Developing Teacher Competencies for Problem-Based Learning Pedagogy and for Supporting Learning in Language-Minority Students

Rillero, Peter; Koerner, Mari; Jimenez-Silva, Margarita; Merritt, Joi D.; Farr, Wendy J.

doi:10.7771/1541-5015.1675

Cited by 9 publications

(8 citation statements)

References 16 publications

(18 reference statements)

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“…Speaking at home was positively linked to students' affective mathematics engagement, a finding consistent with prior findings (e.g., Areepattamannil & Freeman, 2008;Martin et al, 2012;Mullis et al, 2012;Rillero et al, 2017). In the U.S., the population of students who were represented as ELL has been increasing (U.S. Department of Education, 2016).…”

Section: Student-level Analysissupporting

confidence: 84%

“…Consequently, around 9% of the students who enrolled in public schools were identified as English Language Learners (ELL), and the population of these types of students has been increasing over the past several decades (U.S. Department of Education, 2016). The low level of English-proficient students limited their understanding of mathematical content and situations (Rillero et al, 2017). The roles of the language the students were using in their homes and their immigration status in their mathematical learning process have been documented by many researchers (e.g., Areepattamannil & Freeman, 2008;Martin et al, 2012).…”

Section: Language and Immigration Statusmentioning

confidence: 99%

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School and Student Factors and Their Influence on Affective Mathematics Engagement

Lee

Capraro²,

Biçer³

2023

J Ethn Cult Stud

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This study examined the student-level (i.e., gender, home language, and immigration status) and school-level (i.e., school economic disadvantage status) variability of the students’ affective mathematics engagement. It was hypothesized that there is a school effect that contributes toward explaining differences in affective mathematics engagement besides the student-level differences. For the sake of the nested structure of the data in Trends in International Mathematics and Science Study (TIMSS), we used the Hierarchical Linear Modeling (HLM) methodology. There were 10,221 students from 246 schools in the study. The results of this study explained 5.3% of variance in students’ affective mathematics engagement by school-mean economic disadvantage status, where students’ demographic factors explained 1.2%. The present study contributed to a better understanding of the opportunity to learn variables at the student- and school-level in students’ affective mathematics engagement.

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Section: Student-level Analysissupporting

confidence: 84%

Section: Language and Immigration Statusmentioning

confidence: 99%

School and Student Factors and Their Influence on Affective Mathematics Engagement

Lee

Capraro²,

Biçer³

2023

J Ethn Cult Stud

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“…De manera particular, se hallan dos investigaciones que combinan el ABP con otra estrategia dando resultados favorables en el desarrollo de las lenguas extranjeras y aprendizajes de contenido. Rillero et al (2017) lo combinaron con el término english language learning, dando como resultado PBELL (Problem-Based-Enheaced-Language Learning), el mismo que se implementó a 26 escuelas públicas impactando favorablemente a casi 2000 estudiantes de origen migrante. Por su parte, Mohd-Ali et al (2018) proponen articular el ABP con LcCRAFT (Language Case Crafting).…”

Section: Resultados Cuantificados De La Búsquedaunclassified

“…Por un lado, dan cuenta el proceso interno del estudiante para lograr aprendizajes y cómo son capaces de recuperar la información, procesarla y emplearlas en situaciones concretas. Por otro lado, describen el proceso social en el que dichos conocimientos son empleados, los contextos y las habilidades de los estudiantes respecto de las lenguas extranjeras (Rillero et al, 2017). En este sentido, las investigaciones buscan analizar perspectivas, impacto y motivación de los estudiantes y docentes en las clases de lenguas extranjeras.…”

Section: Resultados Cuantificados De La Búsquedaunclassified

Revisión de literatura: un acercamiento al aprendizaje autónomo de las lenguas extranjeras e interculturalidad a través del ABP

Berra

2021

MÁRGENES

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El trabajo que se presenta forma parte de una investigación sobre el aprendizaje de lenguas extranjeras en el nivel superior en dónde se destaca particularmente el proceso del desarrollo autónomo referente al aprendizaje de lenguas extranjeras tomando en cuenta el factor lingüístico e interculturalidad apoyado de la estrategia del Aprendizaje Basado en Problemas (ABP). El objetivo fundamental de esta revisión es establecer de qué manera y con qué finalidad se han abordado las temáticas, tomando en cuenta sus objetivos, metodologías y resultados. A partir de ello, contrastar y dar cuenta de lo que se ha hecho y las posibilidades de indagación para acrecentar el acervo científico. La metodología empleada para esto es una revisión sistemática y analítica de distinta fuentes de información (artículos, tesis, conferencias) halladas en bases de datos, repositorios y revistas indexadas con el objetivo de sintetizarlas en un ejercicio de articulación. En la parte final se discuten los alcances de las investigaciones a partir de sus resultados y aportaciones y se plantean algunas consideraciones para su implementación.

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“…Therefore, in the 21 st century, education experts pay more attention to effective teaching that enhances this skill (Harshbarger, 2016) as a way of making sense of reflective thinking and reasoning to determine what must be done (Sumartini, 2016). It can be inferred that teachers who are able to think and reason logically are able to deal with problems effectively (Rillero et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Designing Problem-Based Learning Through Narrative Stories for Microteaching Class Using Addie Model

Hapsari¹,

Kuswandono²

2022

JEELS

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This research aimed to design a reflection book as a set of problem-based learning (PBL) for a supplementary material in Microteaching class. The book was developed not only to assist pre-service English teachers (PSETs) undergoing Microteaching class to understand real problems in school context, but also to help them enhance their problem-solving skill through critical reflection and discussion. This book was designed by implementing ADDIE model, consisting of five phases, namely Analysis, Design, Development, Implementation, and Evaluation. This product was formatively evaluated within the Analysis, Design, Development and Implementation phases and was field tested in Microteaching class comprising of 19 PSETs from the English Language Education Study Program in Tuladha University (pseudonym). In the last stage, summative evaluation was conducted by two subject matter experts whose background was both English education lecturers and book authors. Product validation included narrative story aspect and reflective activities. The validation result showed that the book was appropriate and practical for enhancing PSETs’ problem-solving skill.

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Developing Teacher Competencies for Problem-Based Learning Pedagogy and for Supporting Learning in Language-Minority Students

Cited by 9 publications

References 16 publications

School and Student Factors and Their Influence on Affective Mathematics Engagement

School and Student Factors and Their Influence on Affective Mathematics Engagement

Revisión de literatura: un acercamiento al aprendizaje autónomo de las lenguas extranjeras e interculturalidad a través del ABP

Designing Problem-Based Learning Through Narrative Stories for Microteaching Class Using Addie Model

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