Teacher Education and Professional Development Commons^™

Assessing The Effect Of Simulation Models On Systems Learning In An Introductory Environmental Science Course, Heather J. Skaza

UNLV Theses, Dissertations, Professional Papers, and Capstones

While there is plenty of anecdotal evidence within the systems dynamics community supporting the use of systems simulations in the classroom to improve student understanding, there is little published, controlled, experimental research. This paper describes the results of a paired experiment testing the effect of using system dynamics simulations to increase systems understanding in an introductory environmental science course. We believed that the students using the systems simulations would demonstrate a greater systemic understanding of environmental issues than those who did not.

We conducted an experiment during the fall semester of 2009, with 304 students enrolled in four sections of …

Designing Successful Online Courses - Part 2, Kathleen P. King

Department of Leadership, Policy, and Lifelong Learning

Once again, our major goal is to provide faculty with consistent guidance through the many instructional decisions and design steps they need to pursue in this process. This process is a fantastic opportunity to craft a virtual learning space in which people can engaging in learning beyond the constraints of time and space.

Five Strategies For Successful Writing Of Reports And Essays, Kathleen P. King

Department of Leadership, Policy, and Lifelong Learning

Many people cannot get started with their literary projects because they do not know where to start. In this brief article, I share insight from years of teaching students and professionals of all ages how to prepare professional work.

Research Poster: Climate Change Science For Northern Nevada Educators, Melissa Slayden, Jacque Ewing-Taylor, Kelly Cannon

2010 Annual Nevada NSF EPSCoR Climate Change Conference

Research poster

Research Poster: Trends In Climate Change Education In Nevada's System Of Higher Education, Amy Northrup

2010 Annual Nevada NSF EPSCoR Climate Change Conference

Research poster

Research Poster: Clark County School District Involvement In The Nsf Epscor Program, Education Component, Aubrey M. Shirk, Larry Rudd, Paul Buck

2010 Annual Nevada NSF EPSCoR Climate Change Conference

Research poster

A Vision For Acms, James Bradley

ACMS Journal 2010-2011

This paper presents a vision for the mission of the ACMS. It considers some plausible connections between mathematics and theology as well as some big questions that Christian mathematicians might fruitfully explore. It examines the current cultural norms of the mathematics guild, why these are problematic for Christians, and some possible ways the ACMS might respond.

Mathematics Professional Development Workshop For Middle School Teachers: Concept Versus Memorization, D. Taylor, R. W. Farley

Journal of Mathematics and Science: Collaborative Explorations

This article includes professional development topics for middle school mathematics and science teachers from two week-long Urban Teacher Institutes. These Institutes were held at J. Sargeant Reynolds Community College (JSRCC) and its partner institution, Virginia Commonwealth University (VCU), during the summers of 2007 and 2008, and were supported by a grant obtained by Dr. Harriet Morrison (JSRCC). Co-author Dr. Dewey Taylor directed the 2007 workshop, and both authors served as faculty leaders in both workshops. The workshops focused on teaching in an urban environment and "community mapping" (understanding the details of a certain locale to make the teacher more knowledgeable …

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Revelations Of Adaptive Technology Hiding In Your Operating System, Kathleen P. King

Department of Leadership, Policy, and Lifelong Learning

Pre-publication version of a chapter about the assistive technology tools and resources available for free in Windows OS and Mac OS. Introducing higher education faculty to free resources, features and programs which they can recommend to their students or perhaps use for themselves (for instance for fading eyesight or hearing). In addition, the chapter briefly shares strategies and examples of how they might be used.

The book will have an entire chapter dedicated to assistive technology as well. This is a popularized assistive technology chapter for generalist, NON special education, faculty to become acquainted with readily available and free resources. …

How Teachers Learn: The Impact Of Content Expectations On Learning Outcomes, J. Reyes

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 Web Of Influence: How The Msp Program Has Shaped The Thoughts Of Three Instructors, J. Reyes

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Coaching: One Mathematics Specialist's Story, C. B. Doyle

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

What We Are Learning About The Elementary Mathematics Specialist's Role: Some Reflections About Math Coaching, J. Whitenack, A. Ellington

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Understanding The Transition Between High School And College Mathematics And Science, S. A. Culpepper, C. Basile, C. A. Ferguson, J. A. Lanning, M. A. Perkins

Journal of Mathematics and Science: Collaborative Explorations

Mathematics and science education is gaining increasing recognition as key for the well-being of individuals and society. Accordingly, the transition from high school to college is particularly important to ensure that students are prepared for college mathematics and science. The goal of this study was to understand how high school mathematics and science course-taking related to performance in college. Specifically, the study employed a nonparametric regression method to examine the relationship between high school mathematics and science courses, and academic performance in college mathematics and science courses. The results provide some evidence pertaining to the positive benefits from high school …

A Mathematician's Overview Of The Virginia Elementary Mathematics Specialist Program, L. D. Pitt

Journal of Mathematics and Science: Collaborative Explorations

This article discusses the mathematics component of the Mathematics Specialist master's degree program in the "Virginia Mathematics Specialist Project" (VMSP). It includes my personal views on the significant mathematical knowledge and skills that Mathematics Specialists need, the mathematics that is taught in the Mathematics Specialist courses, and my thoughts on what appear to be the substantial mathematical abilities and aptitudes that are required by successful Mathematics Specialists in their work. The interpretations I present are highly personal and are undoubtedly dependent on my personal history, a short description of which is given (see Appendix A).

Geometry Examples Encountered In Various Everyday Experiences, R. W. Farley

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Reflections On What You Have Learned: A Rapporteur's Report On Virginia's "What We Have Learned Symposium", D. B. Erchick

Journal of Mathematics and Science: Collaborative Explorations

In this Rapporteur's Report on Virginia's "What We Have Learned Symposium" about a statewide Mathematics Specialist program, I discuss emergent topics resulting from presentations and discussion at the Symposium. Topics include defining Mathematics Specialists and coaches, addressing mathematics content in the program, providing ongoing support for Specialists and coaches, and supporting principals. I also provide suggestions, discuss absences in the program, and comment on cautions in revision and needs in dissemination.

Investigating Mathematical Literacy Through Teacher Language, Alyson Lischka

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Communication about mathematical concepts using appropriate terminology is a standard established by the National Council of Teachers of Mathematics. However, international test results show that United States’ students are lagging in mathematical literacy. This case study analyzes the ways in which instructors use language to help students move toward conceptual understanding of mathematical vocabulary. Three mathematics education professors at a mid-size four year institution were observed teaching math classes to students enrolled in elementary or secondary certification programs. Collected data included: audio-recorded observations and field notes, lesson artifacts such as quizzes and handouts, and audio-recorded interviews with each participant. Findings …

Providing Real-World Experiences: The Virginia Tech Externship For Mathematics Specialists, B. Kreye, J. L. M. Wilkins

Journal of Mathematics and Science: Collaborative Explorations

We describe the structure and implementation of the yearlong Externship experience associated with the Mathematics Specialist program at Virginia Polytechnic Institute & State University (Virginia Tech). We discuss the assignments and experiences included in the Externship, the alignment of those experiences with the job description developed by the Virginia Mathematics and Science Coalition Task Force, and teacher comments on the effectiveness of their Externship experiences [1].

What Counts In The Preparation Program Of Mathematics Specialists And What Lessons Have We Learned About What Needs To Be Added?, S. S. Overcash

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Title Page, Introduction

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

The Impact Of Elementary Mathematics Specialists, P. F. Campbell, N. N. Malkus

Journal of Mathematics and Science: Collaborative Explorations

Elementary Mathematics Specialists are placed in schools to construct leadership roles and to provide on-site professional development addressing mathematical content and pedagogy in order to enhance instruction and to improve student achievement. A three-year, randomized, control study found that, over time, Specialists had a significant positive impact on student achievement in Grades 3, 4, and 5. This effect on student achievement was not evident at the conclusion of the Specialist's first year of placement. It emerged as knowledgeable Specialists gained experience and as the schools' instructional and administrative staffs learned and worked together. Specialists who were highly engaged with a …

Early Algebra And Mathematics Specialists, M. K. Murray

Journal of Mathematics and Science: Collaborative Explorations

This paper discusses early algebra as it relates to the Mathematics Specialist program. Early algebra is described based on research and readings from the body of literature focused on early algebra. Reasons why early algebra should be emphasized in elementary school mathematics are discussed, followed by a description of the role elementary school Mathematics Specialists must play if schools are to begin to focus on early algebraic instruction. Finally, some suggestions are made for ways the Mathematics Specialist program might encourage more explicitly an early algebraic approach to elementary school mathematics.

The Influence Of Inclusion On Langauge Arts Literacy And Math Achievement On Non-Disabled Middle School Students, Faye Brady

Seton Hall University Dissertations and Theses (ETDs)

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Proceedings Of The Fourth Annual Meeting Of The Georgia Association Of Mathematics Teacher Educators Introductory Texts

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Contents of 1st Annual GAMTE Proceedings Front Matter:

• Proceedings Committee
• Officers of GAMTE
• Purposes and Goals of GAMTE
• Table of Contents

Collaborating To Meet The Standards: Implications For Professional Development, Erik D. Jacobson, Laura M. Singletary

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Researchers from the University of Georgia interviewed 27 Mathematics 1 teachers about their experiences during the first year of the high school implementation of the Georgia Performance Standards (GPS). We report our findings about teachers’ experiences with Mathematics 1 professional development and describe features of professional development that teachers identified as most beneficial. Some teachers offered suggestions for professional development that differed from the professional development they had experienced. In addition, we found that many teachers used collaborative strategies to meet the demands of the new curriculum and the perceived inadequacies of resources and training. We discuss the various models …

Extending K-8 Mathematics Concepts In Alternate Bases, Dianna J. Spence

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

When learning to represent mathematics with manipulatives, many pre-service K-8 teachers rely on memorized rote procedures to perform the associated mathematical tasks; then they arrange the manipulatives to match their result, often with minimal understanding of underlying mathematical connections. In a Number and Operations course for K-8 pre-service teachers, a portion of the class was conducted in alternate bases: Base 6 and Base 8 Blocks were used to model operations with integers to facilitate deeper understanding of the number systems and arithmetic processes being represented. Fractions and decimals were later covered only in Base 10. On midterm and final exams, …