Virtual Teaching In Higher Education and greater affect toward math, at semester end, than did the traditional class . That this collaboration manifests itself in better tests scores is http://www.csun.edu/sociology/virexp.htm
Extractions: Abstract An experimental design was carried out during the Fall, 1996 in which 33 students in a Social Statistics course at California State University, Northridge were randomly divided into two groups, one taught in a traditional classroom and the other taught virtually on the World Wide Web. Text, lectures and exams were standardized between the conditions. Contrary to the proposed hypotheses, quantitative results demonstrated the virtual class scored an average of 20% higher than the traditional class on both examinations. Further, post-test results indicate the virtual class had significantly higher perceived peer contact, and time spent on class work, but a perception of more flexibility, understanding of the material and greater affect toward math, at semester end, than did the traditional class. Since 1994, the World Wide Web and related Internet resources (e.g., e-mail, chat, and news groups) have become an increasing viable component in higher education pedagogy. This has led to significant interest in the implementation of Internet based virtual teaching. Yet little, if any, experimental evidence has been generated to demonstrate the effects of virtual versus traditional class format on student performance. What has appeared is largely qualitative or devoid of empirical analysis altogether and argued as simply a remedy or antidote to the deficiencies of the traditional classroom. If quantitative, the data tend to be based on a single class and hence, no experimental comparison, or self selected samples of two or more classes. Considering the amount of money being expended in higher education on infrastructure, software, training and technological pedagogy, this lack of experimental evidence is unconscionable.
Continuing Education At Hunter College mathematics Center for Learning and Teaching Making an IMPACT on Middle andHigh School math ( a collaboration with NYSED, the UFT and Hunter College http://ce.hunter.cuny.edu/courses/coursedetails.cfm?course_webid=1507
Division Of Mathematics Learning And Teaching The project, a Targeted mathScience Partnership, is a collaboration involvingBoston University, Teaching to the Big Ideas of Early Algebra http://www2.edc.org/MLT/project_list.asp
Extractions: EDC collaborates with SummerMath for Teachers at Mount Holyoke College to offer two-week institutes for staff developers, teacher educators, and teacher-leaders to consider the goals of professional development in mathematics, analyze the role of facilitator, and learn about the Developing Mathematical Ideas professional development materials. DMI Leadership Institute 1 is based on DMI's Number and Operations modules; DMI Leadership Institute 2 on the Geometry and Data materials. EDC and Intel Mathematics Collaborative Facilitator Institutes prepare a national group of prospective facilitators to teach the two Lenses on Learning courses, which help school and district administrators support standards-based elementary mathematics instruction. Institute topics include elementary mathematics, the nature of standards-based mathematics instruction, what administrators need to know, and how they learn it. Focus on Mathematics Focus on Mathematics will increase student achievement and teacher quality through three programs that provide teachers with solid content-based professional development, provide students with rigorous courses and curricula, and establish a mathematical community in which mathematicians and pre-college educators work together to improve mathematics education in grades 5 through 12. The project, a Targeted Math-Science Partnership, is a collaboration involving Boston University, Education Development Center Inc., and five school districts.
Extractions: Talk About Teaching Shall We Dance? Team Teaching and the Harmony of Collaboration By Herman Beavers and Dennis DeTurck Team teaching is a little like participating in a semester-long jam session, where musicians who share a deep love for the material they play decide to explore its possibilities with little regard for the dangers. It can be a very exciting and spontaneous way to impart information, for students to witness intellectual exchange "on the fly," and to cover large amounts of seemingly disparate material. At its best, it can be a very powerful way of dismantling the outmoded notion that teaching is a matter of one individual's mastery of a specialized subject matter. But when it falters, it can be frustrating for students who may have never experienced a team-taught course and therefore regard a college course as legitimate only when information comes from one source. There are several crucial ingredients for successful team teaching. Foremost is flexibility with regard to both logistical and scholarly matters. Second is a commitment to the process that includes attendance by each faculty member at the other's classes. Attendance by both faculty members demonstrates to the students that two potentially separate courses are one in the eyes of the faculty, and provides many opportunities for planned or impromptu interactions to illustrate the synergy between the subjects. Third is a combination of trust and a spirit of adventure. Team-teaching across disciplines provides the faculty an opportunity to examine their prejudices regarding scholars in other fields. We become aware of the world outside our narrow fields of endeavor, and can thus conceptualize new forms of intellectual subsistence. Like the hero of the recent film
Middle School Teacher Testimony - House Science Committee In what I see as good mathematics teaching we encourage collaboration and I knew that the way we were teaching math was not effective for most students. http://www.middleweb.com/MWLresources/MStestimony.html
Extractions: I never thought that I would ever be a teacher of mathematics. I struggled with math in school, and took the minimum mathematics coursework in high school. Then I discovered that I needed mathematics to pursue my love for biology, so in college I had to start from scratch. I was lucky to have wonderful and patient professors. I went on to graduate school in wildlife management, where I learned and used a lot of statistical tools. When the mathematics had a practical use for me it made a lot more sense. Learning computer programming also helped me improve my skills in organizing, sequencing, and problem solving. My first career was in biology and I loved it. After several years, a series of life changes made it clear to me that I wanted to move on and become a teacher. I thought I would be more employable if I had certification to teach mathematics as well as science, and since I had enough math credits I had "mathematics" added to my teaching certificate.
MiddleWeb's Teaching Strategies Resources See, for example, this article on interdisciplinary collaboration in the Innovative math and science teaching that also assures equity This Web site http://www.middleweb.com/CurrStrategies.html
Extractions: 10 Great Websites for Teachers Guiding Middle Grades Curriculum Decisions The first three guides (language arts, math, and science) in the Education Development Center, Inc. series, "Guiding Middle-Grades Curriculum Decisions," are available at MiddleWeb at no cost. The series, developed with support from the Edna McConnell Clark and W.K. Kellogg Foundations, is designed to assist middle-grades educators as they help young adolescents to achieve high standards. Each guide addresses the content of the curriculum and how it is taught; how the curriculum can engage all students in learning and meet the developmental needs of individual students; and what is required for successful curriculum implementation. Great Teaching Strategies We never cease to be amazed by the efforts of some teachers with a knack for the Web and an urge to share. This website maintained by a California high school English teacher has much to offer to middle grades teachers, too. Digital pictures illustrate various concepts used in Jim Burke's classroom, including notetaking strategies, graphic strategies, discussion strategies, and teaching strategies. A second page on "note-making" (beyond "note-taking") includes visuals of many techniques, PDF versions of handouts, and more. And don't miss the English Companion homepage!
MAST - Math And Science Teaching Institute The Mathematics and Science Teaching (MAST) Institute, established in 1987 In collaboration with the UNC s Departments of Chemistry Biochemistry and http://mast.unco.edu/
Extractions: OTHER The MAST Institute, within the College of Natural and Health Sciences at the University of Northern Colorado , is committed to equitable and systemic reform in the teaching and learning of science, mathematics and technology education. The Mathematics and Science Teaching (MAST) Institute , established in 1987 provides leadership and coordination for projects and programs to improve mathematics and science education, within the University, the State and nationally. The Director of the MAST Institute is Dr. John Moore MAST Institute, Ross Hall, Rm. 1210, University of Northern Colorado, Greeley, CO 80639, phone: 970-351-1289, fax: 970-351-1269. Contact Us.... This Server has been accessed 296481 times.
MAST - Math And Science Teaching Institute math and Science Teachers. collaboration and collegiality contribute to thedevelopment of learning communities Front Range BOCES for Teacher http://mast.unco.edu/hotline/calendar2.php
Extractions: OTHER For more information on calendar items contact the Hotline. If you would like to have an event listed in our calendar, please leave a message or write: UNC, The MAST Hotline, Campus Box 123, Greeley, CO 80639. Home library library - periodicals newsletter Newsletter - Spring '05 Front Page Newsletter - Spring '05 Opportunities Newsletter - Spring '05 Questions Calendar Colorado Colleges Education Standards Educator Opportunities Field Trips Grants/Scholarships Question Archives Resources Science Fairs Summer Camps Jan Feb Mar Apr May June July Aug ... Nov Dec Top of page Now -August Professional development opportunity: National Teachers Enhancement Network Montana State University 's National Teachers Enhancement Network (NTEN) delivers high quality Internet-based learning opportunities to K-12 science teachers. You can access electronic resources, discuss issues online with other teachers, and participate in graduate level science courses via the Internet. An average of 15 online graduate level science and science education courses are available each semester. Courses may be taken for professional development or as part of a graduate degree program in science education . Earth science related courses offered this summer include Hydrology of Streams and Lakes , and Landforms for Elementary Teachers . Courses in biology; chemistry; education, curriculum and instruction; land resources and environmental sciences; mathematics; microbiology; and physics are also offered.
Extractions: Select Answer Regional/State Technology Director/Coordinator District Technology Director/Coordinator School Technology Director/Coordinator US Department of Education Staff Member State Department of Education Staff Member District MIS Director Superintendent/Assistant Superintendent Principal/Vice Principal Federal/State Program Administrator Department/Area Chairperson Librarian/Learning Resource Specialist Curriculum Director Media/AV Specialist School Board Member MIS/IT Manager/Director/Head Business Officer Technology Buying Educator/Consultant Technology/IT Support Specialist Other What best classifies your organization?
Extractions: "I fell in love with the format of the courses, the wide range of topics, and the wonderful facilitators. I ended up taking 12 courses online with PBS and completed my Master's +30 like I had planned from the beginning." Beth McDonald Science Curriculum Coordinator Barnwell District 45, Barnwell, SC About Courses (formerly Ready to Teach Algebra) is a series of innovative, online professional-development courses that make challenging mathematical concepts visual, relevant, and easier to teach. These courses are designed for in-service and pre-service teachers of mathematics, grades 7-12. All courses begin June 29
Extractions: more project info... Latest Highlight Learning Mathematics for Teaching (LMT) Instrument Dissemination Workshop- ... By Heather Hill. New in Library Interweaving Content and Pedagogy in Teaching and Learning to Teach: Knowi... By Deborah Loewenberg Ball, Hyman Bass, Multiple Perspectives on the Teaching and Learning of Mathematic, 2000. Developing Measures of Teachers' Mathematics Knowledge for Teaching By Heather C. Hill, Stephen G. Schilling, Deborah Loewenberg Ball, Elementary School Journal, In Press Oct. 2004. The Principal Investigator of Measures of Content Knowledge for Teaching Mathematics is Heather Hill . This site was created to enhance communication and collaboration between partners within the Math Knowledge project as well as to inform the public of the efforts of the Math Science Partnership program. While selected documents in the library and resources sections have been made available to the public, only logged in members of the Measures of Content Knowledge for Teaching Mathematics project can post comments, participate or read posts in the Forums, or see the interactive Calendar. More information can be found on a separate web site created by this project:
Randa Shoeb, Multimedia Digital Portfolio The essence of collaboration is that with a goal in sight, people can come In The Art and Practice of Teaching Science and math course, I designed and http://www.plu.edu/~dmc/gallery/MDP/RandaShoeb/collaboration.html
Extractions: "Never doubt that a small group o f committed people can change the world; indeed it is the only thing that ever has." -Margaret Mead A significant aspect of the MA certification program is its commitment to the development of partnerships in teaching through the use of collaboration and teaming in pursuit of collegiality and professionalism. Our cohort To be able to collaborate and respect each others' opinions and work toward a goal is important as an educator. The essence of collaboration is that with a goal in sight, people can come together as part of a community and work toward a common purpose. I participated in a number of activities that have been collaborative in nature. Besides the numerous group projects and presentations incorporated into PLU coursework, I am part of a core team of teachers at my internship site with 55 students and we collaborate to help struggling students, conference with parents, and discuss school-wide issues and policies. I also collaborated with another member of the cohort, "my learning partner," while writing lesson plans for
Extractions: SRI International The present National Science Foundation funded effort to create a National Science, Technology, Engineering and Mathematics Digital Library (NSDL) builds upon a long-standing vision of the purposes a national digital library dedicated to teaching and learning could serve ( National Research Council, 1998 ). A primary purpose of the NSDL is to support federated search ( NSDL, 2003 ), thus simplifying an individual instructor's effort to find relevant, high quality resources. A secondary purpose is to provide shared workspaces for the collaborative development of better teaching practices and resources [ The two purposes are synergistic: federated search is valuable only when very good quality materials can be found in the repository; and potential educational contributors need support to create high quality digital materials. Such support must come primarily from peers in order to be scaleable and sustainable. An important problem in the construction of an educational digital library, then, is the design of supports for collaboration among members to create high quality teaching resources. A particular instance of this problem has arisen in the Math Tools project [ ], a collection within the NSDL that aims to collect software tools (e.g., applets, graphing calculator programs, etc.) to support K-12 and university mathematics instruction. The Math Tools team decided that a priority for their effort would be to attract developers, teachers, and researchers to a "developer's area" of the Math Tools site, and to foster the formation of a community that would support each other's work-in-progress in the creation and adaptation of software tools and resources.
Extractions: Search UA Math: Sections: Home About People Events ... Site Map Quick Links Pages in other parts of our website contain specific VIGRE information for: The VIGRE program at the University of Arizona is a collaboration between the Department of Mathematics and the Interdisciplinary Program in Applied Mathematics Integration Workshop for new mathematics graduate students and the Applied Mathematics Laboratory . See the graduate VIGRE pages for more details on the graduate aspects of our VIGRE program. At the undergraduate level, our VIGRE program supports students involved in the Undergraduate Research Assistant (URA) and Undergradaute Teaching Assistant (UTA) programs and it supports undergraduate travel. URAs are supported for a semester or a summer and work on a research project with a faculty member possibly assisted by a post-doc or graduate student. Projects span the full range of mathematics, from geometry and topology to cryptography, modeling, and numerical analysis. Reports from these projects are posted on the URA web site . UTAs are also supported for a semester and work with a faculty member teaching an undergraduate course. UTAs are not UTA web site . VIGRE supports undergraduates traveling to conferences and poster sessions, as well as our local undergraduate research conference
RL Moore And The Moore Method Of Teaching Mathematics collaboration with classmates was strictly forbidden, as was reading of texts This method of teaching became known as the Moore Method or the Texas http://web.library.emory.edu/subjects/science/math/moore.html
Extractions: Table Of Contents Who was R. L. Moore? top R. L. (Robert Lee) Moore was born in Dallas, TX in 1882. He enrolled at the University of Texas (Austin) in 1898, shortly before his 16th birthday, and completed his bachelor's degree in three years. Following appointments as a lecturer at the University of Texas and as a high-school mathematics teacher, Moore attended graduate school at the University of Chicago. He was awarded his doctorate in 1905. After earning his Ph.D. in the field of
The Math Forum - Math Library - Technology In Math Ed The math Forum s Internet math Library is a comprehensive catalog of Web An online resource for teaching, learning, research, and collaboration for http://mathforum.org/library/ed_topics/tech_ed/
Scientific Activities: Science Teaching Our collaboration with the Davidson Institute for Science Education at the Weizmann The Elementary math Project Development and implementation of http://www.weizmann.ac.il/acadaff/Scientific_Activities/current/Science_Teaching
Extractions: Department is composed of groups working in mathematics, physics, chemistry, life sciences, computer science, earth and environmental sciences, and science and technology for all (junior and senior high school). Extensive research and development is carried out in all these areas, with the aim of a) producing high-quality and up-to-date learning, teaching and assessment materials for use throughout the Israeli educational system, and b) providing ongoing professional development of teachers. The learning and teaching materials include textbooks, teacher guides, enrichment materials, innovative uses of modern technologies and development and maintenance of websites for non-frontal teaching. The work is based upon an underlying philosophy that considers curriculum development and implementation, professional development of teachers, research and evaluation as part of an integrated and continuous long-term activity. Our belief in the central role of teachers in improving education has led us to focus our efforts also on National Teacher Centers, which serve as sources of support, information and materials for teachers throughout the country. The Centers, led by our scientists, also prepare and support teachers in leadership roles in their schools and/or districts. In 2003, we expanded our work with teachers to include pre-service education. We established a program for Teacher Licensing (Teudat Horaa) in cooperation with the Feinberg Graduate School and with endorsement of the Ministry of Education. The target population of this program is graduate students and post-doctoral fellows from all the departments at the Weizmann Institute. The main objective of the program is to encourage candidates with a very strong scientific background to become teachers and teacher leaders in junior high and high schools in Israel, as well as in teacher education colleges.
Section 5: Collaboration collaboration partnerships with K12 schools Members of the teaching professionfrom neighboring schools/ school-districts regularly participate in Teacher http://ww3.munet.edu/math/Section 5/section_5.htm
Extractions: Program Summary Section 3 Instructional Faculty Section 4 Candidate Preparation Section 5 Collaborative Partnerships Section 6 Professional Development Section 7 Standards Matrices Secondary Elementary Section 8 Program Recognition Section 9 Methods of Instruction Section 10 Faculty Vitae Section 11 Course Descriptions Mathematics Education Section 12 Course Syllabi In 1971, Madonna University initiated a Competency-Based Teacher Education Program with field-experiences for all of its students. The competency-based program outlines the specific competencies or skills to be demonstrated by the student, provides instructional alternatives to facilitate the students progress, and holds the student accountable for the achievement of specified goals. It also provides specific criteria by which the success of the program can be measured. Most importantly, it is a preparation program, which is skill oriented and field-based.
NTLF Vol. 14 No. 1 2004 - CARNEGIE CHRONICLE The collaboration commenced over a novel offering for freshman math majors, themathematics Workshop Course, that Curt would be teaching for the first time http://www.ntlf.com/FTPSite/issues/v14n1/carnegie.htm
Extractions: Curtis T eaching is frequently seen as a very personal thing. Scholarship, however, is a public and often collaborative enterprise. The Scholarship of Teaching and Learning (SoTL) blends the personal and the public. Collaboration c an be a valuable, yet difficult, undertaking in the scholarship of teaching and learning. What follows examines some of the advantages and disadvantages encountered while collaborating on paired projects as scholars in the Carnegie Foundation for the Advancement of Teachings CASTL Scholars program. Our collaboration began in 2002 when Curt brought the CASTL Scholar application to Jackies office and suggested applying together as a way to start investigating questions about student learning that interested us both. Curt had just joined the faculty at Loyola Marymount University (LMU), in part to work with Jackie on issues surrounding teacher preparation, and we happened to share an interest in pedagogical reform. As a former CASTL scholar, applying together for the CASTL program struck him as a way to initiate a collaboration. In addition, Jackie had connections to LMU students and faculty essential for the SoTL project Curt had in mind. Our Story The collaboration commenced over a novel offering for freshman math majors, the Mathematics Workshop Course, that Curt would be teaching for the first time (a course Jackie helped design and frequently taught). Jackie wanted to answer a teaching question that had arisen in this class. She was interested in how students come to see a need for proof in mathematics versus simply accepting examples as proof. Jackie also possessed a piece of evidence describing a students view of how he transferred his mathematics learning to the rest of his life. Curt wanted to know what students actually carry away from their mathematics courses, because knowing that could inform the discussion about appropriate quantitative reasoning requirements for liberal education.
ENC Online: Collaboration That Works! When teachers have a collaborative goal of enhancing math and science Bullet,Changing the Culture of Teaching. Spacer. Bullet, collaboration that Works http://www.enc.org/features/focus/archive/lessonstudy/document.shtm?input=FOC-00
