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| Autor/in | Polly, Drew |
|---|---|
| Titel | Leveraging School-University Partnerships and Clinical Practice Experiences to Enact Equitable Mathematics Practices in Elementary Schools |
| Quelle | In: School-University Partnerships, 15 (2022) 2, S.12-20 (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1935-7125 |
| Schlagwörter | College School Cooperation; Partnerships in Education; Equal Education; Mathematics Instruction; Elementary School Teachers; Teaching Methods; Urban Universities; Educational Practices; Preservice Teachers; Teacher Education Programs; Lesson Plans; Student Attitudes; Course Descriptions |
| Abstract | This article describes one specific course within a large urban university that uses school university partnerships and clinical practice experiences to prompt elementary education teacher candidates to enact equitable mathematics teaching practices in the classroom. It begins by providing a brief overview of equitable mathematics practices, describing the relevant course activities, and elucidating the work of teacher candidates in elementary schools. The article concludes by setting out the lessons that can be learned from the course and offering recommendations for other teacher educators looking to implement it in their own settings. (As Provided). |
| Anmerkungen | National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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