Shelley Dole

Pre-Service Learning and the (Gentle) Disruption of Emerging Teaching Identity

Publisher: IGI Global

Date: 2012

DOI: 10.4018/978-1-61350-495-6.CH012

Abstract: The application of ‘identity’ to analyses of teaching is not new. However in this chapter, the authors propose that the construct has as yet unexploited potential to refresh current theories about teacher learning. They discuss how notions of identity, when integrated with social learning theory, might offer fresh insights for both research and practice. And the authors illustrate this proposition by drawing on data collected from our own pre-service teacher education students as they navigate initial encounters with numeracy (with Dole) and the arts (with O’Brien). In these courses, the authors are concerned with limiting views of self that pre-service teachers can bring to their learning of these two curriculum areas. Such views predominantly stem from pre-service teachers’ personal beliefs about the nature of these subjects, as well as confidence in their own ability ‘to do’ maths and/or art. Informed by Boler’s (1999) pedagogy of discomfort, the authors deliberately, but gently move to facilitate the ‘disruption’ of these beliefs, values, and theories about ‘self’ as teacher. Located in supportive communal spaces within courses related to each subject, they authors design “collectivized engagement” (p. 176), as well as scaffolded learning and assessment that seek to engage but soften fears about “losing personal and cultural identities” (p. 176). There is evidence to suggest that this gentle disruption of beliefs and negative self-concepts assists in the eventual renegotiation of the students’ emerging views of self-as-teacher.

Less pain, more gain: Rapid skill development using old way new way

Publisher: Informa UK Limited

Date: 03-2004

DOI: 10.1080/13636820400200244

Improving numeracy education in rural schools: a professional development approach

Publisher: Springer Science and Business Media LLC

Date: 06-2011

DOI: 10.1007/S13394-011-0008-1

Working with the brain, not against it: a new approach to correction of systematic errors in the subtraction algorithm

Publisher: Wiley

Date: 03-1990

DOI: 10.1111/J.1467-8578.1990.TB00337.X

Applying psychological theory to helping students overcome learned difficulties in mathematics: An alternative approach to intervention

Publisher: SAGE Publications

Date: 02-2003

DOI: 10.1177/0143034303024001582

Abstract: The appearance of systematic errors in computation suggests relatively unlinked computational knowledge to conceptual knowledge, and hence difficulties with forward learning of mathematics. The provision of programs of good teaching, where concrete materials are used to exemplify and thus legitimize algorithmic processes, frequently are not effective for use with upper primary students: systematic errors often resurface. A novel and quite alternate approach to intervention is the Old Way/New Way (O/N) strategy (Lyndon, 1989) based on psychological principles of memory, forgetting and interference. In this article, issues associated with intervention, systematic errors and upper primary students are addressed through a discussion of results of previous research into seventh graders' subtraction knowledge development by overcoming error patterns in subtraction computation. By comparing re-teaching strategies and O/N, it is proposed that both good teaching and effective intervention strategies should be integral to the craft of teaching, particulary in the middle school.

NUMERACY ACROSS THE CURRICULUM

Publisher: Routledge

Date: 16-07-2010

DOI: 10.4324/9781003116585

Reconciling contradictions: Identity formation in individuals with giftedness and learning disabilities

Publisher: SAGE Publications

Date: 12-2001

DOI: 10.1177/016235320102500202

Abstract: Our knowledge is extremely limited regarding the educational experiences of students who are gifted with learning disabilities, and there has been no research on how these dual exceptionalities affect identity formation. To address this gap, qualitative narrative inquiry was used to explore identity formation in 4 college students who are gifted with learning disabilities. The themes that resulted from the analysis of the narratives fell under 2 categories: (a) contextual and (b) personal. Under the contextual category, 2 themes emerged in the data analysis as being integral to the identity formation of the participants: support systems in the way of family, teachers, mentors, and friends and involvement in extracurricular activities, volunteer work, and jobs. The life stories suggested 4 personal themes in identity formation: self-knowledge, self-acceptance, self-advocacy, and self-determination. Educational and psychological implications are discussed and recommendations suggested for further research.

Promoting Percent as a Proportion in Eighth-Grade Mathematics

Publisher: Wiley

Date: 11-2000

DOI: 10.1111/J.1949-8594.2000.TB18180.X

The capacity of two Australian eighth-grade textbooks for promoting proportional reasoning

Publisher: Informa UK Limited

Date: 03-2008

DOI: 10.1080/14794800801915863

Promoting middle school students’ proportional reasoning skills through an ongoing professional development programme for teachers

Publisher: Springer Science and Business Media LLC

Date: 26-02-2016

DOI: 10.1007/S10649-016-9694-7

Inquiry pedagogy to promote emerging proportional reasoning in primary students

Publisher: Springer Science and Business Media LLC

Date: 04-01-2014

DOI: 10.1007/S13394-013-0111-6

Collaborating online: Learning together in community

Publisher: Wiley

Date: 10-11-2005

DOI: 10.1111/J.1744-6570.2006.00060_9.X

Development and application of a two-tier diagnostic instrument to assess middle-years students’ proportional reasoning

Publisher: Springer Science and Business Media LLC

Date: 22-09-2013

DOI: 10.1007/S13394-013-0083-6

Taking Advantage of Incidental School Events to Engage with the Applications of Mathematics: The Case of Surviving the Reconstruction

Publisher: Springer Netherlands

Date: 2013

DOI: 10.1007/978-94-007-6540-5_15

Spelling Bug - Benefits of using adaptive technology for training spelling in primary school classrooms

Publisher: ACM

Date: 22-11-2010

DOI: 10.1145/1952222.1952295

Using videotherapy to help adolescents cope with social and emotional problems

Publisher: SAGE Publications

Date: 2005

DOI: 10.1177/10534512050400030301

Abstract: One way teachers can help adolescents who have learning disabilities and behavioral problems cope with social and emotional problems is through the use of videotherapy. Similar to bibliotherapy, in which students learn through the experiences of characters they read about in books, videotherapy uses videos for the same purpose. In videotherapy, the students identify with the characters in the film with the help of teacher-facilitated dialogue. This article provides a lesson plan featuring the movie Rudy and suggests films with themes relevant to adolescents.

Improving the quality of assessment by using a community of practice to explore the optimal construction of assessment rubrics

Publisher: Informa UK Limited

Date: 07-03-2017

DOI: 10.1080/14623943.2017.1295931

Custom-designed and safe-space coaching: Australian beginning principals supported by experienced peers form pipeline of confident future leaders

Publisher: Informa UK Limited

Date: 31-05-2019

DOI: 10.1080/13632434.2018.1470502

The Role of Digital Technologies in Numeracy Teaching and Learning

Publisher: Springer Science and Business Media LLC

Date: 04-2014

DOI: 10.1007/S10763-014-9530-4

Assessing the potential of mathematics textbooks to promote deep learning

Publisher: Springer Science and Business Media LLC

Date: 13-07-2013

DOI: 10.1007/S10649-012-9415-9

Research in Mathematics Education in Australasia 2012-2015

Publisher: Springer Singapore

Date: 2016

DOI: 10.1007/978-981-10-1419-2

School Leaders as Participants in Teachers’ Professional Development: The Impact on Teachers’ and School Leaders’ Professional Growth

Publisher: Edith Cowan University

Date: 2015

DOI: 10.14221/AJTE.2015V40N12.8

Transforming Professional Practice in Numeracy Teaching

Publisher: Springer International Publishing

Date: 2014

DOI: 10.1007/978-3-319-04993-9_6

Student negotiated learning, student agency and General Capabilities in the 21st Century: The DeLorean Project

Publisher: Springer Science and Business Media LLC

Date: 03-11-2019

DOI: 10.1007/S13384-018-0287-6

University Of The Sunshine Coast

Location: Australia

View Organisation

University Of Queensland

Location: Australia

View Organisation

RMIT University

Location: Australia

View Organisation

University Of Tasmania

Location: Australia

View Organisation

Brisbane College Of Advanced Education

Location: Australia

View Organisation

Bendigo College Of Advanced Education

Location: Australia

View Organisation

Queensland University Of Technology

Location: Australia

View Organisation

Palau Community College

Location: Palau

View Organisation

Scaffolding Numeracy In The Middle Years: An Investigation Of A New Assessment-guided Approach To Teaching Mathematics Using Authentic Assessment Tasks

Start Date: 2003

End Date: 2006

Funder: Australian Research Council

Enabling Sciences Education (EnSE) Research Network

Start Date: 2003

End Date: 2003

Funder: Australian Research Council

Enhancing Proportional Reasoning, A Fundamental But Elusive Cornerstone Of Numeracy, Through Educational Technology Applications

Start Date: 2010

End Date: 2013

Funder: Australian Research Council

Enhancing Numeracy Learning And Teaching Across The Curriculum

Start Date: 2012

End Date: 2014

Funder: Australian Research Council

Inquiry Teaching In Mathematics: Accelerating The Process Of Change

Start Date: 2009

End Date: 2012

Funder: Australian Research Council

Learning Essential Knowledge By Design: Promoting And Connecting Mathematics And Science In The Middle Years Of Schooling

Start Date: 2006

End Date: 2009

Funder: Australian Research Council

Linkage Projects - Grant ID: LP100200222

Start Date: 05-2011

End Date: 12-2014

Amount: $290,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0669328

Start Date: 05-2007

End Date: 04-2010

Amount: $130,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0348448

Start Date: 10-2003

End Date: 10-2006

Amount: $290,000.00

Funder: Australian Research Council

Special Research Initiatives - Grant ID: SR0354538

Start Date: 01-2004

End Date: 06-2004

Amount: $30,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0990184

Start Date: 12-2009

End Date: 03-2014

Amount: $209,718.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP120100694

Start Date: 2012

End Date: 12-2015

Amount: $210,000.00

Funder: Australian Research Council