Search results for: Swars Susan Lee

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Providing Space for Elementary Prospective Teachers' Viewpoints on Mathematics Content Courses: A Two-Dimensional Model of Learning
Authors: Swars Susan Lee, Smith Stephanie Z., Smith Marvin E., Hart Lynn C., Carothers Jody
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.
Published: 2013
Updated: Jun. 05, 2016
2
Professional Development Schools: A Study of Change From the University Perspective
Authors: Rainer Dangel Julie, McMunn Dooley Caitlin, Swars Susan Lee, Truscott Diane, Smith Stephanie Z., Williams Brian
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.
Published: 2009
Updated: Jul. 09, 2009
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A Longitudinal Study of Effects of A Developmental Teacher Preparation Program on Elementary Prospective Teachers’ Mathematics Beliefs
Authors: Swars Susan Lee, Smith Stephanie Z., Smith Marvin E., Hart Lynn C.
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.
Published: 2009
Updated: Apr. 06, 2009
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A Two-Dimensional Model of Teacher Retention and Mobility: Classroom Teachers and Their University Partners Take a Closer Look at a Vexing Problem
Authors: Swars Susan Lee, Meyers Barbara, Mays Lydia C., Lack Brian
This mixed-methods study is a teacher-initiated, collaborative inquiry involving a professional development school (PDS) and a university. The examination focused on teachers’ perceptions of teacher retention and mobility at their PDS. Participants were 134 teachers at a large, suburban elementary school in the southeastern United States.The findings clustered around two primary dimensions: (a) congruency of teachers’ beliefs and practices with organizational norms and (b) teachers’ relational needs and administrators’ willingness and ability to meet such needs.
Published: 2009
Updated: Mar. 26, 2009