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## Full-Text Articles in Education

#### Title Page, Editor's Note

*Journal of Mathematics and Science: Collaborative Explorations*

No abstract provided.

Can Science Methods Really Be Taught On-Line?, W. M. Frazier

#### Can Science Methods Really Be Taught On-Line?, W. M. Frazier

*Journal of Mathematics and Science: Collaborative Explorations*

In this paper, the process in which both project-based curriculum strategies and Blackboard web-based technology were utilized to develop on-line methods courses to prepare science teachers is described. A discussion of the curriculum design process includes a rationale for using project-based instruction in methods courses, along with a rationale for using Blackboard, a web-based technology, as the environment for the course. The course‘s potential for creating highly qualiﬁed science teachers as deﬁned by the No Child Left Behind legislation of 2001 and the National Science Teacher Association‘s Standards for Science Teacher Preparation will be explored [1].

What Does An Exemplary Middle School Mathematics Teacher Look Like? The Use Of A Professional Development Rubric, M. Mason, D. Johnson, J. Rozelle, A. Koziol, Y. Smith-Jones, R. Cofer, L. Quick, E. O'Brien, W. M. Geiger, K. Grass

#### What Does An Exemplary Middle School Mathematics Teacher Look Like? The Use Of A Professional Development Rubric, M. Mason, D. Johnson, J. Rozelle, A. Koziol, Y. Smith-Jones, R. Cofer, L. Quick, E. O'Brien, W. M. Geiger, K. Grass

*Journal of Mathematics and Science: Collaborative Explorations*

A School University Research Network (SURN) committee composed of current mathematics teachers, central ofﬁce math supervisors, building administrators, mathematicians, and mathematics educators researched numerous sources regarding best practices in mathematics instruction. The resulting professional development rubric synthesizes their findings and can serve a professional development role by providing teachers and administrators with a tool to develop clarity and consensus on best mathematics instructional practices, and how these practices are implemented in the classroom. It is also being used as a tool for cooperating teachers in their supervision of student teachers and as a reﬂective method for self-evaluation.

#### Aims & Scope

*Journal of Mathematics and Science: Collaborative Explorations*

No abstract provided.

Reaching Deep In Math (Developing Educational Excellence And Proficiency In Mathematics), R. D. Anderson

#### Reaching Deep In Math (Developing Educational Excellence And Proficiency In Mathematics), R. D. Anderson

*Journal of Mathematics and Science: Collaborative Explorations*

This paper describes the DEEP in Math Program developed in the academic year 1998-1999 from a collaborative effort of the Louisiana Systemic lnitiative Program (LaSlP) and the Louisiana Department of Education (LDE). It includes evidence of impressive results in low achieving schools and in high-poverty districts targeted by the effort. The plan was for LaSlP to give intensive content and leadership training in Summer 1999 and academic year 1999-2000 to carefully selected. well-qualified math leaders. These leaders were then employed full-time in the 1999-2000 academic year and beyond by their local education authorities to work with all math teachers in ...

Hands-On Physical Science For In-Service Teachers, J. Mcdonnough, S. Mckelvey, A. Baski, D. Lewis

#### Hands-On Physical Science For In-Service Teachers, J. Mcdonnough, S. Mckelvey, A. Baski, D. Lewis

*Journal of Mathematics and Science: Collaborative Explorations*

The initiation of the Virginia Commonwealth University B.S. in Science program was reported in this journal Fall 1999 as a program designed to meet the academic content major of a teacher preparation program for elementary and middle school mathematics and science teachers [1]. This paper reports the current status of the interdisciplinary B.S. in Science degree program including program enrollment data and trends. Also described are refinements in the required curriculum, which include a newly developed geometry, a mathematical computing course, and an emerging teaching technology course featuring graphing calculators, CBLs, and computer software applications.

An Advanced Mathematics Program For Middle School Teachers, D. Carothers

#### An Advanced Mathematics Program For Middle School Teachers, D. Carothers

*Journal of Mathematics and Science: Collaborative Explorations*

The Conference Board of the Mathematical Sciences (CBMS), National Council of Teachers of Mathematics, and other organizations recommend twenty-one credits of mathematics coursework for prospective middle school teachers, beginning with a foundation based on mathematics for the elementary school curriculum, and followed by advanced courses directly addressing middle school mathematics. Three simultaneous factors—the emergence of the Interdisciplinary Liberal Studies Program at James Madison University, the release of CBMS guidelines, and a statewide focus on a critical shortage of qualified middle school teachers—provided an immediate audience for new upper-division courses built around the guidelines in probability/statistics, algebra, geometry ...

The Teacher Shortage: National Trends For Science And Mathematics Teachers, D. R. Sterling

#### The Teacher Shortage: National Trends For Science And Mathematics Teachers, D. R. Sterling

*Journal of Mathematics and Science: Collaborative Explorations*

The shortage of science and mathematics teachers is a growing problem in the United States. This article looks at what research says about the causes for the growing teacher shortage and its effects on student achievement. As the teacher shortage worsens, teachers without a science or mathematics backgrounds are tasked to teach science and mathematics or underqualified teachers are being hired to fill the shortage. These underqualified teachers are not remaining in the profession, thus not solving the teacher shortage problem and creating an even higher turnover rate for teachers. In addition, experienced teachers are leaving the profession in greater ...

Helping Provisionally Licensed Middle School Science Teachers, J. J. Matkins, D. R. Sterling, A. Kitsantas

#### Helping Provisionally Licensed Middle School Science Teachers, J. J. Matkins, D. R. Sterling, A. Kitsantas

*Journal of Mathematics and Science: Collaborative Explorations*

The New Science Teachers' Support Network is a National Science Foundation-funded project that provides a multifaceted support system to provisionally licensed middle and high school science teachers.The teachers in this project were all hired to teach science, and had science degrees, but had little or no education coursework or background. Research is being conducted on the effectiveness of the support system we employed for these teachers, particularly on the factors that characterize the practice of new teachers, and on factors that lead to teacher success and teacher retention. In this paper, we describe the design of the study and ...

Aligning Mathematics Curriculum To Create Potential For Active Learning In Pre-K Through Eighth Grade Teacher Education, G. E. Parker

#### Aligning Mathematics Curriculum To Create Potential For Active Learning In Pre-K Through Eighth Grade Teacher Education, G. E. Parker

*Journal of Mathematics and Science: Collaborative Explorations*

In this paper, we consider some issues surrounding the teaching of mathematics to pre-service teachers. In particular. we look at the possibilities for teaching elementary mathematics from an advanced standpoint and alignments of curriculum that have the capacity to enhance student involvement in the making of the mathematics.The particulars of the James Madison University curriculum are used to illustrate many of the points.

Rapporteur's Report, W. E. Haver

#### Rapporteur's Report, W. E. Haver

*Journal of Mathematics and Science: Collaborative Explorations*

No abstract provided.

Hiroshi Haruki's Lemma With Mathematica, J. Boyd

#### Hiroshi Haruki's Lemma With Mathematica, J. Boyd

*Journal of Mathematics and Science: Collaborative Explorations*

No abstract provided.

Student Work Section, R. Howard

#### Student Work Section, R. Howard

*Journal of Mathematics and Science: Collaborative Explorations*

No abstract provided.

Transition To Teaching: An Alternative Certification Program Through Partnership Between A Public School District And A Public University, R. Q. Berry Iii

#### Transition To Teaching: An Alternative Certification Program Through Partnership Between A Public School District And A Public University, R. Q. Berry Iii

*Journal of Mathematics and Science: Collaborative Explorations*

The reauthorization of the Elementary and Secondary Education Act has had a signiﬁcant impact on licenses for teachers working in school programs. The act refers to highly qualiﬁed teachers in both Title I and Title ll. This paper deﬁnes alternative certiﬁcation programs. This paper then describes a partnership, funded by the US. Department of Education, between a school district and a university to establish an alternative licensure program to train highly qualiﬁed secondary mathematics teachers.The goal of this partnership is to provide an infrastructure that supports the recruitment. preparation, placement, induction, and retention of highly qualiﬁed teachers through a ...

Analysis Of Socio-Economic Factors In Correlation To Standardized Educational Test Scores, M. F. Connolly

#### Analysis Of Socio-Economic Factors In Correlation To Standardized Educational Test Scores, M. F. Connolly

*Journal of Mathematics and Science: Collaborative Explorations*

This paper describes the analysis of socio-eeonomic factors in correlation to standardized educational test scores. The scores used were from the Elementary School Proﬁciency Assessment exam distributed to fourth graders in New Jersey during the years 1999, 200l- 2003 [1-4]. The socio—economie factors are from the 2000 United States Census [5]. Simple regression and other statistical equations were used to compare the data from both sources with Microsoft Excel as a programming tool to perform the analysis.

#### Contents

*Journal of Mathematics and Science: Collaborative Explorations*

No abstract provided.

Bridge To The Future – What The Past Can Tell Us, S. T. Thornton

#### Bridge To The Future – What The Past Can Tell Us, S. T. Thornton

*Journal of Mathematics and Science: Collaborative Explorations*

No abstract provided.

Journal Of Mathematics And Science: Collaborative Explorations

#### Journal Of Mathematics And Science: Collaborative Explorations

*Journal of Mathematics and Science: Collaborative Explorations*

No abstract provided.

Investigations In Geometry— A Hands-On Course For Grades 6-8 Pre-Service Teachers, A. J. Ellington

#### Investigations In Geometry— A Hands-On Course For Grades 6-8 Pre-Service Teachers, A. J. Ellington

*Journal of Mathematics and Science: Collaborative Explorations*

This paper describes a geometry course at Virginia Commonwealth University for pre-scrvicc middle school teachers that features hands-on activities, group collaboration, and technology. Details of the topics and activities covered in this course are provided. Feedback from the first group of students to complete the course was gathered throughout the semester and student responses to the class format and topics are also discussed.

History Of A Problem Solving Course For Pre-Service K-8 Teachers, J. Fitzgerald

#### History Of A Problem Solving Course For Pre-Service K-8 Teachers, J. Fitzgerald

*Journal of Mathematics and Science: Collaborative Explorations*

James Madison University's mathematics course in problem solving for prospective K-8 teachers has gone through many changes since we introduced it as a course for prospective middle school teachers four years ago. This paper will discuss the original design of the course, the changes made and their reasons, and the current state of the course.

A Case For Proof Making For Prospective Middle School Teachers, J. W. Whitenack, L. A. Lovin, L. Cavey

#### A Case For Proof Making For Prospective Middle School Teachers, J. W. Whitenack, L. A. Lovin, L. Cavey

*Journal of Mathematics and Science: Collaborative Explorations*

In this article, we discuss how we, as mathematics teacher educators, might help our prospective middle school teachers develop a disposition toward mathematics that involves making sound arguments and, more generally, making proofs about mathematical ideas. First, we illustrate what we mean by making sound mathematical proofs. We then use this deﬁnition to characterize what ninety-two prospective middle school teachers consider to be proof making, based on a survey that we administered in their ﬁrst mathematics course. Following our ﬁndings, we discuss how we, as teacher educators, might realign our instruction to provide opportunities for prospective teachers to develop new ...

First Steps Toward Change In Teacher Preparation For Elementary Science, C. Klevickis, R. Kolvoord, M. Handley, K. Giovanetti, D. Peterson, T. Daughtrey, S. Fairchild

#### First Steps Toward Change In Teacher Preparation For Elementary Science, C. Klevickis, R. Kolvoord, M. Handley, K. Giovanetti, D. Peterson, T. Daughtrey, S. Fairchild

*Journal of Mathematics and Science: Collaborative Explorations*

Unless introductory undergraduate science classes for prospective elementary teachers actively incorporate the philosophy of inquiry-based learning called for in K-l2 science education refom little will change in elementary science education. Thus, at James Madison University, we have developed a new integrated science core curriculum called Understanding our World [1]. This course sequence was not only designed to fulﬁll general education science requirements. but also to focus on content areas our students will need to know as teachers. The objectives of these courses are based on the National Science Education Standards and Virginia’s Science Standards of Learning, including earth and ...

Virginia Commonwealth University B.S. In Science Degree Program, R. W. Farley

#### Virginia Commonwealth University B.S. In Science Degree Program, R. W. Farley

*Journal of Mathematics and Science: Collaborative Explorations*

The initiation of the Virginia Commonwealth University B.S. in Science program was reported in this journal Fall 1999 as a program designed to meet the academic content major of a teacher preparation program for elementary and middle school mathematics and science teachers [1]. This paper reports the current status of the interdisciplinary B.S. in Science degree program including program enrollment data and trends. Also described are refinements in the required curriculum, which include a newly developed geometry, a mathematical computing course, and an emerging teaching technology course featuring graphing calculators, CBLs, and computer software applications.