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Teacher Education and Professional Development Commons™
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Articles 1 - 4 of 4
Full-Text Articles in Teacher Education and Professional Development
Content Learning And Identity Construction (Clic): A Framework To Strengthen African American Students’ Mathematics And Science Learning In Urban Elementary Schools, Maria Varelas, Danny B. Martin, Justine M. Kane
Content Learning And Identity Construction (Clic): A Framework To Strengthen African American Students’ Mathematics And Science Learning In Urban Elementary Schools, Maria Varelas, Danny B. Martin, Justine M. Kane
Teacher Education Faculty Publications
We present a theoretical framework that views learning as a process involving content learning (CL) and identity construction (IC). We view identities as lenses through which people make sense of, and position themselves, through stories and actions, and as lenses for understanding how they are positioned by others. As people become more (or less) central members of a disciplinary community (e.g., a science or mathematics classroom) and engage (or not) in various cultural practices, changes in identity and knowledge accompany changes in position and status. Identity construction (IC) and content learning (CL) share an important characteristic: they both involve meaning …
The Impact Of Content Courses On Pre-Service Elementary Teachers’ Mathematical Content Knowledge, Michael Matthews, Janice Rech, Neal Grandgenett
The Impact Of Content Courses On Pre-Service Elementary Teachers’ Mathematical Content Knowledge, Michael Matthews, Janice Rech, Neal Grandgenett
Teacher Education Faculty Publications
In response to research documenting the mathematical deficiencies of pre-service elementary teachers, many teacher preparation programs are requiring mathematical content courses specifically focusing on the mathematics taught at the elementary level. This study considers what impact two such courses (one course focusing on Arithmetic, and the other course focusing on Geometry and Measurement) had on the mathematical content knowledge and attitude towards mathematics by comparing a group of pre-service elementary teachers who took these courses to a group of pre-service elementary teachers who took only a more general mathematics course (such as College Algebra). Results indicated that those teachers who …
Gaining Options: A Mathematics Program For Potentially Talented At-Risk Adolescent Girls, Pamela Trotman Reid, Sally K. Roberts
Gaining Options: A Mathematics Program For Potentially Talented At-Risk Adolescent Girls, Pamela Trotman Reid, Sally K. Roberts
Teacher Education Faculty Publications
In response to indicators that a decline in interest in mathematics occurs among girls—particularly those from low-income and minority groups—during middle school, the GO-GIRL (Gaining Options: Girls Investigate Real Life) program was designed to help potentially talented at-risk girls. The program aimed to build mathematical confidence, skills, and conceptual understanding by integrating mathematics and social science research in a single-sex, technology-rich environment supported by university student mentors. The program targeted seventh-grade urban girls from public and private schools. Participants met over the course of ten Saturdays to learn research methods, computer skills, mathematics, and descriptive statistics. Quantitative data from the …
Assessing The Impact Of Sustained Professional Development On Middle School Mathematics Teachers, Joanne E. Goodell, Lesley H. Parker, Jane Butler Kahle
Assessing The Impact Of Sustained Professional Development On Middle School Mathematics Teachers, Joanne E. Goodell, Lesley H. Parker, Jane Butler Kahle
Teacher Education Faculty Publications
The study reported in this paper examines the impact of the Ohio Statewide Systemic Initiative (SSI) on participating mathematics teachers. Quantitative data from 90 SSI-trained teachers and 400 teachers without training, along with qualitative data collected from seven SSI teachers who were visited in their classrooms are presented. Analysis of the quantitative data showed that SSI and Non-SSI teachers reported significantly different frequencies of reformed teaching practices and held significantly different views about the nature and pedagogy of mathematics. Qualitative data from the interviews highlighted that the SSI professional development experience, the ability to find creative ways to overcome lack …