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Teacher Education and Professional Development
Journal of Mathematics and Science: Collaborative Explorations
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Oregon Mathematics Leadership Institute Project: Evaluation Results On Teacher Content Knowledge, Implementation Fidelity, And Student Achievement, D. Weaver, T. Dick
Oregon Mathematics Leadership Institute Project: Evaluation Results On Teacher Content Knowledge, Implementation Fidelity, And Student Achievement, D. Weaver, T. Dick
Journal of Mathematics and Science: Collaborative Explorations
The Oregon Mathematics Leadership Institute (OMLl) National Science Foundation Mathematics and Science Partnership project partners are Oregon State University, Portland State University, Teachers Development Group, and ten Oregon school districts. The primary activities of the project were a sequence of three intensive three-week residential institutes emphasizing mathematics content knowledge for teaching, collegial leadership, and the building of Professional Learning Communities. Teachers at all levels of grades K-12 participated together in the mathematics content courses. By the conclusion of the. third Summer Institute, teachers had shown significant improvements in mathematical content knowledge for teaching. Analysis of student achievement data in participating …
Title Page, Preface
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Understanding Teacher Leadership In Middle School Mathematics: A Collaborative Research Effort, J. E. Pustejovsky, J. P. Spillane, R. M. Heaton, W. J. Lewis
Understanding Teacher Leadership In Middle School Mathematics: A Collaborative Research Effort, J. E. Pustejovsky, J. P. Spillane, R. M. Heaton, W. J. Lewis
Journal of Mathematics and Science: Collaborative Explorations
We report findings from a collaborative research effort designed to examine how teachers act as leaders in their schools. We find that teachers educated by the Math in the Middle Institute act as key sources of advice for colleagues within their schools while drawing support from a network consisting of other teachers in the program and university-level advisors. In addition to reporting on our findings, we reflect on our research process, noting some of the practical challenges involved, as well as some of the benefits of collaboration.
Building Middle-Level Mathematics Teachers' Capacities As Teachers And Leaders: The Math In The Middle Institute Partnership, R. M. Heaton, W. J. Lewis, W. M. Smith
Building Middle-Level Mathematics Teachers' Capacities As Teachers And Leaders: The Math In The Middle Institute Partnership, R. M. Heaton, W. J. Lewis, W. M. Smith
Journal of Mathematics and Science: Collaborative Explorations
This article describes professional development for middle-level mathematics teachers offered through the Math in the Middle Institute Partnership, a National Science Foundation-funded project to build teachers’ capacities to improve mathematics learning for all students. An overview of the project, including descriptions of its goals and curriculum are provided. Detailed descriptions of two mathematics courses and one pedagogy course are offered. The mathematics courses included here are the introductory course to the Math in the Middle Institute, as well as one of the final math courses of the Institute in which participants apply mathematical knowledge and processes to real-world problems. The …
Developing Leadership In A National Cohort Of Secondary Biology Teachers: Uses Of An On-Line Course Structure To Develop Geographically Distant Professional Learning Community, P. Balcerzak, V. May, B. Schaal
Developing Leadership In A National Cohort Of Secondary Biology Teachers: Uses Of An On-Line Course Structure To Develop Geographically Distant Professional Learning Community, P. Balcerzak, V. May, B. Schaal
Journal of Mathematics and Science: Collaborative Explorations
This report is a descriptive study of the role that on-line courses might have on the development of Professional Learning Communities (PLC’s) that support national leadership initiatives of participating high school biology teachers. The one hundred teachers involved in the Life Sciences for a Global Community (LSGC) Institute are expected not only to deepen their content knowledge, but also impact their district and state biology curricula. Additionally, the dispersion of Institute participants across the country presents a unique opportunity to develop, communicate. and implement a national coherent reform agenda. However, the geographic distance presents a barrier to collaborative design of …
The Impact Of Early Positive Results On A Mathematics And Science Partnership: The Experience Of The Institute For Chemistry Literacy Through Computational Science, K. S. Murray, M. A. Henry, M. C. Hogrebe
The Impact Of Early Positive Results On A Mathematics And Science Partnership: The Experience Of The Institute For Chemistry Literacy Through Computational Science, K. S. Murray, M. A. Henry, M. C. Hogrebe
Journal of Mathematics and Science: Collaborative Explorations
After one year of implementation, the Institute for Chemistry Literacy through Computational Science, an NSF Mathematics and Science Partnership Institute Project led by the University of Illinois at Urbana-Champaign’s Department of Chemistry, College of Medicine, and National Center for Supercomputing Applications, experienced statistically significant gains in chemistry content knowledge among students of the rural high school teachers participating in its intensive, year-round professional development course, compared to a control group. The project utilizes a two-cohort, delayed-treatment, random control trial, quasi-experimental research design with the second cohort entering treatment one year following the first. The three-year treatment includes intensive two-week summer …
The Penn Science Teacher Institute: A Proven Model, C. Blasie, J. Butler-Kahle
The Penn Science Teacher Institute: A Proven Model, C. Blasie, J. Butler-Kahle
Journal of Mathematics and Science: Collaborative Explorations
The University of Pennsylvania’s Master of Chemistry Education (MCE) program graduated five cohorts of approximately twenty teachers between 2002 and 2006. One year after the teachers in the last cohort earned their degrees, the Penn Science Teacher Institute (Penn STI) initiated a follow-up study to ascertain if the goals of the MCE program had been sustained. For example, were the teachers incorporating updated content knowledge into their lessons and were their students learning more chemistry? A total of seventy-four of the eighty-two graduates participated in some aspect of this study. Because baseline data were not available for the MCE teachers …
K-5 Mathematics Specialists' Teaching And Learning About Fractions, J. W. Whitenack, A. J. Ellington
K-5 Mathematics Specialists' Teaching And Learning About Fractions, J. W. Whitenack, A. J. Ellington
Journal of Mathematics and Science: Collaborative Explorations
This paper describes the fraction-based mathematical activities of two teachers who are part of 3 Mathematics Specialist preparation program. Their work with fractions is traced from two perspectives: 1) their interactions with students as they struggle with fraction concepts; and, 2) their personal journeys to develop deeper understandings of fractions as participants in the Rational Numbers course that is part of their degree program. Through their stories, we gain a better understanding of the complex nature of their work with students and how their participation in the Mathematics Specialist program helps support their work in the school buildings.
Virginia's Mathematics Specialist Institute Project: A Summary Of Evaluation Findings, P. S. Smith, M. Wickwire
Virginia's Mathematics Specialist Institute Project: A Summary Of Evaluation Findings, P. S. Smith, M. Wickwire
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
The Impact Of The Lead Teacher Professional Learning Community Within The Rice University Mathematics Leadership Institute, J. Sack, N. Kamau
The Impact Of The Lead Teacher Professional Learning Community Within The Rice University Mathematics Leadership Institute, J. Sack, N. Kamau
Journal of Mathematics and Science: Collaborative Explorations
Now in its fourth year, Rice University’s Mathematics Leadership Institute (MLI) has developed over sixty high school mathematics Lead Teachers. We focus on how membership in MLI has impacted participant teachers’ professional lives. The Lead Teacher community that emerged during MLl’s first Summer Leadership Institute embodies the characteristics of a sustaining and coherent knowledge community where teachers are able to share their secret “stories of practice in safe places . . . in order to make their personal practical knowledge explicit to themselves and to others” [1]. This article includes stories of individual teachers who refused to sacrifice hours of …
Formulating A State Approach To Professional Development, R. E. Howard, S. Sarani, J. Woods
Formulating A State Approach To Professional Development, R. E. Howard, S. Sarani, J. Woods
Journal of Mathematics and Science: Collaborative Explorations
When viewed from the perspective of an entire state's needs, the challenges of designing professional development to meet the requirements of the federal No Child Left Behind legislation of 2001 are daunting. In Oklahoma, the concerns about delivering to rural and urban populations which contain a variety of underserved populations are further complicated by the differences in the way science and mathematics are structured as disciplines. We describe two model programs, one in science and one in mathematics, which take much different approaches. However, the programs have three common elements that make them highly successful. Each program engages teachers strongly, …
Mathematics Specialists Increasingly Appreciated And Sought, D. Blount, J. Singleton
Mathematics Specialists Increasingly Appreciated And Sought, D. Blount, J. Singleton
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Helping Kindergarteners Make Sense Of Numbers To 100, L. B. Jaslow, V. R. Jacobs
Helping Kindergarteners Make Sense Of Numbers To 100, L. B. Jaslow, V. R. Jacobs
Journal of Mathematics and Science: Collaborative Explorations
The authors share what was learned about kindergarteners' abilities to make sense of numbers to 100 when one of the authors, Linda Jaslow, took over a kindergarten class from February through the end of the school year. Through examples of how she engaged her students in nine weeks of problem solving and discussions focused on making sense of the number system, we provide evidence that the children grew substantially in their ability to count and show understanding when counting by 10's and using 10's during problem solving. Suggestions for tasks to promote continued growth are also provided. Throughout this teaching …
Understanding Elementary Teachers' Use Of Science Teaching Time: Lessons From The Big Sky Science Partnership, R. Jones, E. Swanson
Understanding Elementary Teachers' Use Of Science Teaching Time: Lessons From The Big Sky Science Partnership, R. Jones, E. Swanson
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Let's Observe!, S. W. Brown
Let's Observe!, S. W. Brown
Journal of Mathematics and Science: Collaborative Explorations
Teaching the non-science major how to teach science is a challenge! No matter what science course is being taught, professors must model good teaching strategies that promote an inquiry approach that incorporates prior knowledge, connections, a social environment, relevance, and time to actively construct new understandings of scientific concepts.
Aims & Scope
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.
Connecting Mathematics And The Applied Science Of Energy Conservation, R. E. Carbone, J. M. Pearce
Connecting Mathematics And The Applied Science Of Energy Conservation, R. E. Carbone, J. M. Pearce
Journal of Mathematics and Science: Collaborative Explorations
To effectively teach science in the elementary classroom, pre-service K-8 teachers need a basic understanding of the underlying concepts of physics, which demand a strong foundation in mathematics. Unfortunately, the depth of mathematics understanding of prospective elementary teachers has been a growing and serious concern for several decades. To overcome this challenge, a two-pronged attack was used in this study. First. students in mathematics courses were coupled with physical science courses by linking registration to ensure co-requisites were taken. This alone improved passing rates. Secondly, an energy conservation project was introduced in both classes that intimately tied the theoretical mathematics …