An Action Research Project by Teacher Candidates and their Instructor into using Math Inquiry: Learning about Relations between Theory and Practice

Betts, Paul; McLarty, Michelle; Dickson, Krysta

doi:10.4148/2470-6353.1011

Cited by 2 publications

(2 citation statements)

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“…This learning is evident in methods course work that engaged preservice mathematics teachers in reflective inquiry about their practice of using inquiry. For example, Betts, McLarty, and Dickson (2017) reported on their project to study the integration of inquiry into math education through the 4D cycle planning model. As a result of their inquiry, they concluded, for the preservice teachers, their understandings about inquiry “are enriched by applying the theory of inquiry to practice, by interpreting the theory and practice of inquiry, and developing their own personal, practical and professional theories of teaching using inquiry” (p. 10).…”

Section: Action Research and Changing Teaching Practice In Mathematicmentioning

confidence: 99%

“…The embedded design of engaging preservice teachers in reflective inquiry about inquiry-based teaching also positively impacted preservice mathematics teachers in developing “mathematics subject matter knowledge (MSMK)” (Hourigan & O’Donoghue, 2015) and skills to assess students (Bragg, 2017; Zevenbergen, 2001) and also appears in action research focused on integrating inquiry into mathematics teaching and learning more generally (Betts et al, 2017; Bragg, 2017; Katz & Stupel, 2016; Mostofo, 2014; Zevenbergen, 2001). As a result of their inquiries, both the teacher educators and preservice teachers developed more nuanced understanding of the value of inquiry and the best approaches for integrating it into mathematics instruction.…”

Section: Action Research and Changing Teaching Practice In Mathematicmentioning

confidence: 99%

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Action Research and Systematic, Intentional Change in Teaching Practice

Manfra

2019

Review of Research in Education

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Action research shifts the paradigm of contemporary educational reform by emphasizing inquiry and placing teachers at the center of research-into-practice. By situating teachers as learners, action research offers a systematic and intentional approach to changing teaching. When working as part of a community of practice, action researchers engage in sustained professional learning activities. They explore issues of everyday practice and work to bring about change. This review highlights action research studies from across four subject areas—English language arts, mathematics, science, and social studies—and is premised on the notion that changing teaching practice is connected to understanding how teachers learn. Specifically, it focuses on understanding changes in teacher pedagogical content knowledge, disciplinary inquiry, and critical pedagogy through action research. Findings suggest that we must go beyond current conceptualizations of teacher learning as process-product, cognitive, and situative to view teaching as inquiry. Successful efforts to change practice through action research have demonstrated the value of engaging teachers as active participants in education research. At the same time, the field must overcome barriers including the marginalization of action research, logistical issues associated with conducting action research, and the dissemination of findings.

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Section: Action Research and Changing Teaching Practice In Mathematicmentioning

confidence: 99%

Section: Action Research and Changing Teaching Practice In Mathematicmentioning

confidence: 99%

Action Research and Systematic, Intentional Change in Teaching Practice

Manfra

2019

Review of Research in Education

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Pengembangan Skala Keyakinan Irasional dalam Penulisan Skripsi

Rahman

2019

JKBK

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Previous studies have shown that irrational beliefs contribute significantly to the procrastination, including the thesis-writing procrastination. Unfortunately, there are no scales that specifically can measure the beliefs in the thesis writing context. Therefore, this study aimed to develop and validate a scale called the Skala Keyakinan Irasional dalam Penyusunan Skripsi (SKI-S). The scale was developed based on irrational belief construct proposed by Albert Ellis in the context of thesis writing. To achieve the aim, the study applied a research and development design involving four steps: (1) defining the construct; (2) developing the measurement model; (3) carrying out confirmatory factor analysis; and (4) checking the validity of the measurement model. 200 undergraduate students taking their 9th to 14th semester were involved in the study. 86 items were successfully validated which were classified into demandingness subscale (16 items); catastrophizing subscale (20 items); self-depreciation subscale (17 items); and low frustration tolerance subscales (20 items).Abstrak: Beberapa hasil penelitian membuktikan bahwa keyakinan irasional berkontribusi pada terjadinya prokrastinasi, termasuk prokrastinasi dalam penulisan skripsi. Sampai saat ini belum dijumpai alat ukur yang secara khusus mengukur keyakinan irasional dalam konteks dimaksud. Penelitian ini bertujuan untuk mengembangkan sebuah alat ukur yang diberi nama Skala Keyakinan Irasional dalam Penyusunan Skripsi (SKI-S). Skala ini dikembangkan berdasarkan konstruk keyakinan irasional yang dikemukakan oleh Albert Ellis dengan menambahkan konteks penulisan skripsi ke dalam butir-butir skala. Untuk mencapai tujuan yang telah disebutkan, penelitian ini menggunakan desain penelitian pengembangan dengan langkah-langkah: (1) mendefinisikan konstruk; (2) mengembangkan model pengukuran; (3) melakukan analisis faktor konfirmatori; dan (4) mengecek validitas model pengukuran. Subjek yang terlibat dalam pengembangan ini adalah 200 mahasiswa yang terlambat lulus (sedang menempuh semester sembilan hingga 14). Hasil menunjukkan 86 butir SKI-S valid dan reliabel, sedangkan 178 butir lainnya tidak memenuhi syarat. Secara rinci, 86 butir tersebut terdiri dari: 16 butir subskala demandingness; 20 butir subskala catastrophizing; 17 butir subskala self-depreciation; dan 20 butir subskala low frustration tolerance.

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An Action Research Project by Teacher Candidates and their Instructor into using Math Inquiry: Learning about Relations between Theory and Practice

Cited by 2 publications

References 22 publications

Action Research and Systematic, Intentional Change in Teaching Practice

Action Research and Systematic, Intentional Change in Teaching Practice

Pengembangan Skala Keyakinan Irasional dalam Penulisan Skripsi

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