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Articles 91 - 103 of 103
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Paper 1: Analysis Of Achievement For Understanding Geometry, Linda Nash, Annita Hunt, Denise Huddlestun, Kelli Nipper
Paper 1: Analysis Of Achievement For Understanding Geometry, Linda Nash, Annita Hunt, Denise Huddlestun, Kelli Nipper
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
The purpose of this study was to investigate the effectiveness of a mathematics professional development course. More specifically, in this study we examine whether geometric experiences have an impact on level of performance in mathematics. The van Hiele (Fuys, D., Geddes, D., & Tischler, R., 1988) model of geometric understanding provided a research framework from which to view geometric understanding. This model suggests five levels of understanding that should be taken into consideration when examining levels of geometric thinking: Visual, Descriptive/Analytic, Abstract/Relational, Formal Deduction/Proof, and Rigor.
The sample under study was three cohorts of practicing elementary teachers and mathematics coaches …
Analysis Of Achievement For Understanding Geometry, Annita W. Hunt
Analysis Of Achievement For Understanding Geometry, Annita W. Hunt
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
The purpose of this study was to investigate the effectiveness of a mathematics professional development course. More specifically, in this study we examine whether geometric experiences have an impact on level of performance in mathematics. The van Hiele (Fuys, D., Geddes, D., & Tischler, R., 1988) model of geometric understanding provided a research framework from which to view geometric understanding. This model suggests five levels of understanding that should be taken into consideration when examining levels of geometric thinking: Visual, Descriptive/Analytic, Abstract/Relational, Formal Deduction/Proof, and Rigor. The sample under study was three cohorts of practicing elementary teachers and mathematics coaches …
Using Poetry To Improve Fluency And Comprehension In Third-Grade Students, Karen E. Newsome
Using Poetry To Improve Fluency And Comprehension In Third-Grade Students, Karen E. Newsome
Georgia Educational Researcher
This study examined the effects of repeated choral reading of poetry on fluency and comprehension of third-grade students (N = 76) in the southeastern United States. Student attitudes toward poetry were also measured. Students served in regular, remedial, and special education were taught reading using the school’s basal series for four weeks. Choral repeated reading of poetry was then added to the curriculum. The DIBELS ORF test, STAR reading assessment, and an attitude survey were used to assess student performance. Statistically significant gains were made during the poetry intervention in fluency (M = 18.78, p < .01) and comprehension (M = 0.33, p < .05). Slight improvements in students’ attitudes toward poetry were also observed.
Knowledge And Attitudes Of Georgia High School Economics Teachers, Gregory J. Brock
Knowledge And Attitudes Of Georgia High School Economics Teachers, Gregory J. Brock
Gregory J. Brock
Using a unique large sample survey, the knowledge and attitudes of Georgia high school economics teachers towards economics is examined for the first time. Teachers are found to have a good knowledge of economics with perhaps more training needed in supply/demand analysis and monetary economics. A minority of teachers don't like economics and even the math that is needed to teach it. Teachers who recently took a university course or at least attended an economics education workshop are far more likely to like and be knowledgeable about economics.
Paper 3: Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan
Paper 3: Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
Current work in mathematics education suggests that the learning experiences in which teachers engage during undergraduate study influences their knowledge of and beliefs about mathematics and the ways in which they will teach (Allen, et. al., 2008; CBMS, 2001; Hill, Rowan, & Ball, 2005; National Research Council, 2001). However, very little is known about pre-service teachers’ learning experiences and how those experiences influence their thinking about mathematics teaching and learning. The classroom excerpt described here attempts to illuminate how pre-service, elementary teachers’ active engagement in the learning of geometry and measurement influences their mathematical power: a positive disposition toward mathematics, …
Paper 1: Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson, Carla R. Bidwell, Ginny C. Powell, Mary M. Thurman
Paper 1: Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson, Carla R. Bidwell, Ginny C. Powell, Mary M. Thurman
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
This session will report the findings of a study that explored the beginning transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice, and how these transformations are compatible (or not) with reform mathematics education as suggested by the National Council of Teachers of Mathematics (NCTM), and in turn, the new Georgia Performance Standards (GPS). The study employed Freirian participatory research methodology; in fact, the participants were not only co- researchers, but also co-authors of the …
Paper 5: Preservice Teachers’ Disposition Self-Appraisals: Is There A Connection To Mathematics Instructional Practices?, Shonda Lemons-Smith
Paper 5: Preservice Teachers’ Disposition Self-Appraisals: Is There A Connection To Mathematics Instructional Practices?, Shonda Lemons-Smith
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
This paper explores preservice teachers’ dispositions and the connection to mathematics instructional practices. The Theory of Culturally Relevant Pedagogy served as the theoretical grounding for the study. Hence, its three broad propositions: conceptions of self and others, social relations, and conceptions of knowledge structure the argument presented. The participants in the study are elementary preservice teachers enrolled in a post-baccalaureate alternative certification program. The full-time, accelerated program focuses on and is specifically designed for individuals committed to teaching in urban, high-poverty schools. A dispositions survey, open-ended narratives, and teaching observation rubric served as data sources for the qualitative study. Findings …
Preservice Teachers’ Disposition Self-Appraisals: Is There A Connection To Mathematics Instructional Practices?, Shonda Lemons-Smith
Preservice Teachers’ Disposition Self-Appraisals: Is There A Connection To Mathematics Instructional Practices?, Shonda Lemons-Smith
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
This paper explores preservice teachers’ dispositions and the connection to mathematics instructional practices. The Theory of Culturally Relevant Pedagogy served as the theoretical grounding for the study. Hence, its three broad propositions: conceptions of self and others, social relations, and conceptions of knowledge structure the argument presented. The participants in the study are elementary preservice teachers enrolled in a post-baccalaureate alternative certification program. The full-time, accelerated program focuses on and is specifically designed for individuals committed to teaching in urban, high-poverty schools. A dispositions survey, open-ended narratives, and teaching observation rubric served as data sources for the qualitative study. Findings …
Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson
Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
This session will report the findings of a study that explored the beginning transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice, and how these transformations are compatible (or not) with reform mathematics education as suggested by the National Council of Teachers of Mathematics (NCTM), and in turn, the new Georgia Performance Standards (GPS). The study
employed Freirian participatory research methodology; in fact, the participants were not only co- researchers, but also co-authors of the …
Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan
Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Current work in mathematics education suggests that the learning experiences in which teachers engage during undergraduate study influences their knowledge of and beliefs about mathematics and the ways in which they will teach (Allen, et. al., 2008; CBMS, 2001; Hill, Rowan, & Ball, 2005; National Research Council, 2001). However, very little is known about pre-service teachers’ learning experiences and how those experiences influence their thinking about mathematics teaching and learning. The classroom excerpt described here attempts to illuminate how pre-service, elementary teachers’ active engagement in the learning of geometry and measurement influences their mathematical power: a positive disposition toward mathematics, …
Paper 6: The Kennesaw State University Mathematics Methods Model, Angela L. Teachey
Paper 6: The Kennesaw State University Mathematics Methods Model, Angela L. Teachey
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
Kennesaw State University’s comprehensive, nine-credit-hour, methods course integrates general and mathematics-specific pedagogical training with a structured four-week field experience prior to student teaching. This course blends essential units on conceptual understanding of mathematics, lesson planning, assessment, classroom management, and diversity with mathematics-specific methods. All topics are aligned with National Council of Teachers of Mathematics standards and Georgia Performance Standards. Throughout the course, students complete a variety of assignments that require them to practice the skills highlighted in class readings and discussions, and they adapt and generalize those skills during their field experiences. Students have numerous opportunities in class and in …
The Kennesaw State University Mathematics Methods Model, Angela L. Teachey
The Kennesaw State University Mathematics Methods Model, Angela L. Teachey
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Kennesaw State University’s comprehensive, nine-credit-hour, methods course integrates general and mathematics-specific pedagogical training with a structured four-week field experience prior to student teaching. This course blends essential units on conceptual understanding of mathematics, lesson planning, assessment, classroom management, and diversity with mathematics-specific methods. All topics are aligned with National Council of Teachers of Mathematics standards and Georgia Performance Standards. Throughout the course, students complete a variety of assignments that require them to practice the skills highlighted in class readings and discussions, and they adapt and generalize those skills during their field experiences. Students have numerous opportunities in class and in …
Using Multicultural Literature To Develop Empathy And Compassion In Preservice Teachers: A First Step In Preparing Culturally Responsive Teachers, Lyndall Harrison Warren
Using Multicultural Literature To Develop Empathy And Compassion In Preservice Teachers: A First Step In Preparing Culturally Responsive Teachers, Lyndall Harrison Warren
Electronic Theses and Dissertations
The study explored possibilities for change in the Early Childhood Teacher Education Program in the John H. Lounsbury School of Education at Georgia College & State University (GC&SU). Concern for the lack of diversity in the teaching population increased when the demographics for preservice teachers were examined. Reports by Marilyn Cochran-Smith, Danne Davis, and Kim Fries (2004) show that there is an overwhelming presence of whiteness in teacher education. These data show that, depending upon the institution and location, 80-93% of the students enrolled in collegiate education programs are white (Cochran-Smith, Davis, & Fries, 2004). These phenomena are represented in …