Assessing the impact of sustained professional development on middle school mathematics teachers

The study reported in this paper examines the impact of the Ohio Statewide Systemic Initiative (SSI) on participating mathematics teachers. Quantitative data from 90 SSI-trained teachers and 400 teachers without training, along with qualitative data collected from seven SSI teachers who were visited in their classrooms are presented. Analysis of the quantitative data showed that SSI and Non-SSI teachers reported significantly different frequencies of reformed teaching practices and held significantly different views about the nature and pedagogy of mathematics. Qualitative data from the interviews highlighted that the SSI professional development experience, the ability to find creative ways to overcome lack of resources, and the teacher support networks formed as a result of their participation in the SSI were three major factors which enabled the SSI teachers to make significant changes to their teaching practices, and to sustain those changes

Assessing the impact of sustained professional development on middle school mathematics teachers

The study reported in this paper examines the impact of the Ohio Statewide Systemic Initiative (SSI) on participating mathematics teachers. Quantitative data from 90 SSI-trained teachers and 400 teachers without training, along with qualitative data collected from seven SSI teachers who were visited in their classrooms are presented. Analysis of the quantitative data showed that SSI and Non-SSI teachers reported significantly different frequencies of reformed teaching practices and held significantly different views about the nature and pedagogy of mathematics. Qualitative data from the interviews highlighted that the SSI professional development experience, the ability to find creative ways to overcome lack of resources, and the teacher support networks formed as a result of their participation in the SSI were three major factors which enabled the SSI teachers to make significant changes to their teaching practices, and to sustain those changes

THE EFFECT OF AN ADVANCED ORGANIZER AND THE PREDICTIVE ABILITY OF MICRO - LEARNING TASKS WHEN UTILIZED WITH CAREFULLY SEQUENCED AUDIO - TUTORIAL UNITS

Abstract not availabl

Teaching science in the secondary school

xv, 348 p.; 23 cm

Science Teacher Education: From a Fractured System to a Seamless Continuum

A discrepancy model is used to describe an ideal state of science teacher education, including undergraduate education, initial years of teaching, and lifelong professional development. Next, a description of the actual state of science teacher education provides a stark contrast with the ideal state. However, research reveals promising programs and practices that indicate ways to move from the actual to the ideal state. All phases of the discrepancy model-ideal, actual, and transition-are based upon findings in the literature. The types of policies and guidelines needed to reach the ideal state are delineated also. Although the recommendations will not "fix" science teacher education, they will-if widely implemented by districts and states-aleviate its most serious problems. Copyright 2003 by The Policy Studies Organization.