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Asempapa, Reuben S. – School Science and Mathematics, 2019

This article describes the development, initial validation, and psychometric evaluation of the mathematical modeling attitude scale (MMAS). Specifically, both qualitative and quantitative techniques were used to generate relevant items. The MMAS assesses K-12 teachers' attitude toward mathematical modeling and examines their experiences with…

Descriptors: Attitude Measures, Mathematical Models, Test Construction, Psychometrics

Hart, Lynn C.; Auslander, Susan S.; Venuto, Nicole; Jacobs, Tiffany; Carothers, Jody; Chestnutt, Cliff – School Science and Mathematics, 2019

The purpose of this study was to review the existing research on affect (beliefs, attitudes, and emotions) of elementary prospective teachers (EPTs) in university mathematics content courses. We use as our time period from publication in the United States of the Curriculum and Evaluation Standards for Schools Mathematics through 2016. A search of…

Descriptors: Elementary School Teachers, Preservice Teachers, Mathematics Instruction, Course Content

Kosko, Karl W. – School Science and Mathematics, 2019

Visual representations and manipulatives are a highly advocated mathematical tool for the teaching and learning of multiplication and division. Although there is some prior research on elementary teachers' general use of manipulatives and visual representations, there is little to no specific focus on use of such representations on a specific…

Descriptors: Grade 3, Elementary School Teachers, Mathematical Concepts, Mathematics Instruction

Fisher, Molly H.; Thomas, Jonathan; Jong, Cindy; Schack, Edna O.; Dueber, David – School Science and Mathematics, 2019

This paper examines the implementation of an instructional module on preservice elementary teachers' professional noticing of children's mathematical thinking. The module focuses on professional noticing skills through the content focus of early algebraic reasoning and uses complex video vignettes from whole class instruction in authentic…

Descriptors: Comparative Analysis, Teaching Methods, Thinking Skills, Elementary School Teachers

Perkins Coppola, Matthew – School Science and Mathematics, 2019

Research indicates there is a need for teachers to experience multiple mastery experiences with engineering teaching in order to improve teaching engineering self-efficacy. To prepare future K-5 teachers to teach the engineering design process, one science methods course integrated 2-day engineering mini-units into the class meeting and…

Descriptors: Self Efficacy, Teaching Methods, Engineering Education, Preservice Teacher Education

Hughes, Pamela; Swars Auslander, Susan; Stinson, David W.; Fortner, C. Kevin – School Science and Mathematics, 2019

This quantitative study investigated the relationships among practicing elementary teachers' (N = 153) beliefs about mathematics and its teaching and learning, mathematics anxiety, and instructional practices in mathematics. When viewed singly, the findings reveal the teachers with higher levels of mathematics anxiety tend to use less…

Descriptors: Elementary School Teachers, Teacher Attitudes, Beliefs, Mathematics Instruction

Utley, Juliana; Ivey, Toni; Hammack, Rebekah; High, Karen – School Science and Mathematics, 2019

The Next Generation Science Standards emphasizes the inclusion of engineering practices throughout the K-12 science curriculum. Therefore, elementary educators need to be knowledgeable about engineering and engineering careers so that they can expose their students to engineering. The purpose of this study was to examine the effect of engineering…

Descriptors: Engineering Education, Elementary School Teachers, Inservice Teacher Education, Faculty Development

Smith, Erica L.; Parker, Carolyn A.; McKinney, David; Grigg, Jeffrey – School Science and Mathematics, 2018

The study was situated in a National Science Foundation supported Math Science Partnership between a private university and an urban school district. This study sought to understand the decision-making process of elementary teachers as they implement an integrated science, technology, engineering, and mathematics (STEM) curriculum in their…

Descriptors: Urban Schools, Elementary School Teachers, Case Studies, Comparative Analysis

Wilburne, Jane; Polly, Drew; Franz, Dana; Wagstaff, David A. – School Science and Mathematics, 2018

This paper presents the results of a Q-sort activity in which 38 grades 4-10 mathematics teachers reflected on their classroom teaching and ranked a set of teaching actions that support high-leverage mathematics teaching from most to least characteristic of their classroom teaching. Data analysis included examining the overall ranking of each…

Descriptors: Mathematics Teachers, Elementary School Teachers, Secondary School Teachers, Reflective Teaching

Johnson, Teri N.; Dabney, Katherine P. – School Science and Mathematics, 2018

This multiple-case study examined constraints encountered by early career elementary school teachers as they try to deliver high-quality science instruction. Four first-year teachers, who expressed confidence in their preparation and enthusiasm for teaching science, were asked to reflect on the most effective strategies for teaching elementary…

Descriptors: Elementary School Teachers, Beginning Teachers, Science Teachers, Barriers

Saylor, Laura Lackner; Walton, Janet B. – School Science and Mathematics, 2018

In order to explore the potential for math-talk learning communities (utilizing interactive discussions of mathematics principles) as a framework for preservice teacher learning, a math-talk learning community framework was adopted in a methods of teaching mathematics course for preservice early elementary teachers. A case study of the co-created…

Descriptors: Communities of Practice, Preservice Teachers, Mathematics Teachers, Elementary School Teachers

Owens, David C.; Sadler, Troy D.; Murakami, Christopher D.; Tsai, Chia-Lin – School Science and Mathematics, 2018

While much is known about the characteristics that researchers deem valuable for professional development (PD), teachers' perceptions of their PD needs are less understood. In this study, we sought to explore teachers' perceptions of their PD needs, including PD format, time frame, and topics covered, and how those perceptions varied by teachers'…

Descriptors: Teacher Attitudes, Preferences, Faculty Development, STEM Education

Amador, Julie M. – School Science and Mathematics, 2018

As teachers design lessons, their considerations influence their instructional practice. Researchers have found that teachers often have preconceived ideas about gender and large-scale assessment data show gender differences in mathematics achievement. Given the differences in gender performance, and recognizing the role that gender considerations…

Descriptors: Lesson Plans, Teacher Characteristics, Gender Differences, Elementary School Mathematics

Edmondson, Elizabeth; Choudhry, Fahima – School Science and Mathematics, 2018

This study investigates whether elementary science teachers participating in a four-week professional development workshop develop new understandings about classroom discourse and whether they are able to implement strategies toward teaching science as student-to-student discourse. Perspectives and the extent of teacher use of discourse strategies…

Descriptors: Elementary School Teachers, Science Teachers, Workshops, Grade 4

Kotsopoulos, Donna; Makosz, Samantha; Zambrzycka, Joanna; Cordy, Michelle – School Science and Mathematics, 2018

International standardized tests are showing an underperformance of students in geometry and spatial ability relative to other content domains. In this research, we examined the relationship between a teacher's judgment of third- and fourth-grade students' geometry and spatial ability (i.e., grades), three spatial ability tasks (Water-Level-Task,…

Descriptors: Mathematics Achievement, Geometry, Spatial Ability, Grade 3