic program that helps students become critical thinkers, should foster students' health and fitness, and should re-engage families in education. Schools can move toward a positive classroom climate by making rules and consequences clear to everyone, by arranging classrooms so that they can be easily managed, by showing respect for students, by involving parents in all facets of their children's education, and by making team rules that establish parameters for student conduct. Finally, the school principal should establish an atmosphere of prevention and should work with teachers to manage behavior in order to avoid removing students from the classroom. (Contains 33 references.) (RJM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Look in the Mythic Mirror: 10-Week Middle School Curriculum Unit. ArtsEdge Curricula, Lessons and Activities. (ED476528)
Ashburn, Jennifer; Ayers, Mary Jane; Born-Ozment, Susan; Karsten, Jayne; Maeda, Sheri
Guides - Classroom - Teacher
Descriptors: Class Activities; Classical Literature; Language Arts; Learning Activities; Lesson Plans; Middle Schools; Music; Mythology; Student Educational Objectives; Teacher Developed Materials; Units of Study; Visual Arts
Abstract: This 10-week middle school curriculum unit for grades 6-8, integrating concepts, materials, and content from language arts, music, and visual arts, provides a set of specific instructional plans relative to the study of myths (often a content area in middle school grades across the country). All the sample lessons and examples in the curriculum are based on a study of myths and artworks inspired by those myths; musical examples are chosen by mythic reference as designated by the composer or, like film or stage scores, reflecting the mood and attitude of the lesson content. The unit and its lesson plans were developed using the National Standards in English/Language Arts, Music, and Visual Arts. The framework for the unit is based on the following overarching statement: "The arts are a cohesive force reflecting and shaping culture." The unit can be adapted for almost any content subject, using this overarching statement, as well as the additional examples of activities and discussions provided. After the presentation of the preparatory materials, students and teachers can approach the unit's lessons from any viewpoint--art, then music, then content or idea, or content, then music, then art, etc. It is noted that students are expected to search the Internet to find art and music materials for their presentations. (NKA) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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