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Professional development

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Full-Text Articles in Science and Mathematics Education

Procedural Fluency, Sandie Gilliam Jan 2021

Procedural Fluency, Sandie Gilliam

Colorado Mathematics Teacher

This article presents main points from Diane Briars’ session, Supporting Teachers in Building Procedural Fluency from Conceptual Understanding, presented at the 2016 Annual Conference of the National Council of Supervisors of Mathematics.


Connecting Algebra To Geometry: A Transition Summer Camp For At-Risk Students, Mary E. Pilgrim, John Bloemker Jan 2021

Connecting Algebra To Geometry: A Transition Summer Camp For At-Risk Students, Mary E. Pilgrim, John Bloemker

Colorado Mathematics Teacher

The authors share how they designed curriculum for a summer algebra camp, for eighth graders in a district serving high proportions of Latino students. They discuss the impact the algebra camp had on students’ confidence in mathematics and mathematical ability.


Nctm 2015 Summer High School Institute, Jennifer Perego, Mary E. Pilgrim Jan 2021

Nctm 2015 Summer High School Institute, Jennifer Perego, Mary E. Pilgrim

Colorado Mathematics Teacher

NCTM’s 2015 High School Interactive Institute engaged teachers in learning opportunities to promote effective mathematics teaching. Through keynote speeches, interactive workshops, and facilitated task discussion groups, teachers reflected on current and best practices, participated in classroom-ready lessons, and collaborate with other educators.


Mathematics Anxiety: Supplementary Materials, Sarah Buckley Oct 2020

Mathematics Anxiety: Supplementary Materials, Sarah Buckley

Student Learning Processes

This publication contains two professional development activities for teachers which focus on mathematics anxiety. One is a team-based activity and the other is an activity for individuals. The activities encourage both mathematics teachers and non-mathematics teachers to reflect on their current practice, their attitudes towards mathematics, their ideas about teaching mathematics and the mathematical beliefs of students.


Critical Connections Between Numeracy And Mathematics: Supplementary Materials, Dave Tout Oct 2020

Critical Connections Between Numeracy And Mathematics: Supplementary Materials, Dave Tout

Student Learning Processes

This publication contains three professional development activities targeted at teachers of mathematics. The activities for both groups and individuals focus on the challenge of word problems in maths and connecting maths to the real world. Also included are references, materials and resources related to the issue of the connections between numeracy and mathematics.


Elementary Teachers’ Mental Images Of Engineers At Work, Rebekah Hammack, Juliana Utley, Toni Ivey, Karen High Sep 2020

Elementary Teachers’ Mental Images Of Engineers At Work, Rebekah Hammack, Juliana Utley, Toni Ivey, Karen High

Journal of Pre-College Engineering Education Research (J-PEER)

The purpose of the current study was to determine the impacts of a multiple-day engineering-focused professional development program on elementary teachers’ perceptions of the work of engineers and their use of mathematics and science. Data were collected in the form of drawings of engineers prior to and immediately after the professional development program as well as an open-ended exit survey at the end of the program. Participants’ drawings were scored in the following areas: use of mathematics, use of science, and work of an engineer. Wilcoxon signed-rank tests revealed that the only significant change between measures was in ‘‘work of ...


The Relationship Between The Next Generation Content Area Reading Professional Development Program On The Effectiveness Of Teaching Literacy Strategies In High School Biology Classes, Tia Pridgen Brown Sep 2020

The Relationship Between The Next Generation Content Area Reading Professional Development Program On The Effectiveness Of Teaching Literacy Strategies In High School Biology Classes, Tia Pridgen Brown

Dissertations

The need for effective content area reading teachers have continued to increase since the introduction of one public school districts’ Content Area Reading Professional Development (CAR-PD) in 2006. In 2011, modifications were made to improve the program, and it became known as the Next Generation Content Area Reading Professional Development (NGCAR-PD). The purpose of this program evaluation is to investigate the relationship between NGCAR-PD certified Biology teachers and their ability to implement reading strategies with science content effectively. The context of this inquiry is a mid-sized public school district that has implemented the program since 2006 at the middle and ...


Philly Scientists: Blending Professional Development For In-School And Out-Of-School Educators, Nancy E. Peter, Guillermo D. Ibarrola Recalde Apr 2020

Philly Scientists: Blending Professional Development For In-School And Out-Of-School Educators, Nancy E. Peter, Guillermo D. Ibarrola Recalde

GSE Faculty Research

In the fall of 2016, a team of Pennsylvania STEM educators received a generous grant from the National Science Foundation to provide STEM education to middle-school students in the Philadelphia Promise Zone. Entitled “Philly Scientists” and targeting both classroom teachers and out-of-school time (OST) staff, this grant combined biodiversity curriculum development, teacher training, career access activities, and modern technology to address the following three research questions:

1. What coherent set of experiences effectively support fourth, fifth and sixth grade students’ knowledge development (e.g., biodiversity content knowledge blended with science practices), motivation and career awareness about STEM-related work and jobs ...


Critical Factors For Effective And Equitable Ngss Science Teaching Practices, Elizabeth B. Lewis, Lyrica Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding Mar 2020

Critical Factors For Effective And Equitable Ngss Science Teaching Practices, Elizabeth B. Lewis, Lyrica Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding

Talks and Presentations: Department of Teaching, Learning and Teacher Education

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 ...


The Influence Of Professional Development Methods On Student Mathematics Performance In New Jersey Public Elementary Schools, Xanthy Karamanos Feb 2020

The Influence Of Professional Development Methods On Student Mathematics Performance In New Jersey Public Elementary Schools, Xanthy Karamanos

Seton Hall University Dissertations and Theses (ETDs)

This quantitative study was developed to determine the influence of professional development methods on student academic performance in elementary mathematics. The study also reviews the relationship between content that was delivered in professional development programs and student performance. Additionally, the research analyzes the difference in student math performance when professional development decisions are made by administrators versus a mixed group of stakeholders. An online survey was conducted to collect data from district- and school-level administrators in New Jersey public school districts that serve elementary students from grades three to six. The study includes representation from 11.4% of public school ...


Perceptions Of Urban Secondary Science Teachers Regarding Social Learning Professional Development, Mary Kaye Macauley Jan 2020

Perceptions Of Urban Secondary Science Teachers Regarding Social Learning Professional Development, Mary Kaye Macauley

Walden Dissertations and Doctoral Studies

Traditional classroom environments may not motivate students to learn and may lack interactive connections between educators and learners in the classroom. The problem addressed in this research study is the lack of understanding of science teachers' use and perception of innovative social learning strategies implemented in urban classrooms. The purpose of this research study was to establish urban science teachers' perceptions regarding social learning strategies within their classrooms. The conceptual framework of Hall and Hord's levels of use was used. The research questions addressed in this study focused on the perceptions and experiences of secondary science teachers in a ...


The Effect Of Teacher Professional Development On Implementing Engineering In Elementary Schools, Teresa Porter, Meg E. West, Rachel L. Kajfez, Kathy L. Malone, Karen E. Irving Sep 2019

The Effect Of Teacher Professional Development On Implementing Engineering In Elementary Schools, Teresa Porter, Meg E. West, Rachel L. Kajfez, Kathy L. Malone, Karen E. Irving

Journal of Pre-College Engineering Education Research (J-PEER)

Increased attention on the implementation of engineering education into elementary school classrooms aims to start preparing students early for potential engineering careers. In order to efficiently and effectively add engineering concepts to the curriculum, appropriate development and facilitation of engineering design challenges are required. Therefore, professional development programs are necessary to educate teachers about engineering and how to adequately teach it. This paper explores the effects of an engineering professional development program for practicing teachers. The program included training elementary teachers about how to implement units from Engineering is Elementary (EiE) by the Science Museum of Boston into their classes ...


Mathamigos: A Community Mathematics Initiative, James C. Taylor, Delara Sharma, Shannon Rogers Aug 2019

Mathamigos: A Community Mathematics Initiative, James C. Taylor, Delara Sharma, Shannon Rogers

Journal of Math Circles

We present a broad, and we think novel, community mathematics initiative in its early stages in Santa Fe, New Mexico. At every level, the program embraces community-wide collaboration—from the leadership team, to the elements of the mathematics being implemented (primarily math circles and the Global Math Project’s Exploding Dots), to the funding model. Our MathAmigos program falls within two categories of math circle-related programs: outreach and professional development (PD). In outreach, we work with the Santa Fe Public School district (administration, teachers, students, and parents) and the City of Santa Fe government (our funders via a two-year contract ...


Changing High School Science Teacher Beliefs On Student Voice Through Action Research, Katie Laux Jun 2019

Changing High School Science Teacher Beliefs On Student Voice Through Action Research, Katie Laux

Graduate Theses and Dissertations

The purpose of this dissertation research was to explore how engagement in action research influenced high school science teachers’ beliefs and classroom practices related to student voice and participation. This included exploring any affordances or obstacles they experienced with attempting to increase student voice and participation in their classrooms. I facilitated individual action research projects with the teachers, and they were able to discuss individual action research plans and share ideas with colleagues. Four high school science teachers began this research. While all four teachers were selected as cases, only two of the teachers designed and followed through with their ...


Building Community And Teaching Excellence Among Adjunct Faculty, Kirk Weller, Kristi Haik Mar 2019

Building Community And Teaching Excellence Among Adjunct Faculty, Kirk Weller, Kristi Haik

Academic Chairpersons Conference Proceedings

We describe a professional development program to enable mathematics adjuncts to meet HLC guidelines for credentialing. We explain how this program has supported community building and teaching excellence among the adjunct group and consider possibilities for scalability and expansion.


Educational Attainment, Teaching Experience, Professional Development And Self-Efficacy As Predictors Of Chemistry Content Knowledge: Implication For The Development Of A National Promotion Examination, Rhodora F. Nicdao, Jina Denise R. Galiza, Armando M. Guidote Jr Dec 2018

Educational Attainment, Teaching Experience, Professional Development And Self-Efficacy As Predictors Of Chemistry Content Knowledge: Implication For The Development Of A National Promotion Examination, Rhodora F. Nicdao, Jina Denise R. Galiza, Armando M. Guidote Jr

Chemistry Faculty Publications

This study examined teachers’ content knowledge (CK) in chemistry and its relationship to teachers’ chemistry background, teaching experience, involvement in professional development and self-efficacy It was further investigated which variables predicted the level of content knowledge (CK) of one hundred public secondary chemistry teachers. The data shows that the majority of science teachers have low level of CK in Chemistry. Teaching experience, professional development, chemistry background, and selfefficacy were significantly related to the CK of teachers. Teachers' professional development and self-efficacy predicted the CK of teachers.


Taking Professional Development From 2d To 3d: Design-Based Learning, 2d Modeling, And 3d Fabrication For Authentic Standards-Aligned Lesson Plans, Darran R. Cairns, Reagan Curtis, Konstantinos A. Sierros, Johnna J. Bolyard Sep 2018

Taking Professional Development From 2d To 3d: Design-Based Learning, 2d Modeling, And 3d Fabrication For Authentic Standards-Aligned Lesson Plans, Darran R. Cairns, Reagan Curtis, Konstantinos A. Sierros, Johnna J. Bolyard

Interdisciplinary Journal of Problem-Based Learning

There is currently significant interest in 3D fabrication in middle school classrooms. At its best 3D printing can be utilized in authentic design projects that integrate math, science, and technology, which facilitate deep learning by students. In essence, students are able to tinker in a virtual world using 3D design software and then tinker in the real world using printed parts. We describe a professional development activity we designed to enable middle school teachers who had taken part in a three-year Math Science Partnership program to authentically integrate 3D printing into design-based lessons. We include some examples of successful design-based ...


Making Connections: Evaluation Of A Professional Development Program For Teachers Focused On Stem Integration, Judy Lambert, Carmen Cioc, Sorin Cioc, Dawn Sandt Apr 2018

Making Connections: Evaluation Of A Professional Development Program For Teachers Focused On Stem Integration, Judy Lambert, Carmen Cioc, Sorin Cioc, Dawn Sandt

Journal of STEM Teacher Education

This article reports on a 2-year evaluation of a STEM integration professional development (PD) program for 40 math, science, and special education teachers in Grades 5–9 from a large Midwestern public school district. The National Research Council’s framework for integrated STEM education (Honey, Pearson, & Schweingruber, 2014) was used to explain the goals, outcomes, nature and scope, and implementation of the program. Teachers were measured on their growth in STEM content knowledge, technology integration, teaching confidence, pedagogical beliefs, and impact of PD. Increases resulted in all these areas with statistically significant improvements in most of them, particularly in Year 2. A significant increase in math and science scores were also found in 413 students before and after participation in an integrated STEM lesson. According to teachers, the greatest strengths of the program were the STEM connections that teachers began making; the changes in teachers’ instructional practices; improved attitudes, beliefs, and confidence in teaching; increased comfort with using technology; and the enthusiasm that students exhibited during a STEM lesson. Quantitative data and teacher feedback both indicate that the program was highly successful and had a positive impact on teachers and students.


A Model For Propagating Educational Innovations In Higher Stem Education: A Grounded Theory Study Of Successfully Propagated Innovations, Raina Khatri Apr 2018

A Model For Propagating Educational Innovations In Higher Stem Education: A Grounded Theory Study Of Successfully Propagated Innovations, Raina Khatri

Dissertations

A critical problem in undergraduate science, technology, engineering, and mathematics (STEM) education is the slow uptake of innovative teaching strategies and materials. Developments from the STEM education research community can be shown to improve learning and retention outcomes, but the majority of new teaching strategies go unused by instructors. This problem is increasingly acknowledged by funding agencies such as the National Science Foundation, which now calls for “transferability and propagation” to be addressed throughout a project’s lifetime in the request for proposals. However, few publications synthesize what is known about propagating innovations into usable, actionable recommendations for developers in ...


A Case Study Of Relationships, Resilience, And Retention In Secondary Mathematics And Science Teachers, Angela W. Webb Feb 2018

A Case Study Of Relationships, Resilience, And Retention In Secondary Mathematics And Science Teachers, Angela W. Webb

Journal of Educational Research and Practice

Reasons why mathematics and science teachers leave the profession have been well documented and discussed. However, a critical examination of the nuances contributing to their retention warrants our attention. In this qualitative case study, I applied relational–cultural theory (Miller, 1986) to the experiences of three female mathematics and science teachers. I sought to unpack teachers’ decisions to remain in the classroom year after year and make meaning of their experiences as related to resilience in and through relationships. Based on findings from participants' experiences, recommendations for improving teacher retention along the career trajectory are offered.


Educational Attainment, Teaching Experience, Professional Development And Self-Efficacy As Predictors Of Chemistry Content Knowledge: Implication For The Development Of A National Promotion Examination, Jina Denise R. Galiza, Rhodora F. Nicdao, Armando M. Guidote Jr Jan 2018

Educational Attainment, Teaching Experience, Professional Development And Self-Efficacy As Predictors Of Chemistry Content Knowledge: Implication For The Development Of A National Promotion Examination, Jina Denise R. Galiza, Rhodora F. Nicdao, Armando M. Guidote Jr

Chemistry Faculty Publications

This study examined teachers’ content knowledge (CK) in chemistry and its relationship to teachers’ chemistry background, teaching experience, involvement in professional development and self-efficacy It was further investigated which variables predicted the level of content knowledge (CK) of one hundred public secondary chemistry teachers. The data shows that the majority of science teachers have low level of CK in Chemistry. Teaching experience, professional development, chemistry background, and self-efficacy were significantly related to the CK of teachers. Teachers' professional development and self-efficacy predicted the CK of teachers.


Teacher Knowledge And Learning In-Situ: A Case Study Of The Long Division Algorithm, Shikha Takker, K. Subramaniam Jan 2018

Teacher Knowledge And Learning In-Situ: A Case Study Of The Long Division Algorithm, Shikha Takker, K. Subramaniam

Australian Journal of Teacher Education

The aim of the study reported in this paper was to explore and enhance experienced school mathematics teachers’ knowledge of students’ thinking, as it is manifested in practice. Data were collected from records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school. In this paper, we discuss the mathematical challenges faced by a primary school teacher as she attempts to unpack the structure of the division algorithm, while teaching in a Grade 4 classroom. Through this case study, we exemplify how a focus on mathematical knowledge for teaching ‘in situ’ helped in triggering a ...


A Study Of Strengthening Secondary Mathematics Teachers’ Knowledge Of Statistics And Probability Via Professional Development, Lina Devaul Aug 2017

A Study Of Strengthening Secondary Mathematics Teachers’ Knowledge Of Statistics And Probability Via Professional Development, Lina Devaul

UNLV Theses, Dissertations, Professional Papers, and Capstones

A professional development program (PSPD) was implemented to improve in-service secondary mathematics teachers’ content knowledge, pedagogical knowledge, and self-efficacy in teaching secondary school statistics and probability. Participants generated a teaching resource website at the conclusion of the PSPD program. Participants’ content knowledge change and self-efficacy change were measured. After PSPD, three participants were selected to represent three types of change. Teachers’ classroom instructions were video-taped and analyzed to explore the enactment of PSPD components, such as activities and concepts. Interviews were conducted to assess factors that facilitated teachers’ change and the enactment of PSPD components. Preservice teachers who majored in ...


Instructional Math Technology In Secondary Special Education: Teacher-Reported Practices And Perceptions, Joice M. Higa May 2017

Instructional Math Technology In Secondary Special Education: Teacher-Reported Practices And Perceptions, Joice M. Higa

UNLV Theses, Dissertations, Professional Papers, and Capstones

Students with disabilities often have difficulty meeting established math proficiency levels. Without these skills, students may face increased challenges in transitioning to adulthood, including fewer post-secondary educational opportunities, limited career options, and decreased long-term income. Addressing low math skills is important to improving options for students with disabilities. Research indicates that technology-based interventions have the potential to improve academic outcomes.

The purpose of this study was to examine the math instructional technology used in secondary math classrooms with students with disabilities. The study also examined teacherperceived barriers and desired supports related to the integration of technology. A three-round Delphi method ...


Evaluating A Graduate Professional Development Program For Informal Science Educators, Jeremy Paul Lake Mar 2017

Evaluating A Graduate Professional Development Program For Informal Science Educators, Jeremy Paul Lake

Graduate Theses and Dissertations

This study is an examination and evaluation of the outcomes of a series of courses that I helped build to create a graduate certificate. Specifically, I wanted to evaluate whether or not the online iteration of the Informal Science Institutions Environmental Education Graduate Certificate Program truly provided the long term professional development needed to enhance the skills of the formal and informal educators participating so that they could contribute meaningfully to the improvement of science literacy in their respective communities.

My role as an internal evaluator provided an extraordinary opportunity to know the intent of the learning opportunities and why ...


Stem High School Teachers’ Views Of Implementing Pbl: An Investigation Using Anecdote Circles, Aimée L. Dechambeau, Susan E. Ramlo Feb 2017

Stem High School Teachers’ Views Of Implementing Pbl: An Investigation Using Anecdote Circles, Aimée L. Dechambeau, Susan E. Ramlo

Interdisciplinary Journal of Problem-Based Learning

Problem-based learning (PBL) has been gaining in popularity, especially within the context of STEM-based (science, technology, engineering, and mathematics) schools. Program assessments for these schools typically focus on student standardized test scores rather than the needs of the teachers. This study utilized anecdote circles, storytelling via moderated group discussions, to investigate teachers’ needs related to developing and implementing authentic, interdisciplinary PBL activities in an urban, public STEM high school. Teacher experiences and viewpoints were explored within three broad themes: assessment; coaching and training; and authentic learning. The analyses provide insights for transitioning a school for effective PBL implementation as well ...


What Should Go In A Wildlife Professional’S Geospatial Toolbox? (Response Data), William Bean, Ryan C. Baumbusch, Brooke Berger, Matthew Delheimer, Lee J. Hecker, Matthew Lau, Megan C. Milligan Jan 2017

What Should Go In A Wildlife Professional’S Geospatial Toolbox? (Response Data), William Bean, Ryan C. Baumbusch, Brooke Berger, Matthew Delheimer, Lee J. Hecker, Matthew Lau, Megan C. Milligan

Research Data Sets

Geospatial tools have become a critical component to most wildlife studies and management questions. With a diversity of approaches available, current and future wildlife professionals deserve guidance on the most important tools to answer these questions. Younger professionals may be expected to know a separate set of skills from those required further on in their career. We conducted an online survey and a year-long search of job advertisements to identify the most important geospatial approaches, techniques, programs, and ancillary skills for wildlife professionals. We provide the results of these 2 efforts so that wildlife professionals interested in geospatial tools can ...


Teacher Challenges In Implementing Cognitively Demanding Tasks In The Mathematics And Science Classrooms, Angelica Monarrez Monarrez Jan 2017

Teacher Challenges In Implementing Cognitively Demanding Tasks In The Mathematics And Science Classrooms, Angelica Monarrez Monarrez

Open Access Theses & Dissertations

This mixed methods study examines secondary school mathematics and science teachersâ?? understanding of cognitive demand and the challenges in implementing tasks at different levels of cognitive demand. The conceptual framework for this study is grounded on the conception of cognitive demand proposed by Stein, Smith, Henningsen, and Silver (2000), which includes the following levels: memorization (level 1), procedures without connections (level 2), procedures with connections (level 3), and doing mathematics and science (level 4). The study attempts to address the following research questions: 1) To what extent are secondary mathematics and science teachers able to recognize, solve and construct tasks ...


Developing A Faculty Learning Community To Support Writing Across Different Stem Disciplines, Vukica M. Jovanovic, Denise Tombolato-Terzic, Daniel P. Richards, Pilar Pazos, Megan Mckittrick, Julia Romberger, Otilia Popescu Jan 2017

Developing A Faculty Learning Community To Support Writing Across Different Stem Disciplines, Vukica M. Jovanovic, Denise Tombolato-Terzic, Daniel P. Richards, Pilar Pazos, Megan Mckittrick, Julia Romberger, Otilia Popescu

Engineering Technology Faculty Publications

Writing to learn is one of the very important pedagogical strategies in a variety of disciplines. This concept is not specifically addressed in the majority of engineering courses. Hence, university initiatives such as the Quality Enhancement Plan (QEP), emerging out of accreditation and institutional assessments, are focusing on infusing scholarship from other disciplines (in this case English) for the purpose of student learning improvement. Engineering and Science programs do include various courses in English Composition as the part of the curriculum; however, writing is not embedded in all discipline-specific courses at the upper-division level. The program outlined here focuses on ...


Leveling The Playing Field: Teacher Perception Of Integrated Stem, Engineering, And Engineering Practices, Bridgette Fincher Dec 2016

Leveling The Playing Field: Teacher Perception Of Integrated Stem, Engineering, And Engineering Practices, Bridgette Fincher

Theses and Dissertations

The purpose of this study was to describe the perceptions and approaches of 14 third-through-fifth grade Arkansan elementary teachers towards integrative engineering and engineering practices during 80 hours of integrated STEM professional development training in the summer and fall of 2014. This training was known as Project Flight. The purpose of the professional development was to learn integrated STEM content related to aviation and to write grade level curriculum units using Wiggins and McTighe’s Understanding by Design curriculum framework. The current study builds upon on the original research.

Using a mixed method exploratory, embedded QUAL[quan] case study design ...