A Conceptualization of Indicators for Mathematics Teacher Education Quality for International Studies

Hsieh, Feng-Jui; Law, Chiu-Keung; Shy, Haw-Yaw; Wang, Ting-Ying; Hsieh, Chia-Jui; Tang, Shu-Jyh

doi:10.1007/978-94-007-6437-8_21

Cited by 2 publications

(1 citation statement)

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“…Recently Chubbuck [1] used conceptualization to build a framework that provides informed decisions to educators about the learning ability of students. Most recently, Hsieh et al [5] utilized conceptualization for developing indicators that help investigate the quality of international mathematics education in different countries, and Mueller et al [7] utilized it for demonstrating the importance of longhand note taking over laptop note taking. In general, the conceptualization and summarization have been used in the psychology aspects of education, but a detailed study on their contributions to improve computer networking courses is still needed.…”

Section: Introductionmentioning

confidence: 99%

FLaSKU - a classroom experience with teaching computer networking

Suthaharan

2014

Proceedings of the 15th Annual Conference on Information Technology Education

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In general, every educator has a classroom experience that he or she wants to share for the benefit of other educators and students in the field. This paper presents a classroom experience with teaching a computer networking course to both undergraduate and graduate students in Information Technology (IT) areas. This course uses conceptualization and summarization techniques coupled with standard teaching methods, such as independent learning, incremental learning, and out-of-class assignments. It also defines two terms: independent conceptualization and dependent conceptualization, and adopts them with a summarization technique to improve conceptualized computer networking. Two simple examples are presented to illustrate these definitions. The paper also presents a teaching philosophy and a flexible grading policy that help motivate learning over earning a grade.The experience and knowledge gained from the delivery of a computer networking course over eight years is shared in this paper. Course evaluations were conducted using a departmental questionnaire, peer evaluations, and an independent survey. The course evaluation results of over eight years demonstrate a significant improvement in the overall quality of the course delivery. The methods, results, and findings can deliver benefits to young university educators and students in the IT field.

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Section: Introductionmentioning

confidence: 99%