Science and Mathematics Education Commons^™

Views Of Coaching Practice Expressed By School-Based Coaches, D. A. Yopp, E. A. Burroughs, A. Barlow, J. T. Sutton

Journal of Mathematics and Science: Collaborative Explorations

This study reports on the views of coaching expressed by school-based coaches and coaching experts in response to observing the practice of a novice coach featured in a video. Researchers hypothesized that a coach participant's observations about another coach's practice would be a useful tool for examining participants' beliefs about coaching. Researchers compared responses from school-based coaches to the responses of coaching experts and views expressed in leading coaching literature in order to examine the variation in school-based coaches' views. Analysis of responses from both practicing coaches and coaching experts revealed eight themes that describe components of the videotaped coaching …

Impact Of A Science Methods Course On Pre-Service Elementary Teachers' Knowledge And Confidence Of Teaching With Scientific Inquiry And Problem-Based Learning, L. Y. Whiteman, T. M. Walker, T. L. Spencer

Journal of Mathematics and Science: Collaborative Explorations

The purpose of this study was to measure the impact of an elementary science methods course on pre-service teachers' knowledge and confidence of teaching with inquiry and problem-based instructional strategies. Changes in pre-service teachers' knowledge and confidence were measured before and after completing the course activities using a pilot survey entitled "Science Pedagogical Content Knowledge & Confidence (PCKC) Survey." An integrated lecture/laboratory elementary science methods course engaged participants with hands-on activities designed to increase their pedagogical content knowledge: including theory, planning and implementation of inquiry, and problem-based learning. The results indicated that pre-service teachers' knowledge and confidence improved as a …

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Interdisciplinary Connections Between Science & Theatre, Jessica N. Dotson

Theses and Dissertations

Abstract

INTERDISCIPLINARY CONNECTIONS BETWEEN SCIENCE & THEATRE

Jessica Nicole Dotson

A thesis submitted in partial fulfillment of the requirements for the degree of Master of Fine Arts at Virginia Commonwealth University.

Virginia Commonwealth University, 2015.

Major Director: Dr. Noreen C. Barnes, Director of Graduate Studies, Associate Professor of Theatre

In the 1990s, astronomer Peter Usher was searching for new ways to teach his introductory astronomy class at Pennsylvania State University. He began to engage his students by searching for astronomical connections from other disciplines. His focus was turned to the arts, especially the works of William Shakespeare. Usher found, while …

Science Education In Virginia, E. Rhoades

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Experiences With Problem-Based Learning: Virginia Initiative For Science Teaching And Achievement, C. Phillips, R. Zimmerman, A. Martin

Journal of Mathematics and Science: Collaborative Explorations

The Virginia Initiative for Science Teaching and Achievement (VISTA) provides high-quality professional development for teachers and administrators to enhance the quality of their science instructional programs. One emphasis of this program is helping teachers learn to implement Problem-Based Learning in the elementary science classroom. Problem-Based Learning (PBL) has the potential to produce significant positive outcomes for students, such as increased student engagement, and opportunities for in-depth critical thinking [1]. Teachers find PBL challenging because it does take additional time for planning and material acquisition, but experience has shown that the benefits outweigh these challenges. Setting clear goals, identifying specific learning …

The Stability Of Boats: A Science, Technology, Engineering, And Mathematics (Stem) Exercise, G. Rublein

Journal of Mathematics and Science: Collaborative Explorations

In what might be called genuine Science, Technology, Engineering, and Mathematics (STEM), an engineering construct subject to well-understood physical principles is analyzed mathematically to yield predicted behavior. In this article, we provide just such an example. The mathematics is at the high school level. Among other things, one actually sees an application of the quadratic formula. Experimental verification of the results may be realized with simple materials.

Science Leadership: Impact Of The New Science Coordinators Academy, E. W. Edmondson, A. Mannarino, V. Reid, D. R. Sterling

Journal of Mathematics and Science: Collaborative Explorations

This article discusses the impact of the New Science Coordinators Academy (NSCA) on two cohorts of participants. The NSCA is one of four components of the Virginia Initiative for Science Teaching and Achievement (VISTA), a United States Department of Education (USED) science education reform grant. The NSCA is designed to support new school district science coordinators (with less than five years of experience) and to continue building the state science education infrastructure. Research in education leadership traditionally focuses on teacher leaders, principals, and district office personnel. Interestingly, research on district office personnel rarely distinguishes between the different roles of district …

A Note On Knights, Knaves, And Truth Tables, H. Reinhart, J. Boyd

Journal of Mathematics and Science: Collaborative Explorations

Student and teacher (in the order above) have taken on a project of trying to understand something about Boolean algebra, logic circuits, and applications with the aid of Mathematica. We quickly recognized that the logical puzzles popularized by Raymond Smullyan that involve Knights (truth tellers) and Knaves (liars) are ideally suited for analysis by Boolean methods and truth tables. with a big boost from Mathematica. Not only is there a lot of mathematics to be learned, there is a great deal of fun to be had. The topic seems to us to be an ideal vehicle for exposing young high …

Aims & Scope

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

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Title Page

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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.

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.

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 …

Collaborative Professional Development: Designing Your Own, B. Williams

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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.

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. …

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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.

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, …

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 …

Recruitment, Retention, And Replacement Of Partner School Divisions, J. Singleton, D. Blount

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

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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 …

Title Page, Coordinating Editor's Remarks

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.