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Knowledge, Pedagogy, Practice or Student Achievement: Evaluating a Middle School Math MEd Professional Development Program
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| Presenter(s):
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| David Ensminger, Loyola University, Chicago, densmin@luc.edu
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| Jim Breunlin, Loyola University, Chicago, rbreunl@luc.edu
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| Lindsay Viellieu, Loyola University Chicago, lviellieu@luc.edu
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| Abstract:
This paper discusses the outcomes evaluation of a University's Middle School Math M.Ed. degree program. The program was initiated through a State-funded grant, in collaboration with a local urban school district and the University. The paper describes how the evaluation team and University's stakeholders stressed examining the more proximal outcomes, (i.e. knowledge gains, changes in pedagogical perceptions and implementation of new skills in the classroom) by participants, while the State-level stakeholders emphasized (and required) that student achievement measures were most important. In addition, the paper describes the experiences of the evaluation team and the changes made to the evaluation plan as a result of lower than expected program participation: changes in participants' role in their school, reduced funding, the withdrawal of the school district's participation in the grant and the change in the program director of the grant.
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Evaluating Impact of Teaching Workshops in Science, Technology, Engineering, and Math (STEM) Using Embedded Electronic Assessment
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| Presenter(s):
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| Gina Weisblat, Cleveland State University, boo500@aol.com
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| Micah Arafah, Cleveland State University, m.arafah@csuohio.edu
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| Abstract:
It has been well-documented that the general public knows little about engineering, and the K-12 teacher population is no exception. Educators in the K-12 education system are increasingly expected to insert engineering into their teaching, as national and governmental pressure to include or infuse engineering into standard curricula continues to rise. This evaluation uses Bransford's learning theory as a backdrop to understanding how teachers learn and translate this knowledge. We will compare data of program evaluations from two years using a new mechanism for improving learning, and study the impact of the embedded electronic assessment tools on the teachers' learning and perception.
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Side by Side: Two Math and Science Partnership (MSP) Teacher Institutes and How They Grew
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| Presenter(s):
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| Paul Lamphear, Hanssen Consulting LLC, paull@hanssenconsulting.com
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| Abstract:
The Math and Science Partnership (MSP) program responds to a growing national concern -- the lackluster performance of U.S. children in mathematics and science, and significant gaps between different demographics. Schools have responded with attempts to increase teacher competence. Measuring effectiveness of K-12 professional development has been difficult and controversial. This paper will compare and contrast two longitudinal studies of DOE Title IIB funded Teacher Institute programs that provide post graduate University credits to participating elementary and middle school teachers in the Milwaukee Public School District. We will explore how values in education, state testing for school performance, and differences between math education and science education influence both the initial program design and implementation, and the evaluation design. We will examine how those differences affected how we triangulated information from program and classroom observations, teacher attitude and knowledge changes, student performance changes, and ultimately judged the merit of the programs.
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