Teacher Education and Professional Development Commons^™

Paper 1: Investigating Mathematical Literacy Through Teacher Language, Alyson Lischka

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Communication about mathematical concepts using appropriate terminology is a standard established by the National Council of Teachers of Mathematics. However, international test results show that United States’ students are lagging in mathematical literacy. This case study analyzes the ways in which instructors use language to help students move toward conceptual understanding of mathematical vocabulary. Three mathematics education professors at a mid-size four year institution were observed teaching math classes to students enrolled in elementary or secondary certification programs. Collected data included: audio-recorded observations and field notes, lesson artifacts such as quizzes and handouts, and audio-recorded interviews with each participant. Findings …

Paper 2: Collaborating To Meet The Standards: Implications For Professional Development, Erik D. Jacobson, Laura M. Singletary

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Researchers from the University of Georgia interviewed 27 Mathematics 1 teachers about their experiences during the first year of the high school implementation of the Georgia Performance Standards (GPS). We report our findings about teachers’ experiences with Mathematics 1 professional development and describe features of professional development that teachers identified as most beneficial. Some teachers offered suggestions for professional development that differed from the professional development they had experienced. In addition, we found that many teachers used collaborative strategies to meet the demands of the new curriculum and the perceived inadequacies of resources and training. We discuss the various models …

Paper 3: Extending K-8 Mathematics Concepts In Alternate Bases, Dianna J. Spence

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

When learning to represent mathematics with manipulatives, many pre-service K-8 teachers rely on memorized rote procedures to perform the associated mathematical tasks; then they arrange the manipulatives to match their result, often with minimal understanding of underlying mathematical connections. In a Number and Operations course for K-8 pre-service teachers, a portion of the class was conducted in alternate bases: Base 6 and Base 8 Blocks were used to model operations with integers to facilitate deeper understanding of the number systems and arithmetic processes being represented. Fractions and decimals were later covered only in Base 10. On midterm and final exams, …

Paper 5: Embracing The Vision: Our Work With Teachers Implementing Gps, Sarah Ledford, Wendy B. Sanchez, Marian Fox

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

In 2005, three Kennesaw State University mathematics education faculty members began a series of workshops titled “Implementing the Georgia Performance Standards [GPS]: Embracing the Vision.” This workshop series has been underwritten by Georgia’s Teacher Quality Higher Education Program. The first series of workshops began with 6th grade teachers the first year the GPS was implemented and the project has been funded each subsequent year since its inception. Currently, we are working with Math III teachers as they implement the course for the first time. The initial focus for the project was on conceptual understanding versus procedural understanding, writing tasks that …

Service-Learning In Iowa: A Study In Training And Support For Teachers, Jessica Staudt

Honors Program Theses

Service-learning is a term that is still being defined in the world of education. For some, service-learning is defined as "a method of teaching and learning which engages students in solving problems and addressing issues in their school and greater community as part of the academic curriculum" (Iowa Department of Education, 2007, p.1 ). Others define it as "the integration of community or school-based service activities with academic skills and content" that involves reflecting and learning from experiences while making contributions to the community (Kemis, 2000, p.8). Although these two definitions are very similar and could be interpreted as nearly …

Middle School Teachers' Implementation Of Differentiated Instruction : The Complexity, Tonya Rae Vitense Keefer

Dissertations and Theses @ UNI

The needs of students in American schools are increasingly more varied as the school population becomes more diverse. Ensuring that all students receive access to an appropriate education becomes vital to our future. Differentiated instruction has been suggested as one way to provide that access. Differentiated instruction does this by using planning that explicitly addresses students' diverse interests, learning preferences, and abilities. There is plentiful information on what differentiated instruction is and what it looks like in the classroom, but there is little research on the process of teachers implementing differentiated instruction.

Over a seven-month period, this research sought to …

What's Race Got To Do With It?: A Historical Inquiry Into The Impact Of Color-Blind Reform On Racial Inequality In America's Public Schools, Lillian Dowdell Drakeford

Antioch University Dissertations & Theses

This dissertation examines the history and impact of color-blind educational reform in the post-Brown era on racial inequality of educational opportunities and outcomes in America's public schools. Through the lens of critical race theory and race critical theory, the dissertation employs a dual analysis. A macro analysis of the evolution and impact of colorblind educational reform on the national level is juxtaposed with a micro, case-study analysis of the history of color-blind educational reform at a historically Black high school. The historical analysis of the relationship between race and education encompasses intellectual and social aspects of education in the U.S. …

Encouraging School Planner Use To Improve The Academic Performance Of Secondary Students, Darlene Anderson, Lynnette Christensen, Paul Caldarella, K. Richard Young

Faculty Publications

Our research aim is to improve students' time management, homework completion, and academic grades as a result of using the planner and applying organizational skills.

The Civil Behavior Of Students: A Survey Of School Professionals, Keely Wilkins, Paul Caldarella, Rachel Crook-Lyon, K. Richard Young

Faculty Publications

Many authors regard education as a way of increasing civility in society, and some have implemented interventions to improve civility in schools. However, very little empirical data exist on the extent and nature of students' civil behavior. The present study systematically gathered data from 251 school professionals regarding their perceptions of students' civil and uncivil behaviors. Participants perceived students' civil behaviors as occurring more frequently than uncivil behaviors; however, they also indicated a need to increase civil behavior in schools. They provided suggestions on how to accomplish this goal, which include providing direct instruction, modeling civil behavior, incorporating positive behavior …

Implications Of Civility For Children, Keely Wilkins, Paul Caldarella, Rachel Crook-Lyon, K. Richard Young

Faculty Publications

The purpose of this article is to review the literature exploring various definitions of civility, along with reasons why civility is vital to children and adolescents in any community. The authors examine definitions and components of civility in both historical and current contexts. The need for increased civility in modern society is described. The authors also explore the relationship of civility education to character and moral education and outline civility interventions suggested in the literature. Finally, suggestions are given for methods and strategies that have been found to be successful in bringing civility into schools.

Parent Involvement In School-Wide Social Skills Instruction: Practice And Perceptions Of A Home Note Program, Michael B. Adams, Sue A. Womack, Ryan H. Shatzer, Paul Caldarella

Faculty Publications

If students are to become proficient at using social skills, parents must be involved in teaching and reinforcing these skills at home. Parent involvement is associated with increased student success, especially when it includes a two-way exchange of information between home and school. As the traditional family has changed, new methods of eliciting parent involvement are needed. This article presents a description and evaluation of a school-wide home note program used to encourage generalization of social skills taught in school to home settings. Teachers (n = 20), parents (n = 107), and students (n = 383) at an elementary school …

Social And Emotional Learning In The Kindergarten Classroom: Evaluation Of The Strong Start Curriculum, Thomas J. Kramer, Paul Caldarella, Lynnette Christensen, Ryan H. Shatzer

Faculty Publications

There has been increasing interest in the promotion of social and emotional learning in schools, and research has shown positive outcomes. However, relatively few studies have been conducted in kindergarten classrooms or considered the feasibility of kindergarten implementation. This study examined the effects of Strong Start on the social and emotional competence of 67 kindergarten students, using a time-series design. Four kindergarten teachers taught the ten Strong Start lessons in their classrooms. Results indicated gains in students' prosocial behaviors and decreases in internalizing behaviors, as rated by teachers and parents. Implementation integrity and teachers' ratings of social validity were high, …

Practical Approaches To Learning And Self-Managing Social Emotional Behavior In Elementary Schools, Paul Caldarella, Lynnette Christensen, K. Richard Young, Darlene Anderson

Faculty Publications

Children often acquire maladaptive coping strategies (i.e. externalizing and internalizing behaviors). Problems often persist, less treatable if not addressed early (before age 8). 20% of students have emotional or behavioral problems while only 5% receive services.

When Teachers And Parents Work Together… An Approach To Developing Critical Life Skills For All Students, Paul Caldarella, Lynnette Christensen, K. Richard Young, John Wilkinson

Faculty Publications

Problem behaviors at home and at school can be prevented or corrected. Children naturally want to please their parents or the teachers they like. Adults are seen as a trusted source of help. Children will respond more positively to modeling. Students are more willing to spend time with positive adults.

Faculty Development In Instructional Technology: A Multiple Case Study, Robson Moura Marinho

Faculty Publications

Employing the descriptive multiple case study method, this qualitative study explores the experiences of ten faculty members involved in learning about technology at a Major Pubic University in the United States. Participants shed light on the learning process in instructional technology by sharing their personal experiences, perspectives, ideas and behaviors. This paper summarizes the results of the study, making comparisons with related literature, and then discussing its practical implications and recommendations for faculty development. The findings indicate the need of a more holistic approach to faculty development programs in instructional technology.