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Journal of Mathematics and Science: Collaborative Explorations

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Articles 181 - 210 of 422

Full-Text Articles in Teacher Education and Professional Development

Leadership Progress In Stafford County Schools, V. Inge Jan 2005

Leadership Progress In Stafford County Schools, V. Inge

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Active Facilitation: What Do Specialists Need To Know And How Might They Learn It?, D. Schifter, J. B. Lester Jan 2005

Active Facilitation: What Do Specialists Need To Know And How Might They Learn It?, D. Schifter, J. B. Lester

Journal of Mathematics and Science: Collaborative Explorations

Sustained, innovative professional development is now widely acknowledged as essential to the improvement of mathematics instruction in the nation’s schools. In recent years, this recognition has prompted the production of a variety of materials designed to support new teacher development programs. However, with the availability of such materials, serious concerns arise as to the kinds of knowledge required of professional development providers, often teachers who have been assigned Mathematics Specialist roles, and the means by which this knowledge is to be acquired. The authors of this paper address such questions in the context of one professional development seminar, Developing Mathematical …

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Mathematics Specialists In Elementary Schools: "The Arlington Story", P. Robertson Jan 2005

Mathematics Specialists In Elementary Schools: "The Arlington Story", P. Robertson

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Title Page, Coordinating Editor's Remarks, Introductions To Each Part Jan 2005

Title Page, Coordinating Editor's Remarks, Introductions To Each Part

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Financial Support For Mathematics Specialists' Initiatives In Virginia, R. W. Farley, W. E. Haver, L D. Pitt Jan 2005

Financial Support For Mathematics Specialists' Initiatives In Virginia, R. W. Farley, W. E. Haver, L D. Pitt

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Contents Jan 2005

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Journal Of Mathematics And Science: Collaborative Explorations Jan 2005

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Mathematics Specialists In Alexandria City Public Schools, S. Birnie Jan 2005

Mathematics Specialists In Alexandria City Public Schools, S. Birnie

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Mathematics Teacher Specialists – Making A Difference For Student Learning, T. Rowan Jan 2005

Mathematics Teacher Specialists – Making A Difference For Student Learning, T. Rowan

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Hopewell, Virginia: How Do You "Hook" Elementary Teachers Into Enjoying And Seeing The Beauty Of Mathematics?, Y. Smith-Jones Jan 2005

Hopewell, Virginia: How Do You "Hook" Elementary Teachers Into Enjoying And Seeing The Beauty Of Mathematics?, Y. Smith-Jones

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Designing Professional Development Activities For Mathematics Specialists, V. Bastable, L. Menster Jan 2005

Designing Professional Development Activities For Mathematics Specialists, V. Bastable, L. Menster

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Aims & Scope Jan 2005

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Aims & Scope Jan 2004

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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An Advanced Mathematics Program For Middle School Teachers, D. Carothers Jan 2004

An Advanced Mathematics Program For Middle School Teachers, D. Carothers

Journal of Mathematics and Science: Collaborative Explorations

The Conference Board of the Mathematical Sciences (CBMS), National Council of Teachers of Mathematics, and other organizations recommend twenty-one credits of mathematics coursework for prospective middle school teachers, beginning with a foundation based on mathematics for the elementary school curriculum, and followed by advanced courses directly addressing middle school mathematics. Three simultaneous factors—the emergence of the Interdisciplinary Liberal Studies Program at James Madison University, the release of CBMS guidelines, and a statewide focus on a critical shortage of qualified middle school teachers—provided an immediate audience for new upper-division courses built around the guidelines in probability/statistics, algebra, geometry, and calculus/analysis. We …

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Contents Jan 2004

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Bridge To The Future – What The Past Can Tell Us, S. T. Thornton Jan 2004

Bridge To The Future – What The Past Can Tell Us, S. T. Thornton

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Investigations In Geometry— A Hands-On Course For Grades 6-8 Pre-Service Teachers, A. J. Ellington Jan 2004

Investigations In Geometry— A Hands-On Course For Grades 6-8 Pre-Service Teachers, A. J. Ellington

Journal of Mathematics and Science: Collaborative Explorations

This paper describes a geometry course at Virginia Commonwealth University for pre-scrvicc middle school teachers that features hands-on activities, group collaboration, and technology. Details of the topics and activities covered in this course are provided. Feedback from the first group of students to complete the course was gathered throughout the semester and student responses to the class format and topics are also discussed.

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What Does An Exemplary Middle School Mathematics Teacher Look Like? The Use Of A Professional Development Rubric, M. Mason, D. Johnson, J. Rozelle, A. Koziol, Y. Smith-Jones, R. Cofer, L. Quick, E. O'Brien, W. M. Geiger, K. Grass Jan 2004

What Does An Exemplary Middle School Mathematics Teacher Look Like? The Use Of A Professional Development Rubric, M. Mason, D. Johnson, J. Rozelle, A. Koziol, Y. Smith-Jones, R. Cofer, L. Quick, E. O'Brien, W. M. Geiger, K. Grass

Journal of Mathematics and Science: Collaborative Explorations

A School University Research Network (SURN) committee composed of current mathematics teachers, central office math supervisors, building administrators, mathematicians, and mathematics educators researched numerous sources regarding best practices in mathematics instruction. The resulting professional development rubric synthesizes their findings and can serve a professional development role by providing teachers and administrators with a tool to develop clarity and consensus on best mathematics instructional practices, and how these practices are implemented in the classroom. It is also being used as a tool for cooperating teachers in their supervision of student teachers and as a reflective method for self-evaluation.

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Virginia Commonwealth University B.S. In Science Degree Program, R. W. Farley Jan 2004

Virginia Commonwealth University B.S. In Science Degree Program, R. W. Farley

Journal of Mathematics and Science: Collaborative Explorations

The initiation of the Virginia Commonwealth University B.S. in Science program was reported in this journal Fall 1999 as a program designed to meet the academic content major of a teacher preparation program for elementary and middle school mathematics and science teachers [1]. This paper reports the current status of the interdisciplinary B.S. in Science degree program including program enrollment data and trends. Also described are refinements in the required curriculum, which include a newly developed geometry, a mathematical computing course, and an emerging teaching technology course featuring graphing calculators, CBLs, and computer software applications.

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A Case For Proof Making For Prospective Middle School Teachers, J. W. Whitenack, L. A. Lovin, L. Cavey Jan 2004

A Case For Proof Making For Prospective Middle School Teachers, J. W. Whitenack, L. A. Lovin, L. Cavey

Journal of Mathematics and Science: Collaborative Explorations

In this article, we discuss how we, as mathematics teacher educators, might help our prospective middle school teachers develop a disposition toward mathematics that involves making sound arguments and, more generally, making proofs about mathematical ideas. First, we illustrate what we mean by making sound mathematical proofs. We then use this definition to characterize what ninety-two prospective middle school teachers consider to be proof making, based on a survey that we administered in their first mathematics course. Following our findings, we discuss how we, as teacher educators, might realign our instruction to provide opportunities for prospective teachers to develop new …

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Transition To Teaching: An Alternative Certification Program Through Partnership Between A Public School District And A Public University, R. Q. Berry Iii Jan 2004

Transition To Teaching: An Alternative Certification Program Through Partnership Between A Public School District And A Public University, R. Q. Berry Iii

Journal of Mathematics and Science: Collaborative Explorations

The reauthorization of the Elementary and Secondary Education Act has had a significant impact on licenses for teachers working in school programs. The act refers to highly qualified teachers in both Title I and Title ll. This paper defines alternative certification programs. This paper then describes a partnership, funded by the US. Department of Education, between a school district and a university to establish an alternative licensure program to train highly qualified secondary mathematics teachers.The goal of this partnership is to provide an infrastructure that supports the recruitment. preparation, placement, induction, and retention of highly qualified teachers through a new …

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Hiroshi Haruki's Lemma With Mathematica, J. Boyd Jan 2004

Hiroshi Haruki's Lemma With Mathematica, J. Boyd

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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The Teacher Shortage: National Trends For Science And Mathematics Teachers, D. R. Sterling Jan 2004

The Teacher Shortage: National Trends For Science And Mathematics Teachers, D. R. Sterling

Journal of Mathematics and Science: Collaborative Explorations

The shortage of science and mathematics teachers is a growing problem in the United States. This article looks at what research says about the causes for the growing teacher shortage and its effects on student achievement. As the teacher shortage worsens, teachers without a science or mathematics backgrounds are tasked to teach science and mathematics or underqualified teachers are being hired to fill the shortage. These underqualified teachers are not remaining in the profession, thus not solving the teacher shortage problem and creating an even higher turnover rate for teachers. In addition, experienced teachers are leaving the profession in greater …

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Title Page, Editor's Note Jan 2004

Title Page, Editor's Note

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Journal Of Mathematics And Science: Collaborative Explorations Jan 2004

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Can Science Methods Really Be Taught On-Line?, W. M. Frazier Jan 2004

Can Science Methods Really Be Taught On-Line?, W. M. Frazier

Journal of Mathematics and Science: Collaborative Explorations

In this paper, the process in which both project-based curriculum strategies and Blackboard web-based technology were utilized to develop on-line methods courses to prepare science teachers is described. A discussion of the curriculum design process includes a rationale for using project-based instruction in methods courses, along with a rationale for using Blackboard, a web-based technology, as the environment for the course. The course‘s potential for creating highly qualified science teachers as defined by the No Child Left Behind legislation of 2001 and the National Science Teacher Association‘s Standards for Science Teacher Preparation will be explored [1].

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History Of A Problem Solving Course For Pre-Service K-8 Teachers, J. Fitzgerald Jan 2004

History Of A Problem Solving Course For Pre-Service K-8 Teachers, J. Fitzgerald

Journal of Mathematics and Science: Collaborative Explorations

James Madison University's mathematics course in problem solving for prospective K-8 teachers has gone through many changes since we introduced it as a course for prospective middle school teachers four years ago. This paper will discuss the original design of the course, the changes made and their reasons, and the current state of the course.

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First Steps Toward Change In Teacher Preparation For Elementary Science, C. Klevickis, R. Kolvoord, M. Handley, K. Giovanetti, D. Peterson, T. Daughtrey, S. Fairchild Jan 2004

First Steps Toward Change In Teacher Preparation For Elementary Science, C. Klevickis, R. Kolvoord, M. Handley, K. Giovanetti, D. Peterson, T. Daughtrey, S. Fairchild

Journal of Mathematics and Science: Collaborative Explorations

Unless introductory undergraduate science classes for prospective elementary teachers actively incorporate the philosophy of inquiry-based learning called for in K-l2 science education refom little will change in elementary science education. Thus, at James Madison University, we have developed a new integrated science core curriculum called Understanding our World [1]. This course sequence was not only designed to fulfill general education science requirements. but also to focus on content areas our students will need to know as teachers. The objectives of these courses are based on the National Science Education Standards and Virginia’s Science Standards of Learning, including earth and space …

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Hands-On Physical Science For In-Service Teachers, J. Mcdonnough, S. Mckelvey, A. Baski, D. Lewis Jan 2004

Hands-On Physical Science For In-Service Teachers, J. Mcdonnough, S. Mckelvey, A. Baski, D. Lewis

Journal of Mathematics and Science: Collaborative Explorations

The initiation of the Virginia Commonwealth University B.S. in Science program was reported in this journal Fall 1999 as a program designed to meet the academic content major of a teacher preparation program for elementary and middle school mathematics and science teachers [1]. This paper reports the current status of the interdisciplinary B.S. in Science degree program including program enrollment data and trends. Also described are refinements in the required curriculum, which include a newly developed geometry, a mathematical computing course, and an emerging teaching technology course featuring graphing calculators, CBLs, and computer software applications.

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Helping Provisionally Licensed Middle School Science Teachers, J. J. Matkins, D. R. Sterling, A. Kitsantas Jan 2004

Helping Provisionally Licensed Middle School Science Teachers, J. J. Matkins, D. R. Sterling, A. Kitsantas

Journal of Mathematics and Science: Collaborative Explorations

The New Science Teachers' Support Network is a National Science Foundation-funded project that provides a multifaceted support system to provisionally licensed middle and high school science teachers.The teachers in this project were all hired to teach science, and had science degrees, but had little or no education coursework or background. Research is being conducted on the effectiveness of the support system we employed for these teachers, particularly on the factors that characterize the practice of new teachers, and on factors that lead to teacher success and teacher retention. In this paper, we describe the design of the study and the …

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