National Science Education Standards

Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more. Presentation given at methods@manchester seminar at University of Manchester on 4 March 2010.

What is Narrative Analysis

미국의 “전국 수학 교사 협의회”(National Council of Teachers of Mathematics, NCTM)는 1989년부터 〈학교 수학의 교육과정과 평가 규준〉(1989), 〈수학 가르침(교수)의 전문성 규준〉(1991), 〈학교 수학의 평가(시험) 규준〉(NCTM, 1995), 〈학교 수학의 원리와 규준〉(2000)을 출판하여 미국의 수학 교육 의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 밀이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제6차와 제7차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM(2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학 교육의 교수ㆍ학습 이론의 동향을 살펴본다.

미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론

McKenney, S. (2012, 4-5 September). What is educational design research? Invited lecture for the Crossfield Graduate School at the University of St. Gallen, St. Gallen, Switzerland.

What is educational design research

Quantitative synthesis of data from single-case designs (SCDs) is becoming increasingly common in psychology and education journals. Because researchers do not ordinarily report numerical data in addition to graphical displays, reliance on plot digitizing tools is often a necessary component of this research. Intercoder reliability of data extraction is a commonly overlooked, but potentially important, step of this process. The purpose of this study was to examine the intercoder reliability and validity of WebPlotDigitizer (Rohatgi, 2015), a web-based plot digitizing tool for extracting data from a variety of plots, including XY coordinates of interrupted time-series data. Two coders extracted 3,596 data points from 168 data series in 36 graphs across 18 studies. Results indicated high levels of intercoder reliability and validity. Implications of and recommendations based on these results are discussed in relation to researchers involved in quantitative synthesis of data from SCDs.

Intercoder Reliability and Validity of WebPlotDigitizer in Extracting Graphed Data

The purpose of this study was to examine the relationship between factors in the extended technology acceptance model (TAM) model and teachers' self-efficacy in remote teaching during the COVID-19 pandemic. In addition, the authors sought to listen to classroom teachers as they expressed their unbiased views of the advantages, disadvantages and challenges of teaching remotely during the COVID-19 pandemic.,A survey was employed to examine the relationship between factors in the extended TAM model and teachers' self-efficacy in remote teaching during the COVID-19 pandemic using the 49-item questionnaire. A multiple regression analysis using a stepwise procedure was used to examine the relationship between factors in the extended TAM model and teachers' self-efficacy. Three open-ended questions closely examined remote teaching during the pandemic, related to challenges, advantages and disadvantages.,Qualitative findings challenges included Internet connection, lack of interaction and communication and challenges with motivation and student engagement. Disadvantages included teachers’ level of self-efficacy in using technology to teach, lack of support and resources to teach online and the struggle to motivate and engage students. Perceived benefits included flexibility for the teacher and differentiation, rich resources and a way to support learners when in-person instruction is not possible.,The data suggest that instead, during COVID-19, many teachers were learning about the platforms simultaneously as they were instructing students.,To ensure quality remote instruction and that students receive the support to make instruction equitable, teachers need to perceive that their instructional technology needs are met to focus on teaching, learning and needs of their students.,Teachers need opportunities to explore the platforms and to experience success in this environment before they are exposed to the high stakes of preparing students to meet K-12 standards.,Instructional delivery has not explored teacher motivational and instructional teaching self-efficacy related to satisfaction with the learning management system (LMS).

/pdf/k-12-teachers-remote-teaching-self-efficacy-during-the-flm1ate225.pdf

K-12 teachers’ remote teaching self-efficacy during the pandemic

This narrative literature analysis examines the storylines of rural teachers told through published research on rural teachers. Using a narrative analysis approach, we investigated research published between 1970 and 2010-four decades of rural-oriented education research and policy work. Four storylines emerged from our coding of rural-related education research: (1) rural teachers are professionally isolated, (2) rural teachers are different from urban and/or suburban teachers, (3) rural teachers are often lacking in professional knowledge/teaching credentials, and (4) rural teachers are particularly resistant to change. Examining the explicit and implicit ways in which rural teachers and schools are portrayed as problematic in research underscores the significant role academics play in sustaining the "rural problem" storyline.In the late 20th and early 21st centuries, rural schools in the United States have faced critical challenges related to teacher recruitment and retention, professional and geographic isolation, and professional credentialing of teachers (e.g., Abel & Sewell, 1999; Barrow & Thompson, 1996; Burton & Johnson, 2010; Cady & Rearden, 2009; Carlsen & Monk, 1992; Malloy & Allen, 2007; Westling & Whitten, 1996). These teacher challenges converge to generate issues of equity, for they impact the life experiences and educational opportunities of youth who attend rural schools. In turn, they negatively influence the future of rural communities as a whole. Furthermore, complex struggles between local, state, and national control of rural schools' curriculum, certification, assessment, and environment plague rural schools and affect the professional lives of rural teachers (Kannapel & DeYoung, 1999).Despite the social and political imperative to investigate the rural circumstance as thoroughly and comprehensively as other place-defined school phenomena (e.g., urban education) (DeYoung, 1987), researchers have rarely taken up the issue of equity in the rural context (Burton & Johnson, 2010; Yeo, 1998). We focused our investigation in this article on only one important group involved in educational equity in the rural context-teachers. Specifically, we conducted a systematic narrative analysis of the research literature on rural teachers in the United States guided by the following questions.* What narrative storylines emerge from the empirical research literature about rural teachers in the United States?* What do such storylines suggest or reveal about research concerning rural teachers and rural schools in the United States?In analyzing four decades of peer-reviewed research on rural teachers, we were struck by the strong and consistent storylines that researchers constructed about rural teachers and their experiences. By "storyline" we refer to the narrative threads within the research that depict the character and experiences of teachers. We argue that these storylines often suggest that rural teachers-due to a variety of factors including geographic isolation, lack of professional development, and resistance to change-present a formidable "problem" in the educational growth of students and the successful implementation of education policy. This article explores the storylines told in research from 1970-2010 and considers the ways these storylines contribute to a broader social and cultural narrative about rural teachers and rural schools.Developing Storylines About Rural Teachers: A Brief Historical OverviewScholarly attention to the unique needs of rural teachers and their preparation has permeated research during the 20th and 21st centuries. Until the late 19th century, the majority of teachers were rural or semi-rural (Sher, 1977). Urbanization and consolidation gradually made the small one-room rural school the exception, rather than the norm. Indeed, in 1917, Woofer wrote of the special nature of rural schools, highlighting the distinctiveness of the institution, but not necessarily its teachers. …

/pdf/storylines-about-rural-teachers-in-the-united-states-a-187b5v3482.pdf

Storylines about rural teachers in the United States: A narrative analysis of the literature

In this article, the authors draw on narrative portraiture to inquire into the family, school, community, and teacher education experiences of two novice teachers who teach in schools located in two rural communities in the southeastern United States. The authors show how their university teacher education classes and field experiences neither addressed nor supported these teachers’ identities as rural teachers. In doing so, the authors highlight how these teachers desired to be connected personally and professionally to the communities in which they teach. From these narrative portraits, the authors argue that identity and relationship exist synergistically within these teachers’ lives and experiences. Drawing on such synergy is critical to attracting preservice teachers to and retaining novice teachers in schools within rural communities. Based on their interpretations, the authors offer suggestions for how teacher educators can better prepare preservice teachers who intend to teach within such schools.

“Where Else Would We Teach?”: Portraits of Two Teachers in the Rural South:

To meet increasingly complex mathematics standards in late elementary school, students must conceptually understand and be fluent in the operations of multiplication and division. This includes und...

https://journals.sagepub.com/doi/pdf/10.1177/0731948718790089

Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Basic Multiplication and Division:

Sixty-two elementary pre-service teachers enrolled in a mathematics methods course were asked to “draw math” at the beginning and end of the semester These drawings were used to examine the initial perceptions and how these changed by the end of the semester of methods and field experiences Findings describe the various drawings and possible meanings behind the drawings These drawings help explain the vision of mathematics that teacher candidates have before and after exploring teaching methods and implementing these methods with elementary students This study provides insight into the experiences and images that pre-service teachers associate with both positive and negative emotions towards mathematics Rich student dialogue about the drawings led to teacher reflection on how their emotions, attitudes, and experiences influence the way they teach mathematics to students

/pdf/what-is-math-exploring-the-perception-of-elementary-pre-1b97rmoz30.pdf

What Is Math? Exploring the Perception of Elementary Pre-Service Teachers.

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