Friday, May 30, 2014

EdCrisch Manila Professional Development for Adopting Schools

Elementary School - Anchor Task | Photographs

High School - Ancho Task

High School - Geometry

Wednesday, May 21, 2014

4-KKU Course on Qualitative Research In Mathematics Education

Article on Social Learning Theory to Research Teacher Learning | Watson

This is an overview on adult learning theories | Andragody

Finally, this is an overview on student learning theories. | University of Berkeley California

The fourth session focuses on the use of theory to frame research and how it influence research design, data collection, and data analysis.

PISA and TIMSS provide good frameworks to design instruments to measure student outcomes. tEDS-M for teacher outcomes. See PISA Report here.

3-Khon Kaen University Course on Qualitative Research Methods in Mathematics Education

We reviewed research problem and talked about delimiting a problem.
We also talked about literature review - major writers, unusual perspectives, recent research and local research.

In the third session, we focused on research design.

In the domain of teacher learning, we discussed the broad question of
1. What do teachers need to learn?
See D. Ball research. In particular, the "egg" diagram is taken from this article.

2. How do teachers learn?
I shared a possible framework and one of the students helped improve it.
By experiencing (e.g. In workshops where teachers become students doing mathematics), being told (e.g. lecture), seeing (e.g. observe a mentor), doing (e.g. practice teaching or micro teaching), discussing (e.g. lesson study if combined with seeing), reflecting (e.g. writng journal).

Exercise | Design a research on teacher learning during initial teacher preparation.
How are you delimiting the research problem? What are the research variables? What research data do you anticipate to collect and from whom?

We look at TEDS-M Study as an example of how research design impacts on the research findings.

TEDS-M and other IEA Studies are available here. | IEA Studies

Concepts discussed in the last few lessons included | classroom environment | opportunity to learn |

classroom environment - IEA Study on Classroom Environment look at the teacher aspect of classroom environment (management practice and instructional practices and the impact on student outcomes). Barry Fraser's work may also be of interest to those interested in classroom environment.

opportunity to learn - is essentially the idea of do students get learning opportunities on things that are being assessed. Sample articles on what is OTL are included below.

Article 1

Article 2

Tuesday, May 20, 2014

2-Khon Kaen University Course on Qualitative Research a Method in Mathematics Education

We reviewed how we identify research problem from a situation or a domain.

Based on the research problem, we write the initial research questions.
The answer to the initial research questions are located in the literature through the process of literature review.

The answers we get from the literature will tell us what else we need to answer. This leads to your final research questions that your research will answer.

And after you are done with the research, there are still parts of the questions not answered.

The parts of the research question that are not answered are your recommendations for future research.

The research proposal is your chapters on research problem, research questions and research design.

The third session is on research design.

Friday, May 16, 2014

1-Khon Kaen University Course on Qualitative Research Methods in Mathematics Education

This is a useful site for background reading by Harvard University.

0. Introduction

During the first session, you will be asked to state your research problems.

1. Crafting Research Problems

We talked about how research problem is derived from an Interesting and Important situation.

The selection of the research problem is based on economic / utility justification (the competencies under research is useful), is based on reasearch gaps justification (gaps found in international research in that domain), national curriculum justification (that it is a key aspect of the national curriculum or it is an important construct but not yet included in the national curriculum) and local context justification.

Students in this course are encouraged to write the chapter on Research Problem before they even embarked on their data collection. This together with literature review chapters should be ready before data collection.

Exercises are found here.

Statements of research problems shared on the first day:

Thiang's Research Problem | Mathematical communication is related to opportunities given to     students. The relationship is, however, unclear as most studies in mathematical communication     tended to focus on .... In this research, the relationship between students' mathematical communication and opportunities given to students, will be investigated through ... (Notice that the tense used in proposal and thesis are not the same).

What type of literature review do you expect Thiang to do?

What did we do in the other sessions? Session 2 | Session 3 | Session 4

Special Meeting with Masters students from Laos

Thursday, May 15, 2014

Workshop on Classroom Assessment | READ Conference

Samples of Marking Scheme for Source-Based Questions from MOE Singapore.
See Page 54 for the case discussed in the workshop. Click here.

Ministry of Education Singapore Website - see Syllabus

Singapore Examination and Assessment Board Website - for details in national examinations in Singapore.

Course Notes

Appendix - sample textbook pages for classroom assessment

Appendix - case study of holistic assessment in a Singapore school