Preservice Teachers

Across the Sciences: Multidisciplinary Learning for Teachers through Multimedia

This project will conduct a professional development series to improve the content knowledge of science teachers. "Across the Sciences," a ten-unit series requiring approximately 145 hours to complete, will better qualify 9th and 10th grade science teachers to teach multidisciplinary science courses. Teachers prepared in one science discipline will benefit from opportunities to increase and deepen their interdisciplinary science content knowledge and their understanding of student needs associated with learning science.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0554217
Funding Period: 
Sat, 07/01/2006 to Thu, 06/30/2011
Full Description: 

Biological Sciences Curriculum Study (BSCS) and Oregon Public Broadcasting (OPB) will conduct a professional development series to improve the content knowledge of science teachers. "Across the Sciences," a ten-unit series requiring approximately 145 hours to complete, will better qualify 9th and 10th grade science teachers to teach multicisciplinary science courses. The number of these courses is increasing. Teachers prepared in one science discipline will benefit from opportunities to increase and deepen their interdiciplinary science content knowledge and their understanding of student needs associated with learning science. The target audience is in-service and pre-service teachers who anticipate teaching courses that use a multidisciplinary approach, or teachers who over the past 3-5 years have begun to teach multidisciplinary science. Special care is given to materials developed for teachers in resource-poor schools and for those who need additional knowledge to deliver science in a culturally competent framework. Teachers participating in this project have the option to register for college credit through Montana State University and thus move toward recertification and/or earning an advanced degree.

The Professional Learning Community Model for Alternative Pathways in Teaching Science and Mathematics (PLC-MAP)

This project will develop a Professional Learning Community (PLC) model for engaging science and education researchers from a university with science and mathematics faculty at community colleges to increase the number, quality and diversity of middle school and high school mathematics and science teachers; apply design-based research to assess the effectiveness and replicability of the PLC model; and disseminate replicable project and research findings.

Award Number: 
0353377
Funding Period: 
Wed, 09/01/2004 to Tue, 08/31/2010
Full Description: 

Project Publications and Presentations:

Loiacano, M. 2008. A Partnership Supporting Math and Science Teachers K-12-See how it works! International Conference on Technology in Collegiate Mathematics. San Antonio, TX. March 6-9, 2008.

Kim, H.; Miller, H. R.; Herbert, B. E.; Loving, C. & Pedersen, S. (2009). Evolution of collaboration and mentoring using social network tools within a professional-development community for novice science teachers. Proceedings of the Annual Meeting of the Society for Information Technology and Teacher Education (SITE), Charleston, SC.

Kim, H.; Miller, H. R.; Herbert, B. E.; Loving, C. & Pedersen, S. (2009). Exploring teacher knowledge and technology use in creating the inquiry classroom: Implications for novice science teacher professional development. Proceedings of the Annual Meeting of the Society for Information Technology and Teacher Education (SITE), Charleston, SC.

Loving, C. C.; Kang, R.; Arslanyilmaz, A.; Shimek, C.; Herbert, B. & Pedersen, S. 2007. Novice ACP science and mathematics teachers’ levels of success with inquiry:  A multi-case study of the effects of professional development. Annual meeting of the National Association for Research in Science Teaching, New Orleans. April 2007.

Loving, C. C.; Kang, R.; Arslanyilmaz, A.; Shimek, C.; Herbert, B. & Pedersen, S. 2008. Promoting inquiry among science and mathematics teachers: Measuring success in a five-level professional learning community. American Educational Research Association (AERA) Annual Meeting, New York, March 25–27 2008.

Miller, H. & Herbert, B. (October 2008). Teaching and Learning about Complex Earth Systems: Effective Strategies in Undergraduate Classrooms and Teacher Development Programs.

Singleton, J.; Kim, H. & Loving, C. (2009). The influence of high-stakes testing on science instruction: Beliefs of teachers. Proceedings of the Southwest Educational Research Association Annual Meeting, San Antonio.

Miller, H. R.; Kim, H. & Herbert, B. E. (2009). Theoretical foundations for design of online tools for a professional learning community for novice science teachers. Poster session presented at The Annual Meeting of the Society for Information Technology and Teacher Education (SITE), Charleston, SC. (Recipient of the SITE Outstanding Poster Award).

The Beginner’s Repertoire: Proposing a Core Set of Instructional Practices for Teacher Preparation (Windschitl, Thompson, Braaten)

Presenter(s): 
Mark Windschitl
Jessica Thompson
Melissa Braaten
Year: 
2009
Discipline / Topic: 

Tipping Points: A System of Tools and Routines to Support Expert-Like Practice in Early Career Teachers
Jessica Thompson and Mark Windschitl, University of Washington

Presenters share outcomes of a research-based, tool-supported system of induction created to advance novice teachers’ capacity to scaffold students’ construction of evidence and explanation.

Presentation Type: 

Tipping Points: Tools and Routines To Support Expert-Like Practice in Early Career Teachers (Thompson, Windschitl, Braaten)

Presenter(s): 
Jessica Thompson
Mark Windschitl
Melissa Braaten
Year: 
2009
Discipline / Topic: 

Tipping Points: A System of Tools and Routines to Support Expert-Like Practice in Early Career Teachers
Jessica Thompson and Mark Windschitl, University of Washington

Presenters share outcomes of a research-based, tool-supported system of induction created to
advance novice teachers’ capacity to scaffold students’ construction of evidence and explanation.

Presentation Type: 

Connecting Children's Mathematical Thinking to Community and Family Funds of Knowledge in Elementary Mathematics Methods Course

This conference, convened in May 2008, produced a conceptual framework, a research agenda, and an instructional unit for elementary mathematics methods classes. A total of 35 participants were invited to attend, and participating faculty members were asked to bring a graduate student. The conference was scheduled for 2.5 days supplemented with significant pre-conference and post-conference activities.

Lead Organization(s): 
Award Number: 
0736964
Funding Period: 
Sat, 09/01/2007 to Mon, 08/31/2009

Iterative Model Building (IMB): A Program for Training Quality Teachers and Measuring Teacher Quality

This project aims to improve professional development programs for pre-service teachers (PSTs) as a way to improve student learning in mathematics and science. PSTs engage in a series of teaching cycles, and then engage in lesson study groups to develop, teach, and analyze a whole-class lesson. The cycle is completed by reexamining students' knowledge in teaching experiments with pairs of students. These teaching cycles are called Iterative Model Building (IMB).

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0732143
Funding Period: 
Wed, 08/15/2007 to Tue, 07/31/2012
Project Evaluator: 
Center for Evaluation and Education Policy

Problem-Based Learning Designed for Science and Mathematics Professional Development

This project aims to: (1) develop, implement and study the impact of a subject matter-focused, Problem-based Learning professional development model; and to (2) design ways of incorporating Problem-Based Learning (PBL) into key subject matter and teacher preparation courses taken by pre-service teachers, and study the impact on pre-service teachers' learning. This project is designed with and for teams of K-12 science and mathematics teachers from school districts of mid-Michigan.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0353406
Funding Period: 
Sun, 08/01/2004 to Sat, 07/31/2010
Project Evaluator: 
SAMPI Western Michigan University

Knowledge Synthesis on STEM Teachers in Professional Learning Communities

This project is evaluating existing knowledge about STEM teachers in professional learning communities (PLCs), both prospective teachers and classroom teachers across grades K-12. It will comprehensively synthesize peer-reviewed research but will also examine additional types of knowledge that influence the field. The project methods adapt those of Knowledge Management and Dissemination project, funded by NSF MSP and seeks to further advance the scope and rigor of knowledge synthesis.

Partner Organization(s): 
Award Number: 
0822013
Funding Period: 
Mon, 09/01/2008 to Tue, 08/31/2010

CLUSTER: Investigating a New Model Partnership for Teacher Preparation (Collaborative Research: Gupta)

This project integrates the informal and formal science education sectors, bringing their combined resources to bear on the critical need for well-prepared and diverse urban science teachers. The study is designed to examine and document the effect of this integrated program on the production of urban science teachers. This study will also research the impact of internships in science centers on improving classroom science teaching in urban high schools.

Lead Organization(s): 
Award Number: 
0554262
Funding Period: 
Sat, 04/01/2006 to Thu, 03/31/2011

Research Agenda Project Conference

The goal of these two linked conferences was to build more effective connections between research and practice. Specifically, the conferences brought together researchers, practitioners. and policy makers around improving students' mathematics proficiency by ensuring that researchers were investigating the most urgent problems of practice and that practitioners were connected to the research in ways that makes the knowledge useful to instruction.

Award Number: 
0736558
Funding Period: 
Sat, 12/01/2007 to Sun, 05/31/2009

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