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Full-Text Articles in Education
Increasing The Number Of Undergraduates Who Succeed In Stem At Uga, Nancy Vandergift, Chuck Kutal
Increasing The Number Of Undergraduates Who Succeed In Stem At Uga, Nancy Vandergift, Chuck Kutal
Interdisciplinary STEM Teaching & Learning Conference (2012-2019)
The University of Georgia has implemented several strategies focused on improving instruction and student achievement in STEM courses and assisting in the preparation and professional development of K-12 science and math teachers. Specific activities include a mini-grants program, learning communities, pre-service teacher recruitment, expanding Project FOCUS, and increasing faculty effort to improve instruction and student learning in the STEM disciplines.
Stem Ii Initiative-Updates From Participating Institutions (Part 2), Pamela Gore, Dabney Dixon, Charles Kutal, Farooq Khan, Myrna Gantner
Stem Ii Initiative-Updates From Participating Institutions (Part 2), Pamela Gore, Dabney Dixon, Charles Kutal, Farooq Khan, Myrna Gantner
Interdisciplinary STEM Teaching & Learning Conference (2012-2019)
STEM II Initiative – Updates from Participating Institutions (Part 2) is made up of a series of “sampler sessions” so that interested individuals can get an overview but not comprehensive coverage. Dr. Pamela Gore will begin this session by discussing the STEM II Initiative at Georgia Perimeter College. Second, Dr. Dabney Dixon will talk about the STEM II Initiative at Georgia State University. Third, Dr. Charles Kutal will provide information concerning the STEM II Initiative at the University of Georgia. Fourth, Dr. Farooq Khan and Dr. Myrna Gantner will discuss what is happening with the STEM II Initiative at the …
Paper 2: Collaborating To Meet The Standards: Implications For Professional Development, Erik D. Jacobson, Laura M. Singletary
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
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 …