eric.ed.gov har udgivet: Partnerships between scientists and teachers are an important focus of the current reform in science education. This study examined the roles and the dynamics of interactions in an NSF-funded Graduate Teaching Fellows in K-12 Education (GK-12) project. Data sources included interviews with teachers, fellows, and students at eight K-12 schools. Data were analyzed for emergent categories recognized by teachers and fellows alike. Roles played by the fellows were those of science/ math expert, scientist/mathematician role model, source of material resources, source of curricular enrichment, and teaching partner. Teacher roles were perceived as liaison between fellow and schools, teaching partner, teaching mentor, and science/math learner. Although the project underdefined the roles of the teachers, teachers showed noteworthy consistency in perception of their roles. The roles of the fellows… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article presents the evaluation of a two-year action research project in biology and mathematics teaching involving a primary school and a university in Sweden. The aim of the study was to contribute knowledge about a school–university intersection as a professional learning arena. The teachers’ conceptions about the project implementation, the impact on their learning, teaching practices and pupil learning were made explicit by focus group interview. The evaluation revealed that several motivating factors in this specific learning community – the relevance of the project and connection to the continuing education course, mentors from university, planning tools and time for collaboration – were critical for project implementation and for professional learning to occur. Furthermore, it indicated how teacher… Continue Reading →
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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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