Download or read book Middle School Math Teachers Perceptions of the Impact of Professional Development on Their Knowledge Skills and Dispositions to Meet the Needs of At risk Students written by Muditha Warnasuriya and published by . This book was released on 2014 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Professional Development and the Mathematics Educator written by M. Warnasuriya Ed.D and published by Xlibris Corporation. This book was released on 2018-09-21 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book introduces the many benefits of mathematics professional development for middle school teachers. It explores key features of effective professional development, research-based models, that can be used to design professional development and an analysis of professional development in the context of adult-learning theories. The importance of professional learning communities as an avenue for educators to grow in their knowledge and skills is also discussed. A qualitative research study that elucidates the many benefits of mathematics professional development on teachers’ knowledge, skills, and dispositions to teach middle school students is explored. The results of the study and its implications to teaching practice are discussed.
Download or read book Teaching Mathematics in the Middle School Classroom written by M. Warnasuriya and published by Xlibris Corporation. This book was released on 2018-08-27 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses research-based strategies that middle school mathematics teachers can incorporate into their classroom instruction to help students succeed. Some of these strategies are encouraging exploration and investigation using students’ prior knowledge and using multiple representations to illustrate mathematical ideas, making learning relevant to real-life, cross-curricular integration, integrating culture into mathematics teaching and learning, encouraging oral and written discourse, and incorporating technology, cooperative learning, and peer tutoring. The book also introduces key aspects in successful mathematics teaching such as instructional planning, standards, assessments, student strengths, classroom management, professional development, administrative practices, and parent and community support. Implementing the strategies described in this book will allow teachers to create effective mathematics lessons that would result in engaging classroom environments and maximized student achievement outcomes.
Download or read book Middle Schoolteachers Perceptions of the Effectiveness and Relevance of Mandated Professional Development written by Jacqueline M. Wick and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators across the U.S. participate in professional development (PD) to improve their teaching competencies. Numerous legislatures have mandated PD to develop highly qualified teachers; however, literature on PD has shown that teachers feel PD does not meet their needs. With consideration for the diverse needs of teachers, in this study I sought to understand middle school teachers' perceptions in one public school district in Florida regarding the effectiveness and relevance of mandated PD during school improvement time. Using an explanatory sequential mixed methods design, I collected data through an electronic questionnaire (n =21) and interviews (n = 7) to answer the question: What are middle school teachers' perceptions of the effectiveness and relevance of district-mandated PD? The questionnaire results indicated teachers' felt PD is effective when it focuses on content, is collaborative, and is coherent. Furthermore, teachers described PD that was applicable to the classroom and aligned to the needs of their school and students was relevant. I used interviews to explain these results further and found that content focus was lacking due to an emphasis on PD related to testing. Additionally, teachers explained that collaboration with teachers both in and outside of the content area they teach is effective. In contrast, the confusion teachers had regarding the planning of topics and PD led to them longing for coherence. After triangulating the data, I found teachers explained application as the ability to immediately use the training or resource without having to adapt it themselves. Furthermore, teachers elaborated that when PD is led by someone who has been in the classroom, understands their school, or teaches the same subject as them, they find it relevant. Teachers also shared that PD was focused on testing when it should be focused on topics related to content or student behaviors that have resulted from COVID-19. Findings from this study will benefit future educators and district personnel as they prepare for upcoming PD opportunities to address the needs of teachers within their district.
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of a Teaching and Learning Action Plan for the Development and Implementation of Problem Solving Strategies in Middle School Mathematics written by Jessica E. Shambaugh and published by . This book was released on 2018 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Declining standardized test scores due to the increased rigor of curricular standards is a problem for many school districts in the United States. To combat this issue, administrative teams develop plans to better meet the needs of teachers and students. The purpose of this case study is to identify teachers' perceptions of an action plan that addressed declining test scores through the development and implementation of problem-solving strategies in the classroom. The researcher interviewed six middle school teachers and two school administrators regarding their experiences and perceptions working with the math action plan. Open-ended interviews with all 8 participants informed answers to the following research questions: 1) How do middle school math teachers in a residential school perceive the impact of an action plan on their development and implementation of effective teaching strategies for problem-solving in a mathematics classroom? 2) What evidence is there that the action plan influenced teachers' instructional strategies related to teaching problem-solving in the mathematics classroom? 3) What supports, and constraints do teachers identify that benefit or impede their ability to implement components of the action plan? In addition to open-ended interviews, the researcher also analyzed the action plan, teacher lesson plans, and previously analyzed student achievement data. Based on the participants' shared experiences and the researcher's analysis, four themes emerged: shift in curriculum and instructional strategies, time as a negative and positive factor, the effectiveness of professional development, and collaboration. Teachers expressed a strong focus on professional development and the need to increase reading and writing in the math classroom. The researcher determined multiple recommendations to improve instruction through the findings of this study.
Download or read book Teachers Perceptions of Instruction Rigor and High Achievers written by Diane R. Best and published by . This book was released on 2016 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was: (a) to determine the impact of the introduction of the PA Core Standards in mathematics on advanced middle school students and identify the impact of adaptable and rigorous instructional practices currently utilized in schools on high achieving students in mathematics and (b) to determine teachers' perceptions of how a framework, such as Multi-Tiered Systems of Support (MTSS), impacts the instructional practices utilized to meet the needs of advanced learners to increase student achievement. This study examined the instructional practices and frameworks used by middle school mathematics teachers to advance the learning of high achievers. Additionally, this research identified the need for a systematic framework to identify and accommodate the advanced learner's individual student needs. Looking at instructional practices and components of the Multi-Tiered Systems of Support/Response to Intervention/Response to Instruction and Intervention (MTSS/RtI/RtII) as self-reported by teachers and comparing the average growth index (AGI) in the Pennsylvania Value-Added Assessment System (PVAAS) for advanced students provided evidence of instructional practice effectiveness. Qualitative data was collected through an online survey and allowed the researcher to study the connection of instructional practices within a systematic framework. The researcher determined the types of instructional practices implemented in the middle school mathematics classes as related to the Depth of Knowledge level that advanced students needed to grow academically. The researcher also identified teacher perceptions of important aspects of the mathematics classroom and collected evidence to support instructional practices and organizational structure of the school.
Download or read book Helping Children Learn Mathematics written by National Research Council and published by National Academies Press. This book was released on 2002-07-31 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Download or read book Building Capacity for Teaching Engineering in K 12 Education written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2020-04-13 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States.
Download or read book Perceptions of Professional Development by Middle School Teachers written by Patricia D. Reidell and published by . This book was released on 2011 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study examined middle school teachers' perceptions about district selected professional development topics and methods of delivery to gain understanding of the impact of professional development upon classroom instructional practices. Data gathered through a researcher designed online survey indicated teachers perceived district in-service was based on best practices from research regarding recent topics and most methods of presentation. As teachers in the suburban school discussed the impact of professional development upon their instructional practices during in-depth interviews, they described elements of job-embedded professional development and indicated they preferred more follow-through and feedback by a mentor or coach. Research findings showed that even with the utilization of team approaches in the middle school setting, teachers in the study seek still more collaboration with mentors and peers. This study followed the National Staff Development Council (2010) definition of professional development as a cycle of establishing learning goals and providing activities in school based programs. Professional learning was defined as teachers' accumulated knowledge which begins with teacher reflection on professional experiences and is shared with others through inquiry and discussion. Teacher responses indicated that district professional development contained elements of adult learning. Teachers in the study revealed the practice of critical reflection about their instructional practices and exhibited motivation to engage in continuing professional learning.
Download or read book Bringing Math Students Into the Formative Assessment Equation written by Susan Janssen Creighton and published by Corwin Press. This book was released on 2015-01-21 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Make formative assessment work for you—and your math students! Finally, formative assessment that adds up! Bringing Math Students Into the Formative Assessment Equation is the ultimate resource for helping teachers implement formative assessment in the middle school mathematics classroom. And it’s much more than that. With this research-based, teacher-tested guide, you won’t just learn effective teaching strategies—you’ll turn your students into self-regulated learners. They’ll monitor and assess their own progress—and communicate to you about it! Features include: A clear and manageable six-aspect instructional model Detailed strategies for helping students own their successes Real-life examples from middle school mathematics teachers Useful resources and a companion website to help you implement formative assessment in your classroom Formative assessment isn’t just for teachers anymore. With the help of this essential resource, you’ll work together with your students toward a common goal of math success. "This book is outstanding. I would recommend it to any math educator. The depth of research integrated into practice is extensive and, as a result, it is the most practical book I have come across related to formative assessment and mathematics The self-regulation aspects, as well as the ownership and involvement emphasized in the book, went beyond the traditional cognitive strategies endorsed in most books." Marc Simmons, Principal Ilwaco Middle School, Ocean Beach School District, Long Beach, WA "The ideas in this book are brought to life with examples of teachers and students in the classroom. The teacher voices, comments, and quotes lend credibility and are a big component of the book’s strengths as well as the visuals and graphics." Rita Tellez, Math Coordinator Ysleta Independent School District, El Paso, TX
Download or read book Middle School Classroom Teacher Perceptions of the Impact of Formative Assessments on the Needs of At risk Students written by Gaye Walk and published by . This book was released on 2018 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to explore the perceptions of middle school classroom teachers regarding the impact of formative assessments on the needs of at-risk students. A phenomenological approach was used to gain understanding of how the teacher works with at-risk students and how the steps of formative assessments meets the needs of at-risk students. The theory framing this study was Albert Bandura’s (1977) social cognitive theory and the self-efficacy belief system. Data collection took place with 12 middle school teachers and included a questionnaire, individual interviews, and a focus group. The study was guided by three research questions. First, how do middle school teachers perceive the steps of formative assessment? Second, what are the middle school teacher’s perceptions of the formative assessment theory and its practices? Third, how do middle school teachers perceive the impact of formative assessment on the needs of the at-risk student? Data analysis methods followed Moustakas’ (1994) model of transcendental phenomenology. Trustworthiness was verified through triangulation of data, member checking, and peer checking. Each participant’s identity was kept confidential using pseudonyms and by keeping the location of the study confidential to protect their privacy.
Download or read book The Edcamp Model written by Kristen Swanson and published by Corwin Press. This book was released on 2014-08-04 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exciting professional development that works! Discover Edcamp, a model of professional development that’s never one- size-fits-all—and always productive. In Edcamp, “unconference” participants create the agenda and lead the sessions, drawing on their individual expertise, and engage in active collaboration for real results. Afterward, technology keeps the conversation going, building a connected learning environment that lasts. Here you’ll find the tools to run an Edcamp in your school, district, or region and start connecting, including: An overview of the Edcamp model Evidence showing its effectiveness Practical strategies to use right away A dedicated series website
Download or read book Middle School Mathematics Professional Development Impact Study written by Michael S. Garet and published by . This book was released on 2010 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement in mathematics has been a focal concern in the United States for many years. The National Research Council's 2001 report and the recent report of the National Mathematics Advisory Panel (2008) both called attention to student achievement in mathematics, and both called for all students to learn algebra by the end of eighth grade. Reports have argued, further, that achieving this goal requires that students first successfully learn several topics in rational numbers--fractions, decimals, ratio, rate, proportion, and percent. These topics are typically covered in grades 4 through 7, yet many students continue to struggle with them beyond the seventh grade. The National Mathematics Advisory Panel wrote that--difficulty with fractions (including decimals and percent) is pervasive and is a major obstacle to further progress in mathematics, including algebra. The panel also specified that by the end of seventh grade, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality. The U.S. Department of Education's National Center for Educational Evaluation and Regional Assistance (NCEE)--within the Institute of Education Sciences--initiated the Middle School Mathematics Professional Development Impact Study to test the impact of a professional development (PD) program for teachers that was designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics and has three central research questions: (1) What impact did the PD program provided in this study have on teacher knowledge of rational number topics? (2) What impact did the PD program provided in this study have on teacher instructional practices? and (3) What impact did the PD program provided in this study have on student achievement in rational number topics? The study produced the following results: (1) The study's PD program was implemented as intended; (2) The PD program did not produce a statistically significant impact on teacher knowledge of rational numbers (effect size = 0.19, p-value = 0.15); (3) The PD program had a statistically significant impact on the frequency with which teachers engaged in activities that elicited student thinking, one of the three measures of instructional practice used in the study (effect size = 0.48); and (4) The PD program did not produce a statistically significant impact on student achievement (effect size = 0.04, p-value = 0.37). This report presents the study's findings after 1 year of implementing the PD in the treatment schools. A subsequent report will present findings after 2 years of implementing the PD. Chapter 1 presents an overview of the study. Chapter 2 describes the study design and its realization, including a description of the sample and tests of baseline equivalence of the treatment and control groups on observed characteristics. Chapter 3 describes the design and implementation of the PD program and the extent of service contrast between the treatment and control groups. Chapter 4 addresses the impact of the PD program on teacher knowledge, instructional practice, and student mathematics achievement. Chapter 5 provides several nonexperimental analyses that explore additional questions related to the impact findings. Appended are: (1) Data Collection; (2) Details of the Study Samples and Analytic Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 9 exhibits, 9 figures, and 90 tables.).
Download or read book Middle School Teachers Perceptions of Student Self efficacy written by Courtney M. Amersbach and published by . This book was released on 2016 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to investigate middle school mathematics teachers' perceptions of student self-efficacy and its influence on their instructional practices. Fifteen districts from the southeast and south central regions of Pennsylvania agreed to take part in the study. The researcher contacted seventh and eighth grade mathematics teachers from these districts requesting volunteers to complete a self-administered SurveyMonkey questionnaire. Fifty-seven teachers responded to the questionnaire with five of these teachers also participating in the phone interviews. The survey instruments explored the following areas of the construct from the teachers' perspective: 1) examples of student self-efficacy observed in the classroom, 2) the impact of self-efficacy on students' motivation to learn, 3) the selection of instructional practices informed by one's understandings of student self-efficacy, and 4) professional development dedicated to student self-efficacy. Teachers in this study observed student behaviors consistent with prior research. Students demonstrating low self-efficacy gave up easily when they did not experience success while individuals with positive efficacious beliefs showed perseverance in solving challenging tasks. Although the majority of respondents believed that teachers had a role in building students' perceptions of capability, nearly half of these teachers reported little to no formal training on the construct. Teachers emphasized the importance of scaffolding material in an effort to promote mastery experiences, yet perceived students to favor a performance orientation. The assertion disputed earlier studies claiming that teachers guided their students to achievement goals through their selection of instructional practices. Conflicting testimony surfaced as respondents also cited examples of teaching strategies reflecting a performance approach. The study recommends further analysis, including classroom observations and students' perspectives, to resolve some of the disparities that emerged.
Download or read book The Relationship Between Mathematics Teachers Perceptions of Student Motivation and Their Use of Instructional Strategies for At Risk Math Students written by Kayla Morris Couch and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student motivation in mathematics education can be affected by many variables, especially for at-risk students. Existing information is limited regarding teacher perceptions of their own pedagogy, instructional strategies, and at-risk student motivation in the area of mathematics for middle school and high school students. The purpose of this study was to analyze middle school and high school mathematics teachers' perceptions of their own pedagogy, instructional strategies, and at-risk students' motivation in mathematics. Deci and Ryan's self-determination theory was the theoretical framework used to guide the current study, which focuses on psychological and instinctive needs of individuals. An explanatory, sequential mixed method design was used to examine data from two separate quantitative surveys and qualitative data gathered from eight one-on-one interviews. Using SPSS analytical computer software, descriptive statistics were obtained. Qualitative data were coded manually by the researcher using in-vivo coding and then again using axial coding. Some of the key findings of the study included participants perceived at-risk students were more motivated in mathematics when the curriculum made connections to students' everyday lives and perceived teacher relationships with students had the greatest impact on student motivation. The results of this study may encourage mathematics teachers to develop relationships with their at-risk students and choose instructional strategies, which may promote at-risk student motivation in mathematics.
