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Full-Text Articles in Education
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 …
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 …