An Interdisciplinary Approach to Professional Development for Math, Science, and Technology Teachers

Autor/inn/en	Yasar, Osman; Maliekal, Jose; Little, Leigh; Veronesi, Peter
Titel	An Interdisciplinary Approach to Professional Development for Math, Science, and Technology Teachers
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 33 (2014) 3, S.349-374 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Interdisciplinary Approach; Mathematics Teachers; Science Teachers; STEM Education; Technology Education; Secondary School Teachers; Urban Schools; Suburban Schools; Longitudinal Studies; Summer Programs; Workshops; Faculty Development; Program Effectiveness; Learner Engagement; Graduation Rate; Academic Achievement; College School Cooperation; Comparative Analysis; Experimental Groups; Control Groups; Partnerships in Education; Pedagogical Content Knowledge; School Districts; Scientists; Inservice Teacher Education + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; STEM; Technisch-naturwissenschaftlicher Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sommerkurs; Lernwerkstatt; Schulung; Schulleistung; Hochschulpartnerschaft; Pädagogische Kompetenz; School district; Schulbezirk; Scientist; Wissenschaftler; Lehrerfortbildung
Abstract	This article describes findings and evolution of a teacher-training program based on a partnership of knowledge domains (technology, content, and pedagogy), teaching staff (college faculty and school teachers), educational institutions (colleges and K-12), and local communities (urban and suburban). Within 5 years, more than 180 teachers from 15 secondary schools attended a 3-tier summer institute and follow-up activities. Summer trainees were offered stipends, laptop computers, advanced graphing calculators, smart boards, LCD projectors, mentorship, and technical support during the academic year. While teachers were initially frustrated to learn outside their subject areas, they all completed the initial workshop and more than half returned in subsequent years for advance and expert level training. External evaluators collected data and conducted longitudinal analysis of performance indicators for teaching quality and student learning. Teachers reported increased level of student engagement in and comprehension of mathematics and science topics. Graduation rates and student achievement scores in partnering school districts increased noticeably during the initiative. Comparison of target and control groups showed that treatment students consistently outperformed non-treatment students. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10