Preparing Pre‐Service Teachers to Teach Mathematics in Inclusive Classrooms: A Three‐Year Case Study

Federal and state regulations mandating inclusion of students with disabilities in general education classes have made it essential to create pathways for pre‐service teachers to develop skills to teach content to diverse groups of students. The study uses a framework suggested by the relationship between teacher attitude and teacher behavior ( Fullan, 1982 ), teacher beliefs and practice, and self‐efficacy and behavioral change ( Bandura, 1977 ). The purpose of the study was to examine changes, if any, in three cohorts of general education teacher candidates' (n=13, n=8, n=5) attitudes toward teaching mathematics to students with disabilities after participating in focused instructional experiences which provided both information and vicarious positive teaching activities in special education. Data collected included pretest and posttest scores for each of the three cohorts and journal entries. Little or no change in attitude towards students with disabilities and mathematics, and efficacy to teach students with disabilities was observed for the year one and year two cohorts. In the third year the modules were combined with a structured field experience. The data collected from the third year cohort suggested a positive trend in attitude as measured by the survey data and field experience journal data. Future study with larger samples is needed.     

Integrating Science,Mathematics, and Technology in Middle School Technology‐Rich Environments: A Study of Implementation and Change

The GTECH project, funded through a grant from the GTE Foundation, prepared school teams of science, mathematics and technology teachers and an administrator to set goals for their local schools regarding implementation of electronic technology and integration of content across curricular areas. A variety of teacher‐centered staff development strategies were used to enable participants to achieve local school objectives, model and encourage active learning environments involving technology, develop integrated curriculum and provide training to their peers. GTECH staff provided workshops and summer institutes based on teacher feedback and classroom observations. Data from the Stages of Concerns Questionnaire assisted the staff in designing effective staff development activities. Over the 2‐year period, teacher teams developed and implemented integrated instructional materials and developed skills in using HyperStudio, PowerPoint, telecommunications applications, and instructional resources from the Internet. They also linked instruction to new state and national standards in science, mathematics, and technology. GTECH teachers reported that their students have expanded their knowledge and skill in problem solving, teamwork, technical expertise, and creativity.     

Elementary content specialization: Perspectives on perils and promise

We conducted a multi‐year study of specialization in elementary mathematics and/or science, using data drawn from a local sample of teachers and a nationwide sample of principals. Using the theory of planned behavior, we compare and contrast teacher and principal views and decision‐making processes related to elementary content specialization (ECS). Survey data indicate that specialist models were conceived as a way to better meet students' academic needs while relieving some of the rigorous demands placed on elementary teachers in the context of new content standards. In contrast, self‐contained classrooms were retained in elementary schools largely due to beliefs that these traditional structures provide the best social and emotional stability for students. After presentation of survey findings, we use three local case studies to present ECS at different stages of maturity (from newly enacted to well‐established), with corresponding discussion of benefits, challenges, and lessons learned. Our case study data indicate that, while newly adopted ECS models tended to face the most challenges, there may still be critical model‐specific concerns at play even when specialization has been ongoing for decades. Our findings have implications for teachers and principals, as well as researchers and professional development providers.     

Peer‐coaching as a component of a professional development model for biology teachers

To increase the likelihood for continuous growth and improvement, professional development for high school biology teachers should include long‐term, targeted instruction with an accompanying peer‐coaching component. This study examined the views of biology teachers who were engaged in a two‐year professional development program, which included a strong peer‐coaching component. With an overall goal of enhancing the teachers’ instructional practices, the peer‐coaches and teachers collaborated to increase the amount of inquiry in the science classroom. Data were collected using focus groups and researcher notes. Emergent themes included the significance of relationships, importance of teacher commitment, and resulting change and growth in educators.     

A Study of Student Engagement in Project‐Based Learning Across Multiple Approaches to STEM Education Programs

Objective: In this study, we investigated the implementation of project‐based learning (PBL) activities in four secondary science, technology, engineering, and mathematics (STEM) education settings to examine the impact of inquiry based instructional practices on student learning. Method: Direct classroom observations were conducted during the 2013–2014 school year in STEM Traditional Courses, a STEM Platform School, an Engineering Optional Program (EOP), and a Virtual STEM Academy (VSA) to measure teacher instructional practices (School Observation Measure) and student engagement (The Rubric for Student‐Centered Activities). Results: The four approaches to STEM education showed significant differences in their implementation of PBL, with the EOP and VSA having higher incidences of PBL activities. Additionally, higher‐level questioning strategies, higher‐order instructional feedback, and integration of STEM subject areas was absent or rarely observed. Conclusions: Components of PBL are missing in STEM education, in traditional and non‐traditional STEM courses. In‐service teachers may benefit from professional development that enhances their understanding of PBL activities to maximize student learning opportunities.     

Relationship Between Professional Development,Teachers' Instructional Practices,and the Achievement of Students in Science and Mathematics

The purpose of this study was to examine the relationship between different types of professional development, teachers' instructional practices, and the achievement of students in science and mathematics. The types of professional development studied included immersion, examining practice, curriculum implementation, curriculum development, and collaborative work. Data regarding teachers' instructional practices and the amount of professional development were collected using teacher surveys. Ninety‐four middle school science teachers and 104 middle school mathematics teachers participated in the study. Student achievement was measured using eighth grade state science and mathematics achievement test data. Regression analyses suggested that for both science and mathematics teachers, examining practice and curriculum development were significantly related to the use of standards‐based instructional practices. Only curriculum development for mathematics teachers was significantly related to student achievement. Implications of results for the professional development of science and mathematics teachers are discussed.     

Beyond the professional development academy: Teachers' retention of discipline‐specific science content knowledge throughout a 3‐year mathematics and science partnership

The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6–8) teachers (N = 81) with intensive professional development (PD) in chemistry, geosciences, and physics, with teachers enrolled in one scientific discipline per year. Because some teachers were retained and rotated into different disciplines, the TANS program investigated retention of science content 1–2 years beyond an instructional year. All teacher participants exhibited significant gains (p < .001), in chemistry, geosciences, or physics content, between their incoming knowledge and the 10‐day summer academy's conclusion. Chemistry and geosciences content were retained until the end of the PD year. Physics participants reported a significant loss (p < .001), although gains from teachers' incoming knowledge were still significant. When retention was measured beyond the instructional year, only the geosciences content was retained. Chemistry and physics gains were not retained, with no significant differences between incoming teachers' knowledge and content 1–2 years post instruction. Our research indicates that science content support is needed after PD programs, and importantly, that the support differs between scientific disciplines.     

Multi‐Year Professional Development Grounded in Educative Curriculum Focused on Integrating Technology With Reformed Science Teaching Principles

Visions of science teaching and learning in the newest U.S. standards documents are dramatically different than those found in most classrooms. This research addresses these differences through closely examining one professional development (PD) project that connects teacher learning and teacher practice with student learning/achievement. This study examines the effects on eighth grade science teachers and their students in the context of a PD focused on the integration of information communication technologies and reformed science teaching practices. Findings from this investigation suggest that teachers who participated in PD for two years learned more about technology, improved their practice, and their students’ achievement was significantly higher compared to teachers who participated in one year of the PD or non‐participating peers. Science educators face multiple challenges as they attempt to deliver instruction in fundamentally different ways than what they experienced as learners. The delivery of this professional learning suggest that PD for science teachers should include educative learning experiences if understandings of reforms supported by research are to be realized.     

Construction of Teacher Knowledge in Context: Preparing Elementary Teachers to Teach Mathematics and Science

The purpose of this study was to further the understanding of how preservice teachers construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science in a school‐based setting and the extent of knowledge construction. Evidence of knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. The methods course was content‐specific with instruction in elementary mathematics and science. Learning experiences were based on national standards with a constructivist instructional approach and immediate access to field experiences. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge. Learning venues were discovered to be the conduits of learning in a situated learning context. As in this study, content‐specific, school‐based experiences may afford preservice teachers greater opportunities to focus on content and instructional strategies at deeper levels; to address anxieties typically associated with the teaching of elementary mathematics and science; and to become more confident and competent teachers. Gains in positive attitudes and confidence in teaching mathematics and science were identified as direct results of this experience.     

Elementary Teachers: Concerns About Implementing a Science Program

The purpose of this study was to examine elementary teachers’ science teaching concerns after participating in a two‐year extensive and sustained science professional development intervention. The intervention consisted of two types of teacher professional development across two years including: (a) summer institutes (60 hours across two years) which provided training on curriculum units, inquiry‐based instructional strategies, problem‐based learning, classroom management, and technology use in the classroom; and (b) coaching (60 hours across two years) which provided teachers support in establishing an investigative classroom and assistance in the implementation of inquiry/problem‐based science units. Teacher data were collected across four different time points: prior to the intervention, after one year of intervention, after two years of intervention, and one year after completion of the intervention. Results from quantitative data supported with qualitative interviews indicated concerns among teachers changed but they were not eliminated. The findings of this study provide evidence that teachers’ concerns may not be eliminated, but with extensive support––concerns become less focused on self and more focused on students.     

Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners

Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELLs). For the underprepared early career science teacher, these circumstances are challenging. This study examines the changes in beliefs and practices of an early career science teacher who taught high numbers of ELLs in an urban setting. Victoria participated in the Alternative Support for Induction Science Teachers (ASIST) program during her initial two years of teaching. Our research team followed her over a three‐year period, and the data collected included classroom observations and interviews about her beliefs and practices. In addition, documents such as teacher evaluations and classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, Victoria implemented inquiry lessons and utilized instructional materials that promoted language and science competencies for her ELLs. Conversely, standardized testing and her teaching assignment played a role in constraining the implementation of inquiry‐based practices. The results of this study call for collaborative efforts between university science educators and school administrators to provide professional development opportunities and support to build the capacity of early career science teachers of ELLs.     

Engineering process as a focus: STEM professional development with elementary STEM‐focused professional development schools

Young children are capable of engaging in STEM investigations when they are guided by skilled and knowledgeable teachers. However, many elementary teachers may lack sufficient STEM content knowledge and report feeling unprepared to teach STEM content. Two university faculty members in mathematics and science education, worked to cultivate and advance two designated Elementary STEM‐Focused professional development schools through a two year series of an after‐school STEM professional development (PD) Program. As the STEM PD Program progressed, it became evident that teachers were interested in and needed more experiences with the elements of the engineering process for young learners. With this in mind, several of the PD sessions were designed to highlight the engineering process and allow teachers to experience various activities that would engage young learners. To examine how this focus on the engineering process impacted the teachers in this STEM PD Program, a research study was organized during year two of the STEM PD Program. The results of this study provide evidence that this program had a positive influence on the teacher participants’ engineering teacher efficacy and implementation of engineering lessons and activities within their classrooms.     

Exploring the Relationship Between Teaching Efficacy and Cultural Efficacy of Novice Science Teachers in High‐Needs Schools

This qualitative case study sought to investigate what relationship exists between teaching efficacy and cultural efficacy of novice science teachers in high‐needs, high‐minority urban schools. One major theme—the importance of establishing positive teacher–student relationships—surrounding teaching efficacy in the context of cultural efficacy emerged. The data sources included: (a) teachers' responses to a focus group interview conducted at the end of their first year, (b) written reports and documentation from university‐based field supervisors' observations during the teachers' first year, and (c) teachers' self‐reported responses on the Science Teaching Efficacy Belief Instrument designed to measure science teaching efficacy. Final analysis of the data reflects a strong relationship between teaching efficacy and practice within the context of culture. The results of this study also indicated an existing relationship between teaching efficacy and cultural efficacy through cultural connections with students. Encouraging the development of teacher efficacy in the context of cultural efficacy becomes important at all levels of teacher preparation, especially to ensure the retention of high‐quality science teachers in high‐needs schools.     

Next Generation Science Standards: A National Mixed‐Methods Study on Teacher Readiness

Next Generation Science Standards (NGSS) science and engineering practices are ways of eliciting the reasoning and applying foundational ideas in science. As research has revealed barriers to states and schools adopting the NGSS, this mixed‐methods study attempts to identify characteristics of professional development (PD) that will support NGSS adoption and to improve teacher readiness. In‐service science teachers from across the nation were targeted for the survey and responses represented 38 states. Research questions included: How motivated and prepared are in‐service 7–12 teachers to use NGSS science and engineering practices? What is the profile of 7–12 in‐service teachers who are motivated and feel prepared to use NGSS science and engineering practices? The study revealed that teachers identified engineering most frequently as a PD need to improve their NGSS readiness. High school teachers rated themselves as more prepared than middle school and all teachers who use Modeling Instruction expressed higher NGSS readiness. These findings and their specificity contribute to current knowledge, and can be utilized by districts in selecting PD to support teachers in preparing to implement the NGSS successfully.     

The “Problem” of Experience in Mathematics Teaching

Prior research has established that teachers' use of curriculum materials is affected by a range of factors, such as teachers' conceptions of mathematics teaching, and the nature and extent of their teaching experience. What is less clear, and far less examined, in prior research is the role that the teacher guide (TG) may play in mediating the influence of these and other factors on teachers' decisions and actions. Accordingly, this study examines how two 6th grade teachers use the TG from Connected Mathematics Project as a resource in making planning and enactment decisions, and factors associated with patterns of TG use. Through cross‐case analysis, the author found that these teachers seemed to draw largely from their previous experiences and their own conceptions of mathematics teaching and learning when making planning and enactment decisions related to mathematical tasks, and not particularly from the TG. For example, when faced with certain planning and instructional challenges, such as students struggling with the content, teachers tended to rely on their particular conceptions of mathematics teaching to address these challenges. Despite the fact that the TG provided suggestions for teachers as to how address such challenges, it was not extensively used as a resource by the teachers in this study in their planning and enactment of lessons.     

The Role of Interactions Between Student and Classroom Context in Developing Adaptive Self‐Efficacy in One Sixth‐Grade Mathematics Classroom

Research and theory suggest several instructional practices that could enhance student self‐efficacy. However, little is known about the ways these instructional practices interact with individual students to create opportunities or challenges for developing adaptive self‐efficacy. In this study, we focused on two sources of efficacy, mastery experiences, and social persuasion, and examined how these sources were structured for three students with different levels of mathematics achievement and self‐efficacy within a sixth‐grade mathematics classroom. Analyses within each case showed that each student experienced success and received social persuasion differently. On the other hand, analyses across the cases suggest that not only the amount but also the form (i.e., with and without assistance) of successful experiences and the type of performances (e.g., stating definitions, explaining solution procedures, sharing problem‐solving strategies, and making comments on others' ideas) through which the student experienced mastery may have played important role in developing self‐efficacy. Consistently, the amount and form of teacher feedback was different for each focal student. Examining these differences provide insight into each student's self‐efficacy assessed over the course of the study as well as the kind of support each student needed to develop adaptive self‐efficacy.     

Science and Mathematics Instruction in a Reform‐based Teacher Preparation Program

This study examined the science and mathematics instruction of teachers who were initially prepared by the Collaboratives for Excellence in Teacher Preparation program (CETP). The focus of this study was on examining the extent to which science and mathematics teachers used more reform‐oriented instructional practices in their classes when they entered the teaching profession. Data were gathered from twelve different CETP projects across the United States. A quasi‐experimental design was used where science and mathematics teachers who were initially prepared by the CETP program were followed into the field and compared to teachers who were not prepared by the CETP program. The results indicate that the teachers prepared by the CETP program used slightly more reform‐oriented instructional practices than teachers who were not prepared by the CETP program, although both mathematics and science teachers reported low levels of reform‐oriented instruction. Implications of results for large‐scale reform of science and mathematics teacher preparation are discussed.     

Middle School Mathematics Teachers’ Perceptions of the Common Core State Standards for Mathematics and Its Impact on the Instructional Environment

This study examines Middle School Mathematics Teachers’ (MSMTs') (N = 1,241) perceptions of the Common Core State Standards for Mathematics (CCSSM) and its impact on the instructional environment. A total of eight factors appear in the data. These factors include professional support, teachers’ use of district‐adopted and non‐district‐adopted curricular resources, influence of CCSSM assessment and teacher evaluation on the instructional environment, influence of the CCSSM on classroom instruction, teachers’ planning practices, and perceived rigor of the CCSSM. The data suggest that teachers’ use of digital resources located online was disconnected from their district‐adopted resources suggesting a lack of curricular coherence. MSMTs note that the CCSSM had caused them to incorporate more reform‐oriented practices such as exploration and productive struggle into their daily instruction. MSMTs also perceive that the CCSSM includes new content that is more rigorous than previous state standards. Sampled MSMTs state that while state assessments will measure CCSSM content, they are less likely to include more complex problems or the standards for mathematical practice. Teachers are more likely to read teacher resources than student textbook activities online and to use digital resources for remediation instead of inquiry activities. Over one‐third of MSMTs wanted more CCSSM professional development.     

Guiding Teachers in the Use of a Standards‐Based Mathematics Curriculum: Teacher Perceptions and Subsequent Instructional Practices After an Intensive Professional Development Program

Reforms in mathematics education call for K‐12 teachers to employ standards‐based pedagogies, which embody the National Council for Teachers of Mathematics' principles and standards. In order to effectively support teachers' implementation of standards‐based curricula, professional development must be provided that meets teachers' needs. The professional development program in this study focused on the implementation of a standards‐based mathematics curriculum entitled Investigations in Number, Data, and Space (Investigations). This study uses Guskey's framework as a guide to examining teachers' perceptions of the impact of the professional development that they received; their perceptions of mathematics teaching and learning; and how elements of the professional development translated into practice. Twenty‐two participants were randomly selected from the 53 professional development participants to be interviewed and observed during their mathematics teaching. Using a constant comparison method, the data sources in this study highlighted themes surrounding teachers' experiences with professional development and the implementation of the curricula. The analysis of the data sources in this study highlighted themes surrounding teachers' experiences with professional development: teachers as learners, teachers as self‐evaluators, shifting paradigms, enactment of professional development content into practice, and the influence of the state standardized mathematics test. The results of this study have several implications for future professional development and also highlight some of the more general issues that teachers face when attempting to enact new knowledge and skills into their practice.     

Impact of the Science and Technology for Children Curriculum in the Oshkosh Area School District

This study examines the instructional impact of National Science Resources Center's Science and Technology for Children curriculum in the Oshkosh Area School District. Specifically, the instructional effectiveness of four physical‐science units for grades 1‐4 were investigated. Students were pre‐ and posttested using a multiple‐choice exam containing items adapted from the Third International Mathematics and Science Study, National Association of Educational Progress, TerraNova, and other widely recognized sources. Results were compared with existing instructional materials. Extensive resources for data interpretation include audiotaped lessons, classroom observations, interviews with students and teachers, student‐attitude surveys, and observations of teacher training. Results suggest that the adoption of this curriculum among experienced teachers in the district will provide little or no immediate gains on student achievement and potentially a slight decrease in student attitudes toward science.