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Articles 841 - 870 of 1576

Full-Text Articles in Teacher Education and Professional Development

Inside Unlv, Shane Bevell, Diane Russell, Michelle Mouton, Gian Galassi Apr 2009

Inside Unlv, Shane Bevell, Diane Russell, Michelle Mouton, Gian Galassi

Inside UNLV

No abstract provided.

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Afternoon Concurrent Track 2: The "State" Of Climate Change Education, David M. Hassenzahl, Michael Collopy, Scott Mensing, Paul Buck, Donica Mensing, Hans-Peter Plag, Jen Huntleysmith Mar 2009

Afternoon Concurrent Track 2: The "State" Of Climate Change Education, David M. Hassenzahl, Michael Collopy, Scott Mensing, Paul Buck, Donica Mensing, Hans-Peter Plag, Jen Huntleysmith

Education for a Global Future: 21st Century Challenges in Sustainability & Climate Change Education

AFTERNOON CONCURRENT TRACK 2: THE “STATE” OF CLIMATE CHANGE EDUCATION Moderator Scott Mensing Student Union Room 211 David Hassenzahl, Michael Collopy, Scott Mensing – NSHE EPSCoR Climate Infrastructure Grant Education Component Abstract: The Nevada System of Higher Education has received funding from the National Science Foundation EPSCoR program to develop climate change research infrastructure. This session will present information on what the Education Component is doing and plans to do, and solicit ideas on future climate education efforts for NSHE. Education is one of six components of this grant, and will support NSHE efforts on: Undergraduate research. Each school year …

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Afternoon Concurrent Track 1: Sustainability In The K-16 Classroom, Ellen Ebert, Rebecca Reichenbach, Nick Pretasky, Dale Walsh Mar 2009

Afternoon Concurrent Track 1: Sustainability In The K-16 Classroom, Ellen Ebert, Rebecca Reichenbach, Nick Pretasky, Dale Walsh

Education for a Global Future: 21st Century Challenges in Sustainability & Climate Change Education

AFTERNOON CONCURRENT TRACK 1: SUSTAINABILITY IN THE K-16 CLASSROOM Moderator Gale Sinatra Student Union Room 207 Ellen Ebert – Using the STS/EEE Model in 6-12 Curriculum to Understand the Sustainability Issues Related to the Colorado River System Abstract: Beginning in 1982, the National Science Teachers Association called for curriculum designers to develop materials that demonstrate the interconnectedness among science, technology and societal issues while presenting both positive and negative influences. This session will focus on using the STS/EEE learning model to design curriculum for secondary science that emphasizes sustainability issues focused on the Colorado River system. The presentation will outline …

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Morning Concurrent Track 1: What Does It Mean For K-12 Students To Think About Sustainability In The Western U.S.?, Ellen Ebert, Rebecca Reichenbach, Allison Brody, Amy Page, Marcel Parent, Signa Gundlach Mar 2009

Morning Concurrent Track 1: What Does It Mean For K-12 Students To Think About Sustainability In The Western U.S.?, Ellen Ebert, Rebecca Reichenbach, Allison Brody, Amy Page, Marcel Parent, Signa Gundlach

Education for a Global Future: 21st Century Challenges in Sustainability & Climate Change Education

MORNING CONCURRENT TRACK 1: WHAT DOES IT MEAN FOR K-12 STUDENTS TO THINK ABOUT SUSTAINABILITY IN THE WESTERN U.S.? Moderator Kent Crippen Student Union Room 207 Ellen Ebert - Using the STS/EEE Model in 6-12 Curriculum to Understand the Sustainability Issues Related to the Colorado River System (repeats Afternoon Concurrent Session #1) Abstract: Beginning in 1982, the National Science Teachers Association called for curriculum designers to develop materials that demonstrate the interconnectedness among science, technology and societal issues while presenting both positive and negative influences. This session will focus on using the STS/EEE learning model to design curriculum for secondary …

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Keynote Address: Climate Change And Sustainability: The Reality And Impacts Of Global Warming, Roberta M. Johnson Mar 2009

Keynote Address: Climate Change And Sustainability: The Reality And Impacts Of Global Warming, Roberta M. Johnson

Education for a Global Future: 21st Century Challenges in Sustainability & Climate Change Education

Keynote address & Keynote speaker biography Abstract: -What determines the Earth’s climate? -What’s happening to Earth’s climate today? -What do models tell us will happen in the future? -What is sustainability and why does it matter? -What’s happening nationally regarding K- 12 climate change and sustainability education?

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Enhancing Science Teachers' Understanding Of Ecosystem Interactions With Qualitative Conceptual Models, Marion Dresner, Monica Elser Feb 2009

Enhancing Science Teachers' Understanding Of Ecosystem Interactions With Qualitative Conceptual Models, Marion Dresner, Monica Elser

Environmental Science and Management Faculty Publications and Presentations

The project described in this article explores how a series of conceptual ecological models can be used to portray the improvement in ecological understanding over the span of a short course. The course involved high school teachers working collaboratively on ecological research projects. Teachers were asked to construct qualitative conceptual models (a diagram of important ecosystem components and the linkages between these components) and write explanatory essays at three points during their research experience. The progression in development of teachers’ models spanned initial intuitive explanation, with misconceptions, to the post-test elaboration of a more complex and accurate understanding of ecological …

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Rules And Insights: Connecting The Mathematical And Linguistic Abilities Of C.S. Lewis, Kim Regnier Jongerius Jan 2009

Rules And Insights: Connecting The Mathematical And Linguistic Abilities Of C.S. Lewis, Kim Regnier Jongerius

ACMS Journal 2008-2009

While most biographical works on C.S. Lewis give passing reference to Lewis' problems with elementary mathematics, few have made an attempt at diagnosing the difficulty or exploring its impact on his writing. A careful study of family correspondence, however, makes it clear that his learning difficulties were not with mathematics alone and suggests connections between attitudes toward and abilities in both mathematics and language. This paper will make these connections clear and will illustrate their ties to Lewis' effective mathematical references.

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K-5 Mathematics Specialists' Teaching And Learning About Fractions, J. W. Whitenack, A. J. Ellington Jan 2009

K-5 Mathematics Specialists' Teaching And Learning About Fractions, J. W. Whitenack, A. J. Ellington

Journal of Mathematics and Science: Collaborative Explorations

This paper describes the fraction-based mathematical activities of two teachers who are part of 3 Mathematics Specialist preparation program. Their work with fractions is traced from two perspectives: 1) their interactions with students as they struggle with fraction concepts; and, 2) their personal journeys to develop deeper understandings of fractions as participants in the Rational Numbers course that is part of their degree program. Through their stories, we gain a better understanding of the complex nature of their work with students and how their participation in the Mathematics Specialist program helps support their work in the school buildings.

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Mathematics Specialists Increasingly Appreciated And Sought, D. Blount, J. Singleton Jan 2009

Mathematics Specialists Increasingly Appreciated And Sought, D. Blount, J. Singleton

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Contents Jan 2009

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Formulating A State Approach To Professional Development, R. E. Howard, S. Sarani, J. Woods Jan 2009

Formulating A State Approach To Professional Development, R. E. Howard, S. Sarani, J. Woods

Journal of Mathematics and Science: Collaborative Explorations

When viewed from the perspective of an entire state's needs, the challenges of designing professional development to meet the requirements of the federal No Child Left Behind legislation of 2001 are daunting. In Oklahoma, the concerns about delivering to rural and urban populations which contain a variety of underserved populations are further complicated by the differences in the way science and mathematics are structured as disciplines. We describe two model programs, one in science and one in mathematics, which take much different approaches. However, the programs have three common elements that make them highly successful. Each program engages teachers strongly, …

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Building Middle-Level Mathematics Teachers' Capacities As Teachers And Leaders: The Math In The Middle Institute Partnership, R. M. Heaton, W. J. Lewis, W. M. Smith Jan 2009

Building Middle-Level Mathematics Teachers' Capacities As Teachers And Leaders: The Math In The Middle Institute Partnership, R. M. Heaton, W. J. Lewis, W. M. Smith

Journal of Mathematics and Science: Collaborative Explorations

This article describes professional development for middle-level mathematics teachers offered through the Math in the Middle Institute Partnership, a National Science Foundation-funded project to build teachers’ capacities to improve mathematics learning for all students. An overview of the project, including descriptions of its goals and curriculum are provided. Detailed descriptions of two mathematics courses and one pedagogy course are offered. The mathematics courses included here are the introductory course to the Math in the Middle Institute, as well as one of the final math courses of the Institute in which participants apply mathematical knowledge and processes to real-world problems. The …

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The Penn Science Teacher Institute: A Proven Model, C. Blasie, J. Butler-Kahle Jan 2009

The Penn Science Teacher Institute: A Proven Model, C. Blasie, J. Butler-Kahle

Journal of Mathematics and Science: Collaborative Explorations

The University of Pennsylvania’s Master of Chemistry Education (MCE) program graduated five cohorts of approximately twenty teachers between 2002 and 2006. One year after the teachers in the last cohort earned their degrees, the Penn Science Teacher Institute (Penn STI) initiated a follow-up study to ascertain if the goals of the MCE program had been sustained. For example, were the teachers incorporating updated content knowledge into their lessons and were their students learning more chemistry? A total of seventy-four of the eighty-two graduates participated in some aspect of this study. Because baseline data were not available for the MCE teachers …

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Let's Observe!, S. W. Brown Jan 2009

Let's Observe!, S. W. Brown

Journal of Mathematics and Science: Collaborative Explorations

Teaching the non-science major how to teach science is a challenge! No matter what science course is being taught, professors must model good teaching strategies that promote an inquiry approach that incorporates prior knowledge, connections, a social environment, relevance, and time to actively construct new understandings of scientific concepts.

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The Effects Of Block Scheduling On Ap Calculus Ab Student Achievement, Larry A. Lightner Jan 2009

The Effects Of Block Scheduling On Ap Calculus Ab Student Achievement, Larry A. Lightner

Mathematics Graduate Theses

Student achievement on the AP Calculus AB Exam is always a concern for teachers and school districts that offer the exam. A factor of concern that also arises is a school’s schedule. A school’s schedule may have an affect on achievement. This study examines the comparison in achievement of students who take the AP Calculus AB Exam under a block schedule and a traditional schedule system. Block Scheduling is defined as a class period of 80-90 minutes with 4 periods each day, allowing a full year’s curriculum to be offered in one semester. Traditional scheduling is defined as a class …

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Cooperative Learning In The Mathematics Classroom, Janine Regnier Jan 2009

Cooperative Learning In The Mathematics Classroom, Janine Regnier

Mathematics Graduate Theses

Student interactions are important which provokes the idea that cooperative learning should be incorporated into classrooms. Research states many benefits for incorporating cooperative learning and are included in the literature review. Cooperative groups were introduced and studied by the author, who ultimately concluded that cooperative learning does have a place in Mathematics classrooms and should be used when the lesson lends itself to a cooperative environment. The study results can be found in this paper following the literature review.

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To What Degree Will Differentiated Instruction Impact Student Grades In A Middle School Classroom?, Maureen K. Wilke Jan 2009

To What Degree Will Differentiated Instruction Impact Student Grades In A Middle School Classroom?, Maureen K. Wilke

Mathematics Graduate Theses

The middle school student population encompasses one of the widest ranges of diversity in the educational system. Besides cultural, religious, educational, economical diversity, the middle school student copes with physical and psychological changes as well. It is important to understand that reaching students successfully is not teaching one way, but providing a learning experience based on students’ needs. The five key differentiated strategies in the classroom are: knowing the student, the environment, meaningful lessons, tiered assignments, and assessment. Gather as much information on the students, such as data from past standardize tests, conversation with students, student journals about success and …

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Inside Unlv, Diane Russell, Michelle Mouton, Cate Weeks, Stephanie Strow Jan 2009

Inside Unlv, Diane Russell, Michelle Mouton, Cate Weeks, Stephanie Strow

Inside UNLV

No abstract provided.

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Virginia's Mathematics Specialist Institute Project: A Summary Of Evaluation Findings, P. S. Smith, M. Wickwire Jan 2009

Virginia's Mathematics Specialist Institute Project: A Summary Of Evaluation Findings, P. S. Smith, M. Wickwire

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Developing Leadership In A National Cohort Of Secondary Biology Teachers: Uses Of An On-Line Course Structure To Develop Geographically Distant Professional Learning Community, P. Balcerzak, V. May, B. Schaal Jan 2009

Developing Leadership In A National Cohort Of Secondary Biology Teachers: Uses Of An On-Line Course Structure To Develop Geographically Distant Professional Learning Community, P. Balcerzak, V. May, B. Schaal

Journal of Mathematics and Science: Collaborative Explorations

This report is a descriptive study of the role that on-line courses might have on the development of Professional Learning Communities (PLC’s) that support national leadership initiatives of participating high school biology teachers. The one hundred teachers involved in the Life Sciences for a Global Community (LSGC) Institute are expected not only to deepen their content knowledge, but also impact their district and state biology curricula. Additionally, the dispersion of Institute participants across the country presents a unique opportunity to develop, communicate. and implement a national coherent reform agenda. However, the geographic distance presents a barrier to collaborative design of …

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The Impact Of The Lead Teacher Professional Learning Community Within The Rice University Mathematics Leadership Institute, J. Sack, N. Kamau Jan 2009

The Impact Of The Lead Teacher Professional Learning Community Within The Rice University Mathematics Leadership Institute, J. Sack, N. Kamau

Journal of Mathematics and Science: Collaborative Explorations

Now in its fourth year, Rice University’s Mathematics Leadership Institute (MLI) has developed over sixty high school mathematics Lead Teachers. We focus on how membership in MLI has impacted participant teachers’ professional lives. The Lead Teacher community that emerged during MLl’s first Summer Leadership Institute embodies the characteristics of a sustaining and coherent knowledge community where teachers are able to share their secret “stories of practice in safe places . . . in order to make their personal practical knowledge explicit to themselves and to others” [1]. This article includes stories of individual teachers who refused to sacrifice hours of …

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Helping Kindergarteners Make Sense Of Numbers To 100, L. B. Jaslow, V. R. Jacobs Jan 2009

Helping Kindergarteners Make Sense Of Numbers To 100, L. B. Jaslow, V. R. Jacobs

Journal of Mathematics and Science: Collaborative Explorations

The authors share what was learned about kindergarteners' abilities to make sense of numbers to 100 when one of the authors, Linda Jaslow, took over a kindergarten class from February through the end of the school year. Through examples of how she engaged her students in nine weeks of problem solving and discussions focused on making sense of the number system, we provide evidence that the children grew substantially in their ability to count and show understanding when counting by 10's and using 10's during problem solving. Suggestions for tasks to promote continued growth are also provided. Throughout this teaching …

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Aims & Scope Jan 2009

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Understanding Elementary Teachers' Use Of Science Teaching Time: Lessons From The Big Sky Science Partnership, R. Jones, E. Swanson Jan 2009

Understanding Elementary Teachers' Use Of Science Teaching Time: Lessons From The Big Sky Science Partnership, R. Jones, E. Swanson

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Journal Of Mathematics And Science: Collaborative Explorations Jan 2009

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Title Page, Preface Jan 2009

Title Page, Preface

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Understanding Teacher Leadership In Middle School Mathematics: A Collaborative Research Effort, J. E. Pustejovsky, J. P. Spillane, R. M. Heaton, W. J. Lewis Jan 2009

Understanding Teacher Leadership In Middle School Mathematics: A Collaborative Research Effort, J. E. Pustejovsky, J. P. Spillane, R. M. Heaton, W. J. Lewis

Journal of Mathematics and Science: Collaborative Explorations

We report findings from a collaborative research effort designed to examine how teachers act as leaders in their schools. We find that teachers educated by the Math in the Middle Institute act as key sources of advice for colleagues within their schools while drawing support from a network consisting of other teachers in the program and university-level advisors. In addition to reporting on our findings, we reflect on our research process, noting some of the practical challenges involved, as well as some of the benefits of collaboration.

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Oregon Mathematics Leadership Institute Project: Evaluation Results On Teacher Content Knowledge, Implementation Fidelity, And Student Achievement, D. Weaver, T. Dick Jan 2009

Oregon Mathematics Leadership Institute Project: Evaluation Results On Teacher Content Knowledge, Implementation Fidelity, And Student Achievement, D. Weaver, T. Dick

Journal of Mathematics and Science: Collaborative Explorations

The Oregon Mathematics Leadership Institute (OMLl) National Science Foundation Mathematics and Science Partnership project partners are Oregon State University, Portland State University, Teachers Development Group, and ten Oregon school districts. The primary activities of the project were a sequence of three intensive three-week residential institutes emphasizing mathematics content knowledge for teaching, collegial leadership, and the building of Professional Learning Communities. Teachers at all levels of grades K-12 participated together in the mathematics content courses. By the conclusion of the. third Summer Institute, teachers had shown significant improvements in mathematical content knowledge for teaching. Analysis of student achievement data in participating …

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The Impact Of Early Positive Results On A Mathematics And Science Partnership: The Experience Of The Institute For Chemistry Literacy Through Computational Science, K. S. Murray, M. A. Henry, M. C. Hogrebe Jan 2009

The Impact Of Early Positive Results On A Mathematics And Science Partnership: The Experience Of The Institute For Chemistry Literacy Through Computational Science, K. S. Murray, M. A. Henry, M. C. Hogrebe

Journal of Mathematics and Science: Collaborative Explorations

After one year of implementation, the Institute for Chemistry Literacy through Computational Science, an NSF Mathematics and Science Partnership Institute Project led by the University of Illinois at Urbana-Champaign’s Department of Chemistry, College of Medicine, and National Center for Supercomputing Applications, experienced statistically significant gains in chemistry content knowledge among students of the rural high school teachers participating in its intensive, year-round professional development course, compared to a control group. The project utilizes a two-cohort, delayed-treatment, random control trial, quasi-experimental research design with the second cohort entering treatment one year following the first. The three-year treatment includes intensive two-week summer …

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Connecting Mathematics And The Applied Science Of Energy Conservation, R. E. Carbone, J. M. Pearce Jan 2009

Connecting Mathematics And The Applied Science Of Energy Conservation, R. E. Carbone, J. M. Pearce

Journal of Mathematics and Science: Collaborative Explorations

To effectively teach science in the elementary classroom, pre-service K-8 teachers need a basic understanding of the underlying concepts of physics, which demand a strong foundation in mathematics. Unfortunately, the depth of mathematics understanding of prospective elementary teachers has been a growing and serious concern for several decades. To overcome this challenge, a two-pronged attack was used in this study. First. students in mathematics courses were coupled with physical science courses by linking registration to ensure co-requisites were taken. This alone improved passing rates. Secondly, an energy conservation project was introduced in both classes that intimately tied the theoretical mathematics …

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