The effects of teaching a mathematics problem solving strategy on the problem solving ability of grade nine students

Forty grade 9 students were selected from a small rural board in southern Ontario. The students were in two classes and were treated as two groups. The treatment group received instruction in the Logical Numerical Problem Solving Strategy every day for 37 minutes over a 6 week period. The control group received instruction in problem solving without this strategy over the same time period. Then the control group received the treat~ent and the treatment group received the instruction without the strategy. Quite a large variance was found in the problem solving ability of students in grade 9. It was also found that the growth of the problem solving ability achievement of students could be measured using growth strands based upon the results of the pilot study. The analysis of the results of the study using t-tests and a MANOVA demonstrated that the teaching of the strategy did not significaritly (at p s 0.05) increase the problem solving achievement of the students. However, there was an encouraging trend seen in the data.

Show me, help me, let me : supporting teachers' changing conceptions of reading assessment and reading instruction

This qualitative inquiry used case study methodology to explore the change processes of 3 primary-grade teachers throughout their participation in 7 -month professional learning initiative focused on reading assessment and instruction. Participants took part in semimonthly inquiry-based professional learning community sessions, as well as concurrent individualized classroom-based literacy coaching. Each participant's experiences were first analyzed as a single case study, followed by cross-case analyses. While their patterns of professional growth differed, findings documented how all participants altered their understandings of the roles and relevancy of individual components of reading instruction (e.g., comprehension, decoding) and instructional approaches to scaffold students' growth (e.g., levelled text, strategy instruction), and experienced some form of conceptual change. Factors identified as affecting their change processes included; motivation, professional knowledge, professional beliefs (self-efficacy and theoretical orientation), resources (e.g., time, support), differentiated professional learning with associated goal-setting, and uncontrollable influences, with the affect of each factor compounded by interaction with the others. Comparison of participants' experiences to the Cognitive-Affective Model of Conceptual Change (CAMCC) and the Interconnected Model of Teacher Professional Growth (IMTPG) demonstrated the applicability of using both conceptual models, with the IMTPG providing macrolevel insights over time and the CAMCC microlevel insights at each change intervaL Recommendations include the provision of differentiated teacher professional learning opportunities, as well as research documenting the effects of teacher mentorship programs and the professional growth of teacher educators. ii

Speak english, little chats a help to learn conversational english,drawn up after the new method of teaching

UANL

Conceptions of God and narratives of modernity : a hermeneutical interpretation of Charles Taylor's A Secular Age

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Models of teaching foreign languages to young children. 'Modelos de enseñanza de lenguas extranjeras en Educación Infantil'.

Resumen tomado del autor. Resumen también en francés e inglés

The art of teaching writing.

A partir de los conocimientos obtenidos a lo largo de ocho años de investigación sobre el desarrollo de la escritura en los niños, este libro se centra en la enseñanza de ésta en la escuela primaria. A lo largo de los capítulos, se ocupa de varios temas: la creación de un aula para fomentar y apoyar la escritura, las conexiones lectura-escritura, las primeras incursiones en la escritura por los alumnos más pequeños hasta los problemas y éxitos en la adolescencia, el equilibrio entre contenido y forma, redacción de documentos.

The liberal state and education in Portugal : social integration, freedom of teaching and secularization (1840-1880)

Resumen tomado de la publicaci??n

Diverse senses, and six conceptions, of education

Resumen basado en el de la publicaci??n

Scholarship of Teaching and Learning : un modelo de desarrollo profesional de los profesores universitarios

Monogr??fico con el t??tulo: "Formaci??n del profesorado en el Espacio Europeo de Educaci??n Superior"

Parents??? conceptions of their homework involvement in elementary school

Resumen tomado de la publicaci??n

Mathematics meaning-making and its relation to design of teaching

Resumen tomado de la publicaci??n

Learning technology and patterns of teaching

Resumen basado en el de la publicaci??n

Appeal to the Universities for the development of Teaching and Research in the areas of Urban Planning in the CPLP countries

Work document prepared at the Universidade Lusófona de Humanidades e Tecnologias in its role as Consulting Observer attributed by the Council of Ministers of the CPLP gathered in Bissau for the 11th General Meeting on 16. and 17. July, 2006.

An analysis of vocabulary and language constructions of six series of primary readers from the standpoint of teaching the deaf

This paper discusses a study to determnine the vocabulary and language construction of primary readers and suitability for use in teaching of hearing impaired children.

The use of a language eliciting procedure as a tool in the establishment of teaching goals

This paper reviews a study to examine the feasibility of using elicited language samples as a basis for planning language instruction and as a measure of progress in language development.