June 2014
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220 Reads
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5 Citations
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June 2014
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220 Reads
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5 Citations
July 2013
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329 Reads
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22 Citations
The Mathematics Enthusiast
The Mathematics Teacher Transformation Institutes (MTTI) program attempts to develop math teacher leaders in part by providing content, inquiry and leadership courses aimed at making them more effective teachers. We assessed progress by observing teacher leaders' teaching practices, and encouraging them to introduce or extend studentcentered pedagogy in their classrooms. We found there was little relationship between our measures of mathematics content knowledge and student-centered pedagogy. But teachers who employed student-centered pedagogy tended to have more highly-engaged math students in their classrooms. © The Author(s) & Dept. of Mathematical Sciences-The University of Montana.
April 2012
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8 Reads
April 2012
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11 Reads
January 2007
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10 Reads
... As part of teaching presence, instructors are expected to synthesize and present information by referring to various sources and integrating them with their own knowledge and ideas as content experts (Garrison et al., 2000). While few studies directly explore the relationship between teachers' content knowledge and student engagement, Gningue et al. (2013) delved into the connection between instructors' content knowledge and their student-centered pedagogical practices in F2F learning settings aimed at enhancing student engagement. Their study findings indicated that the implementation of student-centered pedagogical practices by instructors had a greater impact on fostering engagement compared to variations in their content knowledge. ...
July 2013
The Mathematics Enthusiast
... The benefits of action research described in the literature, of course, accrue only to reasonably successful action research conducted by teachers committed to that success. Obstacles to successful action research described by Gningue, Schroder, and Peach (2014) include teachers not understanding what action research is, believing they did not possess the agency to bring about change, and saying they do not have adequate time to carry out the research. Du (2009) suggests that teachers may consider action research to be an extra burden on top of their teaching responsibilities, and that the ambiguities associated with the research may lead to teacher fear of the process. ...
June 2014