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Mathematics Anxiety and the Instructional Triangle: A Case Study of Remedial College Instructors
2020 •
Njeri Pringle
Approximately 80% of community college students and 25% of four-year students taking mathematics courses in post-secondary institutions struggle with moderate to high math anxiety, and 67% of two-year and 44% of four-year students are remedial noncompleters “no degree and not enrolled” (Chen, 2016, p. 35). Tobias (1993) stated that it makes no difference if the failure occurs in a K-12 or college course; failure is both instant and frightening (1993, p. 50). Tobias (1993) connected students’ anxiety and their avoidance of degrees and or occupations that required mathematical tasks. As remedial courses serve as the gateway for students to access core and degree earning courses, remediation is pivotal in a students’ college career. Ususimaki and Nason (2004) examined three origins of mathematics anxiety: environmental, intellectual, and personality factors. The environmental components of math anxiety seem to be more external, including parents, teachers, and peers. The researchers so...
Roles of proof in an undergraduate inquiry-based transition to proof course
Jeffrey Pair, Sarah Bleiler-Baxter
De Villiers (1990) suggested five roles of proof important in the professional mathematics community that may also serve to meaningfully engage students in learning proof: verification, explanation, systematization, discovery, and communication. We investigate written reflections on an end-of-semester assignment from undergraduates in an inquiry-based transition to proof course, where students reflected on instances during the semester when they engaged in the five roles of proof. We present (a) student rankings of role engagement, (b) the types of activities students recalled as influential to their engagement in the roles of proof, and (c) how students perceived they engaged in the five roles. Students in this course reflected on activities distinctive of the inquiry-based environment (such as discussing, presenting, conjecturing, and critiquing) as influential to their engagement in the roles of proof. We provide student quotations highlighting these activities and offer implications for both research and practice.
The Role of Prior Knowledge, Situational Interest, and Case Study Pedagogy in the Undergraduate Biology Classroom
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Ally Hunter
Faculty Perceptions of the Use of Virtual Learning Environments in Introductory Biology Courses
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Whitley Webb
Instructors’ Perceptions of Differentiated Instruction at Four Universities in the United States
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Brandy Waldron
Emotional Intelligence Modelling in Distance Education
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Aprile Williams
Istanbul University - DergiPark
Examining an Alternative Teacher Education Undergraduate Program: Possibilities for Teaching and Extending What It Means to Be an Educator Outside of the Classroom
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Esther do Lago e Pretti
Faculty and Facebook Friending: Instructor-Student Online Social Communication from the Professor’s Perspective
Susan Sarapin
U.S. college faculty with Facebook profiles (N = 308) were surveyed about their expectations of students’ perceptions of their credibility, professionalism, and approachability in the classroom, as well as mutual connectedness with their instructors, resulting from out-of-classroom socializing with them and teacher self-disclosure on Facebook. Consistent with uses and gratifications theory, these teacher attributes made up the Professors’ Expected Relationship Compensation scale (PERC), which was correlated to professors’ frequency of Facebook interaction with students (r = 0.41, p < 0.001). Multiple regression confirmed the persistence of this large-sized effect after accounting for the influence of six other variables, including instructors’ level of self-disclosure. These characteristics have been shown to relate positively to student-reported enhancements of academic outcomes and satisfaction. Faculty participation in non-academic, online interaction through Facebook shows great promise for augmenting student perceptions of their college experience and academic performance because it aligns professors’ uses with students' expectations.
Engagement in E-learning Courses Amongst First-Year, Nontraditional Community College Students
2020 •
Gail Hiar
Frontiers in Education
Learning by Comparison: The Benefits of Co-Teaching for University Professors’ Professional Development
2021 •
Lyndsay R Buckingham
There is an abundance of studies that suggest that the use of co-teaching strategies in higher education courses can enhance instructors’ professional development, mainly by providing a space for transfer of methodologies and tools, as well as critical reflection on one’s teaching practice. However, little has been said about the actual processes through which co-teachers learn from each other. This study analyzes the opportunities of professional growth afforded to seven professors by eight co-taught courses, over two academic years, in the fields of Education and Translation and Interpreting. Specifically, it examines how professional relationships between co-teachers fuel teacher learning, the specific learning processes generated, and the areas of professional development impacted. To do so, 11 reflective teacher diaries were coded and analyzed, and further evidence was collected through focus groups interviews with students of some of the co-taught courses. Results suggest that...
