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Science and Mathematics Education Commons™
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- Publications and Research (3)
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- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (1)
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Articles 1 - 14 of 14
Full-Text Articles in Science and Mathematics Education
Conflict Of Allegiance: Professional Development Challenges In Transforming Science Teachers' Identities And Practices, Elizabeth B. Lewis
Conflict Of Allegiance: Professional Development Challenges In Transforming Science Teachers' Identities And Practices, Elizabeth B. Lewis
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Case studies of two biology teachers, Cathy and David, from the same minority-majority, urban U.S. high school, provide insights into their instructional practices while they engaged in long-term professional development (PD). Findings suggest why science teachers engaged with PD may, or may not, adopt more adaptive pedagogical approaches in the service of reform-based teaching. Gee’s institution- and affinity-identity constructs were used as analytic lenses regarding teachers’ perceptions of teaching, learning, and agency in the dual contexts of their school’s institutional environment and PD community. Over time, Cathy adopted more inquiry-based instructional practices she learned through PD seminars in building a …
Exploring Algebraic Thinking: In-Service Teacher Experiences, Outcomes, And Perceptions From An Algebra For All Capstone Unit Plan Project, Alexander J. Lord, Tallin Lamonaca
Exploring Algebraic Thinking: In-Service Teacher Experiences, Outcomes, And Perceptions From An Algebra For All Capstone Unit Plan Project, Alexander J. Lord, Tallin Lamonaca
Publications and Research
Taking algebra is often noted as a key component for student preparation for college and career success. However, this course often serves as a barrier for secondary students to overcome due to their lack of preparation for such abstract contexts and due to a lack of meaningful professional experiences available to assist teachers develop those concepts. Initiatives such as Algebra for All were started to help educators at all grade levels develop methods to expose their students to algebraic thinking. In New York City, a five-course Algebra for All sequence was created for in-service public school educators at a local …
Addressing Student Engagement During Covid-19: Secondary Stem Teachers Attend To The Affective Dimension Of Learner Needs, Tiffany Roman, Laurie Brantley-Dias, Michael Dias, Belinda Edwards
Addressing Student Engagement During Covid-19: Secondary Stem Teachers Attend To The Affective Dimension Of Learner Needs, Tiffany Roman, Laurie Brantley-Dias, Michael Dias, Belinda Edwards
Faculty and Research Publications
This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers’ attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement …
Teacher Resources On Numeracy, Anannya Chakraborty
Teacher Resources On Numeracy, Anannya Chakraborty
Teacher India
Teachers have to persistently orient mathematics teaching towards building a strong foundation and improving achievements of students. This article provides a list of short topical online readings on teaching and learning mathematics published by ACER.
Critical Factors For Effective And Equitable Ngss Science Teaching Practices, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding
Critical Factors For Effective And Equitable Ngss Science Teaching Practices, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding
Department of Teaching, Learning, and Teacher Education: Posters and Presentations
With the widespread adoption and adaption of the Next Generation Science Standards (NGSS) and its implicit focus on inquiry-based instruction, reformed science teaching practices are critically important to meeting the U.S. vision of scientific literacy for all students. Thus, the role of teacher learning through both teacher preparation and professional development must be well understood and informed through empirical findings. Accordingly, the theme of this NARST conference paper set is to identify effective science teaching practices using the lens of the NGSS science and engineering practices (SEPs), science subject matter knowledge, and equitable teaching practices. We found that inquiry-based instruction …
Using Site Visits To Strengthen Collaboration, Victor Piercey, Rebecca Segal, Afroditi Vennie Filippas, Tao Chen, Soloman Kone, Rosalyn Hobson Hargraves, Jack Bookman, John Hearn, Debbie Pike, Kathy S. Williams
Using Site Visits To Strengthen Collaboration, Victor Piercey, Rebecca Segal, Afroditi Vennie Filippas, Tao Chen, Soloman Kone, Rosalyn Hobson Hargraves, Jack Bookman, John Hearn, Debbie Pike, Kathy S. Williams
Publications and Research
The SUMMIT-P project is a multi-institutional endeavor to leverage interdisciplinary collaboration in order to improve the teaching of undergraduate mathematics courses in the first two years of college. One goal of this work is to establish collaborative communities among the institutions involved. As part of the project, institutions visit one another on site visits that are structured according to a common protocol. The site visits have been valuable to the project. Participating institutions report the exchange of actionable ideas and feedback; members of the grant leadership team have used the site visits to direct the overall project, and evaluators have …
Teacher Learning And Continuous Professional Development., Fiona Faulkner, John Kenny, Coral Campbell, Cosette Crisan
Teacher Learning And Continuous Professional Development., Fiona Faulkner, John Kenny, Coral Campbell, Cosette Crisan
Books/Book Chapters
This chapter discusses teacher learning and professional development of out-of-field teachers from the point of view of the literature. It examines what makes this kind of learning and development effective and explores the ideas surrounding the varying rationale for the introduction of such teacher learning and professional development opportunities. Classical approaches to professional development are discussed in addition to several emerging international models of professional development that are currently being employed in the Republic of Ireland, England and Australia for in-service out-of-field teachers of mathematics predominantly but also a range of other subject disciplines (in the case of South Korea). …
Impact Of Collaborative Teaching On K-12 Mathematics And Science Learning, Tonya D. Jeffery, Cherie A. Mccollough, Kim Moore
Impact Of Collaborative Teaching On K-12 Mathematics And Science Learning, Tonya D. Jeffery, Cherie A. Mccollough, Kim Moore
Faculty Publications
A national effort is underway to transform teacher education program practices and produce effective and highly qualified teachers for 21st century classrooms. This effort prescribes providing preservice teachers (PSTs) with authentic field-based experiences that connects what is taught in teacher preparation programs with what they do in the K-12 classroom. Bridging the gap between theory and practice requires that teacher education programs collaborate with schools districts, redesigning teacher training to better serve prospective teachers and their students (NCATE, 2010). This paper describes a mixed-methods study examining the impact of a STEM site-based professional development program (TEX) on the math and …
Secondary Mathematics Teachers’ Literacy Professional Learning: An Amalgamation Of Adolescent Literacy, Mathematics Teaching, And Adult Learning, Janet L. Larson
Secondary Mathematics Teachers’ Literacy Professional Learning: An Amalgamation Of Adolescent Literacy, Mathematics Teaching, And Adult Learning, Janet L. Larson
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This study uses practitioner research to examine secondary mathematics teachers’ learning of literacy integration practices in the context of a district-wide literacy professional development series. The author, a secondary mathematics curriculum and instruction facilitator in a large, Midwestern suburban district, engaged in a two-year partnership with seventeen Mathematics Teacher Facilitators (MTFs) who taught literacy practices to their colleagues via a train-the-trainer model. This study provides an explicit rendering of professional development practices and ongoing, job-embedded learning vignettes of six MTF’s experiences in (a) teaching literacy practices to their colleagues and (b) how they learned and enacted these practices in their …
A Primer For Mathematical Modeling, Marla A. Sole
A Primer For Mathematical Modeling, Marla A. Sole
Publications and Research
With the implementation of the National Council of Teachers of Mathematics recommendations and the adoption of the Common Core State Standards for Mathematics, modeling has moved to the forefront of K-12 education. Modeling activities not only reinforce purposeful problem-solving skills, they also connect the mathematics students learn in school with the mathematics they will use outside of school. Instructors have found mathematical modeling difficult to teach. To successfully incorporate modeling activities I believe that curricular changes should be accompanied by professional development for curriculum developers, classroom teachers, and higher education professionals. This article serves as an introduction to modeling by …
Readiness For Reform In Middle Schools Adopting Powerteaching For Mathematics Instruction, Elizabeth Hoag Carhart, John Nunnery, Linda Bol, Pamela Arnold, Shanan Chappell,, The Center For Education Partners, Melva R. Grant, Gary R. Morrison
Readiness For Reform In Middle Schools Adopting Powerteaching For Mathematics Instruction, Elizabeth Hoag Carhart, John Nunnery, Linda Bol, Pamela Arnold, Shanan Chappell,, The Center For Education Partners, Melva R. Grant, Gary R. Morrison
Teaching & Learning Faculty Publications
Federal policy makers and school leaders increasingly recognize middle school math as a turning point in students’ academic success, especially in predicting high school graduation rates. New i3 scale-up grants allow large-scale implementation of proven reforms that increase student achievement. PowerTeaching (PT) is one such reform that centers on cooperative learning. A five year technologically-facilitated scale-up of PowerTeaching will bring the reform to 185 high-needs middle schools nationwide. In this pilot phase of the project, we will examine eight schools’ readiness for reform. Teacher questionnaires, interviews with school leaders, PT coaches and teachers, coaching feedback, and walk-through observation data will …
Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia C. Torquati, Victoria J. Molfese
Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia C. Torquati, Victoria J. Molfese
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standard. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical …
Developing A Climate Science Education Professional Development Program, Dan Shepardson
Developing A Climate Science Education Professional Development Program, Dan Shepardson
2011 Symposium on Data-Driven Approaches to Droughts
This presentation overviews the process and challenges of developing a climate science professional development program for teachers. Implications to drought education will be explored.
Assessing The Impact Of Sustained Professional Development On Middle School Mathematics Teachers, Joanne E. Goodell, Lesley H. Parker, Jane Butler Kahle
Assessing The Impact Of Sustained Professional Development On Middle School Mathematics Teachers, Joanne E. Goodell, Lesley H. Parker, Jane Butler Kahle
Teacher Education Faculty Publications
The study reported in this paper examines the impact of the Ohio Statewide Systemic Initiative (SSI) on participating mathematics teachers. Quantitative data from 90 SSI-trained teachers and 400 teachers without training, along with qualitative data collected from seven SSI teachers who were visited in their classrooms are presented. Analysis of the quantitative data showed that SSI and Non-SSI teachers reported significantly different frequencies of reformed teaching practices and held significantly different views about the nature and pedagogy of mathematics. Qualitative data from the interviews highlighted that the SSI professional development experience, the ability to find creative ways to overcome lack …