Applying NAEP to Improve Mathematics Content and Methods Courses for Preservice Elementary and Middle School Teachers

Autor/inn/en	Goodson-Espy, Tracy; Cifarelli, Victor V.; Pugalee, David; Lynch-Davis, Kathleen; Morge, Shelby; Salinas, Tracie
Titel	Applying NAEP to Improve Mathematics Content and Methods Courses for Preservice Elementary and Middle School Teachers
Quelle	In: School Science and Mathematics, 114 (2014) 8, S.392-404 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12093
Schlagwörter	Methods Courses; Course Content; Mathematics Education; Program Improvement; Preservice Teacher Education; Teacher Education Curriculum; Instructional Materials; Integrated Curriculum; Learning Modules; National Standards; Quasiexperimental Design; Mathematics Tests; Pedagogical Content Knowledge; Knowledge Base for Teaching; Number Concepts; Geometry; Beliefs; Self Efficacy; Program Effectiveness; Program Evaluation; Instructional Effectiveness; Elementary School Mathematics; Middle Schools; Secondary School Mathematics; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Kursprogramm; Mathematische Bildung; Lehramtsstudiengang; Lehrerausbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning module; Lernmodul; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Number concept; Zahlbegriff; Geometrie; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Programme evaluation; Programmevaluation; Unterrichtserfolg; Elementare Mathematik; Schulmathematik; Middle school; Mittelschule; Mittelstufenschule
Abstract	This study explored how mathematics content and methods courses for preservice elementary and middle school teachers could be improved through the integration of a set of instructional materials based on the National Assessment of Educational Progress (NAEP). A set of eight instructional modules was developed and tested. The study involved 7 university instructors and 542 preservice teachers (PSTs) from three different universities. A quasi-experimental nonequivalent groups design was used for this study in which the following data sources were collected and analyzed. Three versions of a Learning Mathematics for Teaching test were given to assess PSTs' mathematical content knowledge for teaching: (a) Elementary Number Concepts and Operations--Content Knowledge; (b) Elementary Geometry--Content Knowledge; and (c) Middle School Number Concepts and Operations--Content Knowledge. In addition, the Mathematics Teacher Efficacy Beliefs Instrument was given to assess PSTs' teacher efficacy beliefs. Test results were analyzed using paired samples t-tests. Findings suggest that use of instructional materials, based on NAEP, with PSTs results in increases in their mathematical content knowledge for teaching and in their teaching efficacy beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10