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Cook, Kristin L.; Bush, Sarah B. – School Science and Mathematics, 2018

Complementing the aims of problem-based inquiry, a pedagogical approach called design thinking (DT) has students grapple with issues that require a creative redefinition and reimagining of solutions akin to professional skills of designers, who consider conflicting priorities and complex negotiations to arrive at a solution to an ill-defined…

Descriptors: Design, Integrated Curriculum, STEM Education, Art Education

Ortega, Irasema; Luft, Julie A.; Wong, Sissy S. – School Science and Mathematics, 2013

Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELLs). For the underprepared early career science teacher, these circumstances are challenging. This study examines the changes in beliefs and practices of an early career science teacher who taught high numbers of ELLs in an urban…

Descriptors: Science Teachers, Beginning Teachers, English Language Learners, Urban Schools

Patel, Nimisha; Franco, Suzanne; Miura, Yoko; Boyd, Brian – School Science and Mathematics, 2012

This paper examines professional development workshops focused on Connected Math, a particular curriculum utilized or being considered by the middle-school mathematics teachers involved in the study. The hope was that as teachers better understood the curriculum used in their classrooms, i.e., Connected Math, they would simultaneously deepen their…

Descriptors: Familiarity, Mathematics Teachers, Professional Development, Pedagogical Content Knowledge

Varghese, Thomas – School Science and Mathematics, 2011

The National Council of Teachers of Mathematics calls for an increased emphasis on proof and reasoning in school mathematics curricula. Given such an emphasis, mathematics teachers must be prepared to structure curricular experiences so that students develop an appreciation for both the value of proof and for those strategies that will assist them…

Descriptors: Mathematical Logic, Skill Development, Mathematical Applications, Mathematical Models

Ruiz, Elsa Cantu – School Science and Mathematics, 2011

Latinas/os, the largest and fastest growing minority ethnic group in the United States (impels research that focuses on the education of Latinas/os and the need to reduce the achievement gap that persists between Latinas/os and other groups. Such research has gained in popularity; however, it is still very limited. I use my teaching experience…

Descriptors: Achievement Gap, Mathematics Education, Learning Motivation, Teaching Experience

Perry, Christine A. – School Science and Mathematics, 2011

This study investigated preservice elementary teachers' achievement goal orientations for learning mathematics and the relationship of those goals to their attitudes toward mathematics. Self-report instruments were administered to assess three achievement goals--mastery, performance-approach, and performance-avoid, and three constructs of…

Descriptors: Preservice Teachers, Goal Orientation, Classroom Environment, Student Motivation

Stickles, Paula R. – School Science and Mathematics, 2011

In this study, the characteristics of teachers that motivate their implementation of reform curriculum, and the factors that influence the teachers' success in implementing the curriculum are investigated. In particular, teachers' internal struggles, frustrations, collegiality, and classroom successes during the implementation of the reform…

Descriptors: Educational Change, Elementary School Teachers, Teacher Characteristics, Performance Factors

McDonnough, Jacqueline T.; Matkins, Juanita Jo – School Science and Mathematics, 2010

Though the importance of including practicum experiences in programs for the preparation of elementary preservice teachers is generally accepted, the nature of these experiences on the development of skills in teaching science can vary greatly. This study compares the effect of variations in field experiences at two institutions, one which…

Descriptors: Methods Courses, Self Efficacy, Field Experience Programs, Teaching Methods

Son, Ji-Won; Sinclair, Nathalie – School Science and Mathematics, 2010

Recognizing and responding to students' thinking is essential in teaching mathematics, especially when students provide incorrect solutions. This study examined, through a teaching scenario task, elementary preservice teachers' interpretations of and responses to a student's work on a task involving reflective symmetry. Findings revealed that a…

Descriptors: Preservice Teachers, Geometric Concepts, Mathematics Instruction, Problem Solving

Stump, Sheryl L. – School Science and Mathematics, 2010

An undergraduate seminar was designed to help preservice teachers focus on students' learning. Preservice teachers planned and conducted weekly tutoring sessions with fourth graders and discussed their experiences in weekly discussions. The author investigated what preservice teachers learned about teaching mathematics from their focus on…

Descriptors: Preservice Teacher Education, Preservice Teachers, Grade 4, Mathematics Instruction

Jang, Syh-Jong – School Science and Mathematics, 2010

The purpose of this research was to evaluate a collaborative concept-mapping technique that was integrated into coteaching in fourth-grade science classes in order to examine students' performance and attitudes toward the experimental teaching method. There are two fourth-grade science teachers and four classes with a total of 114 students…

Descriptors: Feedback (Response), Concept Mapping, Elementary School Science, Science Teachers

Fraser-Abder, Pamela – School Science and Mathematics, 2010

This study highlights the factors that contribute to excellence in urban science teaching as pinpointed by five urban African-American science teachers who have taught successfully in the urban system for over 10 years. These teachers shared their experiences and reflections on the qualities that contributed to their success and persistence as…

Descriptors: Classroom Techniques, Urban Schools, Parent Participation, Parent School Relationship

Jong, Cindy; Pedulla, Joseph J.; Reagan, Emilie Mitescu; Salomon-Fernandez, Yves; Cochran-Smith, Marilyn – School Science and Mathematics, 2010

This study examined the classroom practices of beginning elementary school teachers' instruction of mathematics and how it connected to their pupils' learning. The Reformed Teaching Observation Protocol (RTOP) was used to measure the extent to which beginning teachers used reformed teaching practices. As a measure of pupil learning, we utilized…

Descriptors: Elementary School Mathematics, Mathematics Tests, Elementary School Teachers, Beginning Teachers

Sakshaug, Lynae E.; Wohlhuter, Kay A. – School Science and Mathematics, 2010

Teaching mathematics through problem solving is a challenge for teachers who learned mathematics by doing exercises. How do teachers develop their own problem solving abilities as well as their abilities to teach mathematics through problem solving? A group of teachers began the journey of learning to teach through problem solving while taking a…

Descriptors: Elementary School Mathematics, Action Research, Problem Solving, Mathematics Instruction

Johnson, Carla; Fargo, Jamison; Kahle, Jane Butler – School Science and Mathematics, 2010

This longitudinal, five-year study of teachers and students who had participated in a systemic reform program in science explored if (1) teacher change in practice realized during a three-year program is sustained one, two, and three years following the program, (2) student performance on state science assessments two years following studying with…

Descriptors: Program Effectiveness, Educational Change, Longitudinal Studies, Achievement Gains