Preservice Teachers

Novice ACP science and mathematics teachers’ levels of success with inquiry: A multi-case study of the effects of professional development

Discipline / Topic: 

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.

Target Audience: 

CAREER: Teaching and Learning Social Science Inquiry and Spatial Reasoning with GIS

This research project aims to explore and understand how geographic information systems (GIS) can be used to promote and teach spatial thinking and social science inquiry skills. It addresses the research question: What are effective teaching practices using GIS to teach spatial thinking and social science inquiry in middle-school and undergraduate classrooms? This program will study the effectiveness of teaching practices for social science instruction with GIS in urban public schools for specific learning objectives.

Partner Organization(s): 
Award Number: 
0953448
Funding Period: 
Thu, 04/01/2010 to Thu, 03/31/2011
Full Description: 

This research project aims to explore and understand how geographic information systems (GIS) can be used to promote and teach spatial thinking and social science inquiry skills. It addresses the research question: What are effective teaching practices using GIS to teach spatial thinking and social science inquiry in middle-school and undergraduate classrooms? This program will study the effectiveness of teaching practices for social science instruction with GIS in urban public schools for specific learning objectives.

The research plans to develop an empirically-grounded framework for studying the ways teaching practices with GIS interact with four other foci of research: (1) learning objectives for inquiry skills and spatial reasoning, articulated across grade levels; (2) learning processes with GIS; (3) GIS curriculum designs; and (4) the design of GIS tools for learning environments. The project plans to use the GIS tools within a culturally relevant curriculum unit for diverse students of African American and Latino backgrounds.

A range of research methods will be used to study teaching and learning, focused on a common topic: American Migrations of African American and Latino populations over time, using GIS-mapped census data. Research will be conducted in three phases: (1) design experiments iteratively developing a theoretical framework, curriculum, and instructional strategies; (2) case studies of effective instruction at two levels; and (3) curriculum evaluations. Findings on effective teaching and learning in middle school classrooms, with undergraduate college students, and pre-service elementary teachers via GIS based-curriculum, will be presented.

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

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