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A Case Study Of Teachers' Mathematics Content Knowledge And Attitudes Toward Mathematics And Teaching, Brian R. Evans
A Case Study Of Teachers' Mathematics Content Knowledge And Attitudes Toward Mathematics And Teaching, Brian R. Evans
NERA Conference Proceedings 2008
This study intended to measure teacher mathematical content knowledge both before and after the first year of teaching and taking graduate teacher education courses in the Teach for America (TFA) program, as well as measure attitudes toward mathematics and teaching both before and after TFA teachers’ first year. There was a significant increase in both mathematical content knowledge and attitudes toward mathematics over the TFA teachers’ first year teaching. Additionally, several significant correlations were found between attitudes toward mathematics and content knowledge. Finally, after a year of teaching, TFA teachers had significantly better attitudes toward mathematics and teaching than neutral.
Executive Summary, Morton Sternheim, Joseph B. Berger, Yijie Zhao
Executive Summary, Morton Sternheim, Joseph B. Berger, Yijie Zhao
STEM ACT Conference
A National Science Foundation funded conference entitled, “Science, Technology, Engineering and Math – Alternative Certification for Teachers” (STEM-ACT) was held in May, 2006 in Arlington, VA. The conference was designed to facilitate a significant exchange of information, which was then synthesized to produce white papers on the three threads of the conference, i.e., policy, practice, and research. This summary presents the highlights of the three white papers.
Practice Report, Morton Sternheim, Yijie Zhao
Practice Report, Morton Sternheim, Yijie Zhao
STEM ACT Conference
The University of Massachusetts (UMass) STEM Education Institute and the UMass School of Education hosted a National Science Foundation funded conference entitled “Science, Technology, Engineering and Math—Alternative Certification for Teachers” (STEM-ACT) in Arlington, Virginia on May 5-7, 2006. This “practice” white paper summarizes issues presented at the conference that are of importance for providers of alternative certification (AC) for science teachers, highlights what we know so far about effective alternative certification programs, and discusses what we still need to know through future rigorous research on AC programs for science teachers. This paper also provides guidelines for assessment of alternative certification …
Policy Report, Joseph B. Berger, Yijie Zhao
Policy Report, Joseph B. Berger, Yijie Zhao
STEM ACT Conference
The University of Massachusetts (UMass) STEM Education Institute and the UMass School of Education hosted a National Science Foundation funded conference entitled “Science, Technology, Engineering and Math—Alternative Certification for Teachers” (STEM-ACT) in Arlington, Virginia on May 5-7, 2006. This white paper summarizes issues presented at the conference that are of importance to policy makers on alternative certification (AC). It focuses on issues concerning science teachers, analyzing the nature and scope of the policy endeavor as a solution to current and projected teacher shortages, and discussing the implications of AC policies on teacher supply and demand and on teacher turnover. Two …
Research Report, Allan Feldman
Research Report, Allan Feldman
STEM ACT Conference
The University of Massachusetts (UMass) STEM Education Institute and the UMass School of Education hosted a National Science Foundation funded conference entitled “Science, Technology, Engineering and Math—Alternative Certification for Teachers” (STEM ACT) in Arlington, Virginia on May 5-7, 2006. This white paper summarizes issues presented at the conference that are of importance for academic researchers of alternative certification (AC) for science teachers. It also outlines a research agenda for the initial preparation of science teachers, regardless of programs, which is intended to identify and examine how teacher learning occurs in their preparation, what is learned, and how teachers put that …