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Full-Text Articles in Education
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Principals Partnering To Build A Vision For School Mathematics, V. Inge, V. Hodges, P. Robertson
Principals Partnering To Build A Vision For School Mathematics, V. Inge, V. Hodges, P. Robertson
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Journal Of Mathematics And Science: Collaborative Explorations
Journal Of Mathematics And Science: Collaborative Explorations
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Partnering With Principals Through Formal And Informal Professional Development, V. Bohidar
Partnering With Principals Through Formal And Informal Professional Development, V. Bohidar
Journal of Mathematics and Science: Collaborative Explorations
Mathematics Specialists and administrators need to define what they should see students and teachers doing in classrooms that promote proficiency and understanding in mathematics. Formal, divisionwide professional development on this topic can quickly guide and inform a large group of administrators in one setting. However, potentially more powerful professional development can occur on a small scale one building at a time through mathematics department learning walks.
A Collaborative Approach: Two Perspectives, B. Chong, M. Farrelly
A Collaborative Approach: Two Perspectives, B. Chong, M. Farrelly
Journal of Mathematics and Science: Collaborative Explorations
This article is a story of collaboration between a principal, Baek Chong, and the mathematics coach, Megan Farrelly. This article shows both perspectives: Baek's thoughts are written in regular typeface, whereas Megan's perspective is italicized. Both educators work at Mark Twain Middle School in Fairfax County Public Schools in Virginia which has nearly 900 seventh- and eighth-grade students. Twain Middle School serves a diverse population, of which about 35% of the students arc on free or reduced lunch, 15% receive special education services, 14% receive English language services, and 40% of the students are in the advanced academics program.
Cluster-Grouping, Co-Teaching, And Professional Learning Communities Focused On Mathematics Instruction Lead To Improved Engagement And Achievement In Mathematics For Students, K. Schaffner, L. West, A. Miknis, R. Ward, A. Foreman
Cluster-Grouping, Co-Teaching, And Professional Learning Communities Focused On Mathematics Instruction Lead To Improved Engagement And Achievement In Mathematics For Students, K. Schaffner, L. West, A. Miknis, R. Ward, A. Foreman
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Title Page
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Principal And Mathematics Coaches' Journey To Improve Mathematics Learning, R. Cox
Principal And Mathematics Coaches' Journey To Improve Mathematics Learning, R. Cox
Journal of Mathematics and Science: Collaborative Explorations
My educational career path began as an elementary school teacher, then as an assistant principal, and now as a principal. With the educational experiences that I had at each level of my career, I was certain I would be able to handle an increase in the mathematical rigor presented to our students through the new Mathematics Standards of Learning for Virginia Public Schools (SOL) [1]. I found that, yes, I was able to understand the rigor. However, I found the challenge was providing the needed assistance to bring about results that would ultimately help our teachers and students be successful. …
Collaborative Professional Development: Designing Your Own, B. Williams
Collaborative Professional Development: Designing Your Own, B. Williams
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Math Speak And Students' Justifications Promote Deeper Understanding Of Mathematics Concepts, J. Svoboda, C. Glassbrenner, S. Vance, P. Hollins
Math Speak And Students' Justifications Promote Deeper Understanding Of Mathematics Concepts, J. Svoboda, C. Glassbrenner, S. Vance, P. Hollins
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Recruitment, Retention, And Replacement Of Partner School Divisions, J. Singleton, D. Blount
Recruitment, Retention, And Replacement Of Partner School Divisions, J. Singleton, D. Blount
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
How Teachers Learn: The Roles Of Formal, Informal, And Independent Learning, W. Monty Jones, Sara Dexter
How Teachers Learn: The Roles Of Formal, Informal, And Independent Learning, W. Monty Jones, Sara Dexter
Teaching and Learning Publications
A qualitative study of math and science teachers at two middle schools identifies how their system for learning to integrate technology into their teaching goes beyond what school leaders typically consider when planning for teachers’ learning. In addition to (a) the district-initiated, or formal, system of professional development (PD) and professional learning communities (PLCs), it includes (b) teacher-initiated, or informal, learning with colleagues as well as (c) teachers’ independent learning activities. Analysis of why and how they form their system highlights how by only supporting the formal PD activities and PLCs, the district not only loses the valuable collective knowledge …
Learning Together: Using Action Research To Design Professional Development, M. Alger, R. White
Learning Together: Using Action Research To Design Professional Development, M. Alger, R. White
Journal of Mathematics and Science: Collaborative Explorations
After being part of a week-long math institute, both the principal and the Mathematics Specialist from an urban school district partnered to develop a professional development plan. It incorporated a Lesson Study Model that supported collaborative learning teams, focused on the instructional process, and incorporated reflection and feedback. Although the faculty had engaged in other forms of professional development, the lesson study process was seen as a powerful vehicle that invited a level of coaching and cross-collaboration. This article focuses on the shared viewpoints of the principal and the Mathematics Specialist who worked together to build a mechanism for professional …
The Greater Sum Of Collaboration: Adding Value To Mathematics Education Through Teamwork, J. Deinhart, T. Hulen, B. Butler, D. Kerr
The Greater Sum Of Collaboration: Adding Value To Mathematics Education Through Teamwork, J. Deinhart, T. Hulen, B. Butler, D. Kerr
Journal of Mathematics and Science: Collaborative Explorations
The role of a Mathematics Specialist can vary from pre-K through grade 8 schools. One of the most distinguishing factors involves the relationship between the Mathematics Specialists, administrators, and teachers. In this article, we share our experiences in a school culture that supports common language, collective commitments, trust, and transparency. Using this model, we have experienced high levels of teacher professionalism and student success. As lifelong learners, we continually reflect upon our practices and look for ways to meet the needs of our students. This occurs by implementing purposeful meeting structures that allow us to facilitate discussions around mathematics content, …
A Tale Of Two First-Year Mathematics Specialists, D. Floyd, M. Perez, J. Lovin, J. Cavanaugh
A Tale Of Two First-Year Mathematics Specialists, D. Floyd, M. Perez, J. Lovin, J. Cavanaugh
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
The Collaboration Of A Principal And A Mathematics Specialist, S. Garthwaite, P. Granada
The Collaboration Of A Principal And A Mathematics Specialist, S. Garthwaite, P. Granada
Journal of Mathematics and Science: Collaborative Explorations
This article describes the importance of the collaboration between the principal, Patty Granada, and the Mathematics Specialist, Susan Garthwaite, in fostering a highly functioning mathematics program. While many aspects of the collaboration as facilitators for a mathematics program are logical, the "messy" aspects provide greater challenges. Through continued collaboration, they have come to embrace the "messiness" which has contributed to an awareness of similar belief systems in their roles. These beliefs include openness to learning and a sincere commitment to bringing out the best in students and teachers. The principal and the Mathematics Specialist share their continued journey in this …
Developing A New Partnership, T. Martino, S. Chuang
Developing A New Partnership, T. Martino, S. Chuang
Journal of Mathematics and Science: Collaborative Explorations
Many factors contribute to the success and impact of a Mathematics Resource Teacher on K-5 mathematics instruction. Developing a strong partnership with stakeholders and sharing a common vision for quality mathematics instruction are key factors in the successful implementation of the Mathematics Resource Teacher program. In this article, we share the experience of elementary school principal, Timothy Martino, as he prepared to open a new elementary school in August 2012. Frederick Douglass Elementary opened with a full-time, school-embedded Mathematics Resource Teacher, Mrs. Cindy Brady. Timothy Martino and Mrs. Brady developed a partnership with division-level central office staff and with the …
Elementary Teachers' Achievement Goal Orientations In A High-Stakes Accountability Context: A Validation Study, Amanda Turner
Elementary Teachers' Achievement Goal Orientations In A High-Stakes Accountability Context: A Validation Study, Amanda Turner
Theses and Dissertations
The present study investigated teacher motivation in a high-stakes accountability context. Specifically, this study examines elementary teachers' achievement goal orientations, self-efficacy for teaching, and perceptions of help-seeking in the context of high-stakes testing and school accountability under No Child Left Behind and an Elementary and Secondary Education Act waiver. Butler's (2007) teacher achievement goal orientation framework provided the theoretical basis of the present study; high-stakes tests and school accountability status were thought to impact teachers’ achievement goal orientations. Additionally, teachers' achievement goal orientations were thought to impact teaching self-efficacy and perceptions of help-seeking. The sample included 381 elementary school teachers. …
A Study Of A Professional Development Initiative To Increase Cultural Competency, Jennifer C. Coleman
A Study Of A Professional Development Initiative To Increase Cultural Competency, Jennifer C. Coleman
Theses and Dissertations
Abstract
A STUDY OF A PROFESSIONAL DEVELOPMENT INITIATIVE TO INCREASE
CULTURAL COMPETENCY
By Jennifer Crowe Coleman, Ph.D.
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University.
Virginia Commonwealth University, 2014
Major Director: Charol Shakeshaft, Ph.D.
Professor, Department of Educational Leadership
School of Education
While there are broad, societal forces that contribute to achievement gaps, the professional development of teachers is one way educational leaders have sought to improve schools, improve teacher performance, and increase teacher knowledge and skills. Given the achievement and cultural gaps that exist between teachers and …