NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1098408
Record Type: Journal
Publication Date: 2012
Pages: 25
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1083-6470
Making Teacher Change Visible: Developing an Action Research Protocol for Elementary Mathematics Instruction
Rice, Linda J.; McKeny, Timothy S.
Journal of Research in Education, v22 n1 p266-290 Spr 2012
Professional development is a well-established component of teacher change, and action research can make that change visible. In this study, quantitative and qualitative data were collected from 237 elementary teachers and intervention specialists from 33 federally-designated Appalachian counties of Southeastern Ohio who participated in the year-long Better Mathematics through Literacy (BMTL) professional development experience. Using an ongoing, recursive, and emergent approach, the researchers identify changes in teachers' pedagogical approaches related to teaching early childhood mathematics. Three predominant themes emerged: Through the BMTL experience, the early childhood teacher-participants became more integrated, more contextual, and more constructivist in their mathematics instruction.
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio