Teacher Education and Professional Development Commons^™

Relationship Of Collaborative School Culture And School Achievement, Karen Durrence Bland

College of Graduate Studies: Theses & Dissertations

The purpose of this correlational, quantitative study was to examine the magnitude and direction of the relationship between collaborative school culture and school achievement in rural, economically disadvantaged middle schools utilizing a 6, 7, 8 grade configuration. Survey data was collected from 263 teachers representing 12 rural, economically disadvantaged middle schools in the state of Georgia. Data collection tools included the Learning Community Culture Indicator (LCCI) 4.0 survey developed by Williams, Matthews, Stewart, and Hilton (2007) and the Georgia Criterion Referenced Competency Test (GCRCT).

The study generated data from 12 middle schools regarding the overall functionality level of their collaborative …

Social Emotional Competence And Teacher Stress, Leslie Carole Forcina

College of Graduate Studies: Theses & Dissertations

Teacher stress and continuing high attrition rates for the teaching profession have significant multiple impacts, although arguably the most important is student achievement. Research indicates that as teacher stress increases to high levels, teacher effectiveness decreases. Attempts to reduce stress have historically focused on organizational or systemic change with minimal success. There remains a clear and distinct call to pursue individual factors that may influence teachers’ abilities to moderate stress. Social emotional competence (SEC) is a set of skills that allows individuals to understand themselves, their emotions, the social context as well as relationships and decision making. Existing research has …

Cssc Program [2011], Cssc

Curriculum Studies Summer Collaborative (2011-2025)

N/A

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 …

Embracing The Vision: Our Work With Teachers Implementing Gps, Sarah Ledford, Wendy B. Sanchez

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

Abstract: In 2005, three Kennesaw State University mathematics education faculty members began a series of workshops titled “Implementing the Georgia Performance Standards [GPS]: Embracing the Vision.” This workshop series has been underwritten by Georgia’s Teacher Quality Higher Education Program. The first series of workshops began with 6th grade teachers the first year the GPS was implemented and the project has been funded each subsequent year since its inception. Currently, we are working with Math III teachers as they implement the course for the first time. The initial focus for the project was on conceptual understanding versus procedural understanding, writing tasks …

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

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 …

Introductory Texts, Georgia Association Of Mathematics Teacher Educators

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Cover Page

GAMTE Information

Table of Contents

Paper 1: Investigating Mathematical Literacy Through Teacher Language, Alyson Lischka

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

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 …

Paper 2: Collaborating To Meet The Standards: Implications For Professional Development, Erik D. Jacobson, Laura M. Singletary

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

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 …

Paper 5: Embracing The Vision: Our Work With Teachers Implementing Gps, Sarah Ledford, Wendy B. Sanchez, Marian Fox

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

In 2005, three Kennesaw State University mathematics education faculty members began a series of workshops titled “Implementing the Georgia Performance Standards [GPS]: Embracing the Vision.” This workshop series has been underwritten by Georgia’s Teacher Quality Higher Education Program. The first series of workshops began with 6th grade teachers the first year the GPS was implemented and the project has been funded each subsequent year since its inception. Currently, we are working with Math III teachers as they implement the course for the first time. The initial focus for the project was on conceptual understanding versus procedural understanding, writing tasks that …

Paper 3: Extending K-8 Mathematics Concepts In Alternate Bases, Dianna J. Spence

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

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, …

Paper 4: Basic Skills Testing In Math 2008, Susie M. Lanier, Sharon Taylor, Donna B. Saye

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Math 2008 is an Area F course for early childhood majors in the University System of Georgia. The course covers basic skills that pre-service teachers will most likely be teaching in their career. At Georgia Southern University, many students in the course do not possess or have forgotten these basic skills. In Fall 2009, a basic skills test was implemented for Math 2008. Students must earn a score of 90 or higher on the test in order to pass the course. The test not only serves to let students know their areas of weakness, but also informs the instructor’s teaching. …

Basic Skills Testing In Math 2008, Susie M. Lanier, Sharon Taylor, Donna B. Saye

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

Math 2008 is an Area F course for early childhood majors in the University System of Georgia. The course covers basic skills that pre-service teachers will most likely be teaching in their career. At Georgia Southern University, many students in the course do not possess or have forgotten these basic skills. In Fall 2009, a basic skills test was implemented for Math 2008. Students must earn a score of 90 or higher on the test in order to pass the course. The test not only serves to let students know their areas of weakness, but also informs the instructor’s teaching. …

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, …

Content Knowledge And Pedagogical Content Knowledge Of Algebra Teachers And Changes In Both Types Of Knowledge As A Result Of Professional Development, Joy W. Black

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

In seeking to improve the mathematics education of all students, it is important to understand the connection between the content knowledge and pedagogical content knowledge of mathematics and how professionals can influence growth in both of these types of knowledge. We do not have an answer about the interplay of content knowledge and pedagogical content knowledge in successful instructional practices in the mathematics classroom. This study involves assessing the content knowledge and pedagogical content knowledge of secondary teachers of Algebra I. In addition, how are these types of knowledge expressed in instructional practices? Last, how do content knowledge, pedagogical content …

Authentic Discovery Projects In Statistics, Dianna J. Spence, Robb Sinn

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

We report the activities and findings of a 3-year project, ―Authentic, Career-Specific, Discovery Learning Projects in Introductory Statistics,‖ funded by the National Science Foundation. The project scope includes: 1) development of teaching materials for using discovery learning projects to teach statistics; 2) training secondary teachers to use the materials developed; 3) evaluation of student outcomes, in both content knowledge and attitudes toward statistics; and 4) extending and refining teacher training. With input from an interdisciplinary team of instructors, materials were developed to assist the teacher in facilitating collaborative discovery projects using linear regression techniques and comparison techniques with appropriate t-tests. …

Introductory Texts, Georgia Association For Mathematics Teacher Educators

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Cover page

GAMTE Information

Table of Contents

Paper 1: Analysis Of Achievement For Understanding Geometry, Linda Nash, Annita Hunt, Denise Huddlestun, Kelli Nipper

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

The purpose of this study was to investigate the effectiveness of a mathematics professional development course. More specifically, in this study we examine whether geometric experiences have an impact on level of performance in mathematics. The van Hiele (Fuys, D., Geddes, D., & Tischler, R., 1988) model of geometric understanding provided a research framework from which to view geometric understanding. This model suggests five levels of understanding that should be taken into consideration when examining levels of geometric thinking: Visual, Descriptive/Analytic, Abstract/Relational, Formal Deduction/Proof, and Rigor.

The sample under study was three cohorts of practicing elementary teachers and mathematics coaches …

Paper 2: Content Knowledge And Pedagogical Content Knowledge Of Algebra Teachers And Changes In Both Types Of Knowledge As A Result Of Professional Development, Joy W. Black

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

In seeking to improve the mathematics education of all students, it is important to understand the connection between the content knowledge and pedagogical content knowledge of mathematics and how professionals can influence growth in both of these types of knowledge. We do not have an answer about the interplay of content knowledge and pedagogical content knowledge in successful instructional practices in the mathematics classroom. This study involves assessing the content knowledge and pedagogical content knowledge of secondary teachers of Algebra I. In addition, how are these types of knowledge expressed in instructional practices? Last, how do content knowledge, pedagogical content …

Paper 3: Authentic Discovery Projects In Statistics, Dianna Spence, Robb Sinn

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

We report the activities and findings of a 3-year project, ―Authentic, Career-Specific, Discovery Learning Projects in Introductory Statistics,‖ funded by the National Science Foundation. The project scope includes: 1) development of teaching materials for using discovery learning projects to teach statistics; 2) training secondary teachers to use the materials developed; 3) evaluation of student outcomes, in both content knowledge and attitudes toward statistics; and 4) extending and refining teacher training.

With input from an interdisciplinary team of instructors, materials were developed to assist the teacher in facilitating collaborative discovery projects using linear regression techniques and comparison techniques with appropriate t-tests. …

Proceedings Of The Third Annual Meeting Of The Georgia Association Of Mathematics Teacher Educators Front Matter

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

Contents of 3rd Annual GAMTE Proceedings Front Matter:

• Proceedings Committee
• Officers of GAMTE
• Purposes and Goals of GAMTE
• Table of Contents
• Letter from President

Analysis Of Achievement For Understanding Geometry, Annita W. Hunt

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

The purpose of this study was to investigate the effectiveness of a mathematics professional development course. More specifically, in this study we examine whether geometric experiences have an impact on level of performance in mathematics. The van Hiele (Fuys, D., Geddes, D., & Tischler, R., 1988) model of geometric understanding provided a research framework from which to view geometric understanding. This model suggests five levels of understanding that should be taken into consideration when examining levels of geometric thinking: Visual, Descriptive/Analytic, Abstract/Relational, Formal Deduction/Proof, and Rigor. The sample under study was three cohorts of practicing elementary teachers and mathematics coaches …

Using Poetry To Improve Fluency And Comprehension In Third-Grade Students, Karen E. Newsome

Georgia Educational Researcher

This study examined the effects of repeated choral reading of poetry on fluency and comprehension of third-grade students (N = 76) in the southeastern United States. Student attitudes toward poetry were also measured. Students served in regular, remedial, and special education were taught reading using the school’s basal series for four weeks. Choral repeated reading of poetry was then added to the curriculum. The DIBELS ORF test, STAR reading assessment, and an attitude survey were used to assess student performance. Statistically significant gains were made during the poetry intervention in fluency (M = 18.78, p < .01) and comprehension (M = 0.33, p < .05). Slight improvements in students’ attitudes toward poetry were also observed.

Virtual Vs. Concrete Manipulatives In Mathematics Teacher Education: A Call For Research, Annita W. Hunt

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

Are virtual manipulatives as effective as concrete (hands-on) manipulatives to build conceptual understanding of number concepts and relationships in pre-service middle grades teachers? In the past, the use of concrete manipulatives in mathematics courses for Clayton State University’s preservice middle grades teachers has proven to be a very effective way to build conceptual understanding of a variety of mathematical topics. This paper presents an argument for the need for research into the usefulness of virtual manipulatives for enhancing mathematics teacher education and their potential to supplement (or replace?) concrete manipulatives.

Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan

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

Current work in mathematics education suggests that the learning experiences in which teachers engage during undergraduate study influences their knowledge of and beliefs about mathematics and the ways in which they will teach (Allen, et. al., 2008; CBMS, 2001; Hill, Rowan, & Ball, 2005; National Research Council, 2001). However, very little is known about pre-service teachers’ learning experiences and how those experiences influence their thinking about mathematics teaching and learning. The classroom excerpt described here attempts to illuminate how pre-service, elementary teachers’ active engagement in the learning of geometry and measurement influences their mathematical power: a positive disposition toward mathematics, …

Proceedings Of The Second Annual Meeting Of The Georgia Association Of Mathematics Teacher Educators Front Matter

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

Contents of 2nd Annual GAMTE Proceedings Front Matter:

• Proceedings Committee
• Officers of GAMTE
• Purposes and Goals of GAMTE
• Table of Contents
• Letter from President

Introductory Texts, Georgia Association Of Mathematics Teacher Educators

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Cover page

GAMTE Information

Letter from the President

Table of Contents

Paper 2: Virtual Vs. Concrete Manipulatives In Mathematics Teacher Education: A Call For Research, Annita W. Hunt

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Are virtual manipulatives as effective as concrete (hands-on) manipulatives to build conceptual understanding of number concepts and relationships in pre-service middle grades teachers? In the past, the use of concrete manipulatives in mathematics courses for Clayton State University’s preservice middle grades teachers has proven to be a very effective way to build conceptual understanding of a variety of mathematical topics. This paper presents an argument for the need for research into the usefulness of virtual manipulatives for enhancing mathematics teacher education and their potential to supplement (or replace?) concrete manipulatives.

Paper 1: Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson, Carla R. Bidwell, Ginny C. Powell, Mary M. Thurman

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

This session will report the findings of a study that explored the beginning transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice, and how these transformations are compatible (or not) with reform mathematics education as suggested by the National Council of Teachers of Mathematics (NCTM), and in turn, the new Georgia Performance Standards (GPS). The study employed Freirian participatory research methodology; in fact, the participants were not only co- researchers, but also co-authors of the …