Christopher R Rakes
Dados Biográficos
| ID | 5181887 |
|---|---|
| NOME | Christopher R Rakes |
| PRENOMES | Christopher R |
| SOBRENOME | Rakes |
| ASSINATURA | RAKES C R |
| AFILIAÇÕES | University of Maryland, Baltimore County |
| ORCID | 0000-0003-0378-9388 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 8 |
| OBRAS COMO AUTOR | 8 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Improvement of Quantitative Reasoning Skills in Transfer and Direct Entry Students Exposed to Cell Biology Modules
Calls for transforming biological curricula have emphasized a need for improving quantitative skill development in STEM education. To address this, we designed six interdisciplinary modules to develop quantitative reasoning competencies for a sophomore-level Cell Biology course. After a comprehensive curriculum alignment procedure between a four-year institution and its primary community college sending institutions, we determined module topics, …
Mathematics Discourse in Secondary Teacher Candidates’ Lessons
Meaningful discourse in the mathematics classroom involves creating a learning community that empowers students to articulate their reasoning and make sense of the contributions of their peers while advancing the learning of mathematics for the entire class. This study assessed the degree to which secondary mathematics (Grades 7–12) teacher candidates incorporated discourse into their lessons and the factors influencing their decisions. An explan…
Introducing the PrimeD Framework
This paper clarifies and expands the definition of teacher professional practice, grounded in the commonplaces of professionalism outlined by Lee Shulman. We present the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework as a lens for transforming professional development into a practice that engages teachers as professionals. This discussion explores teachers’ roles in both their classrooms and the profession. …
Building Mathematics Learning through Inquiry Using Student-Generated Data
This paper describes how plan-do-study-act cycles engaged a classroom mentor teacher and student teacher in a professional collaboration that resulted in two inquiry activities for high-school geometry classes. The PDSA cycles were carried out in four high school geometry classes, each with 30 to 35 students, in a mid-Atlantic urban school district in the U.S. The four geometry classes were co-taught by the second and third authors of this paper.…
Teaching Mathematics with Technology
This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty form…
A Survey of Mathematics Education Technology Dissertation Scope and Quality
We examined 480 dissertations on the use of technology in mathematics education and developed a Quality Framework (QF) that provided structure to consistently define and measure quality. Dissertation studies earned an average of 64.4% of the possible quality points across all methodology types, compared to studies in journals that averaged 47.2%. Doctoral students as well as their mentors can play a pivotal role in increasing the quality of resea…
Changes in School Connectedness and Deviant Peer Affiliation Among Sixth-Grade Students From High-Poverty Neighborhoods
This longitudinal study examined associations between changes in School Connectedness and changes in Affiliation With Deviant Peers among students from high-poverty backgrounds during the year immediately following the transition to middle school. Sixth-graders ( N = 328) attending two middle schools in a large school district completed measures of School Connectedness and Affiliation With Deviant Peers at three points across the year. Results fr…
A longitudinal study of school connectedness and academic outcomes across sixth grade
Changes in School Connectedness and Deviant Peer Affiliation Among Sixth-Grade Students From High-Poverty Neighborhoods
This longitudinal study examined associations between changes in School Connectedness and changes in Affiliation With Deviant Peers among students from high-poverty backgrounds during the year immediately following the transition to middle school. Sixth-graders ( N = 328) attending two middle schools in a large school district completed measures of School Connectedness and Affiliation With Deviant Peers at three points across the year. Results fr…
A longitudinal study of school connectedness and academic outcomes across sixth grade
Changes in School Connectedness and Deviant Peer Affiliation Among Sixth-Grade Students From High-Poverty Neighborhoods
This longitudinal study examined associations between changes in School Connectedness and changes in Affiliation With Deviant Peers among students from high-poverty backgrounds during the year immediately following the transition to middle school. Sixth-graders ( N = 328) attending two middle schools in a large school district completed measures of School Connectedness and Affiliation With Deviant Peers at three points across the year. Results fr…
A Survey of Mathematics Education Technology Dissertation Scope and Quality
We examined 480 dissertations on the use of technology in mathematics education and developed a Quality Framework (QF) that provided structure to consistently define and measure quality. Dissertation studies earned an average of 64.4% of the possible quality points across all methodology types, compared to studies in journals that averaged 47.2%. Doctoral students as well as their mentors can play a pivotal role in increasing the quality of resea…
Teaching Mathematics with Technology
This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty form…
Building Mathematics Learning through Inquiry Using Student-Generated Data
This paper describes how plan-do-study-act cycles engaged a classroom mentor teacher and student teacher in a professional collaboration that resulted in two inquiry activities for high-school geometry classes. The PDSA cycles were carried out in four high school geometry classes, each with 30 to 35 students, in a mid-Atlantic urban school district in the U.S. The four geometry classes were co-taught by the second and third authors of this paper.…
Mathematics Discourse in Secondary Teacher Candidates’ Lessons
Meaningful discourse in the mathematics classroom involves creating a learning community that empowers students to articulate their reasoning and make sense of the contributions of their peers while advancing the learning of mathematics for the entire class. This study assessed the degree to which secondary mathematics (Grades 7–12) teacher candidates incorporated discourse into their lessons and the factors influencing their decisions. An explan…
Introducing the PrimeD Framework
This paper clarifies and expands the definition of teacher professional practice, grounded in the commonplaces of professionalism outlined by Lee Shulman. We present the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework as a lens for transforming professional development into a practice that engages teachers as professionals. This discussion explores teachers’ roles in both their classrooms and the profession. …
Improvement of Quantitative Reasoning Skills in Transfer and Direct Entry Students Exposed to Cell Biology Modules
Calls for transforming biological curricula have emphasized a need for improving quantitative skill development in STEM education. To address this, we designed six interdisciplinary modules to develop quantitative reasoning competencies for a sophomore-level Cell Biology course. After a comprehensive curriculum alignment procedure between a four-year institution and its primary community college sending institutions, we determined module topics, …
Mathematics education (7 obras) · Psychology (6 obras) · Computer Science (4 obras) · Pedagogy (4 obras) · Mathematics Education and Teaching Techniques (3 obras) · Sociology (3 obras) · Developmental psychology (2 obras) · Early Childhood Education and Development (2 obras) · Educational Assessment and Improvement (2 obras) · Longitudinal study (2 obras)