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Representations of Mathematics Teacher Quality in a National Program

Representations of Mathematics Teacher Quality in a National Program. Patricia S. Moyer-Packenham, Johnna J. Bolyard, Hana Oh, Patricia Kridler, & Gwenanne Salkind George Mason University November 10 th , 2006 28 th Annual Meeting of PME-NA Mérida, Yucatán, Mexico.

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Representations of Mathematics Teacher Quality in a National Program

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  1. Representations of Mathematics Teacher Quality in a National Program Patricia S. Moyer-Packenham, Johnna J. Bolyard, Hana Oh, Patricia Kridler, & Gwenanne Salkind George Mason University November 10th, 2006 28th Annual Meeting of PME-NA Mérida, Yucatán, Mexico

  2. NSF Authorization Act of 2002 (PL107-368) includes enhancing teacher quality, quantity, and diversity as key goals of the Math and Science Partnership (MSP) program. Identify representations of mathematics teacher quality in a nationally funded program Discuss conditions implemented to influence mathematics teacher quality in the program Goals of the Presentation

  3. General Ability, including verbal ability (Ehrenberg & Brewer, 1994, 1995; Ferguson, 1991; Ferguson & Ladd, 1996) (2) Experience (Fetler, 1999; Ferguson, 1991; Ferguson & Ladd, 1996; Goldhaber & Brewer, 1997b; Hawkins, Stancavage, & Dossy, 1998; Rivkin, Hanushek, & Kain, 2005; Rowan, Correnti, & Miller, 2002) (3) Pedagogical Knowledge (Adams & Krockover, 1997; Darling-Hammond, 2000; Darling-Hammond, Berry & Thoreson, 2001; Gess-Newsome & Lederman, 1993; Hawkins, Stancavage, & Dossey, 1998; Valli & Agostinelli, 1993 ) Review of Research on Teacher Quality Characteristics

  4. Review of Research (cont.) • (4) Subject Matter Knowledge (Chaney, 1995; Goldhaber & Brewer, 1997a, 1997b, 2000; Hawkins, Stancavage, & Dossey, 1983; Monk, 1994; Monk & King, 1994; Rowan, Chiang, & Miller, 1997; Rowan, Correnti, & Miller, 2002) • (5) Certification Status (Darling-Hammond, 2000; Fetler, 1999; Goldhaber & Brewer, 1997a, 1997b, 2000; Hawk, Coble, & Swanson, 1985; Rowan, Correnti, & Miller, 2002) • (6) Teacher Behaviors, Practices and Beliefs (Guarino, Hamilton, Lockwood, & Rathbun, 2006; Staub & Stern, 2002; Weiss & Pasley, 2004; Weiss, Pasley, Smith, Banilower, & Heck, 2003).

  5. What characteristics do MSPs use to define mathematics teacher quality? What conditions do MSPs implement in their work to improve mathematics teacher quality? Research Questions

  6. 123 Annual and Evaluation reports from 48 Math and Science Partnerships 48 project websites Presentation and publication documents available publicly Data Sources

  7. Document Analysis (Best & Kahn, 1998; Patton, 1990); Official/External Documents produced by the MSPs (Bogdan & Biklen, 1998); Interpretation of data contained in the documents (McMillan & Wergin, 2002). Content Analysis – Analysis of the written content of a document; inductively establish a categorical system for organizing the information (Fraenkel & Wallen, 1993). Concept Analysis – Conducted to understand the meaning and usage of educational concepts (e.g., teacher quality) (McMillan & Wergin, 2002). Methods

  8. Representations of mathematics teacher quality Conditions influencing teacher quality characteristics Results

  9. REPRESENTATIONS of Teacher Quality Individual Characteristics Population Characteristics Subject Knowledge Quantity Pedagogical Knowledge Diversity Behaviors/Practices/Beliefs CONDITIONS Influencing Teacher Quality Characteristics Professional Development Stipends/Compensation Teacher Leadership Retention Recruiting Linking Teachers with STEM Faculty Preservice Training Induction Certification/Degrees Major Themes of Teacher Quality (reported by 48 MSPs)

  10. Subject Teachers’ test scores Knowledge Improved student achievement Teachers’ subject preparation Pedagogical Responses on surveys Knowledge Observations of teaching Improved student achievement Practices & Responses on surveys Beliefs Observations of teaching Responses to interview questions Representations of Individual TQ Characteristics

  11. Conditions Illustrative Examples Professional Development Courses, workshops, institutes Teacher Leadership Formal and informal roles Preservice Training New course and program development Certification/Degrees Program revision and development Linking STEM Faculty With Teachers Teach courses; Provide expertise Conditions Influencing Individual TQ Characteristics

  12. Significant emphasis on subject knowledge for teachers at all grade levels K-12. Design of professional development is based on research findings. Emphasis on subject knowledge is aligned with policy and professional organization statements. Teacher quality is described as the intersection of content and pedagogy. MSPs knowledgeable of current research and best practices. Key Findings and Implications

  13. New collaborations between STEM Faculty and education faculty to improve K-12 mathematics education. The important role of Teacher Leaders in knowledge development, connecting people, and institutional change. Interrelated challenges facing STEM and education faculty. MSPs in a position to contribute to research on teacher leadership. Key Findings and Implications (cont.)

  14. What other inquiries about the work of the Math and Science Partnership Program are of interest to those in the mathematics education community? What teacher quality characteristics are not addressed in these findings? What conditions might influence teacher quality that are not addressed in these findings? Further Inquiry

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