Teacher Education and Professional Development Commons^™

Instructor Perspectives: Transitioning From Face-To-Face To An Online Or Hybrid Graduate Level Mathematics Education Course, Heather Nunnally, Toni P. Sorrell, Kristina C. Anthony

Journal of Mathematics and Science: Collaborative Explorations

In this paper, the authors reflect on their transitions from teaching a face-to-face mathematics education course for teachers to teaching using an online or hybrid model. As three veteran educators at two different universities, we share lessons learned in constructing and implementing an online or hybrid learning environment. For us, learning to be flexible in how students completed assignments was important. Although we faced many challenges, we looked at the experience through a novice learner’s lens, and recognized that each of us grew from teaching these classes. We found that the instructors’ experiences in working with mathematics specialist candidates in …

The Role Of A Mathematics Content-Focused Coaching Project In Preparing Mathematics Specialist Candidates To Coach, Toni P. Sorrell, Jamey Lovin

Journal of Mathematics and Science: Collaborative Explorations

The purpose of this paper is to reflect upon the mathematics content-focused coaching (MCFC) process from the perspective of coaches in their work with teachers, specifically, the effective strategies and techniques used by the mathematics coaches as they work with teachers and focus on mathematics and student learning. We discuss the MCFC project, assigned in many mathematics specialist preparation program leadership classes, in detail. Then we discuss the reflection the participants submitted in a course in which this project was assigned at two different universities and the ways in which these submissions can be used as a reflective activity and …

Online Education: Transferring Personal Experiences To Professional Development, Tracy J. Proffitt, Erica R. Miller, Elicia M. Fleshman

Journal of Mathematics and Science: Collaborative Explorations

In this paper, we discuss how one candidate’s experience as she participated an online mathematics specialist program bolstered her confidence and ability to provide online professional development for her teachers. We include personal accounts by the mathematics specialist program instructors, the mathematics specialist candidate, and an elementary school teacher to illustrate how the experience of completing online graduate courses led to the candidate providing online learning opportunities for teachers. In particular, we highlight the importance of building relationships and using high-quality mathematical tasks in both the online preparation program and the online professional development. This case study provides evidence that …

Virtual Mentorship Of Teacher Leaders: The Ripple Effect, Joan Kernan, Joy Denoon, Eric Roberts, Tammy Sanford

Journal of Mathematics and Science: Collaborative Explorations

Abstract

In this paper, the authors reflect on the first completely online mathematics specialist preparation and mentoring program. Candidates across Virginia successfully completed this program and are now serving as teacher leaders, interventionists, department leaders, instructional coaches, mentors, and program specialists. They are impacting mathematics instruction across the state at all levels. As two mathematics specialists serving as mentors and two candidates, we share our thoughts and ideas as we continue to learn from our mentorship process. The goal is to provide continuous professional development as candidates share problems, successes, research, and best practices to improve mathematics teaching and learning. …

A Relationship Built To Impact Instruction: Developing And Sustaining Productive Partnerships Between Mathematics Specialists And Principals, Nathan D. Potter, Hannah Adera Rooney, Melody Locher, Debra Kinsey

Journal of Mathematics and Science: Collaborative Explorations

How does the mathematics specialist provide a profound and lasting impact on instruction? We believe that a productive partnership between the principal and specialist, which we will call the principal-specialist relationship, is at the crux of the matter. When the principal-specialist relationship is built upon a foundation of a shared vision, clear roles, communication, and trust, both the teachers and students in the school benefit. We will explore the impact of the principal-specialist relationship on teacher success during the era of distance learning as necessitated by the COVID-19 pandemic. In order to explore how these ideas come alive in the …

An Examination Of Middle School Students’ Attitudes Toward Science, Michelle L. Schpakow, Jillian L. Wendt, Kelly Paynter

Journal of Mathematics and Science: Collaborative Explorations

For more than 40 years, researchers have been studying the persistent underrepresentation of women in science. Today, the gender gap has narrowed in some, but not all, disciplines of science. To better understand the impetus of this continuing problem, the attitudes of middle school students toward science were examined using a causal-comparative design based on biological sex across four attitude constructs: attitudes toward school science, desire to become a scientist, value of science to society, and perceptions of scientists. A sample of 450 sixth-, seventh-, and eighth-grade science students located in suburban, central New Jersey responded to Likert-type items on …

Physical Activity Promotion And Support: Meeting Caregivers’ Unique Needs, Gina B. Gonzalez

Faculty Research at Morehead State University

The benefits of engaging in regular physical activity are extensive and can have a profound positive effect on one’s overall health (1). Numerous recent scientific reviews (2) further underscore the important role physical activity plays in achieving optimal health and preventing noncommunicable disease. For example, physical activity reduces risk of several types of cancer (3), ischemic heart disease, ischemic stroke, heart failure, and premature mortality (4). Among older adults, physical activity can improve cognitive functioning (5), reduce the risk of fall-related injuries, and delay the loss of physical function and mobility (6). According to Healthy People 2030, the nation’s health …

Negligence In Sport, Michael G. Hypes, Julia Ann Hypes

Faculty Research at Morehead State University

Jennifer Bradley (plaintiff) was a junior year student athlete at the University in Washington, D.C. Bradley played field hockey for the university, and in September 2011, she was hit on the head during a field hockey game between the university and Richmond University. After that hit, she began experiencing symptoms of a concussion, but continued to play hockey in practice and games. The plaintiff was not advised to sit out of practices and games, despite her symptoms persisting and a diagnosis of a concussion being confirmed. The plaintiff claimed the injury caused harm to her physical, emotional, and mental state. …

Examining Teachers' Use Of Adaptive Diagnostic Assessment To Improve Mathematics Teaching And Learning, Dalal H. Alfageh

Graduate Research Theses & Dissertations

This qualitative case study examined teachers’ perceptions and use of adaptive diagnostic assessment for improving teaching and learning of elementary level mathematics. Specifically, this case study was conducted at some of the leading primary schools in a Midwestern school district. TPACK theory was used as the theoretical framework for this case study to provide an understanding of how the teaching and learning of mathematics occurs in the classroom and the changes that occur due to the implementation of adaptive diagnostic assessments. A survey, individual interviews, a focus group, and journal reflections were used for data collection. The findings of this …

Renewed Purposes For Social Studies Teacher Preparation: An Analysis Of Teacher Self-Efficacy And Initial Teacher Education, Leona Calkins, Paul J. Yoder, Peter Wiens

Teaching and Learning Faculty Research

Using data from TALIS 2018, this study analyzed the relationship of U.S. social studies teachers’ initial teacher education (ITE) and their self-efficacy, with an emphasis on the newly added construct of multicultural teacher self-efficacy. Results indicated that content and pedagogy training is present in the vast majority of ITE programs that U.S. social studies teachers have attended; however, over one quarter of participants reported no training in teaching in a multilingual or multicultural setting during their ITE. Social studies teachers were more self-efficacious about instruction and classroom management than they were about student engagement and teaching in multicultural classrooms. All …

Using Self-Based Methodologies To Unpack Mathematics Teacher Educators' Work, Elizabeth Suazo-Flores, Signe E. Kastberg, Melva R. Grant, Jennifer Ward, Sue Ellen Richardson, Olive Chapman

Teaching & Learning Faculty Publications

Narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are methodologies used by mathematics teacher educators (MTEs). These methodologies have opened up the field by unpacking and unearthing MTEs' work communicating findings from their practices. Building from our previous working groups at PME-NA 2018-2020, we sustain a community where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. At PME-NA Philadelphia, we will continue our work at PME-NA Mexico on self-based methodologies to develop perspectives on philosophical underpinnings of self-based methodologies and addressing trustworthiness and authenticity in our reports.

Developing New Faculty Voice And Agency Through Trustful, Overlapping, Faculty-Faculty And Student-Faculty Conversations, Alison Cook-Sather, Emily Hong, Tamarah Moss, Adam Williamson

Education Program Faculty Research and Scholarship

Faculty-faculty conversations and student-faculty conversations typically unfold as separate forms of faculty learning. We present an approach to new faculty development through which faculty-faculty conversations in pedagogy seminars overlap with student-faculty conversations in pedagogical partnerships. Writing as three new faculty members and one academic developer in a bi-college consortium, we review scholarship on building trustful conversation in faculty development; present the overlapping forms of faculty-faculty and student-faculty conversation that constitute our approach; share how the three new faculty members developed voice and agency in their pedagogical practices; and note both challenges and other versions of this approach.

Multilingualism In Young Children: Parents' And Teachers' Views On Effectiveness Of Communication And School Performance, Selina L.P. Mushi

Teacher Education Faculty Publications

The research conducted focuses on children's use of
multiple languages in their natural environments at
home and at school. The study examined factors that
triggered use of, and fluency in multiple languages, and
how fluency in different languages related to thought
processes, communication, and school performance.
Parents’ and Teachers’ views were the main sources of
information. Data were collected in 3 schools from
Kilimanjaro, and Arusha in Tanzania. The 3 schools
were determined to include multilingual children; with
all languages (two or more) being used on a regular
basis. The data included parent questionnaire
responses, parent interview notes, and teacher …

Accessing School Content Using Multiple Languages In Early Childhood, Selina L.P. Mushi

Teacher Education Faculty Publications

This study examined use of multiple languages in learning school content in early childhood. Data were collected from 25 classrooms in five schools in Kilimanjaro, Arusha and Dar es Salaam regions in Tanzania. The data collection process included structured classroom observations of teacher-student interactions, parent questionnaire responses and interviews notes, and teacher interview notes. These sets were analyzed separately and then triangulated to determine convergence of the study findings. Statistical Package for the Social Sciences (SPSS 15.0) was used to summarize numerical data and to correlate variables (age, gender, number of languages spoken, school location and performance ratings by parents). …

Ua64/4 College Of Education & Behavioral Sciences Human Relations Center, Wku Archives

WKU Archives Collection Inventories

Records created by and about the Human Relations Center.

Understanding How Experienced World History Teachers In Minnesota Choose Course Content: A Mixed Methods Study, Kathleen Ferrero

All Graduate Theses, Dissertations, and Other Capstone Projects

Education in the United States has consistently utilized tests as well as a relatively standard curriculum to educate the youth. However, the introduction of the No Child Left Behind Act and the subsequent implementation of the Common Core State Standards Initiative, has created an educational environment focused largely on math and literacy skills. This mixed methods study discovered the primary factors experienced world history teachers in Minnesota utilize to balance historical thinking skills and the inclusion of current events against national and statewide curricular standards. Five experienced teachers were interviewed, and their responses coded using qualitative methods. These themes informed …

An Alternative Sudoku Puzzle With Letters While Addressing Math Anxiety, Joseph M. Furner Ph.D.

Transformations

Math anxiety remains a critical issue affecting student performance and confidence across grade levels throughout the world. This paper looks at the impact of math anxiety on students and also how using letters instead of numbers with Sudoku puzzles can perhaps alleviate math anxiety and number anxiety as an alternative to doing Sudoku puzzles and turning students on to the logic of magic squares and Sudoku puzzles. This paper shares data on math anxiety levels by grade level from a study, provides some examples of some Sudoku puzzles with Greek letters and our English alphabet along with much research, and …

Full Issue

Transformations

Full Issue for Volume 7 Issue 1

Mathematics Teacher Leadership Preparation, Mentorship, And Service: Communities Of Practice Through Online Modalities, Courtney K. Baker, Aimee J. Ellington, William Haver

Journal of Mathematics and Science: Collaborative Explorations

This article is a preface to a special issue of the Journal of Mathematics and Science: Collaborative Explorations which features articles that describe (a) online components of mathematics specialist preparation and mentoring programs, (b) the mentoring and support of teachers preparing to serve as mathematics teacher leaders, and (c) the subsequent service of mathematics specialists in leadership roles. This preface describes the context within which the described online activities took place, provides a common glossary of terms that will be used consistently across all the articles, and briefly introduces each of the fourteen papers that constitute the special issue.

Fostering Mathematical Creativity Among Middle School Mathematics Teachers, Ceire H. Monahan

Theses, Dissertations and Culminating Projects

The purpose of this research was to understand in-service teachers’ experiences with and ideas about mathematical creativity after participating in a targeted professional development program. The professional development program encouraged participants to think creatively and foster students’ creativity. In this study I present the results from the main unit of analysis, 12 participants in a professional development program, along with a deep analysis of three exemplar teachers from each of the identified groups, adherence to traditional teaching practices (traditional), appreciation for teaching for creativity (creative but hesitant), and teaching for creativity (creative). The findings of this study highlight the combination …