Search results for: Griffin Cynthia C.
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Prime Online: Developing Grades 3-5 Teachers’ Content Knowledge for Teaching Mathematics in an Online Professional Development Program
This study aimed to investigate the impact of a yearlong, online teacher professional development (oTPD) program, Prime Online, on teachers’ mathematics knowledge for teaching (MKT) and to examine the components of a PD program that impacted participants’ MKT. The analysis indicates latent growth modeling and focus group data indicated growth in participants’ content knowledge and initial growth in knowledge of students from pretest to midtest, with a decline at the end of the program. The authors conclude that that Prime Online has potential to provide teachers with ongoing, rigorous, high-quality learning opportunities for impacting their knowledge of mathematics content and pedagogy and of their students.
Updated: Jul. 22, 2015
In this article, the authors build a framework for studying collaborative teacher education, emphasizing linkages among theory, innovation, and outcomes.
Updated: Sep. 24, 2012
Novice Special Educators' Instructional Practices, Communication Patterns, and Content Knowledge for Teaching Mathematics
In this study, the authors examine the influence of teacher and student communication patterns, instructional practices, and teacher pedagogical content knowledge on students' mathematics learning in both general and special education mathematics classrooms. Five pre-service special education teachers and 43 students with varying disabilities participated in this study. Results reveal two sets of instructional practices, communication patterns, and teacher understandings of mathematics for teaching that differentially affected student performance. Implications are discussed for teacher education and further research.
Updated: Jan. 12, 2010
First-Year Special Educators: The Influence of School and Classroom Context Factors on Their Accomplishments and Problems
The purpose of this study was to more fully describe novice special educators' experiences by exploring their problems and accomplishments and the context factors within the classroom and school that potentially promote or constrain novices' professional development. The findings of this survey of 596 first-year special education teachers extend the literature by revealing the influence of classroom and school context factors on new teachers' accomplishments and problems.
Updated: May. 11, 2009