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Science and Mathematics Education Commons™
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Articles 1 - 10 of 10
Full-Text Articles in Science and Mathematics Education
Explicating The Teacher's Perspective From The Researchers' Perspectives: Generating Accounts Of Mathematics Teachers' Practice, Marty Simon, Ron Tzur
Explicating The Teacher's Perspective From The Researchers' Perspectives: Generating Accounts Of Mathematics Teachers' Practice, Marty Simon, Ron Tzur
Ron Tzur
In this article we articulate a methodology for studying mathematics teacher development in the context of reform. The generation of accounts of teachers'practice, an adaptation of the case study, provides an approach to understanding teachers' current practice and to viewing their current practice in the context of development toward envisioned reforms. The methodology is an alternative both to studies that focus on teachers' deficits and to teachers' own accounts of their practice. Conceptual frameworks developed within the mathematics education research community are applied to the task of investigating the nature of practice developed by teachers in transition. We characterize this …
Characterizing A Perspective Underlying The Practice Of Mathematics Teachers In Transition, Marty Simon, Ron Tzur, Karen Heinz, Margaret Kinzel, Margaret Smith
Characterizing A Perspective Underlying The Practice Of Mathematics Teachers In Transition, Marty Simon, Ron Tzur, Karen Heinz, Margaret Kinzel, Margaret Smith
Ron Tzur
We postulate a construct, perception-based perspective, that we consider to be fundamental to the practices of many teachers currently participating in mathematics education reform in the United States. The postulation of the construct resulted from analyses of data from teaching experiments in teacher education classes with a combined group of prospective and practicing teachers and from case studies with individuals from that group. A perception-based perspective is grounded in a view of mathematics as a connected, logical, and universally accessible part of an ontological reality. From this perspective, learning mathematics with understanding requires learners' direct (firsthand) perception of relevant mathematical …
Effectively Communicating With English Language Learners Using Sheltered Instruction, Geeta Verma, Lisa Martin-Hansen, Jerald Pepper
Effectively Communicating With English Language Learners Using Sheltered Instruction, Geeta Verma, Lisa Martin-Hansen, Jerald Pepper
Geeta Verma
Sheltered instruction is not a commercial program but is a set of instructional practices used specifically with English Language Learners (ELL). It embeds existing instructional strategies such as wait time, visual organizers, group work, and allowing students to actively respond for immediate feedback. Sheltered instruction "integrates lesson knowledge and concepts with opportunities to practice using English by reading, writing, listening and speaking" (Colburn and Echevaria 2001). This article describes the four elements of sheltered instruction (Group work, Wait time, Group-response technique, Supplemental materials).
Embracing Learner’S Ideas About Diffusion And Osmosis: A Coupled-Inquiry Approach, Ryan Sweeney, Lisa Martin-Hansen, Geeta Verma, John Dunkhase
Embracing Learner’S Ideas About Diffusion And Osmosis: A Coupled-Inquiry Approach, Ryan Sweeney, Lisa Martin-Hansen, Geeta Verma, John Dunkhase
Geeta Verma
Learning about osmosis and diffusion is often a challenging task for middle school students. Here the authors present a lesson that was converted from a “cookbook” lab (McLaughlin and Thompson 2007) into a more inquiry-oriented lab that uses inquiry teaching strategies and hands-on investigations to teach middle-grade students about osmosis and diffusion.
Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia Torquati, Victoria J. Molfese
Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia Torquati, Victoria J. Molfese
Soo-Young Hong
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 …
Elements Of Proximal Formative Assessment In Learners’ Discourse About Energy, Benedikt W. Harrer, Rachel E. Scherr, Michael C. Wittmann, Hunter G. Close, Brian W. Frank
Elements Of Proximal Formative Assessment In Learners’ Discourse About Energy, Benedikt W. Harrer, Rachel E. Scherr, Michael C. Wittmann, Hunter G. Close, Brian W. Frank
Benedikt W. Harrer
Proximal formative assessment, the just-in-time elicitation of students' ideas that informs ongoing instruction, is usually associated with the instructor in a formal classroom setting. However, the elicitation, assessment, and subsequent instruction that characterize proximal formative assessment are also seen in discourse among peers. We present a case in which secondary teachers in a professional development course at SPU are discussing energy flow in refrigerators. In this episode, a peer is invited to share her thinking (elicitation). Her idea that refrigerators move heat from a relatively cold compartment to a hotter environment is inappropriately judged as incorrect (assessment). The "instruction" (peer …
Science Boot Camp For Librarians – A Five Campus Collaboration., Naka J. Ishii, Elizabeth Winiarz, Marion Muskiewicz
Science Boot Camp For Librarians – A Five Campus Collaboration., Naka J. Ishii, Elizabeth Winiarz, Marion Muskiewicz
Naka J Ishii
Presentation at the ACRL New England Chapter annual conference, 13 May 2011 with with Marion Muskiewicz (UMass Lowell) and Elizabeth Winiarz (UMass Dartmouth) on the inception and collaborative creation of an annual "boot camp" for science librarians. This inexpensive and intensive program covers 3 science subjects over 2.5 days to bring librarians up to speed on these topics. Usually, one faculty member gives an overview of the field, and another describes a current research area. This event also provides librarians with an informal way to network and enjoy each other's company.
The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak
The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak
Joanne E Goodell
The Northeast Ohio Model Schools Institute (NOMSI) provided professional development for school-based leadership teams in standards-based mathematics and science teaching practices and leadership skills. Leadership teams from six local school districts were recruited to attend a two-week summer institute in August 2001, which focused on national standards, principles of effective professional development, an understanding of the conditions necessary for change. One or two faculty from the College of Arts and Sciences at each university also participated in the summer institute. Teams prepared a professional development plan for their school or district and received a mini-grant to implement their plan. Coaches—experts …
The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak
The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak
Francis Broadway
The Northeast Ohio Model Schools Institute (NOMSI) provided professional development for school-based leadership teams in standards-based mathematics and science teaching practices and leadership skills. Leadership teams from six local school districts were recruited to attend a two-week summer institute in August 2001, which focused on national standards, principles of effective professional development, an understanding of the conditions necessary for change. One or two faculty from the College of Arts and Sciences at each university also participated in the summer institute. Teams prepared a professional development plan for their school or district and received a mini-grant to implement their plan. Coaches—experts …
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
Joanne E Goodell
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 …