Margaret Walshaw | |
|---|---|
 Walshaw in 2007 | |
| Alma mater | Massey University |
| Scientific career | |
| Fields | Mathematics education |
| Institutions | Massey University |
| Thesis | |
Margaret Anne Walshaw is a New Zealand education academic. She is currently a full professor at the Massey University. [1]
Walshaw completed a 1999 PhD titled Paradox, partiality and promise : a politics for girls in school mathematics at Massey University and is on the editorial board of Springer journal, Journal of Mathematics Teacher Education. [2] [3] [4]
In contemporary education, mathematics education—known in Europe as the didactics or pedagogy of mathematics—is the practice of teaching, learning, and carrying out scholarly research into the transfer of mathematical knowledge.
Teachers College, Columbia University (TC) is the graduate school of education of Columbia University, a private research university in New York City. Founded in 1887, Teachers College has served as one of the official faculties and the Department of Education of Columbia University since 1898 and is consistently ranked among the top 10 graduate schools of education in the United States. It is the oldest and largest graduate school of education in the United States. Although it was founded as an independent institution and retains some independence, it has been associated with Columbia University since shortly after its founding and merger with the university.
The anti-bias curriculum is an activist approach to educational curricula which attempts to challenge prejudices such as racism, sexism, ableism, ageism, weightism, homophobia, classism, colorism, heightism, handism, religious discrimination and other forms of kyriarchy. The approach is favoured by civil rights organisations such as the Anti-Defamation League.
Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.
Connected Mathematics is a comprehensive mathematics program intended for U.S. students in grades 6-8. The curriculum design, text materials for students, and supporting resources for teachers were created and have been progressively refined by the Connected Mathematics Project (CMP) at Michigan State University with advice and contributions from many mathematics teachers, curriculum developers, mathematicians, and mathematics education researchers.
Thomas Joseph Kane is an American education economist who currently holds the position of Walter H. Gale Professor of Education and Economics at the Harvard Graduate School of Education. He has performed research on education policy, labour economics and econometrics. During Bill Clinton's first term as U.S. President, Kane served on the Council of Economic Advisers.
Sex differences in education are a type of sex discrimination in the education system affecting both men and women during and after their educational experiences. Men are more likely to be literate on a global average, although higher literacy scores for women are prevalent in many countries. Men and women find themselves having gender differences when attaining their educational goals. Although men and women can have the same level of education, it is more difficult for women to have higher management jobs, and future employment and financial worries can intensify. Men tended to receive more education than women in the past, but the gender gap in education has reversed in recent decades in most Western countries and many non-Western countries.
Journal of Mathematics Teacher Education is a peer-reviewed scientific journal within the field of mathematics education. The journal was founded by Thomas J. Cooney, and it first appeared in 1998. Published by Springer, the journal normally appears in 6 annual issues. The journal is paginated by volume.
Penelope L. Peterson is an American educational psychologist and academic administrator. Peterson was named Dean of Northwestern University School of Education and Social Policy in September 1997 and previously served as University Distinguished Professor of Education at Michigan State University and Sears-Bascom Professor of Education at University of Wisconsin–Madison. She also served as president of the American Education Research Association (1996–1997).
Deborah Loewenberg Ball is an educational researcher noted for her work in mathematics instruction and the mathematical preparation of teachers. From 2017 to 2018 she serves as president of the American Educational Research Association. She served as dean of the School of Education at the University of Michigan from 2005 to 2016, and she currently works as William H. Payne Collegiate Professor of education. Ball directs TeachingWorks, a major project at the University of Michigan to redesign the way that teachers are prepared for practice, and to build materials and tools that will serve the field of teacher education broadly. In a sometimes divisive field, Ball has a reputation of being respected by both mathematicians and educators. She is also an extremely well respected mentor to junior faculty members and to graduate students.
A flipped classroom is an instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having pupils complete readings at home and work on live problem-solving during class time. This pedagogical style moves activities, including those that may have traditionally been considered homework, into the classroom. With a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home, while actively engaging concepts in the classroom, with a mentor's guidance.
Dame Alison Margaret Peacock, is a British educator, public speaker, writer and best known originator of the Learning Without Limits approach to education. She is the Chief Executive of the Chartered College of Teaching as well as a trustee of Teach First and a columnist for The Times Educational Supplement.
Professor Tom Lowrie was appointed a Centenary Professor at the University of Canberra, Australia, in 2014. He has an established international research profile in the discipline area of STEM education and mathematics education.
Michael J. Hannafin was Professor of Instructional Technology and Director of Learning and Performance Support Laboratory at the University of Georgia. He obtained a Ph.D. in Educational Technology from the Arizona State University. Along with Kyle Peck, he developed the field of Computer Aided Instruction as distinguished from Computer Based Instruction. He received the AERA SIG- IT Best Paper Award in 2007.
Glenda Joy Anthony is a New Zealand mathematics teaching academic. She is currently a full professor at the Massey University.
Roberta Kathleen Hunter is a New Zealand education academic of Cook Islands Māori descent and as of 2019 is a full professor at the Massey University. She specialises in mathematics education.
Marta Civil is an American mathematics educator. Her research involves understanding the cultural background of minority schoolchildren, particularly Hispanic and Latina/o students in the Southwestern United States, and using that understanding to promote parent engagement and focus mathematics teaching on students' individual strengths. She is the Roy F. Graesser Endowed Professor at the University of Arizona, where she holds appointments in the department of mathematics, the department of mathematics education, and the department of teaching, learning, and sociocultural studies.
Mary Kay Stein is an American mathematics educator who works as a professor of learning sciences and policy and as the associate director and former director of the Learning Research and Development Center at the University of Pittsburgh.
James W. Stigler is an American psychologist, researcher, entrepreneur and author. He is Distinguished Professor in the Department of Psychology at University of California, Los Angeles and a Fellow of the Precision Institute at National University, San Diego.
Sara Hennessy is a British scholar. As of 2022, she is a Professor of Teacher Development and Pedagogical Innovation in the Faculty of Education at the University of Cambridge. Hennessy has worked in the field of EdTech for over three decades, focusing particularly on professional development, teacher inquiry, and interactive pedagogy, including in sub-Saharan Africa. She is a Research Director of EdTech Hub, a multi-million-pound 8-year program funded by the UK's Foreign, Commonwealth and Development Office.
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