Global ETD Search

11	Impact on Student Achievement of Teacher Participation in K-8 Mathematics Professional Development Frauenholtz, Todd, Webb, Derek F. 13 April 2012 (has links) (PDF) The purpose of this study is to determine the impact on student achievement of elementary school teachers who participated in professional development in the content area of mathematics. Teachers participated in professional development courses and have accumulated a range from three to eighteen total credits from the summers of 1998 through 2007. The impact is measured by student achievement data collected on standardized tests. unmittelbare Lehrerausbildung berufliche Entwicklung Mathematikunterricht Schülerleistungen in Mathematik Schülerleistungen in der Grundschule In-service Teacher Training Professional Development Mathematics Education Student Achievement in Mathematics Elementary School Student Achievement ddc:510 rvk:SD 2009
12	Mathematics Teacher TPACK Standards and Revising Teacher Preparation Niess, Margaret 07 May 2012 (has links) What knowledge do teachers need for integrating appropriate digital technologies in teaching mathematics? An overarching construct called TPACK is proposed as the interconnection and intersection of knowledge among technology, pedagogy, and content and is referred to as the total knowledge package for teaching mathematics with technology. Five stages in the process of developing TPACK - recognizing, accepting, adapting, exploring, and adapting – describe the process of teachers’ learning to integrate technology. Teachers learn to teach mathematics from their own learning – K-12 mathematics - collegiate mathematics coursework, teacher preparation program, field experiences and professional development as they teach mathematics. The challenge is to identify appropriate experiences to guide this integration of technology in teaching mathematics in ways that develop TPACK. A framework for these experiences directs attention to emergent social and psychological perspectives. info:eu-repo/classification/ddc/510 ddc:510
13	Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour Barnes, Hayley 11 April 2012 (has links) (PDF) In this paper the notion of “mathematics profiles” and “instructional behaviour profiles is introduced. A brief explanation of what these profiles are and how they were constructed and represented for preservice mathematics teachers is provided. An example of one of the participants’ profiles is included as an example. The influence of the pre-service teachers’ mathematics profiles on their instructional behaviour is then discussed. This is done with regard to using the mathematics profiles as a potential tool to optimise the development of pre-service mathematics teachers’ instructional behaviour towards a more reform-oriented approach. Mathematikunterricht Vorbereitung Lehrerausbildung Mathematik Profile Fachwissen fachdidaktische Wissen Überzeugungen Mathematik lehren und lernen Mathematics education Pre-service teacher training mathematics profiles subject matter knowledge pedagogical content knowledge beliefs teaching and learning of mathematics ddc:510 rvk:SD 2009
14	An Alternate Route to Urban Mathematics Teaching: The NYC Teaching Fellows Program Cooley, Laurel A. 12 April 2012 (has links) (PDF) The NYC Teaching Fellows (NYCTF) program, as the nation’s largest alternative certification program, aims to provide high-needs NYC public schools with highly qualified teachers in such hard-to-staff areas as math, science, and special education. Reports of NYCTF teacher retention are mixed; The New Teacher Project (TNTP) claims high retention rates, but other research indicates that fellow recruits have lower retention rates than other teachers in similar NYC schools – only Teach for America (TFA) exhibits higher attrition (Boyd et al., 2006). After scrutinizing these contrary claims, this paper examines the retention of a recent cohort of approximately 300 Mathematics Teaching Fellows (MTFs) in the NYCTF program, examining MTF’s early attrition, movements from school to school in the NYC system, and professional plans for the future. We also include findings on teacher induction, school leadership, and school context that affect MTF retention. Mathematikausbildung Lehrerausbildung Lehrergewinnung Lehrerfluktuation Lehrerwechsel alternative Zertifizierung Berufseinstieg für Lehrer Lehrerinduktion soziale Gerechtigkeit Mathematics education teacher education teacher retention teacher attrition teacher turnover alternative certification teacher induction social justice ddc:510 rvk:SD 2009
15	Professional Learning Communities And Teacher Change Brodie, Karin 06 March 2012 (has links) (PDF) No description available. Professionelle Lerngemeinschaft Lehrerausbildung in der Gemeinschaft Denkweise der Schüler professional learning community teacher learning in community teacher engagement with learner errors learner thinking ddc:510 rvk:SD 2011
16	Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour Barnes, Hayley 11 April 2012 (has links) In this paper the notion of “mathematics profiles” and “instructional behaviour profiles is introduced. A brief explanation of what these profiles are and how they were constructed and represented for preservice mathematics teachers is provided. An example of one of the participants’ profiles is included as an example. The influence of the pre-service teachers’ mathematics profiles on their instructional behaviour is then discussed. This is done with regard to using the mathematics profiles as a potential tool to optimise the development of pre-service mathematics teachers’ instructional behaviour towards a more reform-oriented approach. info:eu-repo/classification/ddc/510 ddc:510
17	An Alternate Route to Urban Mathematics Teaching: The NYC Teaching Fellows Program Cooley, Laurel A. 12 April 2012 (has links) The NYC Teaching Fellows (NYCTF) program, as the nation’s largest alternative certification program, aims to provide high-needs NYC public schools with highly qualified teachers in such hard-to-staff areas as math, science, and special education. Reports of NYCTF teacher retention are mixed; The New Teacher Project (TNTP) claims high retention rates, but other research indicates that fellow recruits have lower retention rates than other teachers in similar NYC schools – only Teach for America (TFA) exhibits higher attrition (Boyd et al., 2006). After scrutinizing these contrary claims, this paper examines the retention of a recent cohort of approximately 300 Mathematics Teaching Fellows (MTFs) in the NYCTF program, examining MTF’s early attrition, movements from school to school in the NYC system, and professional plans for the future. We also include findings on teacher induction, school leadership, and school context that affect MTF retention. info:eu-repo/classification/ddc/510 ddc:510
18	Impact on Student Achievement of Teacher Participation in K-8 Mathematics Professional Development Frauenholtz, Todd, Webb, Derek F. 13 April 2012 (has links) The purpose of this study is to determine the impact on student achievement of elementary school teachers who participated in professional development in the content area of mathematics. Teachers participated in professional development courses and have accumulated a range from three to eighteen total credits from the summers of 1998 through 2007. The impact is measured by student achievement data collected on standardized tests. info:eu-repo/classification/ddc/510 ddc:510
19	Professional Learning Communities And Teacher Change Brodie, Karin 06 March 2012 (has links) No description available. info:eu-repo/classification/ddc/510 ddc:510

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