Languages & Borko

• All names used for study participants are pseudonym.
• I relied primarily on interviews and observations to gather informations pertinent to ...... These data were suplemented by questionnaires and written documents.
• The evidence pertaining to ....
• "Results of these analyses are presented in the following sections of the paper"
• ... beleifs about what constitues good mathematics teaching ...

pertinent: directly to the subject being considered:

e.g. a pertinent question/remark

Chapter One is pertinent to the post-war period.

NOTE: The opposite is irrelevant.

See p.202, the languages of data collection.

pertain to sth [FORMAL]: to be connected with a particular subject, event or situation

superficial (ONLY ON SURFACE)

fragmented : adjective- consisting of several separate parts

I loves Borko's writing

1. Borko, H. (1997). New Forms of Classroom Assessment: Implications for Staff Development. Theory into Practice, 36(4), 231-238.
2. Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33(8), 3-15.
3. Borko, H., Davinroy, K. H., Bliem, C. L., & Cumbo, K. B. (2000). Exploring and Supporting Teacher Change: Two Third-Grade Teachers' Experiences in a Mathematics and Literacy Staff Development Project. The Elementary School Journal, 100(4), 273-306.
4. Borko, H., & Eisenhart, M. (1986). Students' Conceptions of Reading and Their Reading Experiences in School. The Elementary School Journal, 86(5), 588-611.
5. Borko, H., Eisenhart, M., Brown, C. A., Underhill, R. G., Jones, D., & Agard, P. C. (1992). Learning to Teach Hard Mathematics: Do Novice Teachers and Their Instructors Give up Too Easily? Journal for Research in Mathematics Education, 23(3), 194-222.
6. Borko, H., Linn, B., & Cochran-Smith, M. (2003). A Message from AERA's Presidents. Educational Researcher, 32(8), 44.
7. Borko, H., & Livingston, C. (1989). Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers. American Educational Research Journal, 26(4), 473-498.
8. Borko, H., Shavelson, R. J., & Stern, P. (1981). Teachers' Decisions in the Planning of Reading Instruction. Reading Research Quarterly, 16(3), 449-466.
9. Borko, H., Wolf, S. A., Simone, G., & Uchiyama, K. P. (2003). Schools in Transition: Reform Efforts and School Capacity in Washington State. Educational Evaluation and Policy Analysis, 25(2), 171-201.

My notes after reading No 5:

This is a very interesting article. I have read on the 11 March 08.
The most interesting to me is the depth analysis of the connection of teacher's knowledge and beliefs about teaching and learning and the knowledge of subject matter and pedagogical content of knowledge.
Even though this article only explored one participants, but it can help us to understand the role of the knowledge of the subject matter and the role of the teacher education.
Interestingly that this article focused and the teaching of "division of fraction". The question posed by one pupil that whay we need to turn the second fraction and change the division into multiplication?
The teacher tried to explain that using the visual representation but failed to do it and she did not show any effort to clarify this in the next teaching.
The author analysis suggests that this was the influence of the teaching in her teacher education that emphasise in rote learning. Even though this teacher took many advanced course but she failed to connect them.
This is really interesting that closely related to what I have experienced and what I observed.
Therefore, I must also prepare myself to facilitate the learning of teachers in teacher education (preservice and inservice)
I am sure the best way, is to see myself as a learner all the time.