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An Examination Of Mathematical Knowledge For Teaching In Professional Development Settings, Shannon Harmon
An Examination Of Mathematical Knowledge For Teaching In Professional Development Settings, Shannon Harmon
Electronic Theses and Dissertations
Researchers have laid the foundation for what mathematics teachers need to know, a construct referred to as Mathematical Knowledge for Teaching (Ball, Thames, & Phelps, 2008). There is, however, a lack of robust research regarding how Mathematical Knowledge for Teaching (MKT) is developed within professional development settings. The purpose of this qualitative research study, therefore, was to examine how different foci of professional development revealed different domains of MKT. In the immersion setting, the professional development focused on engaging teachers in discourse surrounding teachers' completion of mathematical tasks. In the practice-based setting, the professional development focused on engaging teachers in …
An Examination Of Secondary Mathematics Teachers' Tpack Development Through Participation In A Technology-Based Lesson Study, Julie Whitten Riales
An Examination Of Secondary Mathematics Teachers' Tpack Development Through Participation In A Technology-Based Lesson Study, Julie Whitten Riales
Electronic Theses and Dissertations
This qualitative research study used a layered case study (Patton, 2002) to examine the technological, pedagogical, and content knowledge (TPACK) of a group of inservice secondary mathematics teachers as they participated in a technology-based lesson study. Using the TPACK Development Model (Niess, 2009) as a lens, this dissertation examines interactions of the group members during lesson study meetings as well as individual case studies of four of the six participants. Data were gathered from initial surveys, initial and post-interviews, initial and post-classroom observations, writing prompts, and transcriptions of lesson study group meetings. Data were analyzed to determine the TPACK development …
Fostering Teacher's Conceptual Understanding Of Ordering, Adding, And Subtracting Fractions Through School-Based Professional Development, Jessica Maguhn
Fostering Teacher's Conceptual Understanding Of Ordering, Adding, And Subtracting Fractions Through School-Based Professional Development, Jessica Maguhn
Electronic Theses and Dissertations
In an attempt to examine my practice of providing conceptually-based professional development on fractions to fifth grade teachers, I conducted a series of four one hour professional development workshops. I focused on the conceptual understanding of ordering, adding, and subtracting fractions. I examined the solution process that teachers used to solve fraction problems and their abilities to explain and justify their solutions in an attempt to interpret their understanding. My data showed the effects of this workshop series. The study helped determine the effects of conceptually-based professional development on fractions as demonstrated in the teachers' discussions, participation, and written explanations.
An Examination Of Science Nce Scores Of Students Of Participating And Nonparticipating Teachers In East Tennessee State University Summer Science Institute., Kevin Ward
Electronic Theses and Dissertations
The purpose of this study was to determine the effectiveness of East Tennessee State University's summer science institute training through the effect on mean Normal Curve Equivalent science test scores of students in a Northeast Tennessee school system whose teachers participated in the ETSU summer science institute training. Data analysis were compiled using students' science NCE scores to determine if there were significant differences in scores for those students whose teachers participated in the summer science institutes and those who did not participate. Students' NCE scores were compiled from the middle school setting over a 3-year academic period: 2004-2005, 2005-2006, …