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Teacher education

Science and Mathematics Education

Articles 1 - 9 of 9

Full-Text Articles in Education

Effects Of Policy And Research On The Structure Of Teacher Education In Tennessee, Ryan Andrew Nivens, Catherine Paolucci May 2017

Effects Of Policy And Research On The Structure Of Teacher Education In Tennessee, Ryan Andrew Nivens, Catherine Paolucci

Ryan Andrew Nivens

Excerpt:Globally, recent discussion has focused on research, policy, and practice in the development and structuring of teacher education programs (OECD, 2005).

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Planning For The Elicitation Of Students’ Ideas: A Lesson Study Approach With Preservice Science Teachers, Douglas B. Larkin Dec 2016

Planning For The Elicitation Of Students’ Ideas: A Lesson Study Approach With Preservice Science Teachers, Douglas B. Larkin

Douglas B. Larkin

In an effort to better prepare science teachers to engage in high-leverage practices, this study investigates the choices and rationales of preservice science teachers in planning elicitation strategies and describes how their understandings about the elicitation of students’ ideas changed over time. Four cohorts of preservice science teachers engaged in a cycle of modified lesson study focused on the elicitation of student ideas. Findings suggest that the participants focused on revising the elicitation task to achieve greater task clarity and student participation and to provide more opportunities for individual thinking. One notable outcome of the study is the need for …

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Reasoning About Race And Pedagogy In Two Preservice Science Teachers: A Critical Race Theory Analysis, Douglas B. Larkin, Tanya Maloney, Gail M. Perry-Ryder Dec 2015

Reasoning About Race And Pedagogy In Two Preservice Science Teachers: A Critical Race Theory Analysis, Douglas B. Larkin, Tanya Maloney, Gail M. Perry-Ryder

Douglas B. Larkin

This study describes the experiences of two preservice science teachers as they progress through their respective teacher education programs, and uses critical race theory to examine the manner in which conceptions about race and its pedagogical implications change over time. Using a longitudinal case study method, participants’ conceptual ecologies of race and pedagogy are mapped both before and after student teaching, and each case is analyzed for evidence of conceptual change in these
areas. Findings show that conceptions about race and the pedagogical implications of race changed in ways that likely would have gone undetected in earlier studies because they …

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Hispanic Preservice Teachers’ Peer Evaluations Of Interdisciplinary Curriculum Development: A Self-Referenced Comparison Between Monolingual Generalists And Bilingual Generalists, Song An, Daniel Tillman, Meilan Zhang, William H. Robertson, Josefina Tinajero Dec 2015

Hispanic Preservice Teachers’ Peer Evaluations Of Interdisciplinary Curriculum Development: A Self-Referenced Comparison Between Monolingual Generalists And Bilingual Generalists, Song An, Daniel Tillman, Meilan Zhang, William H. Robertson, Josefina Tinajero

William H. Robertson

This study investigated preservice teachers from two teacher education programs,
elementary generalists and bilingual generalists (who will teach all subjects in both
English and Spanish), about their instructional design abilities via examination of
their ability to integrate interdisciplinary-themed activities into mathematics lessons.
The findings illustrate the value provided by differentiating teacher preparation for
preservice bilingual teachers—especially for challenging STEM-related (science,
technology, engineering, and mathematics) subjects such as mathematics—based on
their distinctive pedagogical, cognitive, and linguistic requirements.

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The Viability Of Portraiture For Science Education Research: Learning From Portraits Of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, Nicole Beeman-Cadwallader Mar 2015

The Viability Of Portraiture For Science Education Research: Learning From Portraits Of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, Nicole Beeman-Cadwallader

Cassie F. Quigley

The purpose of this paper is to describe the relevance of a qualitative methodology called portraiture for science education. Portraiture is a method of inquiry that blends art and science by combining the empirical aspects of inquiry with the beauty and aesthetic properties. This method encompasses all aspects of a research study, including protocol, data collection and analysis, and presentation of findings. To examine the viability of portraiture as methodology for science education researchers, we provided two portraits of science teachers and their classrooms to illustrate how context played a significant role in teachers’ experiences and how it influenced their …

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The Viability Of Portraiture For Science Education Research: Learning From Portraits Of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, Nicole Beeman-Cadwallader Mar 2015

The Viability Of Portraiture For Science Education Research: Learning From Portraits Of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, Nicole Beeman-Cadwallader

Cassie F. Quigley

The purpose of this paper is to describe the relevance of a qualitative methodology called portraiture for science education. Portraiture is a method of inquiry that blends art and science by combining the empirical aspects of inquiry with the beauty and aesthetic properties. This method encompasses all aspects of a research study, including protocol, data collection and analysis, and presentation of findings. To examine the viability of portraiture as methodology for science education researchers, we provided two portraits of science teachers and their classrooms to illustrate how context played a significant role in teachers’ experiences and how it influenced their …

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Depaul University Mathematics And Science Partnership Evaluation Report, Steven R. Rogg Aug 2006

Depaul University Mathematics And Science Partnership Evaluation Report, Steven R. Rogg

Steven R Rogg

The DePaul University IMSP was designed as a longitudinal cohort program. Two cohorts of up to 25 teachers each will be supported. The second cohort is offset by one calendar year. Each teacher will complete a sequence of 12 university graduate-level courses (48 quarter hours), over two and one-half years, leading to a Masters of Science in Science Education (MSSE) degree. Thus, all successful participants will meet or exceed requirements of the designation “highly qualified” as described in the MSSE proposal quoted here.

“The Masters of Science in Science Education program is designed to provide rich content-based professional development of …

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Depaul University Mathematics And Science Partnership Internal Evaluator's Interim Report, Steven R. Rogg Jan 2006

Depaul University Mathematics And Science Partnership Internal Evaluator's Interim Report, Steven R. Rogg

Steven R Rogg

The DePaul University IMSP1 was designed as a longitudinal cohort program. Two cohorts of up to 25 teachers each will be supported. The second cohort is offset by one calendar year. Each teacher will complete a sequence of 12 university graduate-level courses (48 quarter hours), over two and one-half years, leading to a Masters of Science in Science Education (MSSE) degree. Thus, all successful participants will meet or exceed requirements of the designation “highly qualified” as described in the MSSE proposal quoted here.

“The Masters of Science in Science Education program is designed to provide rich content-based professional development of …

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Report On The Elementary Teacher Survey Pilot Study On Behalf Of The Columbus Urban Systemic Initiative, Steven R. Rogg Jun 1999

Report On The Elementary Teacher Survey Pilot Study On Behalf Of The Columbus Urban Systemic Initiative, Steven R. Rogg

Steven R Rogg

This report completes the pilot study conducted by the Columbus Public Schools’ (CPS) Urban Systemic Initiative (USI)1 and the Center for the Advancement of Learning and Teaching in Mathematics Science and Technology (The Center@IMSA) of the Illinois Mathematics and Science Academy (IMSA). This initial pilot study was designed to test the Elementary Teacher Survey prepared by the USI Teacher Support Teams. A validation study, to follow in the spring, will seek evidence of program impact on teaching practices in science and mathematics classrooms. In other words, it will validate the findings of the Elementary Teacher Survey via direct classroom observation …

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