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Full-Text Articles in Education
Secondary Mathematics Teachers’ Planned Approaches For Teaching Standard Deviation, Maryann E. Huey, Joe Champion, Stephanie Casey, Nicholas H. Wasserman
Secondary Mathematics Teachers’ Planned Approaches For Teaching Standard Deviation, Maryann E. Huey, Joe Champion, Stephanie Casey, Nicholas H. Wasserman
Mathematics Faculty Publications and Presentations
Research-based guidelines for learning variation exist (e.g., Franklin et al., 2007; Garfield, delMas, & Chance, 2007), but little is known about how teachers plan to teach standard deviation, or how these plans align with recent recommendations. In this article, we survey lesson plans designed by inservice and preservice secondary mathematical teachers. We report on the accuracy, technology usage, and visual representations in the lesson plans. We consider how many elements are used, the level of conceptual development, and the mathematical nature. Findings support differences between preservice and master’s level students in education, as well as a tendency by in-service teachers …
Preparing Elementary School Teachers To Learn From Teaching: A Comparison Of Two Approaches To Mathematics Methods Instruction, Rossella Santagata, Cathery Yeh, Janet Mercado
Preparing Elementary School Teachers To Learn From Teaching: A Comparison Of Two Approaches To Mathematics Methods Instruction, Rossella Santagata, Cathery Yeh, Janet Mercado
Education Faculty Articles and Research
Teacher preparation programs face a significant challenge in determining how to design learning experiences that develop the combination of knowledge, practices, and dispositions needed for effective classroom teaching. Time constraints and the theory-practice divide are two well-documented concerns. We introduce the conceptual framework and design elements of a video-enhanced mathematics methods course that targets these concerns. The course centers on systematic reflection and analysis of practice intended to foster career-long learning. We then examine the impact of this course on several facets of learning-from-teaching competencies, including teacher knowledge, beliefs, and practices. Sixty-two pre-service teachers, enrolled in a one-year post-bachelor elementary …
Bridging The Research-To-Practice Gap Through Effective Professional Development For Teachers Working With Students With Emotional And Behavioral Disorders, Talida State, Brandi Simonsen, Regina G. Hirn, Howard Wills
Bridging The Research-To-Practice Gap Through Effective Professional Development For Teachers Working With Students With Emotional And Behavioral Disorders, Talida State, Brandi Simonsen, Regina G. Hirn, Howard Wills
Department of Teaching and Learning Scholarship and Creative Works
Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and internalizing behavior problems, gaps in academic achievement, and increased rates of dropping out of school. Thus, it is essential that students with EBD receive evidence-based academic and behavioral supports from skilled and knowledgeable teachers to improve student outcomes. Unfortunately, teachers typically receive limited professional development in classroom management practices and other supports targeting the unique needs of students with EBD. In this manuscript, we describe (a) challenges in the field related to supporting students with EBD, (b) current practices in professional development, (c) a multitiered-system-of-support framework for …
Within And Beyond A Grow-Your-Own-Teacher Program: Documenting The Contextualized Preparation And Professional Development Experiences Of Critically Conscious Latina Teachers, Amanda Morales
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This study provides an account of seven Latina teachers’ select educational, professional, and personal experiences over the past 10 years as they completed a grow-your-own-teacher program, became licensed teachers, and established themselves in Latinx minority–majority public schools within their rural, mid-western community. More specifically, as a Latina researcher and participant observer, I sought to better understand the culturally and linguistically diverse (CLD) Latina teachers’ process-oriented engagement and conscientization over time. Far from being ‘ready-made’ conscientized teachers, in this work I discuss the ways CLD Latina teachers’ multiple and developing identities as bilingual learners, mothers, racialized minorities in schools, and educated …