eric.ed.gov har udgivet: This document is a first-person account by the mathematics coordinator at Temple University dealing with the segment of the TTT (Trainers of Teacher Trainers) project held at the Reynolds Elementary School. The stated purpose of this segment was to provide on-the-job experience in the area of elementary school mathematics. The basic program procedure is described as follows: TTT clinicians tried out contemporary teaching strategies and materials while working with fifth- and sixth-grade mathematics pupils; the classroom teachers also became involved in the planning and utilization of the mathematics laboratory; during the third year the mathematics laboratory moved to larger quarters, and the emphasis changed from assisting pupils to assisting teachers. The author defines the centralized mathematics laboratory which was used in this project as a room separate… Continue Reading →
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eric.ed.gov har udgivet: This study examined the International Education and Resource Network Science Technology and Math (iEARN-STM) online professional development course. The study used the constructivist framework as the conceptual model to examine the way in which the constructivist theory has shaped the design and implementation of the course, as reflected by the interactions of a cohort of participants in the course. The participants were 28 educators enrolled in the course, who were either teacher educators or teachers, working in different educational institutions in different countries throughout the world. The purpose of the study was to understand how the iEARN online professional development course supported teachers’ learning through effective discourse in an online environment and to identify the constructivist learning principles that were behind the success of the course. The… Continue Reading →
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eric.ed.gov har udgivet: This paper describes a simulation activity, which was coupled with Confluent/Gestalt meta-processing, that was designed to address the affective component of a mathematics procedures class for preservice teachers. The activity consisted of an explanation and demonstration for teacher educators. It is argued that a reconstruction of disposition towards mathematics is an essential component of effective professional education programs. In order for student teachers to acquire a positive disposition towards mathematical thinking, instructors must help these students to deconstruct their prior learning, which may have negatively impacted their attitudes toward mathematics, and to reconstruct a new understanding of mathematical processes. In the simulation which is presented, participants experience an intervention, characterized by Confluent/Gestalt meta-processing, that can be used with student teachers in a mathematics methods class. The intervention… Continue Reading →
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eric.ed.gov har udgivet: As the final stage of West Virginia’s rollout of the Next Generation Content Standards and Objectives (NxGen CSOs), the regional education service agencies (RESAs) conducted six train-the-trainer events in the spring of 2013 to prepare educators–mostly teachers–to provide professional development back in their home schools and districts. These events, called Educator Enhancement Academies (EEAs), lasted two or three days depending on which RESA conducted them, and targeted teachers in grade levels that had not yet received professional development in the NxGen CSOs, that is, Grades 2-3, 6-8, and 10-12. The first phase of this study looked at how well prepared those trainers were at the end of their EEA experience by asking them about their experiences during the training and after they, themselves, conducted training sessions during… Continue Reading →
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