Open Access. Powered by Scholars. Published by Universities.®
Teacher Education and Professional Development
Journal of Mathematics and Science: Collaborative Explorations
Articles 1 - 23 of 23
Full-Text Articles in Education
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].
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.
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.
Title Page, Editor's Note
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
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.
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.
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
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 space …
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 …
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.
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.
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.
Journal Of Mathematics And Science: Collaborative Explorations
Journal Of Mathematics And Science: Collaborative Explorations
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 …
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 the …
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, and calculus/analysis. We …
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.
Student Work Section, R. Howard
Student Work Section, R. Howard
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Rapporteur's Report, W. E. Haver
Rapporteur's Report, W. E. Haver
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Aims & Scope
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 new …
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.
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 …