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"Meadows, Michelle"
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Hibernation station
Rhyming text and pictures introduce a variety of animals as they try to snuggle in to sleep.
Book
Using PhET Simulations in the Mathematics Classroom
This exploration of the PhET Interactive Simulations project from the University of Colorado Boulder provides strategies and resources for teaching with PhET simulations (sims) for in-class demonstrations, small collaborative group work, homework, and assessment.
Journal Article
Super Bugs
In rhyming text, the Super Bugs buzz all over town, rescuing other insects in danger.
Book
Teachers' experience of and attitudes toward activities to maximise qualification results in England
Teachers in England are under pressure to maximise their pupils' examination results, both to improve pupils' life chances and to ensure their school performs well on government accountability measures. This article reports the findings of an anonymous, online, voluntary survey of 548 teachers from secondary schools and colleges. The survey asked teachers whether they had direct experience of 23 activities aimed at improving results. These activities ranged widely, for example from becoming markers to gain insight into the examination system, removing pupils from the school roll, to providing wording of sections of summative assessment to pupils. Respondents were also given the opportunity to describe other unlisted activities of which they had experience. They rated the acceptability of all the activities. Agreement about the acceptability of the activities varied. Some activities were almost universally condemned, while others were considered more appropriate. Care must be taken in generalising from the experiences and views of this relatively small, volunteer sample of teachers. The survey is, however, unique in providing evidence of the types of activities that some teachers employ and the kinds of ethical dilemmas they face.
Journal Article
Pre-Service Mathematics Teachers' Use of Web Resources
According to a national survey by the Education Week Research Center, 87 percent of teachers polled said they trusted other teachers' claims about whether curriculum materials were aligned with the Common Core, while slightly less than two-thirds said they trusted an independent panels of experts (Cummings, 2015). According to the former U.S. Secretary of Education, John King in 2016, \"Openly licensed educational resources can increase equity by providing all students, regardless of zip code, access to high-quality learning materials that have the most up-to-date and relevant content\" (U.S. Department of Education, 2016). According to Hechter, Phyfe & Vermette (2012), teachers incorporate the TPACK framework into their classroom lessons for a variety of reasons; these include; promoting student engagement, 21st century skills, interactive and hands-on learning, student-driven learning and best teaching practices (Mishra & Koehler, 2006; Hakverdi-Can & Dana; 2012; Niess, 2006). According to the three PSTs who created classroom materials using interactive websites, questions and discussion were increasingly student generated. 5 CONCLUSION AND IMPLICATIONS It is important for pre-service teachers to understand the relationships among technology, pedagogy, and mathematics in order to use technology to enhance their teaching and learning (Hechter, Phyfe & Vermette, 2012).
Journal Article
Pre-service special education teachers’ learning through recorded mini-lessons and peer review
Despite the research regarding the importance of peer review and feedback in pre-service special education teachers, there exists a gap in teaching complex mathematical concepts such as fractional operations. This study sought to address this gap by investigating how pre-service teachers can effectively appraise and revise peer-generated teaching transcripts focusing on fraction operations and compare their feedback with those of experienced educators. The research sought to understand how this integrated approach can contribute to improving the instruction of pre-service special education teachers in the field of mathematics education. A modified version of Crespo’s (2018) generating, appraising, and revising of representations was utilized to analyze the video content. Comparisons of the reviews showed that pre-service teachers may not have the content knowledge or experience to provide in-depth feedback to support learning as experienced educators. The article concludes with findings and recommendations for teacher educators who utilize anonymous peer review in teacher preparation for special educators.
Journal Article
Inter-subject comparability of examination standards in GCSE and GCE in England
Results from Rasch analysis of GCSE and GCE A level data over a period of four years suggest that the standards of examinations in different subjects are not consistent in terms of the levels of the latent trait specified in the Rasch model required to achieve the same grades. Variability in statistical standards between subjects exists at both individual grade level and the overall subject level. Findings from this study are generally consistent with those from previous studies using similar statistical models. It has been demonstrated that the alignment of statistical standards between subjects based on the Rasch model would likely result in substantial change in performance standards of the examinations for some subjects evidenced here by significant changes in grade boundary scores and grade outcomes. It is argued that the defined purposes of GCSE and A level qualifications determine how their results should be interpreted and reported and that the existing grading and results reporting procedures are appropriate for supporting these purposes.
Journal Article
England’s qualifications system: the politics of resilience
The UK Government’s Resilience Framework aims to ensure the country’s prosperity. A framework approach recognises that key risks and their effects vary by sector; however, any framework requires translation when applied in different contexts, with consideration of the issues in a sector-specific, case-based manner. Using publicly available documents, input from an expert advisory group, and elite interviews with 21 assessment insiders, we investigated the resilience of England’s qualifications system. The 2020 exams crisis created by the pandemic is one focus, but we explored resilience more broadly. To define resilience, we drew upon definitions in other complex, distributed systems (food, health care, and power [electrical] supply). Our interview data showed consensus on neither the definition of resilience nor whether the system is resilient. Proposed countermeasures for perceived lack of resilience (teacher assessment, modular examinations, digitalisation) brought risks along with potential benefits. Our data showed that resilience must be defined in relation to specified aims. Many threats to resilience were identified, including political pressure—a feature of the 2020 qualification policies. We conclude that fundamentally redesigning the system for resilience to unlikely catastrophic events would be costly and require solutions that may introduce their own problems. The cause of the recent crisis is best attributed to poor policy—lacking recognition of society’s expectations—rather than system fragility. Where policy values and objectives shift over time, those responsible for the system can find themselves responding to changing or conflicting priorities. We propose that a context-specific definition of resilience is required for its effective management.
Journal Article
Where is the Math in Science Olympiad? Aligning Mathematics Standards to Science Olympiad Events
Science Olympiad (SO) is a national non-profit organization which holds science competitions for students in grades 7-12 within 50 states with each event aligned to Next Generation Science Standards (NGSS, 2010). The purpose of this article is not only to align the Common Core State Standards in Mathematics (CCSSM) with Science Olympiad events, but also to determine Webb's Depth of Knowledge Levels (DOK) within the mathematics content. This alignment was achieved by utilizing a content analysis and the Depth of Knowledge alignment processes (Webb, 1999). The findings in this study indicate there are a significant number of SO events that are aligned to the CCSSM with high levels of Depth of Knowledge within the Division B (grades 6-8) and C (grades 9-12) events.
Journal Article