Search results for "practices"
showing 10 items of 544 documents
Tracking student teachers' technology-enhanced collaborative problem solving: Combining objective assessment data with subjective verbal reporting
2016
In spite of increasing interest, technology-enhanced formative assessment practices reflecting 21st century skills are not yet much studied, particularly in teacher education context. Also, studies that combine both objective and subjective data around these practices are still rare. This study responds to these challenges in exploration of student teachers’ collaborative problem solving (CPS) processes. Relevant events in CPS tasks are tracked through process data acquired via ATC21S™ portal, and complemented with students’ interpretations of these processes as cued retrospective reports. The broader aim is to provide student teachers with hands-on experiences of using novel, technology-en…
Seeking Technical Debt in Critical Software Development Projects : An Exploratory Field Study
2016
In recent years, the metaphor of technical debt has received considerable attention, especially from the agile community. Still, despite the fact that agile practices are increasingly used in critical domains, to the best of our knowledge, there are no studies investigating the occurrence of technical debt in critical software development projects. The results of an exploratory field study conducted across several projects reveal that a variety of business and environmental factors cause the occurrence of technical debt in critical domains. Using Grounded Theory method, these factors are categorized as ambiguity of requirement, diversity of projects, inadequate knowledge management, and res…
Global, National, or Market? Emerging REDD+ Governance Practices in Mozambique and Tanzania
2016
This article examines emerging governance practices in the REDD (Reducing Emissions from Deforestation and Forest Degradation) initiative. We examine three different general governance practices (neoliberal, post-national, and government-led practices) that have been applied in the interaction between international organizations and two REDD target countries: Mozambique and Tanzania. In these countries, we find that emerging REDD+ governance practices are a mixture of international organizations’ procedural practices and the target country’s established governance practices, whereas neoliberal practices are weakly expressed. These findings call into question the simplified assumption of re…
Striving for Inclusion through Participatory Practices in Social Enterprises
2019
The aim of this research case is to shed some empirical light on the effects of participatory practices from the perspective of Sen’s capability approach in a Finnish social enterprise. Using a mixed method approach we explore how participatory practices build social inclusion by enabling both company’s employees and customers to engage in social agency. The case study findings articulate the importance of participatory practices to employees’ perceptions of meaningfulness of life and being able to meet customers (who are mentally disabled) needs on the one hand and customers’ experience of information sharing and feedback giving to the employees and helping other customers. peerReviewed
Who Becomes U.S. Mathematics Teachers: A Longitudinal Analysis of First-time Praxis® II Mathematics Content Knowledge Examinees
2018
International audience; The U.S. uses the Praxis® tests to measure academic skills and the subject-specific content knowledge needed to be a teacher. This study examined Praxis® Mathematics Content Knowledge scores from 2006 to 2016 to describe patterns in who are becoming certified to teach mathematics in the country. Longitudinal analyses were used to discern patterns in the demographics of examinees and trends in exam performance across several demographic characteristics. The results reveal substantial differences in performance and pass rates between examinees of different genders, races, undergraduate majors, undergraduate GPAs, and census regions. From our analyses, we suggest severa…
Teaching practices in early primary school : dimensions, patterns and consequences
2017
The present thesis tested the reliability and validity of the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004, 2005), identified the profiles of teaching practices, i.e., teaching styles, and, finally, examined the predictive role of teaching styles in early primary students’ reading skills. Specifically, the thesis had four aims: first, to examine the psychometric properties of the ECCOM in Finnish and Estonian early primary school, i.e., grades 1 and 3; second, to identify the profiles of teaching practices, i.e., teaching styles, among Finnish and Estonian teachers by using a person-oriented approach; third, to compare the use of teaching styles between Finnish…
From single to multi-variable Calculus: a transition?
2018
International audience; We recently used the notion of praxeology from the Anthropological Theory of the Didactic to model the knowledge that is necessary for students to learn in order to succeed in an undergraduate multivariable Calculus course. We considered the presence and absence of elements of the knowledge to be taught, as proposed by curricular documents, in the knowledge to be learned, as indicated by final exams. Our results indicate that the mathematical activities expected of students at this level align with the activities observed in differential and integral Calculus, where exercise-driven assessments set students' work mainly in the recognition of types of tasks and recolle…
A study of transitions in an undergraduate mathematics program
2018
International audience; In this paper, we introduce an in-progress study of the transitions students face as they advance in their mathematics courses. Previous work has discussed the changes that occur in the transition from high school to university. With regards to the knowledge students are expected to learn, however, significant similarities have been noted: to do well in introductory university courses, students can learn to solve a particular subset of tasks through routinized techniques, with limited awareness of the supporting mathematical theory. In contrast, students in advanced courses are required to work with and on that theory. The first stage of our project aims to better un…
Characteristics of participation - A mathematician and a mathematics educator collaborating on a developmental research project
2018
International audience; In this paper, a developmental research project involving offering mathematical modelling (MM) activities to university biology students is presented, and a particular aspect is studied, namely the project as a collaboration between mathematicians and mathematics educators. The aim of the paper is to investigate what characterizes their participation in the project, and how the characteristics of the project and its development might influence this participation. Interview data as well as observation data from the MM sessions are analysed, and findings show that the mathematics educator served as a broker influencing the practice of the mathematician. It is hoped tha…
Family- and classroom-related factors and mother–kindergarten teacher trust in Estonia and Finland
2014
This study examined the role of family-related (mother’s education, depressive symptoms and child’s gender) and kindergarten-related (teacher’s experience, teaching practices and class size) factors in mothers’ and teachers’ mutual trust in Estonia and Finland. Six hundred eighteen (206 Estonian and 412 Finnish) mothers of kindergarten children and their teachers (26 Estonian, 49 Finnish) were participated in the study. Both mothers and teachers filled in the questionnaire on trust; teachers’ teaching practices were observed with early childhood classroom observation measure. The results of multilevel modelling showed that mothers in both countries trusted more in teachers who used child-ce…