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In this chapter we discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions. We share data from a research project in which we implemented multiple iterations of a set of simulated teaching experiences in an elementary mathematics methods course. In each experience, preservice teachers contrasted the consequences of different pedagogical choices in response to a particular example of student thinking.
At the 2017 American Educational Research Association (AERA) Annual Meeting, faculty from different institutions gathered to address this question during a Division C Fireside Chat session entitled “Navigating the Academic Job: Perspective from Deans, Late-Career Faculty, and New faculty at Varying Universities.” Division C, the Learning & Instruction Division, is dedicated to mentoring graduate students and early career scholars; the fireside chat format offers participants an open forum to discuss topics of interest with a particular group of professionals.
Many, if not most, DRK–12 projects grapple with challenges and opportunities related to dissemination and sustainability. Dissemination strategies to optimize the visibility of a project and reach of key research outputs may be part of a larger sustainability plan to support uptake of research products, models, and interventions and extend the impact of the project results.
This document captures the ideas and experiences shared by DRK–12 awardees who attended a forum to explore different routes toward product sustainability. It includes notes on types of DRK-12 products, use and adoption of products, resources needed to support dissemination and sustainability of products, sources of support, and indicators of successful product dissemination and sustainability.
Touchscreen devices, such as smartphones and tablets, represent a modern solution for providing graphical access to people with blindness and visual impairment (BVI). However, a significant problem with these solutions is their limited screen real estate, which necessitates panning or zooming operations for accessing large-format graphical materials such as maps.
Touchscreen-based smart devices, such as smartphones and tablets, offer great promise for providing blind and visually-impaired (BVI) users with a means for accessing graphics non-visually. However, they also offer novel challenges as they were primarily developed for use as a visual interface. This paper studies key usability parameters governing accurate rendering of haptically-perceivable graphical materials.
Significance: Touchscreen-based, multimodal graphics represent an area of increasing research in digital access for individuals with blindness or visual impairments; yet, little empirical research on the effects of screen size on graphical exploration exists. This work probes if and whenmore screen area is necessary in supporting a patternmatching task.
This article focuses on the career paths in higher education taken by 351 doctoral graduates in mathematics education and provides insight into their career path and their resulting workload. Because some of the sample is drawn from graduates of programs with NSF funding related to doctoral preparation, it represents a best-case scenario of doctoral preparation experiences.