An Evaluation of a Master's Degree in K-8 Mathematics and Science: Classroom Practice

Autor/in	Lewis, Nancy S.
Titel	An Evaluation of a Master's Degree in K-8 Mathematics and Science: Classroom Practice
Quelle	In: School Science and Mathematics, 106 (2006) 6, S.231 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Program Effectiveness; Teaching Methods; Science Programs; Interdisciplinary Approach; Mathematics Instruction; Elementary Education; Middle Schools; Partnerships in Education; Program Evaluation; Masters Degrees; Classroom Techniques; Teacher Education; United States + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathematics lessons; Mathematikunterricht; Elementarunterricht; Middle school; Mittelschule; Mittelstufenschule; Hochschulpartnerschaft; Programme evaluation; Programmevaluation; Klassenführung; Lehrerausbildung; Lehrerbildung; USA
Abstract	Evaluation as a particular kind of investigated discipline is distinguished from, for example, traditional empirical research in the social sciences or from literary criticism, criminalistics, or investigative reporting, partly by its extraordinary multidisciplinarity (Scrivens, 1991, p. 141). It is this unique multidisciplinary feature of evaluation that adds usefulness when determining the effectiveness of programs seeking to integrate mathematics and science teaching and learning across elementary and middle grade levels. In 2005, a K-8 mathematics and science program celebrated its 15th year of service. The program was the result of education, business, and community partnership efforts focused on improving mathematics and science teaching and learning in schools throughout a metropolitan region in the southeastern United States. This article focuses on the evaluation results for years 1 and 2, conducted from 1999 to 2004. It is concluded that the mathematics and science education program described in this article was committed to increasing teachers' science and mathematics content understanding and developing their reflective practices. Just as important as it was to learn what were graduates' classroom practices and perceptions of the program, it was equally important to add to the body of evaluation literature on mathematics and science programs. (Contains 2 tables and 1 figure.) (ERIC).
Anmerkungen	School Science and Mathematics Association. Texas A&M University, TAMU 4232, College Station, TX 77843. Tel: 979-862-8100; e-mail: ssmj@coe.tamu.edu; Web site: http://ssmj.tamu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10