eric.ed.gov har udgivet: This paper outlines a University-School District partnership with the intent to increase the number of middle grades mathematics and science teachers. This externally funded initiative includes onsite, authentically situated professional development for pre- and in-service teachers at three different urban, low-socioeconomic schools with a majority Hispanic population of students. Program objectives include increasing mathematics and science content knowledge, increasing self-efficacy in teaching math and science, building and incorporating a success-driven school culture and infrastructure to increase student performance in a well-articulated, scalable and transformable model. Program components include site based common planning times, STEM Thursdays where science and mathematics lessons are practiced and refined, authentic summer research opportunities for pre- and in-service teachers to work with scientists and university faculty, teacher certification workshops and a mentoring model… Continue Reading →
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eric.ed.gov har udgivet: Romain Bertrand is a middle school math teacher and Opportunity Culture enthusiast. As the 2012-13 school year wound down, he was already thoroughly looking forward to the next–when he will become a multi-classroom leader at Ranson IB Middle School, taking accountability for the learning results of 700 students. At Ranson, a Project L.I.F.T. school in Charlotte, N.C., Bertrand sees the opportunities of its new Opportunity Culture–to extend the reach of excellent teachers to more students, for more pay, and develop other teachers–giving him and others exactly the sort of recognition and respect he says teachers now sorely lack. Bertrand grew up in Avignon, in the south of France, the son of teachers who both went on to become principals. After teaching middle school math in France for… Continue Reading →
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eric.ed.gov har udgivet: This study examines cases of teacher leaders in a professional development program that employed teacher inquiry to promote student inquiry. Program documents, observations, and interviews were examined to create three cases of high school science and math teachers learning to inquire in tandem. Guided by Cochran-Smith and Lytle’s (2009) “inquiry stance,” the study shows how commitment to student inquiry comes through learning gained through teacher inquiry. While conceptual understandings of teacher and student inquiry reinforced the learning of both, the parallel development of practical skills for both inquiry processes was not observed. Such conceptual growth was neither steady nor linear and characterized by some backward movement followed by significant shifts in thinking. Growth was grounded in increased experience with the process over time that deepened the teachers’… Continue Reading →
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eric.ed.gov har udgivet: This study explored the connections between teacher leadership and a professional development model focused on problem-solving, Math Teachers’ Circles (MTC). Surveys were completed by 213 MTC participants resulting in three years of data across multiple sites. A mathematics education leadership framework provided a data analysis tool. Findings suggested MTCs did impact participant teacher leadership, as survey results attended to all three areas of leadership from the analysis framework. [For the complete proceedings, see ED583989.] Link til kilde
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eric.ed.gov har udgivet: This study explores the effects of a professional development teacher leadership training program on the pedagogical and content development of math and science teacher leaders at the elementary level. The study is qualitative in nature, and the authors collected data using the online survey instrument Survey Monkey. The major implications of the study are twofold: (a) The professional development training that the fellows received enhanced their pedagogical and content knowledge and provided them the necessary experience to be effective teacher leaders; and (b) meaningful teacher leader-teacher relationships have a positive impact on teachers embracing an inquiry-based style of teaching using a Math, Science, and Technology Initiative program. Link til kilde
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