Basics of qualitative research: Grounded theory procedures and techniques

Established in 2006, TATA Africa Services (Nigeria) Limited operates as the nodal point for Tata businesses in West Africa. TATA Africa Services (Nigeria) Limited has a strong presence in Nigeria with investments exceeding USD 10 million. The company was established in Lagos, Nigeria as a subsidiary of TATA Africa Holdings (SA) (Pty) Limited, South Africa and serves as the hub of Tata’s operations in Nigeria and the rest of West Africa.

What About Us

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

The Rise of the Creative Class

This chapter explores the ecology of human development, those forces in the person's environment that affect and influence development. Urie Bronfenbrenner's model of the human ecosystem guides the discussion, making connections between children in families and in communities and the larger society that surrounds them. The human ecosystem model is much like the study of the natural ecology, focusing on the interactions between subjects at various levels of the environment as they affect each other. The interaction between individual and environment forms the basis of an ecological approach to human development. This view sees the process of development as the expansion of the child's conception of the world and the child's ability to act on that world. Risks to development can come from both direct threats and the absence of opportunities for development. Sociocultural risk refers to the impoverishment in the child's world of essential experiences and relationships.

The Ecology of Human Development

The authors trace changes in conceptions of special education teacher quality and preparationinresponsetodevelopmentsinspecialeducationresearch,policy,andpractice.Thisde - velopmental arc is a backdrop for understanding contemporary special education practice and charting future directions for preparing special education teachers. Federal policy, and recent re - searchonteachingandlearning,andtheresponse-to-intervention(RTI)movementrequireashift inthinkingabouthowtopreparequalityspecialeducationteachersandtheexpertisetheyneedto beeffective.TofunctioneffectivelyinRTIandfulfillfederalhighlyqualifiedteacherrequirements, special education teachers must master an increasingly complex knowledge base and sophisticated repertoireofinstructionalpractices.Theauthorscontendthatpreservicepreparationisinadequate forthispurposeandthatpreparationforspecialeducationteachingshouldbuilduponanexisting knowledgebaseanddemonstratedcompetenceinclassroompractice.

SpecialEducationTeacher QualityandPreparation: ExposingFoundations, ConstructingaNewModel

Research on Vygotsky's zone of proximal development theory was used as a foundation to investigate differences in the learning and transfer ability of 30 students with learning disabilities (LD) and 30 students with matched low achievement (LA), from grades 7 and 8. The two groups were assessed on their problem-solving ability on a balance scale learning task and three transfer tasks under unassisted and assisted conditions. Analyses were conducted to determine group differences in performance on several measures of learning, transfer, and maintenance. Results indicated inconsistent performance differences between the two groups. Students with LD performed similarly tc students with LA on measures associated with the learning task, but generally outperformed students with LA on measures associated with the transfer task. It is concluded that students with LD are more capable than students with LA of maintaining and transferring their learning, suggesting that the ability to transfer learning is more closely related to general intelligence than to a specific learning disability. (30 references) (JDD) ************************************.c************* ****************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Difference. in Transfer Propensity and Learning Speed on Balance-Scale Problems for Students with Learning Disabilities and other Low-Achieving Ezudents U S DEPARTMENT OF EDUCATION p I du. al LOW HPStfah h an(1 I tioCAtiONAL RI SOURCE S !NE ORMATION ptt 1,om tflp e,s(Th ci organaalon .o.g.natasy Mary T. Brownell : M..1). bangio. have boon mark. lo .mtwOve ,rI,,COLic Nan Quilidy _ University of Florida p..,,0,0,..0. or,,ons staled as PIA no( o mem .1c no! npcp%Satay ,plitesenr orfloal Of RI gujt...I.on 0. Daryl F. Mellard, Donald D. Deshler University of Kansas InstLite for Research in Learning Disabilities

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Differences in Transfer Propensity and Learning Speed on Balance-Scale Problems for Students with Learning Disabilities and Other Low-Achieving Students.

High Leverage Practices for Intensive Interventions

Dr Angelita Felix is a member of the Arikara tribe from the Fort Berthold Reservation of North Dakota. As a child, she attended a Bureau of Indian Affairs (BIA) elementary school called the Wahpeton Indian School (now known as Circle of Nations School) and an all-girl Catholic boarding school for 3 years. She graduated from White Shield High School on the Fort Berthold Indian Reservation. She earned a bachelor's degree from Minot State University in North Dakota in English and Business Education, a master's degree in curriculum and instruction from the University of South Dakota, and a doctorate in educational administration from Penn State University.Dr Felix has more than 25 years of professional experience in Indian education. She taught language arts and worked as a curriculum writer and a curriculum director She also served as a dean of student services at Sitting Bull Tribal College and then as a dean of instruction at Haskell Indian Nations University. She has worked as a BIA education line officer...

Dr. Angelita Felix

Abstract Few resources are available to support deans who lead reform while they navigate competing complex issues. Understanding how deans succeed in leading a reform agenda carries much significance in today’s context where issues of equity and Covid-19 are challenging educators to reexamine the content and delivery of programs, while also grappling with a myriad of other challenges (e.g., declining enrollment and fiscal demands). Little research examines the actions that deans take to lead change in their colleges or schools. This exploratory study employing grounded theory methods was designed to unpack what deans actually do when engaging their college or school in a reform effort. The results suggest that there are strategic actions deans take to facilitate change on their campuses, and these actions are reflected in an emerging theory of action.

Mary T. Brownell

Papers

SpecialEducationTeacher QualityandPreparation: ExposingFoundations, ConstructingaNewModel

Differences in Transfer Propensity and Learning Speed on Balance-Scale Problems for Students with Learning Disabilities and Other Low-Achieving Students.

High Leverage Practices for Intensive Interventions

Dr. Angelita Felix

Deans as Agents of Change for Inclusive Teacher Education