Author(s): |
Boston, Melissa D. |
Source: |
Journal of Mathematics Teacher Education, v16 n1 p7-31 Feb 2013 |
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Secondary School Teachers; Mathematics Teachers; Teacher Characteristics; Learning; Change; Mathematics Instruction; Teacher Workshops; Faculty Development; Pretests Posttests; Mixed Methods Research
Abstract:
This investigation describes secondary mathematics teachers' learning and instructional change following their participation in a professional development workshop, the Enhancing Secondary Mathematics Teacher Preparation Project (ESP) (2004-2005), specifically focused on the selection and implementation of cognitively challenging mathematical tasks. Data consist of a pre/post-assessment of teachers' knowledge of the cognitive demands of mathematical tasks and videotaped discussions and written artifacts from the professional development sessions. A mixed methods approach was used to identify connections between teachers' learning and their experiences in the ESP workshop. Results indicate that ESP teachers developed new ideas about the influence of mathematical tasks on students' learning. Increases in teachers' knowledge of the cognitive demands of mathematical tasks were closely linked to ideas represented in frameworks and discussions from the ESP workshop and to teachers' experiences in solving challenging mathematical tasks as learners.
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Food Standards; Safety; Microbiology; Secondary Education; Consumer Science; Foods Instruction; Video Technology; Instructional Materials; Epidemiology; Critical Thinking; Thinking Skills; Information Dissemination; Scientific Methodology; Familiarity; Inservice Teacher Education; Teacher Workshops
Abstract:
With the persistence of microbiological foodborne illness and anticipated future shortage of scientists with agricultural and food science expertise in the United States, it is imperative to educate youth on microbiological food safety and enhance their awareness of opportunities to become engaged in finding solutions to food safety challenges. To help integrate food science education across the high school curriculum, new educational materials on microbiological food safety were developed and then disseminated to and evaluated by educators of secondary basic and applied sciences. The materials present food safety concepts in the context of foodborne illness outbreaks to introduce basic concepts of food microbiology, epidemiology, and food safety strategies as well as their broad impact on economics, communication, and regulations. The ready-to-implement educational materials support educational content standards and various learning styles and encourage critical thinking skills. The materials include a presentation on food microbiology and foodborne illness surveillance, case studies on foodborne illness outbreaks, a video on the laboratory investigation of foodborne illness, interactive web-based activities, and supporting materials for teachers and classroom display. Exposure to the materials in a 1-d workshop positively impacted educator familiarity with general microbiology, food safety strategies, regulatory requirements, and associated terminology as measured by a test administered prior to and after use of the materials. Teachers of biology, chemistry, family and consumer sciences, and related sciences rated the materials favorably on applicability, anticipated ease of implementation, and anticipated reception by students. (Contains 4 tables and 3 figures.)
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Pub Date: |
2013-03-27 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
Problem Based Learning; Teaching Methods; Measures (Individuals); Focus Groups; Likert Scales; Evaluation Methods; Methods Research; Test Items; Participant Satisfaction; College Faculty; Program Validation; Test Reliability; Test Validity; Psychometrics; Teacher Workshops
Abstract:
A focus group of 18 faculty members at Campus O of a higher educational institution and another focus group of 16 faculty members at Campus S of the same institution comprised the sample, representative of close to 100% of their respective populations. Independently, both groups were engaged in interactive Problem-Based Learning sessions. They subsequently completed two evaluation instruments. One evaluation instrument had five items (05ITEMS), and the other had ten items (10ITEMS). Each evaluation instrument had two forms; one used a five point Likert scale and the other a ten point Likert scale. Identical participator satisfaction ratings were recorded using 05ITEMS and 10ITEMS instruments at the 99%, 98% and 95% confidence intervals (t = 0.59, [alpha]= 0.01, df = 34). Participants expressed satisfaction in a number of areas like clear delivery by workshop facilitator; capturing their interest; gaining knowledge; and obtaining useful handouts. Implications for improving teaching and learning in higher educational institutions through Problem-based Learning, engaging participants and saving time and cost are discussed. (Contains 5 tables.)
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Full Text (499K)
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Pub Date: |
2012-10-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Chemistry; Urban Schools; Outreach Programs; Science Instruction; Secondary School Science; High Schools; College School Cooperation; Rural Schools; Laboratory Equipment; Science Laboratories; Science Experiments; Teacher Workshops
Abstract:
The Chemistry Outreach Program (ChOP) of Virginia Tech was a university-based outreach program that addressed the needs of high school chemistry classes in underfunded rural and inner-city school districts. The primary features of ChOP were a mobile chemistry laboratory (MCL), a shipping-based outreach program (ChemKits), and teacher workshops. ChOP targeted schools that lacked basic chemistry equipment and resources, as well as schools where science teachers had limited training in chemistry. The MCL, a fully equipped chemistry laboratory in a 78-foot-long tractor-trailer, visited high school chemistry classes on a regularly scheduled basis. From 2000 to 2004, the MCL served 38 high schools in which 9100 students performed 36,200 experiments. ChemKits, working in concert with the MCL, resulted in an additional 23,450 experiments conducted by students in 33 high schools from 2002 to 2004 and 17 high schools in 2004 to 2005. Teachers attended ChOP workshops in the summer prior to using the MCL or ChemKits in their classrooms. As a result of the collaboration between ChOP and high schools, participating chemistry classes posted an average 37-point gain in their pass rate on standardized state exams in chemistry over a three-year period. (Contains 8 tables and 5 figures.)
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