Virtual Programs and Assessment in Graduate Teacher Education

This research goes to the very heart of professional education preparation in higher education today. Colleges and universities face increasing demands and many of the systems and structures currently in place will not meet future needs. This research focuses on enhancing present preparation options, developing additional options, collaborating with multiple partners, and coordinating all these in alignment with state and national standards, while focusing on the student’s ability to affect K-12 learning

Virtual Programs and Assessment in Graduate Teacher Education

This research goes to the very heart of professional education preparation in higher education today. Colleges and universities face increasing demands and many of the systems and structures currently in place will not meet future needs. This research focuses on enhancing present preparation options, developing additional options, collaborating with multiple partners, and coordinating all these in alignment with state and national standards, while focusing on the student’s ability to affect K-12 learning

Math and Technology Leadership Academy: Impact on Mathematics Teacher Sense of Efficacy

The Math and Technology Leadership Academy (MTLA) was a three-year initiative awarded by Toyota USA Foundation to advance elementary teachers’ instructional techniques in mathematics, leadership, and technology. Over the three years, fourteen teacher participants of grade levels spanning from kindergarten through sixth grade engaged in three mathematics pedagogy courses and monthly seminars. Teacher participants then implemented the innovative math strategies into their classrooms. This paper will discuss the design of MTLA and the research plan and results. The study found significant results from the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) in the Self-Efficacy construct. After three years of participation in MTLA, the teachers in the MTLA demonstrated significantly higher self-efficacy than their control teacher of elementary mathematics; however, both groups of teachers demonstrated similar beliefs about outcomes expectations or the belief that effective mathematics instruction can affect student learning outcomes