Gaoyin Qian
Biographic Data
| ID | 5741296 |
|---|---|
| NAME | Gaoyin Qian |
| GIVEN NAMES | Gaoyin |
| FAMILY NAME | Qian |
| SIGNATURE | QIAN G |
| AFFILIATIONS | Lehman College, CUNY, Bronx, NY, USA |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Impacts of Teachers’ Mindsets on Their Ways of Teaching Students in High Needs Schools
This study sought to examine the kinds of mindsets that the participating teachers demonstrated in their teaching and the impact of teachers’ mindsets on their ways of teaching mathematics and science. Seven teachers who were teaching science or mathematics in high-needs schools in the urban context of the Bronx, New York were the participants of the study, with interview data and analysis provided for three participants representing the low, med…
What Does It Mean to Be Student Centered? An Institutional Case Study of edTPA Implementation
This longitudinal case study investigated how one School of Education (SOE), situated in an urban, commuter, public university, responded to the New York State mandate to require the edTPA for initial teacher certification. In order to engage faculty in the work of program redesign, SOE administrators employed a covert leadership approach. Based on survey and focus-group data collected across 3 years, the authors draw conclusions about how profes…
First-Year Urban Mathematics and Science Middle School Teachers
This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in a National Science Foundation (NSF)-funded Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in innovative coursework, workshops, and internship training. Through focus groups, interviews, and classroom obs…
A Methodological Analysis of Teaching and Learning Strategy Research at the Secondary School Level
First-Year Urban Mathematics and Science Middle School Teachers
This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in a National Science Foundation (NSF)-funded Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in innovative coursework, workshops, and internship training. Through focus groups, interviews, and classroom obs…
What Does It Mean to Be Student Centered? An Institutional Case Study of edTPA Implementation
This longitudinal case study investigated how one School of Education (SOE), situated in an urban, commuter, public university, responded to the New York State mandate to require the edTPA for initial teacher certification. In order to engage faculty in the work of program redesign, SOE administrators employed a covert leadership approach. Based on survey and focus-group data collected across 3 years, the authors draw conclusions about how profes…
A Methodological Analysis of Teaching and Learning Strategy Research at the Secondary School Level
First-Year Urban Mathematics and Science Middle School Teachers
This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in a National Science Foundation (NSF)-funded Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in innovative coursework, workshops, and internship training. Through focus groups, interviews, and classroom obs…
What Does It Mean to Be Student Centered? An Institutional Case Study of edTPA Implementation
This longitudinal case study investigated how one School of Education (SOE), situated in an urban, commuter, public university, responded to the New York State mandate to require the edTPA for initial teacher certification. In order to engage faculty in the work of program redesign, SOE administrators employed a covert leadership approach. Based on survey and focus-group data collected across 3 years, the authors draw conclusions about how profes…
Impacts of Teachers’ Mindsets on Their Ways of Teaching Students in High Needs Schools
This study sought to examine the kinds of mindsets that the participating teachers demonstrated in their teaching and the impact of teachers’ mindsets on their ways of teaching mathematics and science. Seven teachers who were teaching science or mathematics in high-needs schools in the urban context of the Bronx, New York were the participants of the study, with interview data and analysis provided for three participants representing the low, med…
Pedagogy (4 works) · Psychology (4 works) · Mathematics education (3 works) · Sociology (3 works) · Faculty Development (2 works) · Focus group (2 works) · Political science (2 works) · Professional development (2 works) · Teacher education (2 works) · Teacher Education and Leadership Studies (2 works)