Download or read book Determining the Impact of a Correlated Science and Mathematics Professional Development Model on Teacher Leadership written by Ruby A. Hernandez and published by . This book was released on 2020 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mathematics and science national standards advocate for educational reform by implementing research-based strategies and acknowledges the teacher's critical role in implementing effective instruction. Teachers who understand how to relate mathematics and science grade-level content in a meaningful way may often feel empowered and advocate for mathematics and science integration on their campus. The Mix It Up professional development program utilized the Correlated Science and Math professional development model to better enable science and mathematics integration by classroom teachers. My study aimed to determine the impact of the Mix It Up professional development program on teacher leadership growth (n=23). I investigated their teacher leadership using a mixed-methods approach to understand if and how teacher leadership growth occurred. I utilized the National Council of Supervisors of Mathematics' PRIME Leadership Framework to identify Stage 3 leaders, the highest level of leadership, for my case study. I selected four cases (n=4) for my multiple case study to gather enriched details on how teachers progressed into Stage 3 teacher leadership. Overall, I found my participants (n=23) reported possessing teacher leadership characteristics. Ninety-one percent reported taking on leadership roles outside their classrooms. Four cases in my multiple case study attributed their leadership growth to their participation in the Mix It Up program. Participants reported that they not only implemented and impacted their own students, but advocated for science and mathematics integration and the use of general best practices at the district and state level.

Download or read book Awakening the Sleeping Giant written by Marilyn Katzenmeyer and published by Corwin Press. This book was released on 2009-07-06 with total page 481 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book discusses the challenges that teacher leaders face, such as deciding to accept a leadership role, building principal–teacher leader relationships, and working with peers.

Download or read book Designing Professional Development for Teachers of Science and Mathematics written by Susan Loucks-Horsley and published by Corwin Press. This book was released on 2009-11-24 with total page 425 pages. Available in PDF, EPUB and Kindle. Book excerpt: The classic guide for designing robust science and mathematics professional development programs! This expanded edition of one of the most widely cited resources in the field of professional development for mathematics and science educators demonstrates how to design professional development experiences for teachers that lead to improved student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects recent research on PD design, underscores how beliefs and local factors can influence PD design, illustrates a wide range of PD strategies, and emphasizes the importance of: Continuous program monitoring Combining strategies to address diverse needs Building cultures that sustain learning

Download or read book Designing Professional Development for Teachers of Science and Mathematics written by Susan Loucks-Horsley and published by Corwin Press. This book was released on 2003-02-14 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: This New Edition collects and brings together in one place what has been learned from professional developers efforts across the country in order to make the framework, principles, and strategies of the first edition come to life. This edition deepens our understanding of professional development through further research and new resources. The original purpose of this book to put a competent and caring teacher in every classroom has yet to be fulfilled and is more urgent now than ever. The authors provide one-stop shopping for busy practitioners that incorporates the most up-to-date research gleaned from the broadest possible research base as well as robust and rich descriptions of effective professional development programmes. It incorporates the growing knowledge base about learning, teaching, the nature of science and mathematics, professional development, and change. The authors scanned the field of professional development in mathematics and science over the last five years, noting what has changed and what has not, dissected the original framework, updated examples, incorporate what authors have learned as well as advances in the field. This essential primer offers a framework that considers key inputs and combines strategies uniquely tailored to their environment and goals; summarizes key knowledge and best practices; provides guidance on assessing one′s context; describes strategies that go beyond most common workshops and institutes; provides real-life examples of how elements of the framework were used to create professional development initiatives; offers references and resources for further exploration and inquiry. Highlights of the Second Edition include: - New design framework that incorporates standards, student learning data, and evaluation techniques - More guidance for assessing context using data - More strategies for professional development, including lesson study, aligning and selecting curriculum, and demonstration lessons. - Stronger real-life examples, including new uses of technology and data-driven designs An essential resource for educators who design, conduct, and support professional development for teachers of mathematics and science, including staff developers, principals, teacher leaders, curriculum supervisors, and leadership teams. College and university faculty in education, science, and mathematics will also find this to be a useful compendium of ideas for improving mathematics and science education.

Download or read book Evaluation of the Correlated Science and Mathematics Professional Development Model 2009 2010 Cohort written by Rebecca Morlier and published by . This book was released on 2012 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this paper is to evaluate the effectiveness of the 2009-2010 iteration of the Correlated Science and Mathematics (CSM) professional development program which provides teachers and principals experience with integrated and effective science and mathematics teaching strategies and content. Archival CSM data was analyzed via mixed methods. Following the five-level evaluation model of Guskey (2000), the 2009-2010 CSM program was effective. Teacher participants enjoyed CSM and gained content knowledge and pedagogical skills; teachers demonstrated increased use of effective teaching practices championed by CSM, and as measured by pretests and posttests, demonstrated significant gains in physics and mathematics. Although principals participated, the strong efforts to garner organizational support were only minimally effective. As measured by pretests and posttests, students of participant teachers demonstrated significantly greater achievement in mathematics than students of control teachers; no correlation can be made regarding student achievement in science.

Download or read book The Effects of Teacher Professional Development on Gains in Student Achievement written by Rolf K. Blank and published by . This book was released on 2009 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Council of Chief State School Officers (CCSSO) was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics. The meta analysis results show important cross-study evidence that teacher professional development in mathematics does have significant positive effects on student achievement. The analysis results also confirm the positive relationship to student outcomes of key characteristics of design of professional development programs. The following are appended: (1) Meta Analysis Coding Form Excerpt: Scaffolded Guide for Determining Inclusion of a Document; (2) Effects of Professional Development on Student Achievement, by Study (N = 104); (3) Computation of Effect Sizes, Homogeneity Tests and Q Statistic Analysis; and (4) Correlation Table of Math Post-Only Professional Development Design Elements. (Contains 6 tables and 3 figures.).

Download or read book Evaluation of Teacher Professional Development Mix it Up written by Lisa Anna Gloyna and published by . This book was released on 2008 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Correlated Science And Mathematics A New Model Of Professional Development For Teachers written by Sandra T. Browning and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Caught in the Act written by Cyril Julie and published by AFRICAN SUN MeDIA. This book was released on 2019-12-11 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research reported in Caught in the Act draws together the insights gained from a continuous professional development initiative for high school mathematics teachers, teaching in low socio-economic status and socially challenged environments in South Africa. The chapters show the possibilities for enhancing achievement in school mathematics if a strength-based approach is adopted to develop teaching with teachers and when their concerns are taken seriously. The book demonstrates that the ecological relevance – fitness for the context in which teachers are teaching – of the “goods” developed and distributed by initiatives should be a major consideration to offer hope for sustainable implementation to improve school mathematics education. The book is of interest to mathematics teachers, school leaders, mathematics curriculum advisors, policy makers and researchers.

Download or read book STEM Project Based Learning written by Robert M. Capraro and published by Springer Science & Business Media. This book was released on 2013-04-20 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: This second edition of Project-Based Learning (PBL) presents an original approach to Science, Technology, Engineering and Mathematics (STEM) centric PBL. We define PBL as an “ill-defined task with a well-defined outcome,” which is consistent with our engineering design philosophy and the accountability highlighted in a standards-based environment. This model emphasizes a backward design that is initiated by well-defined outcomes, tied to local, state, or national standard that provide teachers with a framework guiding students’ design, solving, or completion of ill-defined tasks. This book was designed for middle and secondary teachers who want to improve engagement and provide contextualized learning for their students. However, the nature and scope of the content covered in the 14 chapters are appropriate for preservice teachers as well as for advanced graduate method courses. New to this edition is revised and expanded coverage of STEM PBL, including implementing STEM PBL with English Language Learners and the use of technology in PBL. The book also includes many new teacher-friendly forms, such as advanced organizers, team contracts for STEM PBL, and rubrics for assessing PBL in a larger format.

Download or read book Practice based Professional Development for Teachers of Mathematics written by Margaret Schwan Smith and published by . This book was released on 2001 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a new perspective on how to design, conduct and evaluate professional education experiences for teachers. It explores a specific type of professional development opportunity that connects the ongoing professional development of teachers with the actual work of teaching and presents snapshots of practise-based professional development, offers ideas for designing high-quality professional development experiences and explains how to assess the effectiveness of professional development.

Download or read book Exploring Science and Mathematics Teachers Fidelity of Implementation of Project Lead The Way Curriculum written by Mary Nyaema and published by . This book was released on 2016 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study aimed at gaining a better understanding of how the intended Project Lead the Way (PLTW) curriculum differs from the enacted curricula and what factors impact this. This understanding is important to make the professional development program more meaningful to the immediate needs of the teacher in the classroom. Identifying the factors that contribute to any emerging differences between the curricula helped fill the gap in research on teacher knowledge and beliefs about the use of science and mathematics content in the PLTW classroom. PLTW is an innovative hands-on pre-engineering curriculum designed for K-12 students based on project-based and problem-based learning. It tries to combine math and science principles to present engineering concepts to students in a way that tries to keep up with the rapid changes associated with technology in their everyday world. Multiple case sampling was used to select four teachers based on their years of teaching experience as well as background in science and math. They were interviewed about their knowledge and beliefs about project and problem-based learning. In addition, non-participant observations and teacher beliefs questionnaires were used to triangulate the data for more credible results. A fidelity of implementation rubric was also used to determine how well the teachers were implementing the curriculum. Findings of the study show that there were differences in the way teachers chose to enact the curriculum that were heavily influenced by the curriculum materials, the professional development training and their own personal beliefs about how the curriculum should be enacted. A conceptual model is developed that aims at improving the professional development experiences for the teachers that considers their beliefs.

Download or read book Hidden Dimensions in the Professional Development of Mathematics Teachers written by Bettina Roesken and published by Brill / Sense. This book was released on 2011 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hidden Dimensions in the Professional Development of Mathematics Teachers presents the field of mathematics teacher professional development both from a theoretical and an empirical perspective. In particular, the initiative Mathematics Done Differently that has been run in Germany is presented, in whose context the data of the empirical study was gathered. The empirical findings led to postulating a model describing teachers' individual growth pathways and to providing implications for constructing practices that are based on what teachers really need.

Download or read book Mathematics Teachers in Transition written by Elizabeth Fennema and published by Routledge. This book was released on 1997 with total page 454 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents: * theoretical perspectives for studying, analyzing, and understanding teacher change; * descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and * descriptions of professional development programs that resulted in teacher change. One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.

Download or read book Investigating the Effects of Sustained Professional Development on Campus and District Mathematics Programs written by Richard Parr and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The heightened demands on school administrators today require them to work collaboratively with teacher leaders on their campuses. The Rice University Mathematics Leadership Institute (RUMLI) was an attempt to develop the capacity of teacher leaders to help advance systemic changes in their schools and districts. The primary purpose of RUMLI was to address an inability to meet a large, persistent, and growing demand for guidance in mathematics on many high school campuses. The purpose of this study was to identify the short- and long-term effects of RUMLI on the lead teachers who participated in the program and on their schools and school districts. The study was conducted using archival data collected throughout the program and through surveys and interviews conducted five years after the conclusion of the program. Archival data collected during the program included demographic information about lead teachers and results of a survey conducted immediately after the conclusion of the program. Survey data collected as part of this study were compared quantitatively and qualitatively to survey data collected in the past to see what changes in attitudes or perceptions of lead teachers may have occurred. In addition, interviews were conducted with selected RUMLI lead teachers, with building principals of the lead teachers’ current schools, and with district mathematics administrators. Interview data were analyzed qualitatively to determine themes that emerged, and results were compared with archival interview and survey data. Some of the most prevalent themes that emerged from the data included the prominence of the development of lead teachers’ content and pedagogical knowledge, the increased confidence and professionalism of lead teachers, the importance of communities and networking among lead teachers, the varied roles of lead teachers in their schools and districts, and the positive and negative effects of school administrators on the work of lead teachers. The results of this study will inform researchers interested in the long-term impacts of extended programs designed to develop teacher leaders as well as administrators and teacher leaders as they attempt to negotiate their roles in campus leadership.

Download or read book Teacher Leadership That Strengthens Professional Practice written by Charlotte Danielson and published by ASCD. This book was released on 2006-02-15 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every school relies on teachers who informally and voluntarily lead various efforts in the school. These teachers may not be appointed leaders or paid leaders, but they are committed leaders: they see a need and they respond to it. What do these teacher leaders do that is different from the work of excellent teachers who are not teacher leaders? If we can articulate those skills, says Charlotte Danielson, then we can take steps to enable more teachers to develop those skills and be better equipped to tackle special projects. Teacher Leadership That Strengthens Professional Practice is designed to be a resource not only for prospective teacher leaders but also for administrators who want to better support the development of outstanding teacher leaders. Teachers seeking to expand their leadership capacity will learn how to * recognize an opportunity and take initiative, * mobilize colleagues around a common purpose, * marshal resources and take action, * monitor and adjust the initiative, * sustain the commitments of others, and * contribute to the learning organization. Administrators will find advice on how to cultivate, promote, honor, and empower teacher leaders--and how to work with them to successfully present innovations to the school community. In short, this book gives individuals and schools a practical framework for tapping teachers' leadership potential and marshaling their efforts to better educate students and create a stronger learning community. As Danielson convincingly shows, genuine teacher leadership is a powerful force for constructive change.

Download or read book Focusing on Mathematical Knowledge written by Michael S. Garet and published by . This book was released on 2016 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report examines the impact of content-intensive Professional Development (PD) on teachers' math content knowledge, their instructional practice, and their students' achievement. The study's PD had three components, totaling 93 hours. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that focused on deepening teachers' knowledge of grades K-8 mathematics. Two additional PD components totaling 13 hours were delivered during the 2013-14 school year: the "Mathematics Learning Community," a series of five 2-hour collaborative meetings focused on analyzing student work; and "Video Feedback Cycles," a series of three one-on-one coaching sessions where teachers' lessons were observed and critiqued. The purpose of these two components was to reinforce the math content in Intel Math and help teachers apply the content to improve their instruction. Grade 4 teachers from 94 schools in six districts and five states participated in the study and were randomly assigned within schools to either a treatment group that received the study PD or a control group that did not receive the study PD. The key findings on the impact of the study PD on teacher knowledge, practice, and student achievement include: (1) The PD had a positive impact on teacher knowledge; (2) The PD had a positive impact on some aspects of instructional practice, particularly "Richness of Mathematics"; and (3) Despite the PD's generally positive impact on teacher outcomes, the PD did not have a positive impact on student achievement. The study then addressed these research questions: (1) Was the study PD implemented with fidelity; (2) What were the features of the PD as implemented; (3) To what extent did teachers participate in the PD; and (4) What was the impact on teachers' content knowledge, teachers' classroom practices, and student achievement, of offering content-focused PD relative to business-as-usual PD? The results show that the study PD did change some aspects of teachers' knowledge and classroom practice, but not in a way that led to improved student achievement. This may be partially explained by the finding that the math content knowledge and dimensions of instructional practice targeted by the study PD were generally not correlated with student math achievement. The one exception was "Errors and Imprecision," on which the study PD did not have a statistically significantly impact. Thus, future research might focus on identifying PD that will improve this aspect of practice. Future research might also seek to identify other aspects of knowledge and practice to target with PD that are more strongly related to improved student achievement. Appended are: (1) Samples, Measures, and Analyses; (2) Supplemental Information about the Study PD; (3) Supplemental Information Regarding the Comparison of Treatment and Control Teachers' Math PD During the Year of the Study (Service Contrast); (4) Supporting Exhibits for Impact Analyses; and (5) Supporting Exhibits for Correlational Analyses. [To access "Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. Executive Summary. NCEE 2016-4009" in ERIC, see ED569155. To view "Focusing on Teachers' Mathematical Knowledge: The Impact of Content-Intensive Professional Development. Study Snapshot. NCEE 2016-4011" in ERIC, see ED569156.].