Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Physical Sciences and Mathematics (426)
- Teacher Education and Professional Development (425)
- Science and Mathematics Education (379)
- Social and Behavioral Sciences (97)
- Sociology (62)
-
- Arts and Humanities (55)
- Educational Leadership (54)
- Civic and Community Engagement (49)
- Adult and Continuing Education (44)
- Community-Based Learning (43)
- Community-Based Research (37)
- Service Learning (36)
- Medicine and Health Sciences (35)
- Medical Education (25)
- Scholarship of Teaching and Learning (21)
- History (18)
- Race, Ethnicity and Post-Colonial Studies (18)
- United States History (18)
- Art and Design (17)
- Curriculum and Instruction (15)
- African American Studies (14)
- Educational Assessment, Evaluation, and Research (14)
- Illustration (14)
- Educational Administration and Supervision (13)
- History of Science, Technology, and Medicine (13)
- Creative Writing (12)
- History of Gender (12)
- Labor History (12)
- Keyword
-
- Community engagement (64)
- Community (47)
- Higher education (46)
- VCU (37)
- Service-learning (31)
-
- Community-engaged research (19)
- Engagement (19)
- Virginia Commonwealth University (19)
- Civic engagement (18)
- Faculty (17)
- CEnR (15)
- Partnerships (15)
- University (13)
- Service (12)
- MCV (11)
- Medical College of Virginia (11)
- Collaboration (10)
- Education (10)
- Mathematics (9)
- Equity (8)
- Higher Education (8)
- Interdisciplinary (8)
- Online learning (8)
- Research (8)
- Student success (8)
- College (7)
- Experiential learning (7)
- Impact (7)
- STEM (7)
- Diversity (6)
- Publication Year
- Publication
-
- Journal of Mathematics and Science: Collaborative Explorations (423)
- Great VCU Bike Race Book Student Blog Posts (103)
- Division of Community Engagement Resources (85)
- Community Engagement Institute (69)
- Theses and Dissertations (42)
-
- GEHLI - 2026 VCUL Team Project Publications (30)
- Ink, 2008- (24)
- VCU University History Books (24)
- Great VCU Bike Race Book Faculty Reflections (20)
- St. Philip School of Nursing (1920-1962) (12)
- Community-Engaged Research Resources (10)
- Service-Learning Institute (9)
- Journal of Prison Education and Reentry (2014-2023) (8)
- Doctor of Education Capstones (7)
- Journal of Queer and Trans Studies in Education (7)
- Journal of Social Theory in Art Education (7)
- VCU Libraries Faculty and Staff Presentations (6)
- MERC Publications (5)
- The Compass, 2018- (5)
- Amendment, 2004- (4)
- Proscript, 1940-1969 (4)
- Rabble, 2014- (4)
- UROP Posters (4)
- Emanata, 2014- (3)
- Partnership Institute (3)
- Pwatem (Poictesme), 2006- (3)
- The Atlas, 1929-1939 (3)
- Commonwealth (VCU, 1979-1980) (2)
- Division of Strategic Enrollment Management and Student Success Publications (2)
- International Journal of Lifelong Learning in Art Education (2)
- Publication Type
- File Type
Articles 691 - 720 of 973
Full-Text Articles in Higher Education
Designing Professional Development Activities For Mathematics Specialists, V. Bastable, L. Menster
Designing Professional Development Activities For Mathematics Specialists, V. Bastable, L. Menster
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Ab Initio : A New Concept In Engineering Education, A History Of The Design, Creation And Implementation Of A New School Of Engineering In Richmond, Virginia (1990-2000), Henry A. Mcgee Jr.
Ab Initio : A New Concept In Engineering Education, A History Of The Design, Creation And Implementation Of A New School Of Engineering In Richmond, Virginia (1990-2000), Henry A. Mcgee Jr.
VCU University History Books
Dr. Henry A. McGee, Jr., Founding Dean Emeritus of the School of Engineering at Virginia Commonwealth University, chronicles the history of the School of Engineering through his term as Founding Dean, 1994–1999. McGee details the process of creating a program aimed to balance innovation and entrepreneurship.
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
An Advanced Mathematics Program For Middle School Teachers, D. Carothers
An Advanced Mathematics Program For Middle School Teachers, D. Carothers
Journal of Mathematics and Science: Collaborative Explorations
The Conference Board of the Mathematical Sciences (CBMS), National Council of Teachers of Mathematics, and other organizations recommend twenty-one credits of mathematics coursework for prospective middle school teachers, beginning with a foundation based on mathematics for the elementary school curriculum, and followed by advanced courses directly addressing middle school mathematics. Three simultaneous factors—the emergence of the Interdisciplinary Liberal Studies Program at James Madison University, the release of CBMS guidelines, and a statewide focus on a critical shortage of qualified middle school teachers—provided an immediate audience for new upper-division courses built around the guidelines in probability/statistics, algebra, geometry, and calculus/analysis. We …
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Bridge To The Future – What The Past Can Tell Us, S. T. Thornton
Bridge To The Future – What The Past Can Tell Us, S. T. Thornton
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Investigations In Geometry— A Hands-On Course For Grades 6-8 Pre-Service Teachers, A. J. Ellington
Investigations In Geometry— A Hands-On Course For Grades 6-8 Pre-Service Teachers, A. J. Ellington
Journal of Mathematics and Science: Collaborative Explorations
This paper describes a geometry course at Virginia Commonwealth University for pre-scrvicc middle school teachers that features hands-on activities, group collaboration, and technology. Details of the topics and activities covered in this course are provided. Feedback from the first group of students to complete the course was gathered throughout the semester and student responses to the class format and topics are also discussed.
What Does An Exemplary Middle School Mathematics Teacher Look Like? The Use Of A Professional Development Rubric, M. Mason, D. Johnson, J. Rozelle, A. Koziol, Y. Smith-Jones, R. Cofer, L. Quick, E. O'Brien, W. M. Geiger, K. Grass
What Does An Exemplary Middle School Mathematics Teacher Look Like? The Use Of A Professional Development Rubric, M. Mason, D. Johnson, J. Rozelle, A. Koziol, Y. Smith-Jones, R. Cofer, L. Quick, E. O'Brien, W. M. Geiger, K. Grass
Journal of Mathematics and Science: Collaborative Explorations
A School University Research Network (SURN) committee composed of current mathematics teachers, central office math supervisors, building administrators, mathematicians, and mathematics educators researched numerous sources regarding best practices in mathematics instruction. The resulting professional development rubric synthesizes their findings and can serve a professional development role by providing teachers and administrators with a tool to develop clarity and consensus on best mathematics instructional practices, and how these practices are implemented in the classroom. It is also being used as a tool for cooperating teachers in their supervision of student teachers and as a reflective method for self-evaluation.
Virginia Commonwealth University B.S. In Science Degree Program, R. W. Farley
Virginia Commonwealth University B.S. In Science Degree Program, R. W. Farley
Journal of Mathematics and Science: Collaborative Explorations
The initiation of the Virginia Commonwealth University B.S. in Science program was reported in this journal Fall 1999 as a program designed to meet the academic content major of a teacher preparation program for elementary and middle school mathematics and science teachers [1]. This paper reports the current status of the interdisciplinary B.S. in Science degree program including program enrollment data and trends. Also described are refinements in the required curriculum, which include a newly developed geometry, a mathematical computing course, and an emerging teaching technology course featuring graphing calculators, CBLs, and computer software applications.
A Case For Proof Making For Prospective Middle School Teachers, J. W. Whitenack, L. A. Lovin, L. Cavey
A Case For Proof Making For Prospective Middle School Teachers, J. W. Whitenack, L. A. Lovin, L. Cavey
Journal of Mathematics and Science: Collaborative Explorations
In this article, we discuss how we, as mathematics teacher educators, might help our prospective middle school teachers develop a disposition toward mathematics that involves making sound arguments and, more generally, making proofs about mathematical ideas. First, we illustrate what we mean by making sound mathematical proofs. We then use this definition to characterize what ninety-two prospective middle school teachers consider to be proof making, based on a survey that we administered in their first mathematics course. Following our findings, we discuss how we, as teacher educators, might realign our instruction to provide opportunities for prospective teachers to develop new …
Transition To Teaching: An Alternative Certification Program Through Partnership Between A Public School District And A Public University, R. Q. Berry Iii
Transition To Teaching: An Alternative Certification Program Through Partnership Between A Public School District And A Public University, R. Q. Berry Iii
Journal of Mathematics and Science: Collaborative Explorations
The reauthorization of the Elementary and Secondary Education Act has had a significant impact on licenses for teachers working in school programs. The act refers to highly qualified teachers in both Title I and Title ll. This paper defines alternative certification programs. This paper then describes a partnership, funded by the US. Department of Education, between a school district and a university to establish an alternative licensure program to train highly qualified secondary mathematics teachers.The goal of this partnership is to provide an infrastructure that supports the recruitment. preparation, placement, induction, and retention of highly qualified teachers through a new …
Journal Of Mathematics And Science: Collaborative Explorations
Journal Of Mathematics And Science: Collaborative Explorations
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Hiroshi Haruki's Lemma With Mathematica, J. Boyd
Hiroshi Haruki's Lemma With Mathematica, J. Boyd
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
The Teacher Shortage: National Trends For Science And Mathematics Teachers, D. R. Sterling
The Teacher Shortage: National Trends For Science And Mathematics Teachers, D. R. Sterling
Journal of Mathematics and Science: Collaborative Explorations
The shortage of science and mathematics teachers is a growing problem in the United States. This article looks at what research says about the causes for the growing teacher shortage and its effects on student achievement. As the teacher shortage worsens, teachers without a science or mathematics backgrounds are tasked to teach science and mathematics or underqualified teachers are being hired to fill the shortage. These underqualified teachers are not remaining in the profession, thus not solving the teacher shortage problem and creating an even higher turnover rate for teachers. In addition, experienced teachers are leaving the profession in greater …
Title Page, Editor's Note
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Can Science Methods Really Be Taught On-Line?, W. M. Frazier
Can Science Methods Really Be Taught On-Line?, W. M. Frazier
Journal of Mathematics and Science: Collaborative Explorations
In this paper, the process in which both project-based curriculum strategies and Blackboard web-based technology were utilized to develop on-line methods courses to prepare science teachers is described. A discussion of the curriculum design process includes a rationale for using project-based instruction in methods courses, along with a rationale for using Blackboard, a web-based technology, as the environment for the course. The course‘s potential for creating highly qualified science teachers as defined by the No Child Left Behind legislation of 2001 and the National Science Teacher Association‘s Standards for Science Teacher Preparation will be explored [1].
History Of A Problem Solving Course For Pre-Service K-8 Teachers, J. Fitzgerald
History Of A Problem Solving Course For Pre-Service K-8 Teachers, J. Fitzgerald
Journal of Mathematics and Science: Collaborative Explorations
James Madison University's mathematics course in problem solving for prospective K-8 teachers has gone through many changes since we introduced it as a course for prospective middle school teachers four years ago. This paper will discuss the original design of the course, the changes made and their reasons, and the current state of the course.
First Steps Toward Change In Teacher Preparation For Elementary Science, C. Klevickis, R. Kolvoord, M. Handley, K. Giovanetti, D. Peterson, T. Daughtrey, S. Fairchild
First Steps Toward Change In Teacher Preparation For Elementary Science, C. Klevickis, R. Kolvoord, M. Handley, K. Giovanetti, D. Peterson, T. Daughtrey, S. Fairchild
Journal of Mathematics and Science: Collaborative Explorations
Unless introductory undergraduate science classes for prospective elementary teachers actively incorporate the philosophy of inquiry-based learning called for in K-l2 science education refom little will change in elementary science education. Thus, at James Madison University, we have developed a new integrated science core curriculum called Understanding our World [1]. This course sequence was not only designed to fulfill general education science requirements. but also to focus on content areas our students will need to know as teachers. The objectives of these courses are based on the National Science Education Standards and Virginia’s Science Standards of Learning, including earth and space …
Hands-On Physical Science For In-Service Teachers, J. Mcdonnough, S. Mckelvey, A. Baski, D. Lewis
Hands-On Physical Science For In-Service Teachers, J. Mcdonnough, S. Mckelvey, A. Baski, D. Lewis
Journal of Mathematics and Science: Collaborative Explorations
The initiation of the Virginia Commonwealth University B.S. in Science program was reported in this journal Fall 1999 as a program designed to meet the academic content major of a teacher preparation program for elementary and middle school mathematics and science teachers [1]. This paper reports the current status of the interdisciplinary B.S. in Science degree program including program enrollment data and trends. Also described are refinements in the required curriculum, which include a newly developed geometry, a mathematical computing course, and an emerging teaching technology course featuring graphing calculators, CBLs, and computer software applications.
Helping Provisionally Licensed Middle School Science Teachers, J. J. Matkins, D. R. Sterling, A. Kitsantas
Helping Provisionally Licensed Middle School Science Teachers, J. J. Matkins, D. R. Sterling, A. Kitsantas
Journal of Mathematics and Science: Collaborative Explorations
The New Science Teachers' Support Network is a National Science Foundation-funded project that provides a multifaceted support system to provisionally licensed middle and high school science teachers.The teachers in this project were all hired to teach science, and had science degrees, but had little or no education coursework or background. Research is being conducted on the effectiveness of the support system we employed for these teachers, particularly on the factors that characterize the practice of new teachers, and on factors that lead to teacher success and teacher retention. In this paper, we describe the design of the study and the …
Aligning Mathematics Curriculum To Create Potential For Active Learning In Pre-K Through Eighth Grade Teacher Education, G. E. Parker
Aligning Mathematics Curriculum To Create Potential For Active Learning In Pre-K Through Eighth Grade Teacher Education, G. E. Parker
Journal of Mathematics and Science: Collaborative Explorations
In this paper, we consider some issues surrounding the teaching of mathematics to pre-service teachers. In particular. we look at the possibilities for teaching elementary mathematics from an advanced standpoint and alignments of curriculum that have the capacity to enhance student involvement in the making of the mathematics.The particulars of the James Madison University curriculum are used to illustrate many of the points.
Rapporteur's Report, W. E. Haver
Rapporteur's Report, W. E. Haver
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Reaching Deep In Math (Developing Educational Excellence And Proficiency In Mathematics), R. D. Anderson
Reaching Deep In Math (Developing Educational Excellence And Proficiency In Mathematics), R. D. Anderson
Journal of Mathematics and Science: Collaborative Explorations
This paper describes the DEEP in Math Program developed in the academic year 1998-1999 from a collaborative effort of the Louisiana Systemic lnitiative Program (LaSlP) and the Louisiana Department of Education (LDE). It includes evidence of impressive results in low achieving schools and in high-poverty districts targeted by the effort. The plan was for LaSlP to give intensive content and leadership training in Summer 1999 and academic year 1999-2000 to carefully selected. well-qualified math leaders. These leaders were then employed full-time in the 1999-2000 academic year and beyond by their local education authorities to work with all math teachers in …
Student Work Section, R. Howard
Student Work Section, R. Howard
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Analysis Of Socio-Economic Factors In Correlation To Standardized Educational Test Scores, M. F. Connolly
Analysis Of Socio-Economic Factors In Correlation To Standardized Educational Test Scores, M. F. Connolly
Journal of Mathematics and Science: Collaborative Explorations
This paper describes the analysis of socio-eeonomic factors in correlation to standardized educational test scores. The scores used were from the Elementary School Proficiency Assessment exam distributed to fourth graders in New Jersey during the years 1999, 200l- 2003 [1-4]. The socio—economie factors are from the 2000 United States Census [5]. Simple regression and other statistical equations were used to compare the data from both sources with Microsoft Excel as a programming tool to perform the analysis.
Lessons Learned In A Math Excel Workshop: The Importance Of Maintaining High Cognitive Demands, T. Dick
Lessons Learned In A Math Excel Workshop: The Importance Of Maintaining High Cognitive Demands, T. Dick
Journal of Mathematics and Science: Collaborative Explorations
Uri Treisman's Emerging Scholars Workshop model has been implemented on many college campuses over the last twenty years. The Treisman model is based on groups of students meeting regularly in a social atmosphere to work collaboratively in solving challenging mathematics problems related to their introductory coursework. Emerging Scholars Programs (or Math Excel as it is called in many settings, including ours) have been particularly successful in increasing the academic success and participation of underrepresented groups in mathematics. The primary responsibilities of a workshop leader include the design of a session’s worksheet, as well as the facilitation of students' problem solving …
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Making Upper Division Mathematics Courses Relevant For Pre-Service Teachers, G. Hill
Making Upper Division Mathematics Courses Relevant For Pre-Service Teachers, G. Hill
Journal of Mathematics and Science: Collaborative Explorations
This article addresses the disconnect that in-service and pre-service secondary school teachers feel between the material presented in upper division mathematics courses and high school classroom practice. Two examples are given from an abstract algebra course in which this problem is addressed.
Geosciences For Elementary Educators: A Course Assessment, M. L. Cummings, M. Goodrich, D. Burmester
Geosciences For Elementary Educators: A Course Assessment, M. L. Cummings, M. Goodrich, D. Burmester
Journal of Mathematics and Science: Collaborative Explorations
Geosciences for Elementary Educators engages future elementary teachers in a hands-on investigation of topics aligned with the third and fifth grade Earth/Space Science and Scientific Inquiry benchmarks of the Oregon Content Standards. The course was designed to develop the content background of elementary teachers within the framework of the science described in the content standards, to provide an opportunity for future teachers to explore the content area in relation to what takes place in the classrooms of elementary schools, and to initiate a community of learners focused on teaching science to elementary students. The course focused on four themes: the …