The Impact of an Ongoing Professional Development Program on Prekindergarten Teachers' Mathematics Practices

Mathematics is a natural part of daily life for young children as they explore and investigate the world around them. To build on these experiences, and to begin establishing a mathematical foundation, early childhood educators must not only be knowledgeable about mathematical concepts, they must also be aware of the most developmentally appropriate ways in which to teach these concepts to young children. After participation in an ongoing professional development program, specifically targeting teachers of prekindergarten children in public school, Preschool Programs for Children with Disabilities (PPCD), Head Start, and child care settings, teachers reported positive changes in math practices. Specifically, teachers reported a stronger alignment to national mathematics standards and increased awareness pertaining to developmentally appropriate mathematics practices as they apply to early childhood classrooms. Teachers reported a shift towards more hands-on activities and a shift away from the use of worksheets in their prekindergarten classrooms. Implications from this study suggest that ongoing professional development that is designed to meet the specific needs of early childhood educators can have a positive impact on reported mathematics content knowledge and instructional practices.     

Using food as a tool to teach science to 3 grade students in Appalachian Ohio

The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007-2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3(rd)-grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands-on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in four other classrooms served as the control group. Mainstream 3(rd)-grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4(th) grade. Teachers and students alike reported that the hands-on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations.     

Food safety in the classroom: Using the Delphi technique to evaluate researcher‐developed food safety curriculum aligned to state academic standards

High school students’ prevalence as food‐service industry employees and their lack of food safety knowledge make them prime candidates for food safety education. The researchers developed a food‐safety‐focused curriculum for high school students aligned with Indiana Academic Standards for Agriculture, Advanced Life Science: Food. The curriculum was designed to provide students with fundamental food safety concepts through experiential learning and incorporation of science, technology, engineering, agriculture, and mathematics (STEAM) activities in the context of different careers related to agriculture, especially in food science. This study uses the Delphi technique to evaluate the food safety curriculum, including the identification of barriers to incorporating the curriculum into classrooms. The Delphi technique uses an expert panel to generate consensus related to a topic. A panel of experts in the field of education evaluated the curriculum through three rounds of surveys containing questions related to six curriculum assessment topics. Experts rated the degree to which they agreed with statements about the curriculum using a 5‐point Likert scale and multiple‐choice questions. At the conclusion of the study, the cost to purchase materials for cooking labs was the only identified barrier to curriculum incorporation (62.5%). Experts agreed that the curriculum addressed academic standards (100%), was engaging for students (100.0%), was easy for teachers to use (89.5%), and successfully incorporated STEAM (100.0%), experiential learning (89.5%), and career‐education (78.9%). This study highlights the feasibility of providing food safety education to high school students in less traditional disciplines while promoting career development through the incorporation of experiential learning, STEAM, and career‐education components.     

Understanding food processing and systems: Pilot testing a standards‐aligned middle school curriculum

Consumer confidence and trust, as it relates to the food system, is one of the most sensitive areas within consumers’ understanding of food. Surveys have shown that a large majority of people would like to learn more about agriculture and food manufacturing, with young people being among those most eager for more information about where their food comes from. Food‐focused educational resources often go unused due to teachers’ lack of familiarity with the subject area, the pressures of standardized testing, and lack of alignment to state content standards. Building on the success of the Hands On Classrooms platform that developed and validated curricula with high adoption rates by teachers and a demonstrated impact on student knowledge and self‐efficacy, a new curriculum on food system and food processing was developed and pilot tested. Two teachers from rural Virginia and Tennessee participated in the study. Both teachers received online professional development prior to implementation. Students were given pretests and posttests to measure (a) what impact does the curriculum have on students’ knowledge of food systems and processing and (b) to what extent does the curriculum have an impact on student's self‐reported skills related to these topics? A total of 87 students completed the assessments and showed significant improvements from pretest to posttest on both knowledge (p < .001) and skills (p < .001) related specifically to where food comes from and how it is processed, content that is typically not covered in middle school curriculum. Further research can be undertaken to measure the impact on others in different geographic and socioeconomic areas to provide additional data to validate the program.     

High Possibility Classrooms as a pedagogical framework for technology integration in classrooms: an inquiry in two Australian secondary schools*

Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a pedagogical framework drawn from research on exemplary teachers’ knowledge of technology integration in Australian school classrooms. The framework is being used to support teachers who teach various stages of schooling to take ‘pedagogical steps’ in their practice with technology. This article focuses on the use of the HPC conceptual framework in a study of seven teachers and their students at two secondary schools in New South Wales, Australia. Analysis confirms the practicality of this conceptual framework for technology integration in secondary school classrooms. This inquiry has implications for addressing the reluctance of teachers to integrate technology in curriculum. The article concludes by suggesting that more schools might consider using conceptual frameworks like HPC to support secondary school teachers to enhance student learning with technology.     

Food‐Based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge

Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand‐on, food‐based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: (1) assess 4th graders food‐related multidisciplinary science knowledge, and (2) compare gains in food‐related science knowledge after implementation of an integrated, food‐based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands‐on, food‐based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n = 9) and North Carolina (n = 9). Sixteen classrooms in Ohio (n = 8) and North Carolina (n = 8), following their standard science curricula, served as comparison classrooms. Students completed a researcher‐developed science knowledge exam, consisting of 13 multiple‐choice questions administered pre‐ and post‐test. Only subjects with pre‐ and post‐test scores were entered into the sample (Intervention n = 343; Control n = 237). No significant differences were observed between groups at pre‐test. At post‐test, the intervention group scored (9.95 ± 2.00) significantly higher (p = 0.000) than the control group (8.84 ± 2.37) on a 13‐point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food.     

Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies

Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in contemporary early learning settings. The authors’ analysis and recommendations are informed by their extensive experiences including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work in early childhood teacher education at their respective universities.     

Making the Intentional Decision to Use an Effective Curriculum to Promote Children’s Learning

This study investigated the extent to which early education classrooms across Indiana implemented evidence-based practices and how well the classrooms of different types of early education programs in our state compared with one another. Evidence-based effective curricula increase children’s learning compared to those that are not effective. This article addresses the question: “Are the curricula used by the teachers effective?” The 81 participating classrooms included 28 in licensed child care centers, 27 in Head Start, and 26 in public school prekindergarten. Of the 81 classrooms, 80 teachers responded to the question: “What curriculum or curricula do you use in your classroom?” We used a three-step process to determine whether each response named a curriculum based on the Head Start definition; whether studies of the curriculum met the What Works Clearinghouse (WWC) guidelines for being evidence-based; and if the WWC reviews identified the curriculum as effective in increasing children’s learning. Findings revealed that only 2 of 80 responding teachers used a curriculum determined by WWC to be effective. Other teachers used curricula that did not meet the Head Start definition, used curricula that did not meet the WWC standards for evidence, or used curricula with evidence but that were ineffective. These findings suggest that administrators and teachers should opt for a curriculum determined to be effective and to choose whether the curriculum will be math- or literacy-based since no comprehensive curriculum has been determined to be effective. A challenge for implementation is that the WWC has shown only five curricula to be effective.     

Argumentation-teaching as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges

An innovative school science curriculum in South Africa requires the inclusion of African societal/cultural knowledge, such as indigenous knowledge (IK). The main project involves introducing argumentation to accomplish this requirement. We used a focus group plus critical incident technique to ascertain nine teachers’ understandings of argumentation and IK, their perceptions of how argumentation helps in teaching IK, examples of how argumentation-teaching had (or had not) worked in their classrooms, and their suggestions. Our results show that the teachers accepted argumentation as a viable approach to teach science and introduce IK into their classrooms.     

Implementing a disciplinary-literacy curriculum for US history: learning from expert middle school teachers in diverse classrooms

In recent years, educators in the USA have emphasized disciplinary literacy as an essential path forward in cultivating adolescents’ understanding of subject matter in tandem with literacy practices. Yet, this agenda poses challenges to teachers who have been tasked with its implementation. Here, we examine two expert US history teachers’ efforts to implement curriculum that integrates reading, writing and thinking in history with academically diverse eighth graders. We conduct qualitative analyses of teacher observations and interviews as well as student work. This analysis provides insight into several issues that emerge in efforts to teach disciplinary literacy in history classrooms: the nuances of teachers’ use of curriculum materials created by people other than themselves, teachers’ appropriation and adaptation of curriculum materials and teachers’ understanding of curriculum materials and disciplinary literacy goals. We find that teachers’ knowledge of the discipline and attention to students’ ideas allowed them to skillfully adapt the curriculum to better meet students’ needs and push students’ thinking. Orienting teachers toward disciplinary learning, ensuring a foundational understanding of their discipline and providing teachers with tools to teach disciplinary literacy are important steps to help students meet the demands of the disciplinary literacy agenda.     

新课程改革背景下小学全科教师培养路径研究

《基础教育课程改革纲要(试行)》明确提出课程结构要改变“过于强调学科本位、科目过多和缺乏整合的现状”,小学阶段则应“以综合课程为主”。《小学教师专业标准(试行)》要求小学教师“适应小学综合型教学的要求、了解多学科知识”“了解所教学科与社会实践的联系、了解与其他学科的联系”。从知识能力结构、课程设置、教育教学模式、情感态度等方面提出小学全科教师培养路径。     

Agentic neglect: Teachers as gatekeepers of England’s national computing curriculum

The addition of computing to England’s National Curriculum was welcomed as a much-needed modernization of the country’s digital skills curriculum, replacing a poorly regarded ICT program of study with an industry-supported scheme of computer science, robotics and computational thinking. This paper will demonstrate how teachers have acted as gatekeepers to block a curriculum that they view as narrow, difficult to teach and in conflict with their beliefs and practices as educational professionals. Extensive qualitative data were collected through classroom observations, teacher and student interviews and student artifact creation in four state-maintained primary school classrooms to explore how teachers acted agentically to minimize or altogether reject a legally mandated curriculum that clashed with their local, professional knowledge. Analysis of this data was supported by official documents and personal accounts of the creation of the computing program of study, which highlight a discourse of economic anxiety and post-imperialist nostalgia on the part of the curriculum’s designers. This study will illuminate the significant influence that teachers wield as gatekeepers for subject content, with the ability to reject digital technology curricula even when it is supported by industry and mandated by law.     

Learning to teach 3D printing in schools: how do teachers in Korea prepare to integrate 3D printing technology into classrooms?

3D printing implementation in educational contexts has gained considerable attention in recent years. However, research shows that both in-service and pre-service teachers lack digital literacy and the confidence required to teach this emerging technology. This study reports the current challenges and opportunities in 3D printing education in Korea and identifies the range of knowledge required for teachers to integrate 3D printing technology into classrooms in meaningful ways. The technological, pedagogical, and content knowledge (TPACK) framework was used to analyze the certificate program for 3D printing educators and in-service teachers’ practices. The findings from interviews with 10 in-service teachers and participant observation in the 3D printing training workshop for pre-service teachers revealed that technological knowledge is overly emphasized in the 3D printing teacher training curriculum. Thus, many in-service teachers develop their content knowledge and pedagogical knowledge by exchanging ideas with other teachers online and running project-based courses with flipped classroom approaches. Two potential paths were discovered for developing curricula that cross over the domains of the TPACK framework to successfully integrate the technology into classrooms: collaboration between teachers in different subject areas and industry experts to develop technical knowledge and curriculum, and contextualizing 3D printing technology in relation to open-source digital culture.     

The Relationship between Attitudes, Knowledge, and Demographic Variables of High School Teachers Regarding Food Irradiation

ABSTRACT:  The purpose of this study was to use a validated instrument to determine the attitudes and knowledge of high school teachers regarding food irradiation, and to determine the correlations among their knowledge and attitudes and certain demographic variables. Knowledge and attitudes about food irradiation were measured in selected high school family and consumer sciences teachers ( n = 121) who taught Food and Nutrition, Food Science and Technology, and/or Food Production Management and Services, via a 24-item instrument with 6 factors. Results revealed these teachers held neutral to positive attitudes about the safety of irradiated foods, their perception of the risk of foodborne illness, and learning about food irradiation, and neutral to negative perceptions of their understanding of food irradiation and their competence to teach about it. These teachers had a moderate knowledge base regarding food irradiation. Teachers' attitudes regarding the safety of food irradiation were positively correlated with their perceived understanding of food irradiation, actual knowledge of it, and competence to teach about it. Their perceived understanding of food irradiation was positively correlated with competence to teach about it, knowledge, and attitudes toward the safety of food irradiation. The only demographic variable correlated with knowledge or attitudes was teachers' previous food irradiation educational experiences. These data suggest the importance of education for family and consumer sciences teachers concerning food irradiation.     

ELEMENTARY SCHOOL TEACHERS’ UNDERSTANDING OF THE MEAN AND MEDIAN

This study provides a snapshot of elementary school teachers’ understanding of the mean and median. The research is presented in light of recent work regarding preservice teachers’ understanding of the mean. Common misconceptions are identified which lead to potential implications for teacher preparation programs. One of the primary concerns regarding increasing the standards expected of students to learn statistics is teachers’ preparation to address those standards. Exploring issues with teachers’ understanding of two of the most prominent concepts in the enacted curriculum provides a glimpse into the need to adequately prepare teachers to teach statistics.     

Subject knowledge development by science student teachers: the role of university tutors and school‐based subject mentors

Following the introduction of a National Curriculum for Science, all secondary science teachers in England need to be prepared to teach all aspects of a broad and balanced science curriculum. This is the second paper in which we explore science student teachers’ subject knowledge development during a one‐year postgraduate teacher preparation course. In this qualitative study we explore the role of university tutors and school‐based subject mentors in science student teachers’ subject knowledge development as perceived by student teachers, school‐based subject mentors and university tutors. The findings reveal that student teachers are reluctant to use university tutors and school mentors for subject knowledge development because they are aware of their assessment roles. The role of the university tutor in subject knowledge development is perceived as one of facilitation and of developing student teachers’ sense of professionalism. School mentors perceive that they do provide support for subject knowledge development and they are largely unaware of any potential conflict arising from their assessment role. The findings of the study are discussed in terms of the nature of student teachers’ professional learning in communities of practice. The implications for mentor training programmes are considered.     

Knowing the subject matter of a secondary‐school science subject

This paper examines the fundamental yet largely neglected distinction between school subjects and academic disciplines in the discourse on teachers’ specialized subject‐matter knowledge. It analyses and critiques the curricular positions embedded in that discourse in the light of five possible relationships between school subjects and academic disciplines. Invoking Dewey’s logical‐psychological distinction and research findings, the paper argues that the subject matter of a secondary‐school science subject instead of the subject matter of its parent academic discipline lies at the heart of secondary‐school science teachers’ specialized subject‐matter knowledge. Knowing such subject matter entails knowing five intersecting dimensions: the logical, the psychological, the pedagogical, the epistemological, and the sociocultural. Implications are drawn concerning theorizing about what secondary‐school science teachers need to know about the subject matter they are expected to teach, subject‐matter preparation for teaching, and the development of secondary‐school science curriculum materials.     

PROSPECTIVE TEACHERS’ CHALLENGES IN TEACHING REASONING-AND-PROVING

The activity of reasoning-and-proving is at the heart of mathematical sense making and is important for all students’ learning as early as the elementary grades. Yet, reasoning-and-proving tends to have a marginal place in elementary school classrooms. This situation can be partly attributed to the fact that many (prospective) elementary teachers have (1) weak mathematical (subject matter) knowledge about reasoning-and-proving and (2) counterproductive beliefs about its teaching. Following up on an intervention study that helped a group of prospective elementary teachers make significant progress in overcoming these two major obstacles to teaching reasoning-and-proving, we examined the challenges that three of them identified that they faced as they planned and taught lessons related to reasoning-and-proving in their mentor teachers’ classrooms. Our findings contribute to research knowledge about major factors (other than the well-known factors related to teachers’ mathematical knowledge and beliefs) that deserve attention by teacher education programs in preparing prospective teachers to teach reasoning-and-proving.     

Effects of a Pre-Kindergarten Mathematics Intervention: A Randomized Experiment

Abstract

Research indicates that a socioeconomic status-related gap in mathematical knowledge appears early and widens during early childhood. Young children from economically disadvantaged families receive less support for mathematical development both at home and in preschool. Consequently, children from different socioeconomic backgrounds enter elementary school at different levels of readiness to learn a standards-based mathematics curriculum. One approach to closing this gap is the development and implementation of effective mathematics curricula for public preschool programs enrolling economically disadvantaged children. A randomized controlled trial was conducted in 40 Head Start and state preschool classrooms, with 278 children, to determine whether a pre-kindergarten mathematics intervention was effective. Intervention teachers received training that enabled them to implement with fidelity, and a large majority of parents regularly used math activities teachers sent home. Intervention and control groups did not differ on math assessments at pretest; however, gain scores of intervention children were significantly greater than those of control children at posttest. Thus, the intervention reduced the gap in children's early mathematical knowledge.     

中学地理学科大观念的概念辨析及建构路径

学科大观念是我国当前基础教育课程改革的基本理念之一。学科大观念居于学科的中心位置,是问题解决者对学科核心概念心理化的结果。从“教学设计”的角度来看,建构地理学科大观念的目的在于启发教师更好地帮助学生将地理概念与已有经验及真实世界建立联结。从这个角度出发,提出中学地理学科大观念建构路径的五环节操作性框架:分析地理情境、提炼地理核心概念、与经验建立联系、叙写地理学科大观念和发展地理学科大观念的内容进阶。这一操作性框架可以用于指导中学地理教师建构适合自己教学实践的地理学科大观念。