Lessons from a Math-Science Partnership

Autor/inn/en	Lubienski, Sarah Theule; Hug, Barbara; Copur-Gencturk, Yasemin
Titel	Lessons from a Math-Science Partnership
Quelle	In: Teacher Education and Practice, 27 (2014) 2-3, S.316-331 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Mathematics Education; Science Education; Partnerships in Education; Masters Degrees; Program Implementation; Elementary School Teachers; Middle School Teachers; Graduate Students; Participant Satisfaction; Pedagogical Content Knowledge; Inquiry; Instructional Improvement; Mathematics Anxiety; Alignment (Education); Fidelity; Instructional Innovation; Incentive Grants; Scheduling; Workshops; Course Content; Online Courses; Classroom Environment; Program Evaluation; Teacher Selection; Data Collection; Outcome Measures; Summative Evaluation + Suchen Sie Ihr Suchwort? Mathematische Bildung; Naturwissenschaftliche Bildung; Hochschulpartnerschaft; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Pädagogische Kompetenz; Unterrichtsqualität; Educational Innovation; Bildungsinnovation; Finanzieller Anreiz; Disposition; Lernwerkstatt; Schulung; Kursprogramm; Online course; Online-Kurs; Klassenklima; Unterrichtsklima; Programme evaluation; Programmevaluation; Data capture; Datensammlung
Abstract	This article describes the lessons learned during the implementation of a new master's degree program for K-8 teachers. The program's goal was to increase student inquiry and sense making in mathematics and science classrooms. Each of the twenty-four teacher participants reported strong satisfaction with the program, and a variety of measures showed improvements in teachers' math and science content knowledge and instruction. Despite these successes, some difficulties were encountered, including anxiety among the teachers at particular points in the program, disconnects between the program's ideals and classroom realities, and problems linking changes in instruction with K-8 student outcomes. Key decisions and dilemmas underlying these difficulties are discussed, organized around the themes of program structure, course content/pedagogy, and evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10