Teacher Outcomes

The GENIQUEST (GENomics Inquiry through QUantitative Trait Loci Exploration with SAIL Technology): Bringing STEM Data to High School Classrooms

This project is developing and testing a website, software application, and supplemental instructional materials that use publicly accessible genomics data to foster scientific inquiry among high schools students. Outcomes for students and teachers include developing knowledge, skills, and understandings related to genetic inheritance; data investigation and analysis; the process of scientific inquiry; and collaboration.

Award Number: 
0733264
Funding Period: 
Sat, 09/15/2007 to Wed, 03/31/2010
Project Evaluator: 
none
Full Description: 

This project has been completed, and the final report is available.  Also available is the complete curriculum through Concord Consortium (www.concord.org).

Mathematics Discourse in Secondary Classrooms (M-DISC): A Case-Based Professional Development Curriculum

This project is developing, designing, and testing materials for professional development leaders (e.g., teacher educators, district mathematics specialists, secondary mathematic department chairs) to use in their work with secondary mathematics teachers. The aim is to help those teachers analyze the discourse patterns of their own classrooms and improve their skills in creating discourse patterns that emphasize high-level mathematical explanation, justification, and argumentation.

Award Number: 
0918117
Funding Period: 
Sat, 08/01/2009 to Thu, 07/31/2014
Project Evaluator: 
Horizon

Discourse Analysis: A Catalyst for Reflective Inquiry in Mathematics Classrooms

This project is examining the nature of mathematical discourse in middle school mathematics classrooms; the ways in which middle school mathematics teachers’ beliefs impact the discourse when working to enact reform-oriented instruction; and how this information can be used to incorporate practitioner research using concepts and tools of discourse analysis to improve mathematics instruction. The educational goal is to design a long-term professional development program that will continue beyond funding with other cohorts of teachers.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0829306
Funding Period: 
Thu, 05/01/2008 to Sat, 07/31/2010
Full Description: 

The objectives of this project are to examine: the nature of mathematical discourse in middle school mathematics classrooms; the ways in which middle school mathematics teacher's beliefs impact the discourse when working to enact reform-oriented instruction; and how this information can be used to incorporate practitioner research using
concepts and tools of discourse analysis to improve mathematics instruction. The significance of this work comes in understanding how classroom discourse can affect the learning environment and engage students in learning mathematics in the ways proposed by the Standards. The focus of those documents has been to promote conceptual understanding and sense making instead of the procedural emphasis that often takes precedence in more traditional
mathematics teaching. The Standards vision can only be achieved if some of the discourse patterns in current mathematics instruction are changed from a transmission model of communication to one that supports inquiry.

The project is conducting case studies of the discourse in middle school mathematics classrooms. These case studies highlight classroom discourse patterns -the form, function, and meaning. In addition, we capture the process of teachers engaging in practitioner research projects in which they choose an aspect of their discourse to change and
study the affects of that change on the classroom learning environment. The project also examines how the combination of tools and concepts from discourse analysis and practitioner research projects affect teacher beliefs. Having teachers choose their focus of inquiry helps them invest and own the research process and enables them to understand, change and test out new ideas. It also allows them to gather evidence that can potentially change their beliefs.

The educational goal of this project is to design a long-term professional development program that will continue beyond this funding with other cohorts of teachers. The research case studies and other data are used to write case studies for both undergraduate methods courses and to as part of a long-term professional development program. In addition, these cases are made available to other teacher educators. The university-researchers and teacher researchers are collaboratively developing the courses and workshops that comprise the professional
development program.

This work offers a different approach to professional development (i.e., practitioner research) and different theoretical perspectives (i.e., tools and concepts of discourse analysis) for improving mathematics teaching and learning. focuses on teachers who would like to examine their instructional practice (or "enacted beliefs") at a fine-grained level. The research and educational activities make use of current advances in the study of and development of mathematics teaching and teachers. In addition, these activities offer a new perspective to be brought to the mathematics classroom - that of discourse tools and concepts as a mechanism of inquiry.

As discussed above, the intellectual merits lie in its ability to: a) offer insight into changes in teacher beliefs and classroom practices, b) provide frameworks and methodologies for studying classroom discourse, and c) uncover ways of helping teachers focus more centrally on the role of mathematics in classroom discourse. The broader impacts include: a) graduate students and teacher researchers will do research in a collaborative environment, disseminate findings to broad audiences, and be involved in planning the professional development program and coursework; b) case studies will be written and made available to other mathematics teacher educators; c) a long-term professional development program will continue with other cohorts of mathematics teachers; and d) similar case studies and activities will be used in undergraduate methods courses.

 

Project Publications and Presentations:

Herbel-Eisenmann, B. & Schleppegrell, M. (2008). 'What question would I be asking myself in my head?' Helping all students reason mathematically. Mathematics for all: Instructional strategies for diverse classrooms, Grades 6-8.

Males, L., Otten, S, & Herbel-Eisenmann, B. (2010).Challenges of critical colleagueship: Examining and reflecting on study group interactions. Journal of Mathematics Teacher Education, v. 13 (6), 459-471.

Herbel-Eisenmann, B.; Wagner, D & Cortes, V (2010). Lexical bundle analysis in mathematics classroom discourse: The significance of stance. Educational Studies in Mathematics, v. 75 (1), 23-42.

Otten, S.; Herbel-Eisenmann, B. & Males, L.M. (2010). Proof in algebra: An example of reasoning beyond examples. Mathematics Teacher, v.103 (7), 514-518.

International Workshop on Mathematics and Science Education: Common Priorities that Promote Collaborative Research

The goal of this workshop is to advance the construction of new knowledge through international cooperation with Chinese counterparts in the teaching and learning of math and science at the elementary level in four areas: curriculum design and assessment; teacher preparation and professional development; effective use of the former; and reaching gifted and underserved populations. Approximately 120 people will attend, including 50 senior U.S. researchers, 25 early career researchers, 15 graduate students and 5 undergraduates.

Award Number: 
0751664
Funding Period: 
Sat, 03/15/2008 to Mon, 02/28/2011

Positive Learning Environments Aiming for Success in Science Education (PLEASSE)

This study is aimed at exploring the components and impact of a teacher professional development model on teacher performance and student achievement and motivation in STEM disciplines at schools serving large numbers of minority students. It also aims to research and evaluate the impact of teachers who provide students with school experiences that are geared toward fostering high academic achievement.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0732109
Funding Period: 
Sat, 09/01/2007 to Tue, 08/31/2010

Examining Coaching in Elementary (K-8) Mathematics Classrooms

This project conducts research on knowledge that contributes to successful coaching in two domains: coaching knowledge and mathematics content knowledge. The influence of these knowledge domains on both coaches and teachers is being examined in two ways: (1) by investigating correlations between assessments of coach and teacher knowledge and practice in each domain and (2) by investigating causal effects of targeted professional development for coaches.

Project Email: 
Lead Organization(s): 
Award Number: 
0918326
Funding Period: 
Wed, 07/15/2009 to Sun, 07/31/2011

Engaging Youth in Engineering Module Study

This project is revising and field testing six existing modules and developing, pilot testing, and field testing two engineering modules for required middle school science and mathematics classes: Catch Me if You Can! with a focus on seventh grade life science; and Creating Bioplastics targeting eighth grade physical science. Each module addresses an engineering design challenge of relevance to industries in the region and fosters the development of engineering habits of mind.

Award Number: 
0918769
Funding Period: 
Tue, 09/15/2009 to Sun, 08/31/2014
Project Evaluator: 
James Van Haneghan

Worldviews of Exemplary African-American Science Teachers (WEAST)

Mississippi State University is identifying characteristics of exemplary African American elementary science teachers and examining the role of mentoring on beginning elementary science teachers and their students.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0732173
Funding Period: 
Sat, 09/01/2007 to Tue, 08/31/2010

Building State Representative Samples by Merging State Administrative Data with National Longitudinal Data to Study Transitions from High School to College

This project augments an NCES data collection effort for the High School Longitudinal Study by including 150 additional schools in up to 10 selected states to create state representative samples of at least 40 schools in each state. The purpose of this augmentation is to provide support for additional schools to create state samples. NSF will also be involved in planning for future surveys of these students as they reach college age.

Award Number: 
0839209
Funding Period: 
Fri, 08/15/2008 to Sat, 07/31/2010

Scaling Up Mathematics Achievement (SUMA)

This project aims to (1) investigate whether or not it is possible to successfully scale-up and adapt the Capacity Building Systems Model used in the Gadsden Mathematics Initiative and improve mathematics achievement for all students in a larger school district, and (2) replicate success in broadening the participation of underrepresented groups in entering STEM field by closing the achievement gap and raising the achievement level of underrepresented students in mathematics.

Project Email: 
Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0733690
Funding Period: 
Sat, 09/01/2007 to Tue, 08/31/2010
Project Evaluator: 
Cori Groth and Cheryl Harris

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