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Qualitative research for education: An introduction to theories and methods

Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

This chapter addresses the psychological effects of social stigma. Stigma directly affects the stigmatized via mechanisms of discrimination, expectancy confirmation, and automatic stereotype activation, and indirectly via threats to personal and social identity. We review and organize recent theory and empirical research within an identity threat model of stigma. This model posits that situational cues, collective representations of one's stigma status, and personal beliefs and motives shape appraisals of the significance of stigma-relevant situations for well-being. Identity threat results when stigma-relevant stressors are appraised as potentially harmful to one's social identity and as exceeding one's coping resources. Identity threat creates involuntary stress responses and motivates attempts at threat reduction through coping strategies. Stress responses and coping efforts affect important outcomes such as self-esteem, academic achievement, and health. Identity threat perspectives help to explain the...

https://courses.washington.edu/pbafhall/514/514%20Readings/majorandobrien.pdf

The social psychology of stigma.

National Science Education Standards

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

Teacher Knowledge and Beliefs

Does perceived teacher affective support matter for middle school students in mathematics classrooms

(2001). The Role of Representation(s) in Developing Mathematical Understanding. Theory Into Practice: Vol. 40, Realizing Reform in School Mathematics, pp. 118-127.

The Role of Representation(s) in Developing Mathematical Understanding

Mathematics educators have found sociocultural models of teaching and learning to be powerful in their ability to describe and support the pursuit of instruction based on recent standards documents (e.g., National Council of Teachers of Mathematics [NCTM], 1989,2000). These models of instruction,however, have been criticized for their lack of explicitness. Detailed descriptions of cognitive processes within self-regulated learning (SRL) and attribution theories (e.g., Borkowski etal., 1988; Butler, 2002; Zimmerman, 2000)lend support for and provide examples of explicit instruction embedded within sociocultural models of mathematics instruction. Self-regulated learners are active participants in their own learning,are able to select from a repertoire of strategies and to monitor their progress in using these strategies toward a goal. In this article, we describe the collaborative efforts of a seventh-grade mathematics teacher and a university faculty member to develop students' mathematical thinking and self-regulation within one middle school classroom. We argue that implementing mathematics instruction consonant with NCTM(1989, 2000) standards documents makes the development of self-regulated learners possible and is at the same time dependent upon some degree of self-regulation within the community of practice. Several factors are crucial to this development: multiple representations and rich mathematic al tasks; classroom discourse; environmental scaffolding of strategic behavior; and varying needs for explicitness and support. This work constitutes beginning efforts to describe contexts that support the development of mathematical thinking and SRL in the middle school mathematics classroom.

Developing Mathematical Thinking and Self-Regulated Learning: A Teaching Experiment in a Seventh-Grade Mathematics Classroom.

A model of the relations between spouse support, coping, and positive and negative mood was examined with 221 individuals with cancer using LISREL analyses. A moderating effect for patient life expectancy was predicted for disease prognosis. Results indicated that spouse criticism was associated with negative mood indirectly through avoidant coping strategies, and spouse support was associated with positive mood indirectly through positively-focused coping. Results did not support a moderating influence for life expectancy upon the association between spouse behaviors and patient coping. The results of this study are discussed in terms of their implications for psychosocial interventions to reduce psychological distress among individuals with cancer.

Stephen J. Pape

Papers

Teacher Knowledge and Beliefs

Does perceived teacher affective support matter for middle school students in mathematics classrooms

The Role of Representation(s) in Developing Mathematical Understanding

Developing Mathematical Thinking and Self-Regulated Learning: A Teaching Experiment in a Seventh-Grade Mathematics Classroom.

Spouse support, coping, and mood among individuals with cancer.