Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 13 of 13
Full-Text Articles in Education
Impact Of Concept-Based Mathematics Instructional Strategies On Seventh Grade Student Achievement, Katherine Annette Lawley Ellsworth
Impact Of Concept-Based Mathematics Instructional Strategies On Seventh Grade Student Achievement, Katherine Annette Lawley Ellsworth
Doctoral Dissertations and Projects
In a nation with declining enrollment in college math courses, it is important to examine how mathematics is being taught in the K-12 education system and to identify best practices. The purpose of this study was to examine the impact concept-based instructional strategies has on middle school student achievement in mathematics when integrated into the traditional mathematics curriculum. Participants included 424 seventh grade students from two middle schools. Students Measures of Academic Progress (MAP) Fall-to-Winter data 2018 prior to implementation was used a covariate and Fall-to-Winter data 2019 data during the implementation of concept-based instructional strategies integrated into the traditional …
Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida
Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida
Educational Leadership & Technology Faculty Publications
This quantitative portion of a convergent complementarity, mixed-methods, exploratory study describes the design and implementation of a 5-week preservice teacher professional development (PD) experience and the associated Metacognitive Awareness Inventory (MAI) measures before and after the experience. The PD experience was designed to explicitly address participants’ domain-general and domain-specific knowledge and regulation of cognition through a highly integrated academic and clinical preparation regimen centered on a cognitive coaching model. The study participants comprised preservice STEM education teachers (N = 11) enrolled in a dual teaching certification and Master’s in Education program. The findings showed an increase in participants’ regulation …
Mathematics Teacher Developers’ Views Of A Demonstration Class, Ginger Rhodes, Allyson Hallman-Thrasher, Kyle T. Schultz
Mathematics Teacher Developers’ Views Of A Demonstration Class, Ginger Rhodes, Allyson Hallman-Thrasher, Kyle T. Schultz
Education Faculty Articles
This article examines the professional vision of mathematics teacher developers during a professional development experience that featured observations of a content course for elementary teachers. The researchers examined whether these mathematics teacher developers viewed the demonstration class as an analysis class, a site for reflection and analysis, or a model class, an example of teaching to be emulated. Results indicated participants could hold either view and, in some cases, both. Each view provided opportunities for professional growth, but particular aspects of the experience promoted an analysis class view.
Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report And Executive Summary, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report And Executive Summary, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Literacy and Numeracy
Thinking Maths is a three-term structured professional learning program for Years 6 - 9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6 - 9 teachers participate in five professional learning days at 4 - 5 …
Thinking Maths: Learning Impact Fund Evaluation Report: Addendum To The Evaluation Report, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Thinking Maths: Learning Impact Fund Evaluation Report: Addendum To The Evaluation Report, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Literacy and Numeracy
Thinking Maths is a three-term structured professional learning program for Years 6 - 9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6 - 9 teachers participate in five professional learning days at 4 - 5 …
Unpacking Teacher Practice Through A Moves-Based Formative Assessment Framework Using Video-Based Cycles Of Inquiry, Brent Duckor, Carrie Holmberg
Unpacking Teacher Practice Through A Moves-Based Formative Assessment Framework Using Video-Based Cycles Of Inquiry, Brent Duckor, Carrie Holmberg
Faculty Publications
Research has shown for over a decade that teachers who engage in formative assessment (FA) practices may have the most powerful impact on student learning (Black & Wiliam, 1998; Hattie, 2012). Yet less is known about the development of teachers’ knowledge and use of formative assessment as they plan, enact, and reflect on their questioning practices. Our qualitative case study focuses on how in-service middle school math teachers take up three specific moves (Author A, 2014) associated with formative assessment practice as as part of a video-based cycle of inquiry project. The study found focusing participants’ planning and reflection through …
Mathematical Creativity For The Youngest School Children. Kindergarten To Third Grade Teachers’ Interpretations Of What It Is And How To Promote It., Yinjing Shen, Carolyn P. Edwards
Mathematical Creativity For The Youngest School Children. Kindergarten To Third Grade Teachers’ Interpretations Of What It Is And How To Promote It., Yinjing Shen, Carolyn P. Edwards
Department of Child, Youth, and Family Studies: Faculty Publications
Creativity is important for young children learning mathematics. However, much literature has claimed creativity in the learning of mathematics for young children is not adequately supported by teachers in the classroom due to such reasons as teachers’ poor college preparation in mathematics content knowledge, teachers’ negativity toward creative students, teachers’ occupational pressure, and low quality curriculum. The purpose of this grounded theory study was to generate a model that describes explains how a particular group of early childhood teachers make sense of creativity in the learning of mathematics and how they think they can promote or fail to promote creativity …
Using Teacher Perceptions To Predict Fifth Grade Science And Mathematics Scores In North Carolina, Jason Federico
Using Teacher Perceptions To Predict Fifth Grade Science And Mathematics Scores In North Carolina, Jason Federico
Doctoral Dissertations and Projects
The purpose of this study was to analyze teachers’ perceptions of their working conditions and to what extent the perceptions impacted 5th grade students’ achievement in the areas of mathematics and science in North Carolina. The 2014 student achievement data in the areas of 5th grade End-of-Grade (EOG) scores in mathematics and science were obtained from one randomly selected school in each of the 115 school districts in North Carolina. The perceptions of teachers’ working conditions were extracted from the 2014 teacher working conditions survey results from each of the same randomly selected 115 schools. This correlation study used a …
Binning For Equity And Access: Formative Assessment–Focused Teacher Professional Development For Middle School Mathematics Classrooms, Brent Duckor, Carrie Holmberg, Joanne Becker
Binning For Equity And Access: Formative Assessment–Focused Teacher Professional Development For Middle School Mathematics Classrooms, Brent Duckor, Carrie Holmberg, Joanne Becker
Faculty Publications
While research has shown for over a decade that teachers who engage in formative assessment (FA) practices may have the most powerful impact on student learning (Black & Wiliam, 1998; Hattie, 2012) less is known about the development of teachers’ knowledge and use of formative assessment as they plan, enact, and reflect on their practice. Our qualitative case study focuses on how in-service middle school math teachers take up the specific moves (Author, 2014a) associated with formative assessment practice as they plan, enact, and reflect on their practices as part of a FA-focused professional development cycle of inquiry. The study …
Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen
Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Creativity is important for young children learning mathematics. Comparing the investment theory of creativity and national standards and principles for early mathematics shows that doing mathematics is more than applying rules and procedures; rather, learning mathematics takes a lot of creativity. However, much literature claimed that creativity for young children in the learning of mathematics was not adequately supported by teachers in the classroom due to teachers’ poor college preparation in mathematics content knowledge, teachers’ negativity towards creative students, teachers’ occupational pressure, low quality curriculum, and the like. The purpose of this grounded theory study was to generate a model …
Bridging Professional Development And Context: Integrating Mathematics And Academic Language In A District Facing Takeover, Patricia Swanson, David Whitenack
Bridging Professional Development And Context: Integrating Mathematics And Academic Language In A District Facing Takeover, Patricia Swanson, David Whitenack
Faculty Publications
This quasi-experimental, multi-phase study uses mixed methods to evaluate a professional development initiative focused on integrating mathematics and academic language. The context is a highly diverse urban district facing state takeover. The professional development focused on the understanding of key mathematics concepts and developing content-specific academic language. It linked explicitly to district-adopted texts and prescribed lesson formats. Teachers perceived the strategies to be feasible and beneficial to student learning, and had high rates of implementation. Nonetheless, pacing guides pressuring teachers to quickly cover content pose challenges for continued implementation. Implications for (1) professional development focusing on integrating subject-matter content and …
A Case Study Of The Mathematical Learning Of Two Teachers Acquiring Mathematical Knowledge For Teaching, David R. Hartman
A Case Study Of The Mathematical Learning Of Two Teachers Acquiring Mathematical Knowledge For Teaching, David R. Hartman
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This study offers an analysis of the learning of practicing teachers as they acquire a deeper knowledge of mathematics. While some professional developers have shifted part of their focus to helping practicing teachers acquire a deeper knowledge of mathematics (e.g., Stein & Silver, 1996), the results from studies often describe what translates from the professional development experience into classroom practice and measureable gains in student achievement (e.g., Desimone et al., 2002). Studies showing improvements in pedagogy and student learning are important. However, studying what teachers are learning and how they learn is important in developing understanding of the content and …
The Effect Of A Teacher Enhancement Project Designed To Promote Interactive-Constructivist Teaching Strategies In Elementary School Science On Students' Perceptions And Attitudes., John Dunkhase, Brian Hand, James Shymansky, Larry Yore
The Effect Of A Teacher Enhancement Project Designed To Promote Interactive-Constructivist Teaching Strategies In Elementary School Science On Students' Perceptions And Attitudes., John Dunkhase, Brian Hand, James Shymansky, Larry Yore
Educator Preparation & Leadership Faculty Works
This study takes place within the context of the Science: Parents, Activities, and Literature (Science PALS) project and examines elementary school students' reactions to instruction implemented by teachers participating in this special problem-centered professional development program. The study focuses on student perceptions of their science instruction and student attitudes toward science learning as a function of their exposure to interactive, constructivist teaching strategies designed to focus on student ideas, utilization of literature connections, and incorporation of parents as partners. Using student perceptions and attitudes as dependent variables, teacher participation as the main independent variable, and grade levels and student gender …