Search results for: Smith Stephanie Z.
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Providing Space for Elementary Prospective Teachers' Viewpoints on Mathematics Content Courses: A Two-Dimensional Model of Learning
This case study examined the experiences of two groups of 12 elementary prospective teachers completing distinct mathematics content courses. The findings reveal perspectives on knowing, learning, and teaching mathematics as experienced in the context of these courses. The prospective teachers' mathematical beliefs and affect also emerged as key findings, coupled with the quantitative data revealing differences in specialized content knowledge for teaching mathematics. Two salient dimensions emerged as promoting learning in the courses: caring classroom practices and curricular relevance.
Updated: Jun. 05, 2016
The purpose of this study was to identify, describe, and analyze the changes in one college of education, including programs, policies, and practices related to partnership reform efforts. The primary question was as follows: What changes do persons in the educational system perceive as a result of their involvement in PDS work? To begin this study, the authors reviewed the extant research on changes resulting from PDS work. The authors then considered Bronfenbrenner's (1979) theory of ecological influence to provide a framework for understanding the various perspectives provided by participants in differing roles at the university.
Updated: Jul. 09, 2009
A Longitudinal Study of Effects of A Developmental Teacher Preparation Program on Elementary Prospective Teachers’ Mathematics Beliefs
This is a longitudinal, mixed methods study. It presents a thorough examination of the effects of a distinctive teacher preparation program on important constructs related to prospective teacher preparedness to teach mathematics for understanding, including mathematics pedagogical and teaching efficacy beliefs, mathematics anxiety, and specialized content knowledge for teaching mathematics. The results indicate that the programmatic features experienced by the prospective teachers in this study, including a developmental two-course mathematics methods sequence and coordinated developmental field placements, provided a context supporting teacher change.
Updated: Apr. 06, 2009